Unit 5 Getting the message“Reading”第二课时说课

字号：T|T

高中英语Book III Unit 5 Getting the message“Reading”第二课时说课
一、引言与背景
新课程标准提出了以素质教育和学生的发展为根本宗旨、以培养学生的综合语言能力为目的的新思想。要求在教学中要力求体现学生的主体地位，调动其参与、体验、交流与合作等。在教师的引导下，学生通过观察、发现和归纳等方式，掌握语言的规律，形成有效的学习策略，并通过交往互动发展交流与合作的能力。
本单元中心话题是“广告”，具体内容涉及广告的利弊，作用，性质，广告语言的运用策略以及对待广告的态度等。语言技能和语言知识都是依据这一中心话题设计的。
“阅读”（Reading）部分时一篇关于广告的议论文。文章开篇点出广告在我们生活中无处不在的事实，然后提出对待广告的两种观点----赞成方认为广告有用，反对方认为广告扰人。文章在分别分析了广告的有益处与危害性之后，最后摆出观点，即现代社会需要真实的广告，但是我们应该学会辨别虚假广告。
二、教学内容分析
1、教学目标设计
（ 1）Teaching Aims知识目标：
1. Learn and master the following:
2.Train the students’ reading ability.
3.Help the students learn about the advertising.
（ 2）教学目标：
I. To master the new words, phrases and some key points.
II. To understand the passage (text) in this lesson.
（ 3）美育目标
围绕广告这一主题，通过让学生学习和操练相关句型，来培养学生的审美情趣，开阔视野，增长知识，陶冶情操。
（ 4）学习策略目标
通过简单提问引出本课内容，再通过精讲多练的手段开展教学，创设语言环境，调动学生学习兴趣和积极性，使其牢固掌握知识点，并能理解运用，形成语言技能，达到教学的目的。
2．教学重点
重点词组用法，复习宾语补足语。
3．教学难点：
过去分词作状语和定语。
三、教学对象分析
教学对象是高三的普通班学生，英语水平参差不齐。所以，让每一位学生都学有所得很重要。为此，我把导入设计成提问的形式，从学生较为熟悉的环节入手，减少其心理压力，增强自信心。然后，通过讲解，让学生通过反复操练，最终达到综合能力的全面提高。
四、教学过程描述与教学反思
1．复习
朗读五单元单词
请学生上黑板翻译上节课出现的重点句。
1) He is considered to have broken the window.
2) I am considering changing my job.
3) We all consider him loyal to friends.
4) She struck her brother and gave him a bloody nose.
5) The visitors were struck by the beauty of the West Lake.
6) When I got home, the clock was striking eleven.
7) The white blood cells protect the body from being attacked by disease germs.
8) The white blood cells prevent disease germs from attacking the body.
２．导入
Teacher: We have read the reading text “advertising” last time. We have known how advertising works and how ads affect companies and customers. We have also learnt that Ads have their advantages and disadvantages.
教学反思：通过英语介绍激发学生学习兴趣，创设轻松自然的学习氛围，调动学生的参与积极性，再次点题，轻松自然，效果较好。
3．讲授新课
Now please answer the following questions according to the text.
1) Why is advertising popular?
(Advertising is popular because it can increase profits and because many of the advertisements are entertaining.)
2) How does advertising help consumers and companies?
(Advertising helps consumers find out about new products and helps companies introduce new products. It also helps companies sell more products.)
3) What is the basic principle behind advertisements?
(Advertisements help/allow companies to influence the choices customers make by associating the product with the customers’ needs.)
4) Why do advertisers often have to work hard to attract people’s attention?
(Advertisers often have to work hard to attract people’s attention because customers see so many ads every day.)
5) What is a “bait-and –switch” ad?
( A “bait-and-switch” ad is an ad that cheats the customers by showing them one product and then giving them another.)
6) How can we protect ourselves from misleading ads?
(We can protect ourselves from misleading ads by learning how to analyze ads )
通过这一环节，让学生进行口语练习，既要结合学过的内容，又要注意语言的准确度。促使学生考虑如何在较短时间内用更多的句子表达自己的思想，这为即将开始的精读与重点讲解奠定了一定的基础。
2）打开课本，先由学生朗读课文内容，再由老师讲解课文并对学生进行训练，重要知识点黑板展示，学生在听讲的同时，积极参与到学习中，复习学过的知识，学习新知识，并学会运用。
3）组织学生以造句形式做练习，巩固所学知识。

1. They are broadcast on TV and over the radio, posted on the Internet and printed in newspapers and on posters in our cities.
1) broadcast 过去，过分-cast, -ed. (vi,&vt)
eg: CCTV broadcasts the news at 7 p.m.
The BBC broadcasts day and night.
n. eg: a broadcast of a baseball game
2) post 邮寄张贴
Eg: He posted me the recorded tape.= He posted the recorded tape to me.
This card was posted in London a week ago.
Post a notice on the wall.
3) poster 海报，广告传单
Eg: The poster of an exhibition was put up on the wall.
2. The development of radio, television and other media has gone hand in hand with the development of advertising.
1) go with
a: “与…同行”
eg: I’ll go with you.
Crime sometimes goes with poverty.
b: “与…相配”
eg: Her hat goes well with her dress.
2) hand in hand adv.
eg: The couple are often seen walking hand in hand in the evening.
Dirt and disease go hand in hand.
3. People react to advertisement in different ways.
react 对…产生反应，回应
eg: He didn’t react to the news.
4. On the other hand, critics sometimes accuse companies of using ads to mislead us by making us believe that a certain product is better than it really is or that we will be happier if we buy it.
1) on the other hand
eg: he is a able man, but on the other hand he demands too much of people.
2) accuse sb. of sth/doing sth.
Charge sb. with sth./ doing sth.
Blame sb. for sth./ doing sth.
都有“谴责，控告，责备”之意，但用法不同。
Eg: He was accused of killing the millionaire.
Many people charged the minister with neglecting her duty.
She doesn’t blame anyone for her father’s death.
The teacher accused the student of lying to him.
The police charged him with robbing the bank.
She was blamed for breaking the rule.

教学反思
目前很多专家提出采用交际法教学，让学生“习得”英语，尽量不讲语法。这种提法是正确的。但是在没有具体语境的情况下，很难产生最佳效果，而且考试制度改革并未有多大成效，学生还要靠分数定终身。所以，不讲语法是不行的，只能说要淡化语法。另外，俗话说“没有规矩，不成方圆”，语法即是规矩。只有掌握了一定的语法知识后，学生才能说出准确无误的句子，在未来的深层次的学习中，才能更快提高自己。
语言学习的最高层次是运用，不能把书面语言转变为自己的语言，所学的英语就只能是“聋哑”英语。所以，在这一环节中，学生通过上口头，笔头练习，黑板交流、借鉴，完成了语言的运用，锻炼了自己的胆量，展示了自己的才能，培养了组织语言的能力与交际能力。
4．巩固练习
通过听说读写等方式进行练习，而且多半分布于授课之中，这样使知识点与用法有机结合，不会出现将来在使用中油水分离的现象。进行练习时采用分层次的方式，基本上保证学生全员参与，全面提高。
5．布置作业
1）完成课后练习，用所学重点词汇，短语造句。
2）熟读课文。
五、讨论与反思
1、本节课的可取之处
本节课的总体设计体现了新课程标准中的从学生的学习兴趣、生活体验和认知水平出发，倡导体验、实践、参与、合作与交流的学习方式等的教学理念。从学生主体发展出发，培养了学生的综合能力，重点培养了其交际能力。在体验中自然习得用英语进行交流，从而提高学生语言综合运用能力。课堂组织形式以学生大量练习为主，增加每个学生课堂参与的机会，在参与中培养学生的合作精神、团队精神以及相互学习、资源共享的意识。在活动中引导学生不断整合已经学过的知识，进一步提高语言的运用能力，即培养学生的记忆、观察、思维、想象能力和创新精神。同时，也完成了本课所设定的各个目标，完成了教学任务。
2、本节课的不足之处：
本节课老师忽略了对板书的设计，显得零乱，为本节课遗憾。