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

PAGE 1 A Journey of discovery 教学设计 课型 Reading 主题语境 人与自然——认识与探索自然 内容分析 该板块为本单元主体课文，体裁为记叙文，文章以时间及行程路线为线索，介绍了著名的生物科学家达尔文的发现之旅，此次旅行，达尔文做了大量考察研究并获取了许多关于生物进化的信息及发现，并基于此次旅行，发表了后期改变世界的著名的《物种起源》一书。读前的导入活动旨在帮助学生了解生物进化的基本知识，为课文介绍达尔文及其重要发现进行学习铺垫。读中活动引导学生更深入地解读文章主旨和结构，使学生明白记叙文的主旨大意划分方法以及文章的结构。读后活动进一步探究主题意义，感受达尔文探索科学、追求真理之路的艰难与险阻，同时，也激励学生以其为榜样，学习他不畏困难，大胆质疑，勇于探索的科学精神与创新精神。 教学目标 在本板块学习结束时，学生能够： 熟悉话题语境，获取文章的主旨大意； 熟悉记叙文语篇结构及语言特点，并按照事情发展顺序梳理达尔文关于生物进化的发现之旅； 从达尔文的故事中体会探索的艰辛，学习科学家的不畏艰难、大胆质疑、勇敢探究的科学精神和创新精神； 教学重点 引导学生寻找文章大意，并了解达尔文关于生物进化的发现之旅； 引导学生了解叙述类文本语篇结构及语言特点。 教学难点 引导学习科学家的不畏艰难、大胆质疑、勇敢探究的科学精神和创新精神； 教学策略 P-W-P模式 Teaching contents Procedures Purposes Teacher’s activity Students’ activity Activity 1 Teacher asks students to find what is at the bottom of the tree and what is at the top of the tree. Teacher collects answers and presents them on the blackboard Teacher guides students to find what the tree can be called. Teacher asks students who put forward the theory of evolution to lead to the passage. Students volunteer to answer the question. Students observe the picture of the tree and find out what the tree can be called. Students have a discussion and answer the question To understand the pictures and lead to the topic. Activity 2 Teacher asks students to read the passage quickly and find the two layers of meanings of the title. Teacher asks students to discuss the topic in groups. Teacher asks students to check the answers. Students read the passage quickly and predict the content. Students discuss in groups. Students check answers To get the main idea of the passage. Activity 3 Teacher guides the students to find out the style of the passage. Teacher asks why students consider it to be a narrative and guide students to find out some sentences with time adverbs. Teacher asks students to read the passage, divide the passage into three parts and find the main idea of each part . Students read the passage and find the style of the passage. Some students share their answers w