1、高中英語教案 12 Task Write a website article to give adviceUnit 2 What is happiness to you譯林版?牛津高中英語?必修模塊6教學課型：綜合技能課 Task 板塊是?牛津高中英語?中的一個新內容，要求學生在課堂內進行各種開放式任務型活動。設計的主要目的是引導學生子完成任務的過程中使用英語，并以任務的形式，培養學生聽、說、讀、寫的綜合技能。教學內容分析 本單元的task 板塊內容由三個步驟Steps也即任務組成。每個步驟都給學生提供了真實的情景，并設計了目標明確的任務。步驟一要求學生識別消極性的情緒語言，通過閱讀和有步驟的

2、聽力訓練迅速抓住要點，找出問題。步驟二要求學生在找出了問題后，通過小組討論，相互合作等活動來處理問題。步驟三要求學生綜合前兩個步驟的結果，完本錢單元也是本板塊的最后任務，以書面形式寫一封建議信。教學目標1. 引導學生在讀和聽的過程中，迅速找出朋友Ma Jie的問題，培養學生通過聽、讀等方式來獲取信息的能力。2. 要求學生利用技能訓練中的方式，通過兩人對話，小組討論等方式，幫助Ma Jie 解決問題，培養學生用英語傳遞信息與口頭表達能力。同時鼓勵學生學會合作，開展與人溝通的能力。3. 用書面形式寫建議信，培養學生的寫作能力。4. 培養學生自主、合作的學習能力以及樂于助人的人文素質。四、教學重難點

3、 1. 如何在聽和讀的過程中迅速準確的獲取信息； 2如何運用化整為零的方法來解決問題。五、教學方法 本課擬采用任務型教學為主的教學方法，借助多媒體輔助教學手段。在教學過程中以學生為中心，采用學生獨立思考、兩人或多人合作相結合的活動方式。六、板書設計： Unit 2 Task Unit 2 Task Negative languages What do you think of Ma Jies problem?words : Problem: Problem: Source of information: Idioms: People involved: Attempts to solve pr

4、oblem: Results of attempts: Things one wishes to happen:七、教學過程(90分鐘)根據教參要求和教學實際，本板塊不可能在45分鐘內很完整的進行聽說讀寫的多重任務，所以分為兩課時。第一課時Step 1 Lead-in 5分鐘 Present some pictures on the screen and ask the Ss Q: What words do you think can describe the person(s)s feelings in the pictures? Are these words negative or p

5、ositive? What other negative emotional language can you think of ?Ask the students to give their answers and write on the Bb. Then ask them to read the skill building 1 to get more information.設計說明這樣導入既能激發學生的好奇心，又能營造寬松活潑課堂氣氛，同時又能讓學生學會識別negative emotional language。Step 2 Identifying problems Task 1 R

6、eading (5分鐘)Read the letter from Ma Jie and underline the negative emotional language Ma Jie used to describe his problems;find out Ma Jies problem. Task 2 Listening 15分鐘Listen to the tape and find out more about Ma Jies problems. Complete the notes 。At schooloften feels _Playing basketballssometime

7、s _;doesnt _;thinking about _; worried about _Wishesgood at _and _;do both things wellFrom coachMa Jie has a special _; should be _to give up other things in life; should _ on playing basketball.From parentssports cannot replace a good (11)_; could get (12)_;no gurantee to have a future like (13)_;m

8、ore (14)_ to study hard; prepare for a job in the (15)_Attitude(16)_with both of themMa Jie tells about some of the solutions he thought of and why these solutions did not work. Listen to the tape and write down the reasons he gives to each possible solution.(part C) Possible solutions1 try harder a

9、t everything2 focus on school, play basketball at the weekend3 study less4 quit basketballWhy this solution did not work_設計說明 本環節為本單元的聽力局部，也是一個信息輸入局部。旨在培養學生多渠道獲取信息的能力，同時也是培養學生獨立思考，發現問題的能力的一個方面。Step 3 Discussing solutionsTask 1 Introduction to skill building 2 3分鐘Q: What do you think of Ma Jies probl

10、em? (板書)(Teacher: Its a bit difficult to answer the question because it is a big question. How can we break it into smaller ones? You can refer to the skill building 2: breaking a big question into smaller ones.) Have the Ss go over the guidelines and ask them to read the big questions and smaller q

11、uestions given in this part as an example.【教后記】 這是由聽到說的過渡。在學生已經充分了解Ma Jie 的問題后，提出此問題并不顯得突兀。但此問題明顯問得不夠具體，從課堂反響看，學生大都不感到難以答復。這也就正好符合了教師的設計意圖，使引進skill building 2: breaking a big question into smaller ones 順理成章。Task 2 Discussion 5分鐘Have Ss work in pairs and try to divide the big question “What do you th

12、ink of Ma Jies problem? into smaller ones. Problem: _Source of information: _People involved: _Attempts to solve problem: _Results of attempts: _Things one wishes to happen: _(板書內容)Ask some students to give their answers and write them on the Bb.Then student A asks student B these smaller questions

13、, student B answers these questions using the notes in step1.設計說明 讓學生以兩人合作的形式進行充分的討論, 讓復雜難處理的問題變得簡單，可順利進入下一步解決問題階段。Task 3 Make up a dialogue 10分鐘After talking to Ma Jie, you decide to ask an older student from your school for advice. Role- play with a partner. You can use the two speech bubbles as g

14、uidlines.How can I help him?Do you think there is a solution?Is there a way to make everyone happy?Is there a solution he has not tried?Why will that work? give advice/ listen to his problemevery problem has a solution/ he must think about it a lot.Sometimes/ usually not/ English idiom, “You can not

15、 please everyone/ good to tryShouldnt try to decide alone/ should tell the coach and his parents his feelingsThey can help him work out a solution/ sometimes teens need help with big problems/ that is what parents ,teachers and coaches are for.【演示】Ask two or three pairs to present the dialogue to th

16、e whole class.Step 4 HomeworkTo read the guidelines in Page 29 on how to make advice clearer and more helpful to those people who need it.第二課時Step 1: Lead-in (2分鐘) Review: What is Ma Jies problem? Have you think of some ways to help him? When you give advice ,what guidelines should you remember? Wha

17、t to do and why?設計說明 本環節既能復習上一課時的局部內容，同時又很快轉入本課時的第一節，即理解skill building 3的內容。Step 2 Skill building 3 5分鐘Guidelines What to doWhyavoid judging use positive, helpful languagedo not say, Its wrong for you to people want help but not judgment of their previous behavior. give examples mention a similar si

18、tuation where your advice workspeople will know how to use your advice. be specific give the advice that can help people to solve their own problem. people can be helped to solve their problems. 操作說明 使用多媒體課件分項呈現各表格內容。Step 3: Writing an article Task 1 5分鐘Ask students to discuss and list what they sho

19、uld write in the article first. Use the guidelines to find some information (for reference)Ma Jies problemsthe possible solutions Ma Jie has thought of and the reasons why they didnt work the advice you gave to Ma Jiethe advice his parents, teachers and coach gave him and why it works your opinion a

20、bout the best way to solve problems that students have 設計說明 本環節幫助學生應用前幾個步驟所學的內容，為學生的寫作構建整體的框架,提供必要的寫作要點。Task 2 writing (group work) 12分鐘Have the students work in groups of four to write the article. Each member of group writes one part . After each member has finished his or her part, the group puts

21、 the four parts together to form the article and present it to the whole class.設計說明 本環節進入實質的寫作程序，個人獨立寫作和小組合作相結合，既能促使學生獨立思考，又能發揮集體的智慧。Step 4 Writing (Individual work) 20分鐘 Have the students read the following letter, and try to write a reply to give her some advice.Dear Sir or Madam:,I feel no one ca

22、res about me. My father and mother are always busy with working, so I often stay at home by myself. I feel very lonely. As my parents work so much, I hve to clean the house and do all the shopping by myself. I am only a little happier at school when I stay with my classmates and friends. I feel bore

23、d all the time and I feel sorry for myself. What should I do? I look forward to your advice . Yours Rose設計說明 此局部的寫作訓練要求學生獨立給朋友寫一封建議信。這樣把語言知識的穩固、閱讀和寫作技能的培養以及學習策略的運用有機地結合起來，能夠培養學生綜合語言運用能力的開展。Project Making a happiness handbookUnit 2 What is happiness to you譯林版?牛津高中英語?必修模塊6教案設計：江蘇省泰興市第二高級中學 肖燕一、課型：綜合技能

24、課二、教學內容分析： 該板塊提供了兩篇與本單元話題相關的閱讀材料Golden Days 和My Future Happiness， 讓學生閱讀并思考什么是幸福。通過小組討論和分工合作等活動，制定一本快樂手冊。該板塊旨在讓學生通過完成一個真實的事情來學習和使用英語。三、教學目標：利用圖表等形式來呈現文章具體信息，使學生學會概括段落大意，了解不同年齡，不同階段的人對快樂的不同理解；使學生通過合作用英語完成任務快樂手冊的制定；引導學生在閱讀課文和參與各種學習活動來提高讀寫能力。四、教學重難點：提高學生的閱讀能力；利用所學語言來完成活動要求；培養學生的合作精神。五、教學方法設計： 本課的教學設計圍繞培

25、養學生的讀寫能力和開展學生的語言運用能力展開。利用多媒體輔助教學，以此來創設良好的教學情景，優化教學過程，促進學生思考。采用任務型學習方法，啟發學生自主理解文本內容，探究和領悟所學文章的語言特點和篇章結構，促進學生語言運用能力的提高，開始project任務前，教師組織學生以四人小組為單位，進行準備，并指導學生共同探究，互相幫助，共同進步，通過課后任務，引導學生進行探究性學習，把英語聽說讀寫的訓練從課堂拓展到課外。六、板書設計: Unit 2 Project Unit 2 ProjectTeenagersOld peopleAdvantagesDisadvantagesAdvantagesDis

26、advantages七、教學過程：45分鐘Step 1 Lead- in (4分鐘 )Play a video part and ask:Is it funny?What feeling do you have after seeing it ?What else can make you happy in your life?Teacher: Every one has different ideas about what makes them happy some people like to talk about and remember happy times in the past

27、, and others like to imagine happy times in the future .Lets read the two passages about happiness. 【設計說明】 觀看短片不僅能使學生集中注意力，而且營造了快樂的課堂氣氛，有利于教師快速切入本課主題happinessStep 2 Reading: 20分鐘Task 1 Skimming (Organization )6分鐘 Match the topic sentence with each paragraph after skimming the two passages.Golden Day

28、sPara _ _Para _ _Para _ _Para_Para _ _Para_ Those golden days at school were the happiest of my life.Ive had a wonderful life and IThose golden days at school were the happiest of my life.Ive had a wonderful life and Im proud of my accomplishmentsGood health is an important part of happiness .Being

29、an adult then will also make me happy.ItBeing an adult then will also make me happy.Its nice to think of my happiest days ahead of me.(Para _) (Para _)My Future HappinessMy happiest days will be in the futureMy happiest days will be in the futureTechnology will guarantee good health and happinessTec

30、hnology will guarantee good health and happiness(Para _ ) (Para _)【設計說明】 本任務的目的是讓學生通過快速閱讀尋找有用信息，利用主題句理解段落大意，以此形成對課文內容的初步理解。Task 2 Scanning10分鐘Listen to the tape and try to find the answers to the following questions.Golden Dayswhat does the writer think of the school days in the countryside in Engla

31、nd? Why?what does the writer think is an important part of happiness ?My Future HappinessWhat will be brought to us by technology according to the writer?What can simplify our life in the future?5. Why does the writer think being an adult also can her happy?【設計說明】通過細讀課文，學生進一步理解文章的細節。Task 3 Careful-r

32、eading: 4分鐘Read the two passages quickly and choose the best answers . The writer in Golden Days wrote the text mainly _.to explain to us what happiness means to him.to tell us about his happiest time of life in the past.to advise us to treasure our happy school days. 2. According to the writer in My Future Happiness ,her future happiness mainly depends on _. A. a secure and successful job. B. new technology. C. being an adult.【設計說明】 本任務屬于深層理解訓練，旨在引導學生通過細讀文章理解課文的中心思想。Step 3 Discussion (8分鐘)Ask the students to fill in the following table according to what they have read in the