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高二英语 M6 第三单元 Project教案


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牛津高中英语 第六模块 第三单元
Project making a reference book

一、 教案背景 1、面向学生:高中 学科:英语 2、课时:2 3、学生课前准备: <1>初读课文了解大意 <2>自学单词,读准单词,理解意思,知道目的。 教学课题: 二、 教学课题 使学生了解不同国家的不同种族的风土人情, 激发学生对中国不同民族的兴趣, 增强国内 各民族团结的使命感。 1、理解课文,记忆一些常用词,掌握 swap 和 account 的用法,以及课文中的重点句子。 2、第一部分阅读材料的学习,为完成本课任务 Making a reference book 提供范例,扩充学生 文化信息、拓宽学生视野。 3、把阅读、启发、收集材料结合起来,并且要求学生以小组的形式,通过小组讨论、分工 合作、调查访谈、信息检索、交流汇报等形式的活动,用英语去做一件事情,最后呈现学习 成果,创造性地完成学习任务,培养综合运用语言的能力同时也激发学生热爱祖国文化,增 强振兴中国的责任感和使命感。 教材分析: 三、教材分析: 本课是高二牛津英语第六模块第三单元的探究课, 是关于几个不同国家的种族的衣食住 行和不同的风土人情,体会异域的文化差异,教材以旅游手册的形式,以不同的文化习俗为 话题,给学生展现了不同的异域风情,丰富学生的文化内涵,开拓国际视野,激发学生热爱 祖国文化,增强国内各民族团结的责任感和使命感。 Teaching aims: 1. To improve Ss’ reading ability by reading the two passages 2. To strengthen Ss’ teamwork spirit by working out a reference book about different cultures in different countries. 3. To deepen Ss’ understanding of different cultures by finishing this project. Teaching important points: 1. Experience the unique cultures of Inuit, Aborigines, Maoris and Americans Indians. 2. Make a reference book with the result of research a unique culture. 3. develop the ability to finish a project by working together. Teaching difficult points: 1. Master some useful vocabulary and sentences. 2. develop the ability to finish a project by working together. 教学准备: 1. 多媒体课件 2. 学生课前准备的有关不同国家不同种族的资料。 四、教学方法: 课文以旅游小册子的形式呈现,内容语言简洁,异国风情浓郁,从各个种族的衣、食、住、

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行、信仰以及重要的活动等几方面加以描述,给学生探究学习即动手用英语做事提供范例, 同时扩充学生文化信息、拓宽学生视野,这是本课的教学重点,也是教学难点。在本课教学 时为了突破重难点, 我就充分运用了百度搜索, 搜索了许多有关我国少数民族的图片以及不 同国家不同种族的生活图片以及视频,制作成多媒体课件,使学生亲眼目睹,亲身感受,丰 富学生的文化内涵,开拓国际视野,激发学生热爱祖国文化,增强国内各民族团结的责任感 和使命感。 教学过程: 五、教学过程: 一、温故知新,激发兴趣。 【百度搜索】 http://www.shbk365.com/12lycs/ggxisu/xisu365100624018801.asp Have a quiz: 1) In Western countries, it’s unusual to give tips. (×) 2) In the Middle East, Arabs greet each other by touching noses. (√) 3) Nodding your head up and down always means yes. (×) 4) In India, people eat beef because of their religion. (×) 5) In India, people think it impolite to give someone something with your left hand. (√) 6) Japanese will be upset if people do not look at their business cards carefully. (√) 7) Japanese think it is not important to send gifts after you go on a trip. ( × ) 8) In Japan, ‘OK’ sign means ‘zero’. (×) 9) In Italy, the guests give presents to the newly-weds. (× ) 10) In the UK, people celebrate Thanksgiving every year. ( ×) 11) In the USA, people often open the presents when they receive them. (√) 12) In Brunei, common people can wear yellow clothes. (×) [Explanation] 此部分是温故知新,总结本单元所了解的不同的文化习俗,以小组为单位,用抢答的方式, 激发学生的兴趣和小组的荣誉感。 二、新课 Step1.Lead-in . 出示多媒体课件,运用两个问题,让学生把注意力集中到新课学习上,并运用自己已有的知 识来辨别我国的不同的少数民族的不同文化和风情。 (1) How many ethnic groups do we have in China? 维吾尔族 满族 藏族 苗族 蒙古族 回族…… (2) Do you know any different cultures and customs between these groups? 用图片展示我国不同少数民族的习俗和文化。 【百度搜索】我国少数民族的图片 http://image.baidu.com/i?tn=baiduimage&ct=201326592&cl=2&lm=-1&fr=&fmq=&pv=&ic=0& z=0&se=1&showtab=0&fb=0&width=&height=&face=0&word=%CE%AC%CE%E1%B6%FB %D7%E5&s=0#pn=189 http://image.baidu.com/i?tn=baiduimage&ct=201326592&cl=2&lm=-1&fr=&fmq=&pv=&ic=0& z=0&se=1&showtab=0&fb=0&width=&height=&face=0&word=%C2%FA%D7%E5&s=0# http://image.baidu.com/i?ct=201326592&cl=2&lm=-1&tn=baiduimage&fr=&pv=&word=%B2% D8%D7%E5%B9%C3%C4%EF&z=0&fm=rs10# http://image.baidu.com/i?tn=baiduimage&ct=201326592&lm=-1&cl=2&word=%C3%E7%D7%E 5# http://image.baidu.com/i?tn=baiduimage&ct=201326592&cl=2&lm=-1&fr=&fmq=&pv=&ic=0&

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z=0&se=1&showtab=0&fb=0&width=&height=&face=0&word=%C3%C9%B9%C5%D7%E5& s=0#pn=273 http://image.baidu.com/i?ct=201326592&cl=2&lm=-1&tn=baiduimage&fr=&pv=&word=%BB% D8%D7%E5%B9%C3%C4%EF&z=0&fm=rs1# [Explanation] 这一环节的三个问题和大量的图片主要是为了导入 A 部分的阅读,可以让他们了解一下中 国少数民族的情况,体验一下民族风情,也激发了他们已有的知识和思维能力。 (3) What about the ethnic groups in other countries in the world? Inuit people dogs and sleds daily life of Aborigines Maoris’ dancing Indian sports igloo 【百度搜索】不同国家不同种族的生活图片 http://image.baidu.com/i?tn=baiduimage&ct=201326592&cl=2&lm=-1&fr=&fmq=&pv=&ic=0& z=0&se=1&showtab=0&fb=0&width=&height=&face=0&word=%D2%F2%C5%A6%CC%D8% C8%CB%B5%C4%C9%FA%BB%EE&s=0#pn=21 http://image.baidu.com/i?tn=baiduimage&ct=201326592&cl=2&lm=-1&fr=&fmq=&pv=&ic=0& z=0&se=1&showtab=0&fb=0&width=&height=&face=0&word=%B0%C4%B4%F3%C0%FB% D1%C7%CD%C1%D6%F8%C8%CB&s=0# http://image.baidu.com/i?ct=201326592&cl=2&lm=-1&tn=baiduimage&fr=&pv=&word=%C3% AB%C0%FB%C8%CB&z=0&fm=rs1# http://image.baidu.com/i?tn=baiduimage&ct=201326592&cl=2&lm=-1&fr=&fmq=&pv=&ic=0& z=0&se=1&showtab=0&fb=0&width=&height=&face=0&word=%D3%A1%B5%DA%B0%B2 %C8%CB%B5%C4%C9%FA%BB%EE&s=0#pn=21 [Explanation] 这一环节的三个问题和大量的图片主要是为了导入 A 部分的阅读,可以让他们了解一下中 国少数民族的情况,帮助学生了解不同少数民族的衣、食、住、行,体会他们不同的文化习 俗,感知中国丰富多彩的地域文化,也激发了他们已有的知识和思维能力。同时,给出课文 所提及民族的一些图片,让学生了解,并产生好奇心和兴趣,为学生全面的的课堂课堂参与 作了有力铺垫。 Step 2: Fast reading Scan and skim the four tours to find out what are the four ethnic groups and in which countries these ethnic groups live. Inuit Canada

Ethnic group

Aborigines Maoris American Indians

Australia New Zealand the USA

Step 3: Careful reading 1. Divide students into groups and ask them to read their assigned paragraph and report the main topics each tour refers to. Tour—1: Travelling way, living, clothing, food, customs, belief Tour—2: ceremony, belief, food, art, hunting tools Tour—3: belief, customs, food, living, activities Tour—4: belief, living, clothing, food, hunting 2. According to topics of each tour, try to fill in this table.

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Ethnic group Inuit

In which country Canada

What to eat Meat: animal, birds and fish from the bush and lizards and snakes down holes

Where to live igloo or tents

Beliefs animal spirits

Specific events have a large summer gatherings have Aboriginal ceremonies with singing and dancing based on ancient Aboriginal beliefs have a traditional meeting house a dance called the Haka, go night fishing do the Sun Dance, smoke a peace pipe and hold a bow and arrow competition

Aborigines

Australia

Great Ancestral Spirits

Maoris

New Zealand

fish and kumara (sweet potato)

wooden houses

many gods: the God of the Forest and the God of the Sea The great Spirit

Americans Indians

the USA

buffaloes roasted over an open fire

teepees

[Explanation] 运用已掌握的阅读策略, 来阅读这篇文章, 通过回答问题和完成表格来达到训练细读的阅读 目的,同时也输入大量的语言信息,使学生对各国种族的文化特色一目了然,并可以将各国 之间的差别进行比较。 为下步的课堂教学梳理了清晰的思路。 为了让学生更好的了解和体验 异域风情, 每一部分配上一些图片或者播放一些相关的视频, 增加趣味性, 加强学生的理解。 【百度搜索】不同种族的不同生活的视频 http://v.ku6.com/show/Hv4IO0z4ZTwLaxcD.html http://v.youku.com/v_show/id_XODkyMTY1OTY=.html http://www.tudou.com/programs/view/c-dxcDgX3fs/ http://travel.joy.cn/video/1614450.htm Step 4: Consolidation 1. Fill in each blank according to the passage. Different ______ groups have different cultures and customs. The Inuit people in Canada live in snow houses and wear clothes made from animal _______. The Inuit usually have large ________ gatherings for feasts and celebrations where they tell stories. _______ dancing during the large gatherings, they wear a special animal dance mask which is usually carved from ______. The Aborigines collect food from the bush around them and often hunt ______ large lizards and snakes. They often use _______ like the boomerang to hunt animals. They hold ceremonies with singing and dancing based on ancient aboriginal _______. Maori people are ________ to come from the Pacific islands of Polynesia. Their culture is also ______ in song, dance, carving and weaving. The Maori people often live in their _________ house and eat fish and sweet potato. The native American Indian group in the centre of North America are known _____ the Plains Indians. They believe in the Great Spirit who has _______ over all things. They live in
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special tents wear clothes made from buffalo skin and a feather headdress. Their food is buffalo roasted _____ an open fire. 答案:Ethnic; skins; summer; While; wood; for; weapons; beliefs; believed; rich ; wooden; as; power; over 2. Reading comprehension 1.After reading this travel brochure, you have some ideas about_______. ( D ) A. different minority cultures B. different ethnic traditions C. unique customs and lifestyles D. all of the above 2. Which of the following is Not true according to the text? ( C ) A. While dancing with the Inuit people, you may be invited to wear a special animal dance mask carved from wood. B. The Maori people are believed to be originally from the Pacific islands of Polynesia. C. American Indians live in wooden houses and wear clothes made from animal skins. D. Aborigines have developed a piece of wood as a tool for hunting, which is called boomerang. 3.Your friend likes travelling and is interested in sleeping in tents. He is especially fond of hunting animals with bows and arrows. Which place do you suggest he visit? ( D ) A. Nunavut in Canada where the Inuit live B. The Pacific Island of Polynesia where Maoris live C. Kakado in Australia where Aborigines live D. The center of North America where the Plains Indians live 4.Which of the following can be inferred from the text? ( B ) A. The Aborigines live mainly on meat and still live by gathering food. B. Gods and Spirits played and are still playing an important part in these ethnic groups’ lives. C. The Inuit people like to hunt food with bows and arrows. D. The Maori people like to pay their respect to Gods by singing and dancing. [Explanation] 这一环节是为了加强学生对课文的理解的巩固, 这项任务的设计主要为了整理本节课所学内 容并将重要词汇放在上下文的语境中加以运用。 正如吕淑湘先生在论述 “语境和词汇学习的 关系”时所说的那样: “词语要嵌在上下文里头才有生命、才容易记住、才知道用法。 ”通过 语境来进行词汇教学是一个行之有效的方法。设计的目的主要是训练学生对这些词的读音、 词性、具体用法等的掌握。 Step 5: Further discussion: (1)How do you feel when you experience the custom that is different from your belief? What will you do with it? (2) The Chinese nation is made up of 56 peoples. How do you think the 56 peoples can get along well with each other? (1) to strengthen national unity (2) strengthen the friendly economic and cultural exchanges (3) Offer help to minorities (4) minority areas should develop their areas through their own effort. (5) mutual understanding and tolerance and seeking common ground (6) Strengthen the students’ education ......

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[Explanation] 通过分组讨论上述话题,加强学生间的交流与合作,调动积极的情感因素,让他们学会正确 面对文化差异,使课堂达到高潮,加强知识的输出,使知识得到学以致用,体现知识的拓展 和延伸。 Step 6: Language points 1. swap: 我们和度假碰到的人们互换地址。 We swapped addresses with the people we met on holiday. 我将用巧克力和你换花生。I'll swap my chocolate bar for your peanuts. 2. account: n.1). 记述, 描述; 报导 a. 关于他的计划,约翰给我们作了详尽的说明。 John gave us a detailed account of his plan. b. 下面这段记述是一个法国医生写的。The following account is written by a French doctor. 2). 根据,理由[U] a. 由于这个缘故他生气了。 He was angry for this account. 3). 帐,帐目,帐单[C] 帐目显示我们已经入不敷出. Accounts show that we spent more than we received. vt. 把...视为, 认为 a. 他自认为很走运。 He accounted himself lucky. Vi. 说明; 对...负责 account for 说明; 证明; 对...负责 他无法说清楚为什么旷课。 He could not account for his absence from school. 词组: take sth. into account 把…考虑在内 on account of 由于,因为……的缘故 on no account 决不 on one’s account 为了某人的缘故 由于健康的缘故,他不喝酒。He doesn't drink alcohol on account of his health. 不要为了我而把会议推迟。Don’t put off the meeting on my account. 你今天决不能出去。 you must on no account go out today./On no account must you go out today. 我们应该考虑父母的建议。 We should take our parents’ advice into account. 3. 重点句子记忆: 1)Here you’ll have the chance to see Aboriginal ceremonies with singing and dancing based on ancient Aboriginal beliefs. 2) There will be a bow and arrow competition, designed to retell how they used to hunt for buffalo that will be roasted over an open fire. [Explanation] 学生在课文呈现环节,第一次接触到这些新语言之后,老师对新语言的各个层面进行讲解。 然后就新语言给学生更多的例句, 更全面地了解新语言的运用。 以上语言点讲解的设置是基 于高中阶段常考其用法的一些重要语言知识,以便学生通过具体的例子能掌握它们的用法, 并起到积累丰富的语言知识的作用。 [牛刀小试] 1. I hope my teacher will take my recent illness into ______ when judging my examination. ( B ) A. regard B. account C. thought D. observation 2. ____ his knowledge of the mountainous country, John Smith was appointed as our guide. ( B ) A. In spite of B. On account of C. Regardless of D. Instead of 3. Mrs. White showed her student some old maps _________from the library. (C)

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A. to borrow B. to be borrowed C. borrowed D. borrowing 4. Now that we've discussed our problem, are people happy with the decisions ______? ( C ) A. taking B. take C. taken D. to take 5. The living room is clean and tidy, with a dining table already ____ for a meal to be cooked. (A) A. laid B. laying C. to lay D. being laid 6. The experiment shows that proper amounts of exercise, if _______ regularly, can improve our health. (C) A. being carried out B. carrying out C. carried out D. to carry out 只有通过语境进行词汇教学, 学生才能获得运用所学词汇的能力, 理解词汇在具体语言情景 下的确切含义,使用词语得体地表达思想。这一活动的设置,起到加深和巩固作用。 Step 7: Starting the project— How to make a reference book Planning

1. Ask students to work in groups of four and choose a country and research its unique culture and decide which group members will be responsible for what tasks.
2. Answer some questions What minority culture do you want to research? What topics do you want to talk about in your project? Where can you find information on these topics? Preparing 1. Collect information about minority culture and form your own idea about your reference book. 2. Now sort the information you have got. Have a further discussion on what to include in your report. Producing Group members who are responsible for writing the report should write it based on the outline. Proofread it, add more new ideas and finalize the book. Presenting . Each group present the book to the class and then display your fruit and let students sign up. At last, give awards to the winners. (Evaluation from both teachers and students) [Explanation] 这一环节属于探究性学习,教学生学会如何用英语做事。学生通过分小组讨论,确定主题、 分工合作、写出草稿,最后呈现学习成果。这样设计是为了帮学生做好每一步的铺垫,教师 引导学生做事,可以提高他们做事的积极性。 Step 8. Homework Write a short article about your reference book. 教学反思 六、教学反思:牛津高中英语 第六模块 第三单元 Project Making a reference 教学反思 教学反思: 课文以旅游小册子的形式呈现,内容语言简洁,异国风情浓郁,从各个种族的衣、食、 住、行、信仰以及重要的活动等几方面加以描述,给学生探究学习即动手用英语做事提供范 例,同时扩充学生文化信息、拓宽学生视野,不断地提高学生对英语国家文化习俗的了解, 丰富学生的文化内涵,开拓国际视野,激发学生热爱祖国文化,增强国内各民族团结的责任 感和使命感。在教学中,我运用图片和视频帮助学生理解文章,重点讲解重点词和句,还运 用高考题让学生进行巩固训练, 让学生通过具体的例子掌握它们的用法, 并起到积累丰富的 语言知识的作用。 理解范例后,鼓励学生探究性学习。学生通过分小组讨论,确定主题、分工合作、写出 草稿,最后呈现学习成果。一步步教会学生学会如何用英语做事,提高他们做事的积极性。

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教师个人介绍: 教师个人介绍:
省份: 学校:江苏省海州高级中学 姓名: 省份 江苏省 学校 江苏省海州高级中学 姓名:王成娥 职称: 职称:中学一级教师 通信地址: 通信地址:江苏省连云港市海州区新建西路 88 号 邮编: 邮编:222023 电话: 电话:13056089992 E-mail: wcelyg@163.com

百度用户名:秋风 lyg

密码:2772983

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