高中英語-Roy's story教學(xué)設(shè)計(jì)學(xué)情分析教材分析課后反思

Book6Module3InternationalRelationship----FriendshipROY’SSTORYLiXiuxia2015-12-1Thepersonalityofagoodfriendshouldhave._____________________________________________________________________I.PartI(para.1-2)1.WhatwastheDaniel’sfirstimpressionofRoy?A.Popularamongtheclassmates.B.DislikedbyothersC.Afunnyboy2.WhatkindofrelationshipdidRoyandDanielhave?3.TorFDanielmovedfromthenorthofEnglandtoLondonbecausehisfatherlosthisjob.II.PartII(para.3)Roy’sfatherwas________(knock)overbyacaranddiedafewdayslater.Hisfamilyhadtomovetoamuch________(small)houseinordertomanage____________(financial).Roy,whohadalwaysbeen_______(close)tohisfather,changedcompletely,__________(become)silentand______(mood).Heseemed________(lose)allinterestinhisstudyandstartedlosingfriends.Wesaweachotherfromtimetotimebutwearenolongerclose.III.Part.III(para.4-5)1.WhenDanielfoundRoywithsomeone’swallet,____.A.RoywasnotembarrassedB.DaniellookedathimangrilyC.Daniellookedathiminsurprise2.Danielthoughtthatthepersonstealingfromstudents_____.A.mightbeRoyB.wasRoyC.wassomeoneheknew3.Translation:Thesecondsentenceinpara.4_____________________________________________________________________IV.Part.IV(para.6-8)1.Whichwordisconnectedwithstealing?___________________2.Canyoufindasentenceusinghavingdoneandtrytoanalyze(分析)it?_____________________________________________________________________V.Retell(復(fù)述)ROY’SSTORYthefirsttimeImetRoypopularboy,newboy,oneof…who…,bekindtosb.trustjustunderayearagoknock…over,becloseto,change,silent,moody,loseallinterestinThreemonthsagocloakroom,findsb.doingsth.gothrough,wallet,turnroundLastweekfair,￡500,bestolen,thisweek,theft,cold,puton,putin,so…thatVI.Discussion:Makeupanendofthestory,maybethesesentencescanhelpyou.Everythingwillbeallright.Ifyouneedahelpinghandjustcallme.I'llalwaysbeyourfriend.VII.Homework:1)Pleasewriteyourownendofthestoryinyourexercisebook.2)Readthewholepassageagainandagain,andtryyourbesttoretellit._____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________課標(biāo)分析：要求學(xué)生理解人際關(guān)系，友誼，并掌握有關(guān)詞匯，培養(yǎng)學(xué)生積極的友誼觀和相關(guān)的語言技能學(xué)情分析：對(duì)于農(nóng)村長大的孩子雖然生活的環(huán)境不同但是對(duì)于這一話題還是有話可說的。教材分析：通過故事引出羅伊在失去父親的前后情緒和情感的變化展現(xiàn)人物性格的轉(zhuǎn)變。效果分析：學(xué)生都能積極主動(dòng)的學(xué)習(xí)，課堂達(dá)標(biāo)效率高。課后反思：可以讓學(xué)生充分展示自己，講述他與朋友之間的友誼。課標(biāo)分析：要求學(xué)生理解人際關(guān)系，友誼，并掌握有關(guān)詞匯，培養(yǎng)學(xué)生積極的友誼觀和相關(guān)的語言技能學(xué)情分析：對(duì)于農(nóng)村長大的孩子雖然生活的環(huán)境不同但是對(duì)于這一話題還是有話可說的。教材分析：通過故事引出羅伊在失去父親的前后情緒和情感的變化展現(xiàn)人物性格的轉(zhuǎn)變。效果分析：學(xué)生都能積極主動(dòng)的學(xué)習(xí)，課堂達(dá)標(biāo)效率高。課后反思：可以讓學(xué)生充分展示自己，講述他與朋友之間的友誼。課標(biāo)分析：要求學(xué)生理解人際關(guān)系，友誼，并掌握有關(guān)詞匯，培養(yǎng)學(xué)生積極的友誼觀和相關(guān)的語言技能學(xué)情分析：對(duì)于農(nóng)村長大的孩子雖然生活的環(huán)境不同但是對(duì)于這一話題還是有話可說的。教材分析：通過故事引出羅伊在失去父親的前后情緒和情感的變化展現(xiàn)人物性格的轉(zhuǎn)變。效果分析：學(xué)生都能積極主動(dòng)的學(xué)習(xí)，課堂達(dá)標(biāo)效率高。課后反思：可以讓學(xué)生充分展示自己，講述他與朋友之間的友誼。課標(biāo)分析：要求學(xué)生理解人際關(guān)系，友誼，并掌握有關(guān)詞匯，培養(yǎng)學(xué)生積極的友誼觀和相關(guān)的語言技能學(xué)情分析：對(duì)于農(nóng)村長大的孩子雖然生活的環(huán)境不同但是對(duì)于這一話題還是有話可說的。教材分析：通過故事引出羅伊在失去父親的前后情緒和情感的變化展現(xiàn)人物性格的轉(zhuǎn)變。效果分析：學(xué)生都能積極主動(dòng)的學(xué)習(xí)，課堂達(dá)標(biāo)效率高。課后反思：可以讓學(xué)生充分展示自己，講述他與朋友之間的友誼。課標(biāo)分析：要求學(xué)生理解人際關(guān)系，友誼，并掌握有關(guān)詞匯，培養(yǎng)學(xué)生積極的友誼觀和相關(guān)的語言技能學(xué)情分析：對(duì)于農(nóng)村長大的孩子雖然生活的環(huán)境不同但是對(duì)于這一話題還是有話可說的。教材分析：通過故事引出羅伊在失去父親的前后情緒和情感的變化展現(xiàn)人物性格的轉(zhuǎn)變。效果分析：學(xué)生都能積極主動(dòng)的學(xué)習(xí)，課堂達(dá)標(biāo)效率高。課后反思：可以讓學(xué)生充分展示自己，講述他與朋友之間的友誼。課標(biāo)分析：要求學(xué)生理解人際關(guān)系，友誼，并掌握有關(guān)詞匯，培養(yǎng)學(xué)生積極的友誼觀和相關(guān)的語言技能學(xué)情分析：對(duì)于農(nóng)村長大的孩子雖然生活的環(huán)境不同但是對(duì)于這一話題還是有話可說的。教材分析：通過故事引出羅伊在失去父親的前后情緒和情感的變化展現(xiàn)人物性格的轉(zhuǎn)變。效果分析：學(xué)生都能積極主動(dòng)的學(xué)習(xí)，課堂達(dá)標(biāo)效率高。課后反思：可以讓學(xué)生充分展示自己，講述他與朋友之間的友誼。Book6Module3InternationalRelationship----FriendshipROY’SSTORYLiXiuxia2015-12-1Thepersonalityofagoodfriendshouldhave._____________________________________________________________________I.PartI(para.1-2)1.WhatwastheDaniel’sfirstimpressionofRoy?A.Popularamongtheclassmates.B.DislikedbyothersC.Afunnyboy2.WhatkindofrelationshipdidRoyandDanielhave?3.TorFDanielmovedfromthenorthofEnglandtoLondonbecausehisfatherlosthisjob.II.PartII(para.3)Roy’sfatherwas________(knock)overbyacaranddiedafewdayslater.Hisfamilyhadtomovetoamuch________(small)houseinordertomanage____________(financial).Roy,whohadalwaysbeen_______(close)tohisfather,changedcompletely,__________(become)silentand______(mood).Heseemed________(lose)allinterestinhisstudyandstartedlosingfriends.Wesaweachotherfromtimetotimebutwearenolongerclose.III.Part.III(para.4-5)1.WhenDanielfoundRoywithsomeone’swallet,____.A.RoywasnotembarrassedB.DaniellookedathimangrilyC.Daniellookedathiminsurprise2.Danielthoughtthatthepersonstealingfromstudents_____.A.mightbeRoyB.wasRoyC.wassomeoneheknew3.Translation:Thesecondsentenceinpara.4_____________________________________________________________________IV.Part.IV(para.6-8)1.Whichwordisconnectedwithstealing?___________________2.Canyoufindasentenceusinghavingdoneandtrytoanalyze(分析)it?_____________________________________________________________________V.Retell(復(fù)述)ROY’SSTORYthefirsttimeImetRoypopularboy,newboy,oneof…who…,bekindtosb.trustjustunderayearagoknock…over,becloseto,change,silent,moody,loseallinterestinThreemonthsagocloakroom,findsb.doingsth.gothrough,wallet,turnroundLastweekfair,￡500,bestolen,thisweek,theft,cold,puton,putin,so…thatVI.Discussion:Makeupanendofthestory,maybethesesentencescanhelpyou.Everythingwillbeallright.Ifyouneedahelpinghandjustcallme.I'llalwaysbeyourfriend.VII.Homework:1)Pleasewriteyourownendofthestoryinyourexercisebook.2)Readthewholepassageagainandagain,andtryyourbesttoretellit.____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________