高中英语教学设计
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教学课题
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SEFC Book II, Unit 1 making a difference Intergrating skills
(高二英语上册第一单元之综合技能)
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课程类型
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阅读与写作
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教
材
分
析
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Intergrating skills围绕本单元的中心话题“科学家”展开。该部分由阅读和写作两部分构成。阅读部分讲的是关于人物的介绍性内容，提到了伽利略，培根，张衡等中外科学家，总结了科学家的成功因素，讨论了科学精神，使学生对文中的科学家有了进一步的了解，学习他们的科学精神，激发其刻苦学习勇于创新的热情。书面表达部分是让学生讨论文章后面的讨论题，包括对科学精神的讨论和对科学家的描述，锻炼学生的口语能力，发挥其兴趣和想象力，进而体会科学发明发现为社会带来的益处，为写作铺垫。写作部分要求学生写一篇关于学生所喜欢的科学家的短文。学生可使用课本提供的句型，短语完成此项任务，提高书面表达能力。
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学
生
分
析
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1．经过前面几个课时的学习，学生对科学家，科学发现及他们的名言轶事成功之道有了一定的了解和兴趣。
2．经过高一年级的学习，学生积累了一定的阅读能力，形成了初步的阅读策略，能在有限的时间内获取信息，并具备了一定的处理应用信息的能力。但仍有部分学生的阅读能力不容乐观，理解英语语言所表述的信息较慢。
3．两个班的学生的基础程度不一，但求知欲强，思想活跃，好自我表现。
4．学生的书面表达能力有待提高。
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教
学
目
标
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一知识目标
1. 重点词汇和短语：
make a difference, be satisfied with, what if, the other way around,
believe in
2．重点句型：强调句 It is/ was + 被强调部分+ that….
Only 引导的倒装句
二．能力目标
1．提高学生获取信息和处理信息的能力
2．增强学生的书面表达能力.
三．情感目标
通过阅读手段，让学生进一步了解著名科学家及其成就，培养学生热爱科学，勇于创新的品质。
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教学
重点
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1. 对全文大意作整体理解。
2. 掌握本课的重点单词与词组
3. 训练阅读技巧，获取信息，提高运用英语的综合能力。
4．训练书面表达。
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教学
难点
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1. 如何利用快读细读等阅读技巧识别关键词、获取有用信息形成阅读策略。
2. 如何帮助学生运用阅读策略，进行自主学习。
3．如何逐步提高学生书面表达能力
4. 掌握本课的重点单词与词组，提高实践能力
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教学
方法
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1. 任务型教学法：
2. 略读法
3. 细读法
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设
计
思
想
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根据教学大纲以教师为主导学生为主体的教学原则，教学活动充分引导学生自主或合作的积极性。我采用任务型教学方式。教学过程的每个环节都有明确的任务。学生在完成每项任务的同时，也是教学目的达到之时。用多媒体放科学家的图片，让学生辨认并说出他们的成就作为教学过程的导入。指导学生分别用快读，细读等阅读技巧完成相应的阅读任务。在此基础上进行分组讨论。运用课本提供的常用词组和句型，突破书面表达这一较难的任务。整个教学活动力求做到以教材为载体，以学生为中心。个体、小组、班级活动贯穿教学活动始终。
在课堂教学中，学生应在教师的指导下，训练阅读技能，提高阅读速度。增强查找，分析，处理信息的能力和写作能力。积极参加小组和班级活动，展现自己和所在小组的能力，培养团队意识，提高协作能力，充分调动各器官训练听说读写活动。积极主动地学习。
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教学
手段
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黑板，录音机，多媒体
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板
书
设
计
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Unit 1 Unit 1 making a difference Intergrating skills
Useful phrases and sentences
make a difference,
be satisfied / pleased / content with
what if
believe / believe in
the other way around,
强调句型 It is/ was + 被强调部分+ that…
Only + 状语 + 句子用半倒装.
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教学过程设计
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课堂活动内容，方式
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设计意图
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Step 1. Leading in
Good morning, class. We have learned a lot of things about Hawking. Today let’s learn about some other scientists and their work. Now please look at the screen and tell me who they are.
(show the students three pictures of three scientists )
Picture 1: Galileo Galilei and his telescope
Picture 2: Fransis Bacon
Picture 3: Zhang Heng and his seismograph
(individual activity；enjoy the pictures and discuss the scientists' work)
Step 2. Fast reading
Now, we are to read a passage. It will tell us what makes the scientists make their discoveries. I’ll give you five minutes to read the passage quickly and answer the questions on the screen.
(show the students the questions )
1. Who are described here in this reading?
2. How can we hope to reach our goal and truly make a difference?
(individual activity; read the passage quickly and answer the questions)
Step3. Careful reading
Well done. We have known something about the scientists and their work. Now, you’re expected to read it again carefully and learn more about them.
1. What’s the characteristic of Galileo Galilei?
2..Why could Stephen Hawking make contributions to science work?
3.What can be described as the ability to use knowledge ?
(individual and pair activity; read the text carefully to answer the questions )
Step 4 Listening and explaining
1. Now we’ll come to the language points in the text. First I’d like you to listen to the tape to correct your pronounciation.
(play the tape for the students to follow)
2. Language points
1). 1 make a difference 有所作为，有关系。要紧
A week’s holiday will certainly make a difference to your health. 一周的假期当然对你的健康有好处
It makes no difference whether he’ll come to the party. 他来不来晚会没有什么要紧的。
2）be satisfied / pleased / content with … 对…满意
He is always satisfied with himself. 他总是对自己很满意。
They are never satisfied with a simple answer.
他们从不对简单答案满意。
3) what if 倘使 ... 将会怎么样？/建议、邀请或要求
What if it rains when we can’t get under shelter?
假若下起雨来，我们又没地方避雨可怎么办？
What if the rumor is true? 万一谣言被证实是真的呢？
What if you join us for lunch? 请跟我们吃午饭吧？
What if you go instead of me？你代我去，好不好？
4) believe / believe in
believe sb. 指相信某人说的话是真的
（即某一次具体的判断）
believe in sb. 指较长时间觉得某人可靠、值得信任
I believe him. =I believe what he says is true.
I believe in him. = I believe that he is a good and honest man.
5) 强调句型 It is/ was + 被强调部分+ that….
I met him in the park yesterday.
It was yesterday that I met him in the park.
It was in the park that I met him yesterday.
It was him that I met in the park yesterday.
6) Only + 状语 + 句子用半倒装
Only after he talked with Mr Li did he really realize the importance of learning English.只有在和李先生交谈之后他才真正认识到了学英语的重要性。
Only by making good use of every minute can we finish it on time. 只有利用好每一分钟,我们才能按时完成它 (individual activity; listen and follow the tape; learn the language points)
Step 4. Discussion
Now, you’re divided into groups to discuss the following questions
1. How did the discoveries of Galileo Galilei and Zhang heng help us better understand the world?
2. Of all the characteristics of great scientists mentioned above, which do you think is the most important ? why?
3. Work in groups of four. What do great scientists like Stephen Hawking, Galileo Galilei and Zhang heng have in common? Find out more about them and how they work and think. Use the questions below to get started.
What is the scientific spirit?
How do scientists solve problems?
How do scientists make a difference?
What can we learn from great scientists?
(group activity; discuss the questions on the screen; one of the group members report their results to the class)
Step 5. Writing
Who is your favourite scientist ?
Now you’re to write a paragraph to describe your favourite scientist. Before writing, you should think abou the followings
Who would you like to write about?
What do you want to write?
What does your reader want to know?
How can you best to describe him or her?
What is the most important or interesting fact about him or her?
Why do you like him or her?
Here are 8 minutes for you discuss the above in groups to collect as much information as possible. You will use the information to write your paragraph. If you want to know more about him or her, you can use a library or the Internet to find more. In class you should first list an outline. When you write, the ideas, words and expressions on the screen may help you.
（group activity; students talk about the questions given on the screen to get so much information as possible and write an outline of the paragraph and the group leader write it on the blackboard）
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激活学生已有信息，使学生对学习新知识有良好的心理准备和兴趣，帮助老师引入主题。
训练学生快速阅读，了解文章大意，对课文中的事实的表层理解及选取有用信息的能力。
在快速阅读环节对课文表层理解的基础上，进一步获取更多信息，对课文进行理性阅读，达到深层理解的目的, 同时培养学生的科学品质。
训练听力，纠正错音。学习语言点，增加知识积累。
学生以小组为单位根据所给话题进行研究、探讨、交流。人人都有参与、展现的机会。充分发挥学生的自主和合作精神，鼓励他们运用所学的语言表达自己的观点、和思想积极主动地投身于语言学习的活动中。提高学生的创造思维能力，体验成功。
训练学生的书面表达能力，以小组为单位搜集有用信息，讨论要用的短语句型目的是降低写作的难度，增加写作的针对性。更好地完成写作任务。
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教学反思：
本节课通过不同的任务设置，让学生通过个体，小组，班级等活动完成各项任务。基本上体现了以教师为主导，以学生为主体的新课标要求的教学原则。多媒体导入调动了学生的知识储存，激发了学生学习新课的热情。快速阅读，细读使学生逐步获取信息，理解课文内容。阅读任务由大到小，从规律到具体，符合认知规律。通过阅读使学生对文中的科学家及他们的成功因素有了进一步的了解，体验科学精神，激励了学生努力学习及勇于创新，逐步培养学生的科学品质。小组讨论给了所有学生灵感和展现自己的机会，培养了学生自主，合作，探究能力，增强了其团队意识。书面表达前的讨论给写的训练提供了信息，短语，句型等方面的铺垫，使得写的这一难度较大的任务降低了难度。总之，这样的设计给顺利完成本节课的教学任务提供了保证。
由于学生程度参差不齐，加之课堂容量较大，少部分学生跟不上节奏。今后的教学内容设计中要注意难易任务的搭配，尽量满足不同类型和不同层次学生的要求。再者，课堂还应多给学生一些指导，如讨论题的相关信息，书面表达样板等帮助学生尽快进入角色。