第二届全国中小学“教学中的互联网搜索”优秀教学案例评选

《鞋匠的儿子》教学方案

附学生活动单：

教案主备人：严宇飞

单位：江苏省如皋市白蒲小学 邮编；226511

联系电话：135xxxxxxxx

第二篇：第三届全国优秀教案评比

第三届全国“教学中的互联网搜索”

优秀教案评比

提交文字3000字以内

20xx年3月20日前

姓名：彭荣华 （江西省龙南中学）

邮编：341700

工作单位：江西省龙南中学

地址：江西省龙南县龙鼎大道351号 龙南中学 电话：0797—3543039 手机：189xxxxxxxx

邮箱: prh531@sohu.com

高二英语优秀教案评比

人教版新课标（高二英语必修五第3单元）

Book 5 Unit 3 Life in the future（Reading部分） 刘曦葳、罗志刚、唐跃秋老师：jiaoan@ 010-66096245

66096526 66092187

你们好！

我是江西省龙南中学高中英语教师彭荣华，按通知精神及活动方案，现寄送原创一份教案，请查收！ 彭荣华2012/2/25

教案基本结构：教案背景、教学课题、教材分析、教学方法、教学过程、教学反思，教案中涉及的资源。

一、教案背景

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（一）结合本单元阅读课和课标倡导“任务型”的教学模式，教师要让学生去发现问题、设计问题并解决问题，培养合作精神，从而实现学生的主体地位，发展学生的综合语言运用能力。

（二）要实现课堂阅读有效教学，必须处理好“读前、读中和读后”三个阶段的活动。读前活动以“导入话题、激活背景知识” 为主；读中活动主要让学生通过略读、寻读等技巧，获取文中信息，理解课文并完成阅读任务；读后活动主要是让学生结合所学的语言知识，探讨故事主人公对未来生活的态度和看法，并通过课外阅读了解更多人类所面临的问题和解决的办法。

（三）阅读课围绕“FIRST IMPRESSIONS”主题，以“变化”为中心词，以“交通方式的变化”为切入点，以“寻找未来世界的变化”为主线，展开“李强的未来之旅”的情景。

二、教学课题

课题是阅读课，必修五第3单元 Life in the future中的Reading部分，其中心话题“未来生活”是一篇描述人类未来生活的太空电子邮件。

三、教材分析

1、教材内容：（见教案中涉及的资源）

2、学情分析：

（1）认知基础：所任班级学生基本能用词汇句型描述和预测未来生活，并能用英语表达个人情感和观点。

（2）心理特征：所任班级学生思想活跃，学习态度明确，有一 2

定的道德修养及正确的价值观与审美观。

（3）学习能力：学生自主阅读与表达能力有一定基础，具备良好的团体协作能力，并能进行有效的合作讨论。

3、教材处理：

（1）结合阅读材料，确定以“交通方式的变化”为切入点。

（2）按照课文的内在联系及教学活动的顺序：学生先了解李强在未来世界的所见所闻，再归纳未来世界的变化，并分析导致这些变化的原因，最后讨论人类面临的问题。把读前活动中“罗列人类所面临的问题和解决的办法”的活动方到读后环节。

（3）教师归纳本课的教学结构，让学生更好理解和把握篇章结构和逻辑关系。

4、教学目标： 知识目标：（1）理解未来生活的意义;（2）掌握并学会运用材料中的语言知识（capsule, lack, flash, lose sight of, well-known for ...等。

技能目标：（1）培养和增强学生把握文章脉络和整体阅读的能力;

(2)提高用英语描述个人体验、表达个人见解和想象的能力。

情感目标：增强社会责任感和环保意识。

5、教学重点和难点：

（1）培养学生的阅读策略和技巧以及获取信息的能力。

（2）运用所学知识预测未来，分析人类所面临的各种问题，并发表自己的观点。

四、教学方法

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1、教学方法：（1）careful reading; (2) pair work, group work；(3) discussion (4) asking and answering activity

2、教具准备：（1）a media （2）a projector （3）the blackboard

五、教学过程

Step 1 Pre-reading

活动一：Lead-in & free talk

Teacher: I usually come to school by car. It takes me about 10 minutes to get here. “How do you usually come to school?”

Students: I usually walk to school. / come to school by bike./ I often ride to school. I come here by car. / I usually come to school by bus.

[设计说明]

教师上课以介绍上班的交通工具为切入点，师问生答，并让学生了解日常生活，活跃思维与课堂气氛，愉快地进入学习状态，为引出话题“transport”做铺垫。

活动二：Discussion

教师根据学生回答归纳出：There are different ways of transport. 然后借助屏幕依次展示“walk、carriage、bicycle、motorcycle、car、train、plane和spaceship”的图片，学生根据图片说出各种交通方式的英语名称。教师设问What conclusion can we draw in terms of the development of transport? 学生分组展开讨论；最后师生得出结论：We are travelling faster and faster and we can travel farther and farther.

[设计说明]

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利用媒体展示图片，并设问激活学生的背景知识，为引出“未来交通方式”——time capsule作铺垫。

活动三：Prediction

在总结交通方式的变化趋势后，教师设问：What types of transport will there be in the future? 学生预测：We will travel in flying machines that can travel very fast. / We will travel by spaceship. 接着，教师展示时光穿梭机的图片和英文名称，并作介绍：In the future we may travel in time capsules. They can travel so fast that we may be able to explore the future.

[设计说明]

通过设问、预测，来激活学生的想象力和对话题的兴趣，为下一步引出话题“李强的未来之旅”埋下伏笔。

活动四：Imagination

教师设问：How would you feel if you were to travel to the future in time capsules? 学生给出多种回答：I would feel very excited. /I would feel a bit worried. / I would feel anxious/ very happy./uneasy. /curious. etc.

[设计说明]

通过设问，激发了学生的想象力和兴趣，从而，引导学生从情感上体验时空未来之旅，为下一步阅读“李强的未来之旅前的感受”寻找其相关信息做准备。

活动五：Introduction to the passage.

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教师简介短文：There is a boy named Li Qiang. He won a prize which gave him a tour of the future. He sent a space mail to his parents, describing his first impressions of his journey to the future.

[设计说明]

教师在激活学生的相关背景知识和激发学生的阅读兴趣后，以“感受”为切入点过渡到阅读环节，让学生了解文章的基本信息。 Step 2 While reading

活动一：Scanning

教师设问：How did Li Qiang feel before his journey to the future? 并展示如下表格。学生阅读文章第一段，主要寻找描写李强的感受的词语。师问生答，完成下表。

填表后指导学生完成Comprehending中Ex 4 的main idea和details。

[设计说明]

通过表格填空练习，训练学生通过寻读获取特定信息的阅读技能，引导学生体会李强在未来之旅前的感受。设计空格时突出生词time lag, unsettled, uncertain。学生答问中，教师解释词语，帮助学生理解，并概括该段中心和理解细节内容。

活动二：Scanning

教师归纳：Li Qiang was nervous before the journey. 并设问：Then 6

how did he feel in the time capsule? Was he still nervous? 接着，让学生阅读第二段，寻找出描写李强感受的词语。师问生答，并板书comfortable, sleepy, relaxed等词。师问生答，完成What’s the main idea of the second paragraph?

[设计说明]

通过问题训练学生的寻读技能，并让学生了解李强在时光穿梭机内的感受，了解了文中表示感受的词汇；同时掌握了该段中心和理解细节内容。

活动三：Imagination

教师转述Now, Li Qiang arrived in the future之后，提问What do you think life in the future will be like? 学生四人一组讨论，其中一组学生给出如下回答： People needn’t go to the office to work. They work at home. Everyone will be able to fly in the sky like angels. People all over the world speak the same language so they have no difficulty in communicating with each other. We needn’t go to school. We just stay at home and learn with the help of the internet. People may live underground. People will not go to department stores; they will shop online.

[设计说明]

这个活动起到了承上启下的过渡作用。通过激发学生的想象，为下面阅读李强未来之旅中的所见所感做准备。规范的阅读活动与自由的想象活动相结合，使课堂节奏有张有弛。

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活动四、Careful reading

教师总结学生的描述：What a picture you have described! 然后设问：Then what would Li Qiang experience during his journey to the future? 展示句子让学生填写重点词汇：

1.At first he was hit by . He put on a . He was

2. Then he drove a hovering and he felt excited. He Wang Ping and he felt worried.

3. Just at that moment he had a “time lag” and realized it was his hometown. 引导学生阅读第三段，寻找描述李强未来之旅中所见、所为和所感的相关信息。同时银幕展示Paragraph 3- main idea: . 让学生概括该段中心并理解细节。

[设计说明]

训练学生寻找细节信息的阅读技巧，并让学生了解李强未来之旅中的所见、所为和所感。设计问题时突出本课生词和短语（如a lack of, mask, be back on one’s feet, carriage, lose sight of, flashback）,帮助学生理解，并完成Ex 4 第三个小问题。

活动五：Careful reading & discussion

教师总结阅读内容：Li Qiang experienced many strange things. 并提问What else would he find? 之后展示如下表格。学生阅读第四段，寻找关于strange things about the house的信息，两人一组进行讨论： 8

What’s the purpose of the strange design? 师问生答，填写表格。

之后，指导学生完成Ex 4 中的Paragraph 4-main idea和details。

[设计说明]

训练学生寻找细节信息的阅读技能，组织学生讨论未来的房子如此设计的目的，帮助学生深层次理解文章内容。

Step 3 Post-reading

活动一：Summing up & discussion

教师总结文章内容：it’s obvious that life in the future is quite different from that at the present time. 接着向学生展示提问：What are the things that are different from the present time according to the mail? Are these changes good or bad? Want causes these changes? 学生两人一组讨论。师问生答。 课后完成Comprehending中的Ex 2的练习。

[设计说明]

通过回答问题让学生归纳、总结和分析文章的内容，并对该话题有更深的理解和认识。在提问时，教师预见到学生在归纳town的变化时会有困难，所以在讨论town的变化这个环节时让学生再次阅读文章的第30-35行，给出必要的提示，帮助学生理解阅读的内容。在讨论变化的“好”与“坏“的环节时，可让学生表达两种不同观点。

活动二、Understanding the title

教师在屏幕上展示文中标题——First Impressions, 并提问学生 9

What are Li Qiang’s first impressions of life in the future? Does he have an optimistic or pessimistic view of the future? 学生两人一组讨论。

[设计说明]

本环节回归标题，与导入相呼应。学生阅读内容进行归纳、总结和分析，归纳出主人公对于未来生活的态度和看法。

活动三：Reading for more information after class

教师表述自己的观点：All of us hope to have a bright future, but there is no doubt that there are other problems which need solving besides those we have mentioned. 之后，布置课外阅读的任务：Visit this website and read the information. Make a list of the other problems we are facing today, and suggest ways to solve them.

[设计说明]

要求学生了解课外的与本课知识相关的信息，从而对阅读的主题有更深的理解。

六、教学反思

本节课用时40分钟，总体设计基本合理，按照“读前、读中、读后”及“任务型”教学模式，围绕话题“Life in the future”展开活动。师生互动频繁，通过略读、细读等技巧及教师的引导，学生能把握文章脉络和进行整体阅读，了解文中细节等信息，能描述事情、发表观点；运用情感策略，提高分析、归纳和综合运用的能力；展示了学生的主体作用，完成了阅读任务。但是笔者认为，以下几个方面还得以改进：

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1、表格问答式简洁省时高效。今后教学中多采用表格式，灵活运用“互译词汇、句中填空、问答拼词”等形式，促进分层教学，活跃课堂氛围，提高课堂有效性。

2、结果显示，Pre-reading部分多样的活动虽激活学生思维，但用时稍微过长。读中活动步骤紧密，策略并施，但节奏稍快，不利深层理解课文；读后活动虽加深课文理解，增强学生分析归纳解决问题的能力，但时间紧，其效果欠佳。建议今后教学中，加强重组和整合教材，分清主次，理顺各环节的逻辑关系。

3、结果显示，教学目标的达成率较高，但是，语言知识目标和课堂结构安排未能完成。建议今后教学中，强化阅读课的复习，确保学生全面理解文章结构掌握语言知识。

4、总体来说，课堂容量大，任务多，时间紧，速度快，难免影响了深层细节内容理解。建议今后教学中加强课前指导与课后辅导并重的教学环节，拓宽学生思维与能力发展空间。

七、教案中涉及的资源：

（一）附：教材内容

Pre-reading

1 Make a list of the problems human beings are facing today.

2 Which problems do you think people will have overcome in one thousand years? Which ones do you think will still exist in AD 3088? Give your reasons.

3 Skim the reading passage and see whether your ideas are the same as those in the text. Reading

FIRST IMPRESSIONS

Spacemall: liqiang299A@GreatAdventureSpaceStation.com 15/11/3008 (Earth time) 11

Dear Mum and Dad, I still cannot believe that I am taking up this prize that I won last year. I have to remind myself constantly that I am really in AD 3008. Worried about the journey, I was unsettled for the first few days. As a result, I suffered from “Time lag”. This is similar to the “jet lag” you get from flying, but it seems you keep getting flashbacks from your previous time period.

uncertain at first. However, my friend and

guide, Wang Ping, was very understanding and gave me some green tablets which helped a lot. Well-known for their expertise, his parents' company, called "Future Tours", transported me safely into the future in a time capsule.

I can still remember the moment when the space stewardess called us all to the capsule and we climbed in through a small opening. The seats were comfortable and after a calming drink, we felt sleepy and closed our eyes. The capsule began swinging gently sideways as we lay relaxed and dreaming. A few minutes later, the journey was completed and we had arrived. I was still on the earth but one thousand years in the future. What would I find?

At first my new surroundings were difficult to tolerate. The air seemed thin, as though its

little oxygen left. Hit by a lack of fresh air, my head ached.

as I tried to make the necessary adjustment to this new situation,

Wang Ping appeared. "Put on this mask," he advised. "It'll make you feel much better." He handed it to me and immediately hurried me through to a small room nearby for a rest. I felt better in no time. Soon I was back on my feet again and following him to collect a hovering carriage driven by computer. These carriages float above the ground and by bending or pressing down in your seat, you can move swiftly. Wang Ping fastened my safety belt and showed me how to use it. Soon I could fly as fast as him. However, I lost sight of Wang Ping when we reached what looked like a large market because of too many carriages flying by in all directions. He was swept up into the centre of them. Just at that moment I had a "time lag" flashback and saw the area again as it had been in the year AD 2008. I realized that I had been transported into the future of what was still my hometown! Then I caught sight of Wang Ping again and flew after him.

Arriving at a strange-looking house, he showed me into a large, bright clean room. It had a green wall,

a brown floor and soft lighting. Suddenly the wall moved - it was made of trees! I found later that their leaves provided the room with much-needed oxygen.

flashed a switch on a computer screen, and a table

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and some chairs rose from under the floor as if by magic. "Why not sit down and eat a little?" he said. "You may find this difficult as it is your first time travel trip. Just relax, since there is nothing planned on the timetable today. Tomorrow you'll be ready for some visits." Having said this, he spread some food on the table, and produced a bed from the floor. After he left, I had a brief meal and a hot bath. Exhausted, I slid into bed and fell fast asleep.

More news later from your loving son,

Li Qiang

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