李彤

教學(xué)設(shè)計理念

本課在設(shè)計時參考了新課標(biāo)對表達(dá)性技能在選擇性必修階段的以下要求：

1.識別語篇中的過程順序

2.根據(jù)語境線索推測語篇內(nèi)容

3.根據(jù)上下文推斷語篇中的隱含意義

教學(xué)內(nèi)容分析

文本分析：

本節(jié)課內(nèi)容選自人教版新課標(biāo)高中英語教材選修七的第三單元Under the sea的第一篇文章，為一節(jié)閱讀課。

What

Old Tom The Killer Whale是一篇故事型的記敘文，主人公以第一人稱的口吻，講述了有關(guān)一個名叫老湯姆的虎鯨扣人心弦的故事——獵殺鯨魚。

Why

作者通過講述虎鯨老湯姆的故事，讓讀者了解到20世紀(jì)初人類利用虎鯨捕殺鯨魚的經(jīng)過以及虎鯨對人類友善的事實。

How

文章的情節(jié)是靠主人公的所見所聞所想推動的。

教學(xué)目標(biāo)

By the end of this lesson， students will be able to：

1.sort out the basic information about the story --- the general idea， the characters and the plot

2.analyze the relationship between the whalers and the killers

教學(xué)重難點

Main Learning Focus：

Comprehend the whole story， especially about who are the killers， who is Old Tom …

Potential Difficulty：

Students may feel it difficult to analyze the relationship between the whalers and the killers.

Solutions：

1）While reading， students will draw their mind maps to understand what happened in the story.

2）The teacher will help students analyze and understand the relationship by discussing a question --- “Who is more important in the whale hunting？”.

教學(xué)過程

1.Students talk about their background knowledge of whales.

2.Students read the first paragraph quickly and guess what the story is mainly about.

Questions：

What key information is included in the first paragraph？

Can you guess what the story is mainly about？

3.Students read the whole story carefully and draw mind maps to show what happened in the story.

4.Students check their understanding of the story by answering the following questions.

Questions：

Who were the killers？ What did they look like？

What did the whalers do？

Who was Old Tom？

Why did whalers call the killer “Old Tom”？

How did Old Tom tell whalers theres a whale？

How did the killers work as a team？

How did the whale die？

What happened to the whales body？

5.Students share their own mind map with their partner.

6.Some students present their mind maps in front of the class.

活動意圖：理解故事的主題和情節(jié)

學(xué)習(xí)效果評價：

1. 學(xué)生能夠說出關(guān)于鯨魚的一些基本常識

2. 學(xué)生能夠利用自己繪制的思維導(dǎo)圖，口頭復(fù)述故事過程。并根據(jù)同學(xué)所繪的思維導(dǎo)圖，進行對比，改進、補充自己的思維導(dǎo)圖，對整個故事形成完整的認(rèn)識

7. Students discuss in groups of four and think about a question

Question：

Who is more important in the whale hunting， the whaler or the killer？

活動意圖：推斷故事中的人物關(guān)系

效果評價：學(xué)生能夠分析推測出故事中捕鯨者與虎鯨的關(guān)系，并闡述對兩者誰更重要的觀點。

作業(yè)

每年六月八日是世界海洋日。請寫一篇文章來講述Clancy第一次捕鯨經(jīng)歷，至少100詞。

教學(xué)反思

本節(jié)課在設(shè)計之時，以故事梗概為基礎(chǔ)，利用“思維導(dǎo)圖”的形式帶領(lǐng)學(xué)生關(guān)注故事中的角色及情節(jié)發(fā)展，培養(yǎng)學(xué)生對文本的理解、分析及歸納概括的能力。由于學(xué)生連貫的口語表達(dá)能力有些薄弱、進行口語表達(dá)時容易怯場，因此在口語輸出之前，通過同伴交流等方式，給予學(xué)生充足的準(zhǔn)備時間，并可以激發(fā)每位學(xué)生充分參與課堂。