高中英語-Li教學設計學情分析教材分析課后反思

LifeofNelsonMandela(speakingandwriting)教學設計Subject;LifeofNelsonMandelaType;readingandwritingAims;learnaboutwhathappenedtoMandelatoimprovethestudents’readingskillswritingashortbiographyofMandelatoimprovethestudents’writingskillsImportantpointreadingtoimprovethereadingskillsDifficultpointwritingandcorrectStepsofteachingStep1admireavideoofMandela(3minutes)Step2PredictionLookatthetitleandpredictthecontentStep3(1)Fastreading;What’sthepassagemainlyabout?Step4Consolidation:(1)WhatdidMandeladotofightfortherightsoftheblack?Step5Brainstorm:WhatqualitiesdidMandelahave?Step6Discussandwrite:Usingtheinformationofthearticle,writeashortpassageaboutyourideasonNelsonMandela.(100--120words)addsomeadjectivesthatdescribehisqualitiesintoyourarticlethepoints:Mandela’qualities,Mandela’lifeandhisachievements)Step7Swapyourarticlewithapartnertocheckpoints,sentencestructurespelling,grammarandhandwritingandmakeassessmentonyourpartner’swork.Step8Readoutthebestarticleofyourgroup(IcanIshow)Step9Makeassessmentonthestudents’work.Step10RewriteyourpassagetobeamodelStep11Self—assessment:Step12HomeworkMandelaisahero,notonlyofSouthAfricabutofalltheworld.Hewentalongroadtothefreedomandmadeitatlast,winningfreedomandpeaceforSouthAfricaAsayoungman,whatshouldyoudotokeeptheworldinpeace?LifeofNelsonMandela(speakingandwriting)學情分析學生通過之前三部分的學習，已經(jīng)具備了一定的知識和能力；1在詞匯方面，學生已經(jīng)掌握了全部的單詞和短語，并能熟練運用。2在技能技巧方面，學生已經(jīng)有了較好的閱讀技巧和能力，并在閱讀過程中做到自主運用。3在背景知識方面，學生對曼德拉已經(jīng)有了大體了解。4在情感方面，學生通過前面的學習，已經(jīng)感悟到了曼德拉的偉大。由于學生已經(jīng)具備了以上的知識技能技巧，他們完全可以通過閱讀本堂的短文，獲取信息，寫出一篇有關曼德拉的文章，并能通過互評，自評，展示以及交流來提高寫作水平。LifeofNelsonMandela(speakingandwriting)效果分析這節(jié)課整體來看達到了預期的教學效果，學生不但通過閱讀練習提高了閱讀能力，閱讀技巧，還運用有關信息，按要求寫出短文。第一，我運用視頻導入，提高趣味性。通過這段視頻學生再次認識曼德拉，對曼德拉的成就有了新的認識，再次感悟到曼德拉曼德拉的偉大之處，同時促進了學生閱讀激情，為下個環(huán)節(jié)的閱讀埋下伏筆。事實證明這一設計是有必要的，也是成功的。第二，閱讀環(huán)節(jié)我運用了預測大意，快讀概括的形式，使學生掌握有關信息，為寫作環(huán)節(jié)做好鋪墊。通過課上實踐，這個環(huán)節(jié)的設計是科學有效的。學生在課上充滿激情的閱讀，掌握了有關的信息，有關的詞匯，有關的銜接詞，保證了下面寫作的順利進行。第三，寫作環(huán)節(jié)的目標達成很成功。這一環(huán)節(jié)是本節(jié)課的重點，我首先讓學生根據(jù)有求小組展開討論，明白寫作要求，寫作要點，寫作順序。討論的效果是顯而易見的，使學生充滿信心的去寫作。學生在寫作的過程中，有話看說，有依據(jù)可循，寫好后，小組討論修改，然后展示交流。這種設計使學生既提高來寫作能力，也對寫作更有興趣。所以這個環(huán)節(jié)設計水到渠成的達到了預期的教學效果。第四，評價與自我評價環(huán)節(jié)。這一環(huán)節(jié)的設計目的是讓學生發(fā)現(xiàn)自己以及他人的亮點與不足，相互學習，相互促進，共同提高。事實證明這一環(huán)節(jié)的效果相當明顯?？傊?，這節(jié)課的教學效果很明顯，達到了預期的教學目標。LifeofNelsonMandela(speakingandwriting)教材分析肥城泰西中學本模塊的中心話題是偉大的品格，幾位偉人的生平。教材借助黑人工人伊萊亞斯的口吻，敘述發(fā)生在他身邊的曼德拉的故事。第一部分是主課文，第二部分是聽力短文，第三部分是閱讀短文，第四部分是讀與寫，LifeofNelsonMandela(speakingandwriting)部分提供了更詳細的信息，讓學生了解曼德拉的生平簡歷，要求他們討論發(fā)表對曼德拉的看法，再用英語寫一篇短文。這一部分在內(nèi)容緊密承接前三部分，教材設計非常合理。這一部分不僅僅是內(nèi)容上的延伸，情感上的深入，還是能力上的提高。教材這種設計會讓學生在閱讀和寫作方面都有提高。LifeofNelsonMandela(speakingandwriting評測練習Unit5Readingandwriting(learningpaper)Subject;LifeofNelsonMandelaType;readingandwritingAims;learnaboutwhathappenedtoMandelatoimprovethestudents’readingskillswritingashortbiographyofMandelatoimprovethestudents’writingskillsImportantpointreadingtoimprovethereadingskillsDifficultpointwritingandcorrectStepsofteachingStep1admireavideoofMandela(3minutes)Step2PredictionLookatthetitleandpredictthecontent____________________________________________________________Step3(1)Fastreading;What’sthepassagemainlyabout?____________________________________________________________(2)ThestructureofthearticlePart1(1918—1940):____________________________________________Part2(1944----1982):___________________________________________-Part3(1990---1994):___________________________________________(3)Whathappenedtohimin1999?In2013?____________________________________________________________Step4Consolidation:(1)WhatdidMandeladotofightfortherightsoftheblack?__________________________________________________(2)What’sthedreamofMandela?________________________________________________Step5Brainstorm:WhatqualitiesdidMandelahave?___________________________________________________Step6Discussandwrite:Usingtheinformationofthearticle,writeashortpassageaboutyourideasonNelsonMandela.(100--120words)addsomeadjectivesthatdescribehisqualitiesintoyourarticlethepoints:Mandela’qualities,Mandela’lifeandhisachievements)______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Step7Swapyourarticlewithapartnertocheckpoints,sentencestructurespelling,grammarandhandwritingandmakeassessmentonyourpartner’swork.Step8Readoutthebestarticleofyourgroup(IcanIshow)Step9Makeassessmentonthestudents’work.Step10Rewriteyourpassagetobeamodel______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Step11Self—assessment:Whatareyournicesentencestructures:_____________________________________________Whatareyourspellingmistakes:__________________________________________________Whatarethegrammarpoints:_____________________________________________________Howaboutyourhandwriting:_____________________________________________________What’thescoreyougavetoyourself:______________________________________________Step12HomeworkMandelaisahero,notonlyofSouthAfricabutofalltheworld.Hewentalongroadtothefreedomandmadeitatlast,winningfreedomandpeaceforSouthAfricaAsayoungman,whatshouldyoudotokeeptheworldinpeace?___________________________________________________________________________________________________________________________________________________________________________________________________