lobby2019-2020年高中英语 Unit 7《Living with disease Integrating skills

2021年1月10日发(作者：伍咏薇)
2019-2020年高中英语 Unit 7《Living with disease Integrating
skills》说课稿 新人教版必修1

说课教案

一．
二．
三．
教学课型：阅读写作结合语法课
教学内容：SEFC BOOK 2A UNIT 7 LIVING WITH DISEASE
教学目标：
1． 引导学生了解关于癌症的常识知识。
2． 培养学生良好的阅读习惯和快速捕获信息的能力。
3． 从学生的学习兴趣，生活经验和认知水平出发，创设生动和逼真的情景，
在轻松，民主的 教学氛围中，鼓励和倡导学生积极参与，主动思维，大
胆实践。
4． 在教学过程中，不仅注重“教书”，更注重“育人”。
四． 教学重点和难点：
处理好读与写的关系。读为写的充分铺垫，写为读的思维结果，两者相辅相
成，缺一不可。
五． 教学设计：
（一）总体思路：
本节课所授内容为单元中的Integrating Skills部分，分Reading 与
Writing 两大块。Reading 部分的教学采用泛读方式进行，细分为标题预测，
问题寻解，阅读填空，比较判断四个具体的教学活动，意在培养学生良好的阅读
习惯和快速捕获信息的 能力。时间约为20分钟左右。Writing 部分细分为画时
间线，简述事件和汇编成文三个具体的 教学活动，遵循从易到难的原则，引导学
生从自身生活实际出发，积极参与到写作中来，时间约为20分 钟左右。最后在
课堂小结中，教师点出“生命中必然会有高峰与低谷，希望同学们多多记住快乐
的事，忘掉不快，以崭新的姿态迎接生命中的每一天。”
（二）教学过程：
Step 1: Predicting
Show the title of the reading “Diagnosed with cancer: the day my
life ended…and began !” and ask the students to predict “Why did the
writer’s life end first,and then begin ?”
[设计说明]
通过标题预测课文内容能激发学生的 学习兴趣，培养学生的预测能力，调
动学生已有的知识储备，提高其课堂学习的主动性和积极性。
Step 2: Fast - reading
Give the students two questions before they read the text.
Answer the questions:
1. What did the writer think when she was diagnosed with cancer ?
2. What does the writer think of cancer now ?
[设计说明]
设计本活动的目的是让学生带着问题快速阅读文章，培养学生通过快速扫读寻找有用信息的能力。这里两道问题的设计突出了时间：过去和现在，让学生在
找寻问题和回答问题 过程中对文章内容有了初步的理解。同时，也能帮助学生理
解文章标题的含义。
Step 3: Careful - reading
Ask the students to read the passage carefully and fill in the
blanks in the abridge.
I will never forget that afternoon when I was _____(diagnose) with
cancer.I remember _____(have) an empty feeling in my stomach and
thinking that my life was going ____(end).
The next year was painful and difficult for many people with
cancer,I had to be ____ (treat) with radiation ______ (follow) by treatment
with were days when I wished that I ______(be) dead.
My family and friends were helped me and kept me
____(feel) sad and last I ______(be able to) go home.
Now two years have passed and my life has not yet ended. ____(live)
with cancer has made me realize how precious life is and how important
it is for us to take every chance to live life to _____(full).
[设计说明]
本篇填空文章是课文 的一个缩写，让学生在答题过程中进一步理清文章的脉
络，加深对文章的理解。同时又把高考可能出现的 知识点以填空的形式加以出现，
引起学生的重视。
Step 4: Judgement
pare the situation of the writer with the one of Xiaohua in the
reading and ask the students to judge which of the following statements
are true or false.
1. The diseases are contagious.
2. The diseases have already changed the way they lived
3. They gave up the hope.
4. They are both optimistic(乐观)
5. The diseases have in fact helped them appreciate life.
[设计说明]
根据所授课班 级学生英语基础较差，口语能力不强的情况，我把课文后面的
一道问答题改成是非判断题，以利于学生比 较、回答，并希望起到抛砖引玉的作
用。
同时通过两者的比较，让学生了解她们对待病魔积极 乐观的态度，以及不屈
不挠的精神，希望学生从中得到启示。
Step 5: Drawing a timeline
It’s the time for writing.
The teacher draws a timeline of life and makes the best times (the
highs) and the worst times (the lows) according to own
shows and explains them to the students.
In xx


In 1992
e.g. My father broke his leg when I was seventeen years old.
I had my baby on Oct. 12,xx.
Ask the students to think about their lives and draw their
timelines on their ask some students to share their
own timelines on the blackboard.
[设计说明]
教师以其亲身经历作示范，一下子拉近了与学生的距离，创设了和谐，平< br>等的教学氛围。同时，密切联系学生生活，鼓励和倡导学生积极参与，主动思维，
为下一步写作提 供真实的素材。
Step 6: Simple description
Ask the students to describe one or two events in their lives using
simple words、phrases and sentences.
events important; unforgettable; meaningful; proud;
grand ……

feelings
happy; excited; surprised; proud; pleased;
shameful;
nervous; sad; alone; angry; worried;
afraid ……



thoughts
I remember having an empty feeling in my stomach.
I think that my life is going to end.
I feel as if the sky came down.
I think of my cancer as a gift.
I remember everything exactly as if it happened