牛津高中英语教学设计

牛津高中英语教学设计单元UnitlTalesoftheunexplained板块projectThoughtsonthedesign:本课是在以本单元前阶段学习中所涉及到的世界未解之谜为背景知识和铺垫，以喜马拉雅山上的野人为主题继续深化本单元的主题，与此同时，使学生由了解学习过渡为围绕世界之谜主题撰写奇妙故事，因此，若要自然且较高质量地完成此任务，本课的第一阶段则涉及对前部分的相关内容进行简要复习，进而引出雪人话题分析结构和内容是本课的第一重点通过系列问题分别来提高学生泛读和精读的能力亲自撰写故事的目的是让学生学以致用并提高写作和听说能力，其准备阶段是本课的第二重点，本课的设计中包含了对该环节的一些表格提示，以适当减轻难度并使学生思路清晰本课充分体现课堂“以学生为中心”的思想Teachingaims:Afterlearningthetextthestudentswillbeabletoimproveintegratingskillsincludingreadingandwriting.Question-and-answeractivityaimstohelpthestudentsunderstandthepassagebetter.Pairworkandgroupworkaredesignedtomakethestudentsenhanceteamspirits.Meanwhilestudents9knowledgeonworldmysterieswillbepropounded.Teachingprocedures:Step1RevisionandbrainstormThewholelessonisbroughtbyafamoussayingbyAlbertEinstein“Themostbeautifulthingonecanexperienceismysteries.Theyaretrulythebasisofallartsandsciences.9用爱因斯坦关于本课主题的一句名言作为本课的开篇，简洁干练，具有一定深度和说服力，且对于学生来说有吸引力，自然过渡到本单元前阶段所涉及到的话题，进行简要复习PicturepresentationAskthestudentstoreviewformerlessonsaboutUFOstheGreatPyramidsStonehengeandtheLochNessMonster.通过图片提示进行简要复习，并把学生的思维带入本单元的“世界之谜”主题，为“喜马拉雅山的野人”讨论预热AbriefintroductiontoYetisandtehWildManofShennongjia在学习文章之前，向学生介绍一些关于野人的背景知识，如果是用自己班级上课，可以提前布置学生在课下就感兴趣的相关话题，搜集资料，在课堂上的本环节中分享和介绍Step2ListeningandReadingAskthestudentstolistentotherecorderwhilelisteningreadafterthetapeasfluentlyaspossible.Thenanswerthefollowingquestions:QI:InwhichyearwereYetisseenQ2:WherehaveYetisorsimilarcreaturesbeenseenQ3:WhathasbeenreportedaboutYetisQ4:WhatdoscientiststhinkofYetisAskthestudentstodiscusstheanswersamongthemselvesandthenchecktheanswers.Key1:In

1998.Key2:YetishavebeenseenontheChinesesideoftheHimalayasandintheShennongjiaNationalForestParkinwesternHubeiProvince.Key3:man-likeheavilybuilthairy-blackfurhugeshoulders6feettalllongarmlargehandslargefeetrunwithamazingspeedandstrengthwalklikeamanattackpeoplekeywordsKey4:SomescientiststhinkthatthesefootprintsarenotleftbyYetis.Somescientistseventhinkthatthesefootprintscouldhavebeenmadebypeopleplayingjokes.Andtheyhopethatthemysterywillbesolvedsomeday.Askthestudentstoreadthepassagebythemselvesindetailandthengiveabriefanalysisofthestructureandthegeneralideaofeachparagraph.Para1SightingofYetisarereportedPara2-4WitnessesgavesimilardescriptionsofYetisandtheWildManofShennongjia.Para5Scientistsopinionsoftheirexistencearedivided.Para6Scientistshopethemysterywillbesolvedsomeday.Step3WritingamysteriousstoryGivestudentswritingfeaturesofwritingamysteriousstory:aninterestingandattractivetitleanattractivebeginningsomedetailsofthestorywithsomepicturesorphotoswhatscientistsorpeoplethinkaboutthestoryanopenendofthestory学生对于这种文体的写作材料很陌生，教师有必要先对此项任务的写作特点做一些简要的指导Askthestudentstochoosethetopicfromgivenpicturesandgivesomecluesintheformoffillingtheblanks.学生初次接受此类学习任务，教师有必要通过诸如表格一类的方式来作出必要提示，以使学生在头脑中对学习任务有一个清晰的计划或思路，即进行周密的准备工作，以后便于课下对编撰故事的完成以及下一阶段的呈现mysteriesWhatweknowaboutitInformationresourcesYetiCropcirclesStonehengeUFO•••。