高二英语上学U期nit7.docVIP

人教修订版高二上Unit 7 Living with disease Integrating skills 说课教案 教学课型：阅读写作结合语法课 教学内容：SEFC BOOK 2A UNIT 7 LIVING WITH DISEASE 教学目标： 引导学生了解关于癌症的常识知识。 培养学生良好的阅读习惯和快速捕获信息的能力。 从学生的学习兴趣，生活经验和认知水平出发，创设生动和逼真的情景，在轻松，民主的教学氛围中，鼓励和倡导学生积极参与，主动思维，大胆实践。 在教学过程中，不仅注重“教书”，更注重“育人”。 教学重点和难点： 处理好读与写的关系。读为写的充分铺垫，写为读的思维结果，两者相辅相成，缺一不可。 教学设计： 总体思路： 本节课所授内容为单元中的Integrating Skills部分，分Reading 与Writing 两大块。Reading 部分的教学采用泛读方式进行，细分为标题预测，问题寻解，阅读填空，比较判断四个具体的教学活动，意在培养学生良好的阅读习惯和快速捕获信息的能力。时间约为20分钟左右。Writing 部分细分为画时间线，简述事件和汇编成文三个具体的教学活动，遵循从易到难的原则，引导学生从自身生活实际出发，积极参与到写作中来，时间约为20分钟左右。最后在课堂小结中，教师点出“生命中必然会有高峰与低谷，希望同学们多多记住快乐的事，忘掉不快，以崭新的姿态迎接生命中的每一天。” 教学过程： 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 ?” [设计说明] 通过标题预测课文内容能激发学生的学习兴趣，培养学生的预测能力，调动学生已有的知识储备，提高其课堂学习的主动性和积极性。 Step 2: Fast - reading Give the students two questions before they read the text. Answer the questions: What did the writer think when she was diagnosed with cancer ? What does the writer think of cancer now ? [设计说明] 设计本活动的目的是让学生带着问题快速阅读文章，培养学生通过快速扫读寻找有用信息的能力。这里两道问题的设计突出了时间：过去和现在，让学生在找寻问题和回答问题过程中对文章内容有了初步的理解。同时，也能帮助学生理解文章标题的含义。 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