高二英語微課教學設計 Module 7 Unit 5 Using Language – Peru

　　作為一名優(yōu)秀的教育工作者，很有必要精心設計一份教學設計，教學設計以計劃和布局安排的形式，對怎樣才能達到教學目標進行創(chuàng)造性的決策，以解決怎樣教的問題。那么教學設計應該怎么寫才合適呢？下面是小編收集整理的高二英語微課教學設計 Module 7 Unit 5 Using Language – Peru，歡迎大家分享。

　　課題名稱：Using Language – Peru

　　一、學生分析

　　1、學生在本單元已經(jīng)學完第一篇閱讀文章的內容，對本單元的話題較為熟悉，有一定的詞匯基礎，本課將結合課文的文體特點給學生深入探討具有同一主題、但不同題材的文章的機會，并結合學生的實際生活背景，用所學的知識運用到較為真實的寫作情境中；

　　2、本班多數(shù)學生英語水平較好，對英語感興趣，思維活躍，能積極參加課堂活動，有一定的語言綜合運用能力。

　　二、教材分析

　　本部分內容是單元話題的拓展與運用，圍繞著“秘魯”這個國家進行閱讀的理解與分析，兩篇文章有著鮮明的語言特點與體裁特征，由淺入深，層層深入；而且旅游這個話題也是學生相當感興趣的，設計教學重點與環(huán)節(jié)時，考慮到該特點，讓學生仿佛置于一個真實的環(huán)境，能切身體會所學的知識，學以致用。

　　三、教學目標

　　1、知識目標：

　　了解、對比擁有同一主題而不同目的的閱讀體裁的特征；

　　2、技能目標：

　　1）辨別、分析同一主題而不同目的的閱讀體裁、語言特征、結構特征；

　　2）能運用所學的文章體裁特點和語言特點進行寫作。

　　3、情感目標：

　　學生能從自身的體驗出發(fā)去發(fā)現(xiàn)學習和提高學習小組的合作學習

　　四、教學重點

　　1）掌握同一主題的閱讀文章的語篇特征與目的；

　　2）通過閱讀與體會，發(fā)現(xiàn)兩篇文章的語言特征。

　　五、教學難點

　　根據(jù)真實的寫作情景運用恰當?shù)恼Z篇、體裁和語言進行寫作。

　　六、教學方法

　　任務型教學法和合作教學法

　　七、教學步驟

　　steps（步驟）Teacher’s activity（教師活動）Students’activity（學生活動）Purpose（設計意圖）I.Read andexplore the Passage on Page 43 1)Ask the students toread another passage to get thetopic andjudge the typeof it 2) Ask the students tothink about what five aspects are mentioned. And then choose the suitable summarizing words for them. 1)The students toread another passage in 3 minutes to get thetopic andjudge the typeof it 2) The studentsthink about what five aspects are mentionedaccording to the content and then choose the suitable summarizing words for them.訓練學生Skimming的.閱讀技巧，從而歸納文章的主題和各段的主題，得出文章的體裁。 II.Read and explore the Passage on Page 44 1) Ask the students toscan the passage and find out the basic feature of the passage. 2)Ask the students to read the passage again in a short time to analyze the structure and finally get the main idea. 3) Give the students a background for the matching task and remind them to match the message through key words 4) After the previous task, give the students a chance to givetheiropinions about their choices of the tours 1）Studentsscan the passage and find out the basic feature of the passage 2) Students read the passage again to analyze the structure of the passage and finally get the main idea. 3) Students read the information on the handout and the passage. And then match them according to the key words. 4) Students read the passage to think about their choices of the tours toPeruand give their reasons meanwhile.學生通過分析篇章結構得出文章的主旨；并能夠根據(jù)文體特征訓練學生捕抓信息，匹配信息的能力。 III.Compare and summarizethe features of two passages 1)From what has been read, askthestudents tocompare the two passages to find out thesimilarities and differences between them. 2)Ask the students mainly to focus on the different features through different aspects. 3) Ask the students tohave a further exploration of the Lexical Chunks concerning different aspects in the Passage on Page 43. 1)Thestudentscompare and analyze the two passagesand findout thesimilarities between them and decide where the two passages are taken from. 2)The students focus on the different features through different aspects and choose the correct information for each aspect. 3)The studentsread the passage again and search the neededLexical Chunks concerning different aspectsand fill in the sentences.學生能根據(jù)所讀的兩篇文章的內容與語篇特征，判斷兩篇文章的相似點與不同點，為以后的英語閱讀學習進一步打下基礎IV.Summary Ask students to summarizewhat they learn and help them to get the answers. Thestudents are to summarizewhat they have learnt and mastered in today’s lesson.學生能小結所學知識，加深學生對本節(jié)課的重點知識的理解。 V.Writing task–A passage tointroduceGuangzhou 1)Give the writing background and ask the students to decide which passage to follow. 2) Give a mind map and ask students to think about theaspectsthey would introduce. 3) Give thespecifictask and the requirements; remind thestudentsof the features and language of thepassagethey can follow. 4) To share the students’works 1)The students read background and decide which passage to follow. 2) The students brainstorm to think about theaspectsthey would introduce. 3) Knowing the task, the students will write the passage in a group of four. 4) The students will share their works學生會根據(jù)寫作背景選擇恰當?shù)奈捏w；能根據(jù)句子內容恰當選擇優(yōu)美的詞塊進行寫作；能分享，評價相互的作品

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