人教修訂版高二上Unit 7 Living with disease Integrating skills
說課教案
一．教學(xué)課型：閱讀寫作結(jié)合語法課
二．教學(xué)內(nèi)容：SEFC BOOK 2A UNIT 7 LIVING WITH DISEASE
三．教學(xué)目標(biāo)：
1．引導(dǎo)學(xué)生了解關(guān)于癌癥的常識(shí)知識(shí)。
2．培養(yǎng)學(xué)生良好的閱讀習(xí)慣和快速捕獲信息的能力。
3．從學(xué)生的學(xué)習(xí)興趣，生活經(jīng)驗(yàn)和認(rèn)知水平出發(fā)，創(chuàng)設(shè)生動(dòng)和逼真的情景，在輕松，民主的教學(xué)氛圍中，鼓勵(lì)和倡導(dǎo)學(xué)生積極參與，主動(dòng)思維，大膽實(shí)踐。
4．在教學(xué)過程中，不僅注重“教書”，更注重“育人”。
四． 教學(xué)重點(diǎn)和難點(diǎn)：
處理好讀與寫的關(guān)系。讀為寫的充分鋪墊，寫為讀的思維結(jié)果，兩者相輔相成，缺一不可。
五．教學(xué)設(shè)計(jì)：
（一）總體思路：
本節(jié)課所授內(nèi)容為單元中的Integrating Skills部分，分Reading 與Writing 兩大塊。Reading 部分的教學(xué)采用泛讀方式進(jìn)行，細(xì)分為標(biāo)題預(yù)測(cè)，問題尋解，閱讀填空，比較判斷四個(gè)具體的教學(xué)活動(dòng)，意在培養(yǎng)學(xué)生良好的閱讀習(xí)慣和快速捕獲信息的能力。時(shí)間約為20分鐘左右。Writing 部分細(xì)分為畫時(shí)間線，簡(jiǎn)述事件和匯編成文三個(gè)具體的教學(xué)活動(dòng)，遵循從易到難的原則，引導(dǎo)學(xué)生從自身生活實(shí)際出發(fā)，積極參與到寫作中來，時(shí)間約為20分鐘左右。最后在課堂小結(jié)中，教師點(diǎn)出“生命中必然會(huì)有高峰與低谷，希望同學(xué)們多多記住快樂的事，忘掉不快，以嶄新的姿態(tài)迎接生命中的每一天�！�
（二）教學(xué)過程：
Step 1: Predicting
Show the title of the reading “Diagnosed with cancer: the day my life ended…and began !” and ask the students to predict “Why did the writer’s life end first,and then begin ?”
[設(shè)計(jì)說明]
通過標(biāo)題預(yù)測(cè)課文內(nèi)容能激發(fā)學(xué)生的學(xué)習(xí)興趣，培養(yǎng)學(xué)生的預(yù)測(cè)能力，調(diào)動(dòng)學(xué)生已有的知識(shí)儲(chǔ)備，提高其課堂學(xué)習(xí)的主動(dòng)性和積極性。
Step 2: Fast - reading
Give the students two questions before they read the text.
Answer the questions: 1. What did the writer think when she was diagnosed with cancer ? 2. What does the writer think of cancer now ?
[設(shè)計(jì)說明]
設(shè)計(jì)本活動(dòng)的目的是讓學(xué)生帶著問題快速閱讀文章，培養(yǎng)學(xué)生通過快速掃讀尋找有用信息的能力。這里兩道問題的設(shè)計(jì)突出了時(shí)間：過去和現(xiàn)在，讓學(xué)生在找尋問題和回答問題過程中對(duì)文章內(nèi)容有了初步的理解。同時(shí)，也能幫助學(xué)生理解文章標(biāo)題的含義。
Step 3: Careful - reading
Ask the students to read the passage carefully and fill in the blanks in the abridge.
I will never forget that afternoon when I was _____(diagnose) with cancer.I remember _____(have) an empty feeling in my stomach and thinking that my life was going ____(end).    The next year was painful and difficult for me.Like many people with cancer,I had to be ____ (treat) with radiation ______ (follow) by treatment with chemicals.There were days when I wished that I ______(be) dead.    My family and friends were wonderful.They helped me and kept me ____(feel) sad and lonely.At last I ______(be able to) go home.    Now two years have passed and my life has not yet ended. ____(live) with cancer has made me realize how precious life is and how important it is for us to take every chance to live life to _____(full).
[設(shè)計(jì)說明]
本篇填空文章是課文的一個(gè)縮寫，讓學(xué)生在答題過程中進(jìn)一步理清文章的脈絡(luò)，加深對(duì)文章的理解。同時(shí)又把高考可能出現(xiàn)的知識(shí)點(diǎn)以填空的形式加以出現(xiàn)，引起學(xué)生的重視。
Step 4: Judgement
Compare the situation of the writer with the one of Xiaohua in the reading and ask the students to judge which of the following statements are true or false.
1. The diseases are contagious. 2. The diseases have already changed the way they lived 3. They gave up the hope. 4. They are both optimistic(樂觀) 5. The diseases have in fact helped them appreciate life.
[設(shè)計(jì)說明]
根據(jù)所授課班級(jí)學(xué)生英語基礎(chǔ)較差，口語能力不強(qiáng)的情況，我把課文后面的一道問答題改成是非判斷題，以利于學(xué)生比較、回答，并希望起到拋磚引玉的作用。
同時(shí)通過兩者的比較，讓學(xué)生了解她們對(duì)待病魔積極樂觀的態(tài)度，以及不屈不撓的精神，希望學(xué)生從中得到啟示。
Step 5: Drawing a timeline
It’s the time for writing.
The teacher draws a timeline of life and makes the best times (the highs) and the worst times (the lows) according to own experience.Then shows and explains them to the students.
e.g. My father broke his leg when I was seventeen years old.
I had my baby on Oct. 12,2004.
Ask the students to think about their lives and draw their timelines on their notebooks.Then ask some students to share their own timelines on the blackboard.

高中英語說課稿模板《Unit 7 Living with disease Integrating skills》說課稿(2/2)
更新時(shí)間：2011-04-20  好評(píng)度：1625    

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[設(shè)計(jì)說明]
教師以其親身經(jīng)歷作示范，一下子拉近了與學(xué)生的距離，創(chuàng)設(shè)了和諧，平等的教學(xué)氛圍。同時(shí)，密切聯(lián)系學(xué)生生活，鼓勵(lì)和倡導(dǎo)學(xué)生積極參與，主動(dòng)思維，為下一步寫作提供真實(shí)的素材。
Step 6: Simple description
Ask the students to describe one or two events in their lives using simple words、phrases and sentences.
eventsimportant;  unforgettable;  meaningful;  proud;  grand ……
feelingshappy;  excited;  surprised;  proud;  pleased;  shameful;  nervous;  sad;  alone;  angry;  worried;  afraid ……
thoughtsI remember having an empty feeling in my stomach. I think that my life is going to end. I feel as if the sky came down. I think of my cancer as a gift. I remember everything exactly as if it happened yesterday. ……..
[設(shè)計(jì)說明]
本活動(dòng)的目的在于起到橋梁作用，使學(xué)生的寫作從詞到句，再到文章進(jìn)行過渡。
教師提供一些詞匯，句式可以使不同層次的學(xué)生依據(jù)自身經(jīng)驗(yàn)進(jìn)行仿寫，改寫或自主寫作。
Step 7: Sample passage
Give the students a sample passage.Then ask the students to write a passage according to their experience.
The most important event in my life is that my baby was born in 2004.
It brought my family great happiness.And at the same time, it also changed our life.It made our life more busier and richer.
Since then, I have really understood the saying “We never know the love of the parents until we become parents ourselves. ”
[設(shè)計(jì)說明]
設(shè)計(jì)本活動(dòng)的目的是讓學(xué)生依照教師提供的范文，結(jié)合自身的經(jīng)歷，撰寫一篇敘事文章。遵循從易到難的原則，提高學(xué)生參與的積極性。
Step 8: Summary
T: In this class,we look back to the past:the best times and the worst times in our lives.Have you found something that we thought important in the past have changed insignificant with time elapsed. So we should forget something unhappy and remember only pleasure. (Teacher wipes the worst times on the timeline and only leaves the best times on the timeline ) Remember: Live life to the fullest.
[設(shè)計(jì)說明]
設(shè)計(jì)本活動(dòng)的目的在于突出思想教育。教師通過擦掉時(shí)間線上的“低谷”，強(qiáng)調(diào)“高峰” 這一動(dòng)作，讓學(xué)生學(xué)會(huì)抓住生命中的快樂的時(shí)光，忘掉不快，以嶄新的姿態(tài)迎接生命中的每一天。
Step 9: Homework
Let the students finish their writing after class.
[設(shè)計(jì)說明]
設(shè)計(jì)本活動(dòng)的目的是將口頭活動(dòng)付諸于筆頭，注重學(xué)生寫作能力的訓(xùn)練。