概要：人教修订版高二上Unit 7 Living with disease Integrating skills说课教案一．教学课型：阅读写作结合语法课二．教学内容：SEFC BOOK 2A UNIT 7 LIVING WITH DISEASE三．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
高中英语说课稿：人教修订版高二《Unit 7 Living with disease Integrating skills》优秀说课稿教案,标签：说课稿,http://www.85jc.com人教修订版高二上Unit 7 Living with disease Integrating skills
说课教案
一．教学课型：阅读写作结合语法课
二．教学内容：SEFC BOOK 2A UNIT 7 LIVING WITH DISEASE
三．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 me.Like many people with cancer,I had to be ____ (treat) with radiation ______ (follow) by treatment with chemicals.There were days when I wished that I ______(be) dead. My family and friends were wonderful.They helped me and kept me ____(feel) sad and lonely.At 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
Compare 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。
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