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视频标签：Correct,Perspectives
所属栏目：高中英语优质课视频
视频课题：高中英语人教版选修11 Module 11 Unit 3 Finding Correct Perspectives（Reading Writing）重庆
本视频配套资料的教学设计、课件 /课堂实录及教案下载可联本站系客服
高中英语人教版选修11 Module 11 Unit 3 Finding Correct Perspectives（Reading Writing）重庆市璧山中学校
Module 11 Unit 3 Finding Correct Perspectives
（Reading&Writing） 读写课教学设计
一、教学设计总体指导思想
按新课程标准，课堂应以学生为主体，发展自主学习和合作学习的能力；应根据学生的个性特征和发展需求，为他们提供丰富的选择机会和充分的表现空间；要关注学生的情感，提高人文素养。新课标更加强调的是如何培养学生的自主学习能力和创新能力。在新课标的指导下，教师将在本次读写课中有意识地引导学生发展独立思考与自主学习能力，在教学过程中采用开放性的任务型教学方法，设计带有启发性和创新性的任务，使学生在任务的驱动下(task-driven)学习语言知识和进行听说技能训练，旨在提高学生的思辨能力，增强学生参与学习的积极性及主体性的发挥。
二、教材分析
本课是人教版新课标教材选修11第3单元第1课时，属于读写结合课。围绕本单元的中心话题“找到正确的观点”，课本中阅读文章提供了关于“学生常见的集中认识误区”的材料。但是，阅读材料仅仅指出了“4种认识误区”，缺乏对“4种误区”为什么不是正确观点的分析解释，所以，需要补充一些课外材料让学生明白“错误观点”的评价标准，并让学生学会依靠这些标准来判断一个观点的正误，证实一个观点的正误，并学会用有效的办法纠正一个错误的观点。
三、学情分析
高一2班是实验班，学生英语语言基础较好，但是本课是选修内容，词汇要求比较
高，内容关于正误观点的判断，对思维要求较高，对学生来说有较大挑战。
四、教学目标
1.知识目标：（1）在本课后，学生知道“错误观点”的3个特征；（2）在本课后，
学生知道证伪一个错误观点的3种方法；（3）在本课后，学生了解运用“思维导图”对文本进行提炼总结的方法。
2.能力目标：（1）在本课后，学生能够运用“错误观点的3个特征”判定一个观点
的正误；（2）在本课后，学生能够运用“证伪一个错误观点的3种方法”去说服他人摆脱认识误区；（3）在本课后，学生能提升“全面考虑问题”、“辩证考虑问题”和“准确考虑问题”的能力。
3.情感目标：（1）在本课后，学生在面对“不同观点”时，能够冷静客观地进行评
价判断；（2）在本课后，学生能够增加同理心，在帮助他人摆脱“认识误区”的时候能换位思考。
四、教学重点
1.通过实际案例分析，帮助学生认识“错误观点”的3个特征和证伪一个错误观点
的3种方法； 2.通过引导练习，帮助学生形成“全面、辩证和准确”分析一个观点的基本能力；
3.通过阅读-写作反馈活动，帮助学生学以致用，将所学到的语言知识和思维方法运
用到实际情境当中。
五、教学难点
1.如何让学生从知道3个特征和3种方法到形成自己分析问题的系统和思维； 2.如何让学生运用课堂所学的分析观点的标准和方法去解决实际问题。
六、教学方法
情景教学法；小组合作教学法；三步反馈教学法。
七、教学步骤
Part 1 Introduction to the topic（Teacher-students Conversation）
Step 1 Make the defination of the unfamiliar but key word “perspective” to students. Step 2
Set the situation “People may have different perspectives and some are correct
while others are false” and put forward the question “How can we judge whether a perspective is correct or not?” for the students to think over.
Step 3 Lead the students to know the two objects of the lesson.
1. Introduce the two objects
2.ask students to repeat the two objects
Part 2 Three characteristics of false perspectives（Examples Analysis） Step 1 The first characteristic – partly correct
1. Teacher sets context.
(1) show the picture of news about a high school graduate’s comment on College Entrance Exam;
(2)ask about students’ existing knowledge of this news (3)invite some students to share knowldge about it
2.Students judge and give reasons.
(1)show the perspective of the graduate and ask students to simply judge whether it is correct or false;
(2)ask why they think it correct or false（standard of judging）; 3.Teacher helps students analyze the standard.
(1)divide the perspective into two parts and show them one by one;
(2) ask students to judge the two parts of the perspective to find out one part is correct and the other is false;
(3)ask “When one part is correct while the other is false, is the whole perpective correct
or false?”
(4)lead the students to draw the conclusion “Being partly correct is false” and get the
first characteristic of a false perspective – partly correct.
4.Students apply the characteristic to analyzing another perspective-“Bishan is a
beautiful city /and the most developed city.”. Step 2 The second characteristic – never&always
1. Teacher sets context.
(1) show the picture of a boy in a reality show who expresses a false perspective; (2)ask about students’ existing knowledge of this context (3)invite some students to share knowldge about it.
2.Students judge and give reasons.
(1)show the graduate’s perspective “The College Entrance Exam is easy for me and
everyone in Hangzhou High School.” and ask students to simply judge whether it is correct or false;
(2)ask why they think it correct or false（standard of judging）;
3.Teacher helps students analyze the standard.
(1) ask students “Can a person survive if he never eats anything?” and “Can a person survive if he doesn’t eat anything for a short time?”
(2)students summarize “When perspective includes never or always, it is always false.” (3)show the second characteristic of a false perspective- never&always
4.Students apply the characteristic to analyzing another perspective “There will never be poor students. There are only poor teachers!” Step 3 The third characteristic – A=B 1. Teacher sets context.
show the picture of the news that a Peking University student killed his mother and his
uncle’s perspective “He is a good student. He can’t have killed her mother.”
2.Students judge and give reasons.
3.Teacher helps students analyze the standard.
(1)Ask students questions “Is he a good student if he can go to Beijing University?” and “Does it mean a good student won’t kill his mother?”and ask students to analyze the logic problem of the perspective;
(2)Students draw the conculsion “Bing a good student doesn’t eqaul to the fact that he will not commit crime.”
(3)show the third characteristic of a false perspective-A=B.
Part 3 Judge perspectives according to the learned three characteristics（Students’ Reflection and Applications） Step 1 Show 4 common perspectives of teenagers to students
Step 2 Students for groups to judge whether these perspectives are correct or false
according to the learned 3 characteristics of false perspectives
Step 3 Each group recommends one representative to judge one of the four perspectives
and analyze why based on the 3 characteristics of fasle perspectives
Part 4 Approaches to prove to others that a perspective is false（Reading and
Summarizing by means of mind map）
Step 1 Students read the passage and complete the mind map on the handout
according to the information in the passage
The false perspective:__________________________
Evidence Advice
(1)___________________________ (1)_______________________ (2)___________________________ (2)_______________________ (3)___________________________ (3)_______________________
Step 2 Students report the 3 pieces of evidence and 3 pieces of advice (1)In fact, the students do suffer from stress.
(2)The number of calming prescriptions has risen to 110,000.
(3)From the note left hehind, the fear of failure is great for the successful students.
Step 3 Teachers lead students to find the ways to prove a perpective not correct
according to the 3 pieces of evidence in the passage (1)In fact, the students do suffer from stress.
(2)The number of calming prescriptions has risen to 110,000.
(3)From the note left hehind, the fear of failure is great for the successful students.
Evidence Approaches In fact list facts The number show statistics The note
employ examples
Part 5 Summarize the learned knowledge of the lesson（Blank-filling Task）
Part 6 Write a letter to persuade a friend out of a false perspective(Homework)
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