Unit2HistoryMakers教學(xué)設(shè)計(jì)Ⅰ.學(xué)生分析1．高一學(xué)生的年齡在15歲左右，且多數(shù)學(xué)生來(lái)自鄉(xiāng)鎮(zhèn)，學(xué)生的素質(zhì)介于區(qū)一級(jí)與鄉(xiāng)鎮(zhèn)學(xué)校的學(xué)生水平之間，多數(shù)拔尖學(xué)生都被市一級(jí)學(xué)校錄取。但其優(yōu)勢(shì)在于學(xué)生較為單純具有一定的表現(xiàn)欲與成就自豪感。2．98%的高一學(xué)生都已在小學(xué)或初中學(xué)過(guò)至少3年的英語(yǔ)，具備了一定的語(yǔ)感、詞匯、語(yǔ)法知識(shí)，基本上能聽(tīng)懂一些簡(jiǎn)單的課堂用語(yǔ)及一些小對(duì)話；基本上能閱讀生詞量不超過(guò)5%的簡(jiǎn)易文章；能用一些詞匯、句型進(jìn)行造句，但卻不能通順地表達(dá)。3．學(xué)習(xí)本節(jié)課前，學(xué)生已經(jīng)學(xué)過(guò)有關(guān)太空英雄楊利偉的故事了，同時(shí)對(duì)英雄人物應(yīng)具備的品質(zhì)已經(jīng)有所了解，形成了一個(gè)英雄人物基本概念，特別是在學(xué)此課前，學(xué)生對(duì)如何介紹自己心目中的英雄已有所嘗試。如：Whoisyourhero/heroine?Whydoyouadmirehim/her?Whatgreatachievementsornoblequalitiesdoeshe/shehave?Whatdoyouthinkofher/him?學(xué)生已接觸過(guò)描繪英雄人物的一些詞語(yǔ)。如：brave/calm/generous/intelligent/romantic/kind/violent/sensitiveⅡ.教材分析1．本課分析Lesson6HistoryMakers是Unit2的第三課時(shí)，學(xué)習(xí)本課的目的就是為了讓學(xué)生更進(jìn)一步加深對(duì)英雄人物的了解。HistoryMakers（歷史的創(chuàng)造者）是另一方面的英雄，并非所有英雄都可能成為HistoryMakers，但所有的HistoryMakers都是英雄，這是編寫(xiě)教材的專家們從歷史的角度讓學(xué)生了解與談?wù)撃切v史偉人，從而激發(fā)學(xué)生想成為英雄人物。課文所選擇的歷史創(chuàng)造者(SunYat-sen/MotherTeresa/ThomasEdison/MartinLutherKing)都是一些家喻戶曉的歷史風(fēng)云人物，一提到他們，學(xué)生有話可說(shuō)，有內(nèi)容可談，從而深化了語(yǔ)言的學(xué)習(xí)與運(yùn)用。2．課堂教學(xué)處理本課是屬于聽(tīng)說(shuō)課，通過(guò)引入歷史創(chuàng)造者的話題，讓學(xué)生能夠談?wù)撟约菏煜さ娜宋铮?xùn)練學(xué)生的英語(yǔ)聽(tīng)說(shuō)技能，從而達(dá)到提高學(xué)生綜合運(yùn)用英語(yǔ)的能力。然而，這一課最大的教學(xué)難度是生詞太多，要求學(xué)生在40分鐘內(nèi)掌握近30個(gè)生詞是比較困難的。較好的辦法是讓學(xué)生們通過(guò)開(kāi)口，熟讀這些單詞，認(rèn)知它們，熟悉它們，并根據(jù)上下文猜出其意義就行了。因此，教本課時(shí)，我做了如下的調(diào)整：重識(shí)記新詞，重模仿介紹英雄人物，重聽(tīng)力策略的實(shí)戰(zhàn)運(yùn)用，輕詞匯的講解，把詞匯的講解留作模板供學(xué)生在介紹心目中的英雄人物時(shí)參考。Ⅲ.教學(xué)目標(biāo)按新課標(biāo)的要求，根據(jù)英語(yǔ)語(yǔ)言課的特點(diǎn)，結(jié)合本課的課型，主要確立以下教學(xué)目標(biāo)，并選用多媒體、錄音等教學(xué)設(shè)備。Aims:1．Togetstudentstobefamiliarwiththefourhistorymakers2．Topracticelisteningforgistandforspecificinformationaboutsomehistorymakers3．Toexpressagreementordisagreementwithothers’opinionsⅣ.教學(xué)策略本節(jié)課的特點(diǎn)：聽(tīng)說(shuō)為主，釋詞為輔。綜合使用以下教學(xué)方法：聽(tīng)說(shuō)相結(jié)合、啟發(fā)式教學(xué)、張思中的“集中突破”法及任務(wù)型教學(xué)法。學(xué)生通過(guò)聽(tīng)說(shuō)訓(xùn)練，對(duì)HistoryMakers有進(jìn)一步的了解，增強(qiáng)運(yùn)用英語(yǔ)介紹英雄人物的能力。為了增強(qiáng)課堂的吸引力，還運(yùn)用多媒體素材，從網(wǎng)上下載一些有關(guān)HistoryMakers的人物圖片與資料供學(xué)生課后閱讀。Ⅴ.教學(xué)過(guò)程Step1LeadinginRemarksaboutheroesandhistorymakersandletSstellwhoareheroesandwhoarehistorymakers:YaoMing/DongCunrui/LeiFeng/LiuXiang/MaoZedong/DengXiaoping/SunYat-sen/ThomasEdison/MartinLutherKing.Step2ClassactivitiesLetstudentsbefamiliarwithsomegreathistorymakersandheroes,andthenstimulateandencouragestudentstosaysomethingaboutthembyplayingtheguessinggame:Whoisshe/he?1．Whowashe?AlbertEinsteinHewasbornin1847andwasoneofthemostfamousinventorsofmoderntimes.Duringhislifetime,hegained1093patentsforhisinventions,suchaslightbulbs,photosandmovingpicturecameras.Thesewereremarkableachievementsforsomeone,butunluckilyhelostalmostallhishearingattheageof12.2．Whowashe?LeiFengHewasahero.Hewasalwaysthinkingofothersfirstandservingpeopleheartandsoul.Hedidalotofgooddeedsinhislife.Thoughhediedlongago,hestilllivesinourhearts.3．Whoishe?LiuXiangHe,a21-year-oldboy,wonthegoldmedalofthemen’s110mhurdles（跨欄）inmen’strackandfieldeventsinthe28thAthenOlympicGames.Hebroketherecordofseconds.NowhebecomesoneofthemostbrilliantsportsstarsalloverChina.4．Whowashe?SunYat-senHewasbornin1866.HeholdsaspecialplaceinthehistoryofmodernChina.HeisregardedbyChinesepeopleeverywhereasthe“Fatherofthe1911XinhaiRevolution(辛亥革命)”.In1911,hesuccessfullyledarevolutionwhichoverthrew(推翻)theQingDynasty(清朝).Shortlyafterwards,hefoundedtheRepublicofChinaandtriedmakingChinaintoastrongandunified(統(tǒng)一的)country.Step3Teamwork1．MatchthecaptionswiththephotosofSunYat-sen/MotherTeresa/ThomasEdison/MartinLutherKing.(Itiseasyforstudentstoguessthem.)2．Practicesomenewwords:campaign,lead,revolution,found(ed),republic,moving,picture,camera.(Readthenewwordsaloudthreetimes.)3．AskstudentstosayasmuchaspossiblesomethingaboutthefourhistorymakersinEnglishorinChinese.Step4Listeningpractice1．Learntoexpresstheiropinionsbycompletingthefunctionfilewithsomewords:agree,think,you’reright,don’tagree,inmyopinion,personally2．Somenewwords:homeless,fightagainst/for,racism,personally3．Askstudentstomakesomesentencesorallyandtalkaboutthefourhistorymakers.Step5Listeningpractice1．ListentoaradioprogramaboutMartinLutherKing2．Brieflytalkaboutthelisteningstrategies—threestrategies(languagespoints:beforedoingsomething,ifpossible,panic).Learnandpracticesomekeywordsbeforelisteningpractice(experience,racism,equal,influence,organize,struggle,victory,protest,march,extremist).GuesstheChinesemeaningoftheunderlinedwords.（1）Haveyouexperiencedstress?()（2）Weareallagainstracism.()（3）Inourcountrywomenandmenareequal.()（4）LiuXiangbecomesaworldsportsstar,andhewasinfluencedbyhisfather.()（5）Todayourmonitorwillorganizeourclassmeeting.()（6）Afteralongstruggle,hewonthefirstprize.()（7）DengXiaopingledourChinesepeopletovictory.()（8）Thepoorpeoplemadeaprotestagainsttheunfairdecision.()（9）Ananti-nuclearmarchwasorganizedbymanycountries.()（10）Whenitcomestotalkingaboutmoney,heisanextremist.()Step6Listeningstrategiesandpractice1．Beforelistening,makesurestudentsunderstandthetask(TorF).2．Ifpossible,trytoguesstheanswerfirst(e.g.1=T).3．Whentheylistenforthefirsttime,askthemnottopanic.Theymaynotunderstandeverythingbutletthemtrytogetthemainidea.4．Playthetapetwiceandchecktheanswerswiththewholeclass.5．Getstudentstodiscusstheherotheyhearfromthetapeorthreeotherpeoplefromthepart–speaking:ElizabethBlackwell/SeieiToyama/JaneGoodall.Step7Revisionandhomework1．Sumupwhatstudentshavelearnedinthisperiod.(Askstudentstogooverallthenewwordsandphrasesforexpressingopinions.)2．Assignment:（1）Writeashortpassageaboutoneofthehistorymakersorahero/heroine.（2）WordPowerexercises(1-3)onpage75.Supplementarymaterials1．MotherTeresa“IseeGodineveryhumanbeing.WhenIwashtheleper’swounds,IfeelIamnursingtheLordhimself.Isitnotabeautifulexperience?”BelovedMotherTeresaleftherphysicalbodyonSeptember5,1997.ShewasbornAgnesGonxhaBojaxhiu,theyoungestofthreechildrenofanAlbania