高中英語說課稿：人教修訂版高二《Unit 7 Living with disease Integrating skills》說課稿

人教修訂版高二上Unit 7 Living with disease Integrating skills

說課教案

一.教學課型：閱讀寫作結合語法課

二.教學內容：SEFC BOOK 2A UNIT 7 LIVING WITH DISEASE

三.教學目標：

1.引導學生了解關于癌癥的常識知識。

2.培養(yǎng)學生良好的閱讀習慣和快速捕獲信息的能力。

3.從學生的學習興趣，生活經驗和認知水平出發(fā)，創(chuàng)設生動和逼真的情景，在輕松，民主的教學氛圍中，鼓勵和倡導學生積極參與，主動思維，大膽實踐。

4.在教學過程中，不僅注重“教書”，更注重“育人”。

四. 教學重點和難點：

處理好讀與寫的關系。讀為寫的充分鋪墊，寫為讀的思維結果，兩者相輔相成，缺一不可。

五.教學設計：

(一)總體思路：

本節(jié)課所授內容為單元中的Integrating Skills部分，分Reading 與Writing 兩大塊。Reading 部分的教學采用泛讀方式進行，細分為標題預測，問題尋解，閱讀填空，比較判斷四個具體的教學活動，意在培養(yǎng)學生良好的閱讀習慣和快速捕獲信息的能力。時間約為20分鐘左右。Writing 部分細分為畫時間線，簡述事件和匯編成文三個具體的教學活動，遵循從易到難的原則，引導學生從自身生活實際出發(fā)，積極參與到寫作中來，時間約為20分鐘左右。最后在課堂小結中，教師點出“生命中必然會有高峰與低谷，希望同學們多多記住快樂的事，忘掉不快，以嶄新的姿態(tài)迎接生命中的每一天。”

(二)教學過程：

Step 1: Predicting

Show the title of the reading “Diagnosed with cancer: the day my life ended…and began !” and ask the students to predict “Why did the writer’s life end first,and then begin ?”

[設計說明]

通過標題預測課文內容能激發(fā)學生的學習興趣，培養(yǎng)學生的預測能力，調動學生已有的知識儲備，提高其課堂學習的主動性和積極性。

Step 2: Fast - reading

Give the students two questions before they read the text.

Answer the questions: 1. What did the writer think when she was diagnosed with cancer ? 2. What does the writer think of cancer now ?

[設計說明]

設計本活動的目的是讓學生帶著問題快速閱讀文章，培養(yǎng)學生通過快速掃讀尋找有用信息的能力。這里兩道問題的設計突出了時間：過去和現(xiàn)在，讓學生在找尋問題和回答問題過程中對文章內容有了初步的理解。同時，也能幫助學生理解文章標題的含義。

Step 3: Careful - reading

Ask the students to read the passage carefully and fill in the blanks in the abridge.

I will never forget that afternoon when I was _____(diagnose) with cancer.I remember _____(have) an empty feeling in my stomach and thinking that my life was going ____(end). The next year was painful and difficult for me.Like many people with cancer,I had to be ____ (treat) with radiation ______ (follow) by treatment with chemicals.There were days when I wished that I ______(be) dead. My family and friends were wonderful.They helped me and kept me ____(feel) sad and lonely.At last I ______(be able to) go home. Now two years have passed and my life has not yet ended. ____(live) with cancer has made me realize how precious life is and how important it is for us to take every chance to live life to _____(full).

[設計說明]

本篇填空文章是課文的一個縮寫，讓學生在答題過程中進一步理清文章的脈絡，加深對文章的理解。同時又把高考可能出現(xiàn)的知識點以填空的形式加以出現(xiàn)，引起學生的重視。

Step 4: Judgement

Compare the situation of the writer with the one of Xiaohua in the reading and ask the students to judge which of the following statements are true or false.

1. The diseases are contagious. 2. The diseases have already changed the way they lived 3. They gave up the hope. 4. They are both optimistic(樂觀) 5. The diseases have in fact helped them appreciate life.

[設計說明]

根據(jù)所授課班級學生英語基礎較差，口語能力不強的情況，我把課文后面的一道問答題改成是非判斷題，以利于學生比較、回答，并希望起到拋磚引玉的作用。

同時通過兩者的比較，讓學生了解她們對待病魔積極樂觀的態(tài)度，以及不屈不撓的精神，希望學生從中得到啟示。

Step 5: Drawing a timeline

It’s the time for writing.

The teacher draws a timeline of life and makes the best times (the highs) and the worst times (the lows) according to own experience.Then shows and explains them to the students.

e.g. My father broke his leg when I was seventeen years old.

I had my baby on Oct. 12,2004.

Ask the students to think about their lives and draw their timelines on their notebooks.Then ask some students to share their own timelines on the blackboard.

[設計說明]

教師以其親身經歷作示范，一下子拉近了與學生的距離，創(chuàng)設了和諧，平等的教學氛圍。同時，密切聯(lián)系學生生活，鼓勵和倡導學生積極參與，主動思維，為下一步寫作提供真實的素材。

Step 6: Simple description

Ask the students to describe one or two events in their lives using simple words、phrases and sentences.

eventsimportant; unforgettable; meaningful; proud; grand ……

feelingshappy; excited; surprised; proud; pleased; shameful; nervous; sad; alone; angry; worried; afraid ……

thoughtsI remember having an empty feeling in my stomach. I think that my life is going to end. I feel as if the sky came down. I think of my cancer as a gift. I remember everything exactly as if it happened yesterday. ……..

[設計說明]

本活動的目的在于起到橋梁作用，使學生的寫作從詞到句，再到文章進行過渡。

教師提供一些詞匯，句式可以使不同層次的學生依據(jù)自身經驗進行仿寫，改寫或自主寫作。

Step 7: Sample passage

Give the students a sample passage.Then ask the students to write a passage according to their experience.

The most important event in my life is that my baby was born in 2004.

It brought my family great happiness.And at the same time, it also changed our life.It made our life more busier and richer.

Since then, I have really understood the saying “We never know the love of the parents until we become parents ourselves. ”

[設計說明]

設計本活動的目的是讓學生依照教師提供的范文，結合自身的經歷，撰寫一篇敘事文章。遵循從易到難的原則，提高學生參與的積極性。

Step 8: Summary

T: In this class,we look back to the past:the best times and the worst times in our lives.Have you found something that we thought important in the past have changed insignificant with time elapsed. So we should forget something unhappy and remember only pleasure. (Teacher wipes the worst times on the timeline and only leaves the best times on the timeline ) Remember: Live life to the fullest.

[設計說明]

設計本活動的目的在于突出思想教育。教師通過擦掉時間線上的“低谷”，強調“高峰” 這一動作，讓學生學會抓住生命中的快樂的時光，忘掉不快，以嶄新的姿態(tài)迎接生命中的每一天。

Step 9: Homework

Let the students finish their writing after class.

[設計說明]

設計本活動的目的是將口頭活動付諸于筆頭，注重學生寫作能力的訓練。