课题： Book 5 Unit 5 Theme Parks

Reading and Writing

新课标英语选修五

科目：高中英语

教学对象：高二（8）班

课时：1课时

提供者：谢池婷

单位：武汉洪山高中

一、教学内容分析

The period is a “reading and writing” lesson in which students will learn to summarize the writing skills that appear in the reading passage and practice those skills. The general procedure is “Reading – Generalization – Skill Practice – Writing Task”. In this period, we focus on three aspects of writing：How to transitional words to glue the whole passage, how to employ certain sentence patterns in writing, and how to appreciate different kinds of writing structures. First, they are given the task to pick out the transitional words that indicate the progress of time from the passage. They will be given time to discuss with their group member, and then tell the classmates their discussion. Second, they will have three minutes to practice “participle used as adverbial” according to the sentences selected from the reading passage. What’s more, students are required to compare the writing structure of the passage in the textbook and a Chinese passage, and then find out the strength of each writing structure. At last, they have to rewrite an article about a trip to Happy Valley by using all the three skills mentioned above.

二、教学目标

1.aims of knowledge（知识目标）

1) to know the information about art

2) to know some relevant words and expressions

2.aims of abilities（能力目标）

1) to improve students' listening ability by guessing the content and setting down the key words

2) to enable the students to understand the brief short history of the traditional chinese painting

3.affective aims（情感、态度与价值观目标）

to arouse the patriotic spirit of the students and improve their team spirit by doing the group work

三、学习者特征分析

The students are not very active at English lessons, so it is difficult to motivate them to speak in front of the whole class.

四、教学策略选择与设计

1.students-centered teaching 

2.task-based teaching

五、教学重点及难点

1. to know about the traditional Chinese art

2. to set down the key words while listening

六、教学过程

教师活动

学生活动

设计意图

step1:warming up

(1) show the art works of fruit

(2) brainstorming

(3) enjoy a video of Chinese painting

(4) learn the brief history of Chinese painting

在用多媒体展示图片和视频后让学生回答下面的问题：

q1. what do you think of it?

q2.do you feel happy after seeing them?

q3.can you think of any other art styles?

运用多媒体展示让内容形象直观，激趣导入艺术和绘画这个话题，提高学生学习的自觉性和主动性。同时让学生了解中国绘画的历史。

step2: pre-listening

talk about the artworks and guess what period of Chinese history each artwork belongs to .preview the relevant words and expressions

让学生根据图片猜测这些作品所属的年代

学生猜词意，读单词

图文并茂加上老师的讲解，让枯燥的知识生动化，让学生直观的感受意识产生的自然过程，并能够较快接受相关词汇。为听力打好基础。

step3: first-listening

put the words of time into order

听完材料后思考并讨论问题，学生回答问题。

听力中相关的年代和时期，在之前热身中已熟悉，把时间排序，提高对数字听力的敏感度。

step4:second-listening

listen again and take some notes for the detailed information( who &when)

分组讨论思考。学生回答问题。

听细节，此作品是什么人在什么年代创作。

提高学生听力中把握细节的能力。

step5: game time   (江南style)

学生观看视频再上台表演

小游戏是一个小高潮，气氛顿时活跃，调节课堂氛围，激发学生学习兴趣。

step6: conclusion and evaluation

思考讨论并回答。让学生对本节课进行总结，反思自己所学。

让学生反思的过程其实是让学生做自我评估，对自己的英语学生有一个及时的了解。对教师课堂效率的提高有一 定帮助。

七、教学评价设计

八、板书设计

between 5000-3000bc

song dynasty

first century ad

in 1974

yuan dynasty

in the 1980s

tang dynasty

over 6ooo years

homework

1.write an short passage on your preference for chinese painting ( western painting)

2.preview the new unit and get to know about the poem

九．教学反思

在课堂进展和课后反馈中，我发现在与学生互动的过程中，我容易犯两种错误：在学生可以回答出来问题的情况下却还不断地启发学生，以及不恰当地打断学生的回答或对学生能力估计过低而抑制了学生的创造性思维。要解决这个问题，老师需要的是了解学生，并从学生的角度思考问题，从而设置教学任务。比如，学生经过前面单元的练习，对于非谓语动词作状语的语法知识掌握得非常熟练，这部分的练习就可以简化或者快速带过。又如学生的展示和点评环节，我有几次打断了学生的回答，可能学生还未完全展示或点评完。还有我担心他们作为高一的学生，还没有完全用英语做点评的能力，因此要求用汉语点评前面同学的展示。但我惊喜地发现，第三个和第四个点评的同学主动用英语做点评并且还说得非常到位。这让我反思我是不是低估了学生的英语水平，而且缺乏让他们用英语表达的鼓励。这些还需要我不断地熟悉学生并总结经验。