高中英语_A Journey of Discovery教学设计学情分析教材分析课后反思.doc

“一师一优课”教学设计 学校 案例名称 A Journey of Discovery 教师姓名 案例类型 新授课 学段 高中二年级 教学/活动目标 在本节课结束时，学生能够： 1 获取、梳理、描述Charles Darwin本人和他的发现之旅的事实性信息。 2 概括、整合Charles Darwin所做的研究步骤。 3推断Charles Darwin作为科学家的优秀品质并举例说明。 4 感受科学探索的艰辛，学习优秀科学家不畏艰难，大胆质疑，勇于探险的科 学习者分析 授课对象为高二学生。本班学生英语基础薄弱，词汇量小，但是热情高。整体看，该班学生能用英语提取信息、处理信息、简单表达自己的观点，但是运用英语连贯描述事件，阐释意义和批评和批评评价的能力都比较弱。 教学过程 步骤 教师活动 学生活动 设计意图 Pre- reading Activity1 T asks Ss to see the picture and answer the questions 1 What is it? 2 Do you know what it looked like long long ago? 3 What do we call the process? Ss answer the questions and learn some new word: evolve evolution ancestor等 创设情境，引出话题，理解关键词汇- evolution Evolve into/ from ancestor等单词 Activity2 T asks Ss to observe the evolutionary tree and answer the questions 1 What information can you get ? 2 Who discovered it? Ss observed the tree and work in pairs to discuss the question and exchange the ideas. 利用图片，创设情境，导入主题，激活学生已有的关于进化论的有关知识。 While reading Activity3 Activity4 Activity5 Activity6 1st reading T asks Ss to read the passage and answer the questions 1 What type of the passage is it? 2 What’s the main idea and give your reasons. 3How dose the passage develop? After the feedback,T stresses the structure of the narration and the way to find the main ideas ( focus on the title , structure and the type of the passage. 2nd reading T asks Ss to read the passage again and asks the question 1 What did the captain and his father think of Darwin? Why? T stresses the words ---- not first choice and disgrace. 3rd reading T asks SS to read the passage and answer the questions. Encourage them to use a dictionary if they come across new words 1 What do the subtitle mean? 2 Put the subtitles in order 3 fill in the blanks and make the answers simple and brief. 4th reading T asks Ss to read passage and answer the questions 1 What do people think of the book? After feedback, T asks SS to think and share Why were many people “shocked by Darwins theory? (2)Why didnt Darwin publish his Theor