教学设计(book8Unit1reading)--刘咏绍.docVIP

附件1：教学设计封面 台山市教学设计参评稿件 课 题：Book8 Unit1 Reading 学 科： 英 语 所用教材： 高二 年级第 8 册 设 计 者： 刘 咏绍 单 位： 台山市第一中学 2009年 10 月 23 日 Book8 Unit1 Reading California的教学设计 台山市第一中学 英语组 刘咏绍 Ⅰ Concept for teaching design （教学设计理念） 本课课型为阅读课。根据全日制普通高中英语教学大纲和教材对阅读课的要求，即通过阅读课文，激发学生对读英语的兴趣，培养阅读的技能，使用阅读策略。在教学过程的设计中，注重充分调动学生的积极性，使学生自主学习，让学生成为问题的“发现者”，然后学生与学生进行合作性的探究，让老师成为问题的“点拨者” 本节课的教学对象是高二尖子班的学生。他们的词汇量约为2000~2500。他们具备一定的阅读能力和历史地理知识，同时他们有着丰富的想象力和活跃的思维，具有一定的分析和解决问题的能力，学生学习主动性较强，能够积极配合老师的指令完成本堂课的学习任务。另外，在第一课时的学习中，学生查阅美国地图，讨论有关美国地理方面的知识，为的学习做好热身准备。By means of, the Pacific Islands, make a life, the majority (of) Important sentence patterns（重点句型） When the first people arrived in what we now know as California, However, it is likely that Native Americans were living in California at least fifteen thousand years ago. It is believed that before long the mix of nationalities will be so great that… Ability Objectives (能力目标) Learn some detailed information about the history of California. Develop the Ss’ some basic reading skills through reading activities. Train the Ss’ speaking ability ( talk about the important events in California history). Emotional Objectives (情感目标) Train the Ss’ ability to cooperate with others. Widen their knowledge and cultivate the Ss’ cross-culture consciousness so as to improve their own development. Ⅲ Teaching Content Analyze (教材分析) 本节课是一节阅读课，在Pre-reading要求学生讨论有关加利福尼亚州的几张图片，Reading 这一部分主要介绍了加利福尼亚州’ some basic reading skills. 3. Learn the words and phrases listed above. Ⅴ Teaching difficult points Enable the Ss’ to talk about the important events in California history. Ⅵ Teaching and Learning Methods (教法和学法) 1.Task-based method to make students interested in what they will learn.(任务型教学法) 2. Fast reading to get the general idea of the passage.(略读法) 3. Careful reading to get some detailed information.(细读法) Ⅶ Teaching Aids (教学辅助手段) A blackboard, a projector and a computer for multimedia Ⅸ Preparatio