高中英語-Unit 4 Astronomy教學設計學情分析教材分析課后反思

Unit4Astronomy:thescienceofthestarsByⅠ.TeachingaimsanddemandsKnowledgetasks:1.Tounderstandthegeneralmeaningofthenewtext2.ToknowmoreabouttheoriginoflifeonearthAbilitiesgoals:1.ToimproveSs’abilitiesofreadingandlisteningbyreadingthetext2.TotraintheSs’abilityofworkingingroups3.HelptheSstogettoknow"Howlifebeganontheearth”byreadingMoralobject:StudytheknowledgewellandcultivatetheSs'awarenessofprotectingtheearth.=2\*ROMANII.TeachingimportantanddifficultpointsGraspthemainideaofthetext=3\*ROMANIII.TeachingmethodsTask--basedteachingmethodsStudent-orientedteachingmethodsActivity-basedteachingmethods(individualwork,pairwork,groupwork)Ⅳ.LearningmethodsListening,speaking,reading,writingⅤ.Teachingsteps:Step1LeadinFirstasktheSsthequestions:1.Howdidtheuniversebegin?

2.Howdidlifebeginontheearth?Inthepast,Therearedifferentlegends(傳說)ofhowtheuniverseandlifebeganindifferentcultures:InChineseculture…Inwesterncountries:____createdtheworldandalllivingthings.ThenshowtheSsthevideoaboutthetheoriginoftheearth.Step2FastreadingT:Skimthepassagequickly,andmatchthemainideaofeachparagraph.GivetheSs5minutestoaskthestudentstoscanthetextsilentlyandquicklyandthenanswerthefollowingquestions:Part1Readthetextandmatcheachparagraphwithitsmainidea.Para1A.Howhumansappearedandwhateffectstheyhavecausedtotheearth.Para2B.WaterisveryimportantforlifeontheearthPara3C.HowtheearthformedPara4D.Howtheplantsandanimalsontheearthdeveloped.Para5E.Itiswidelyacceptedthattheuniversebeganwitha“BigBang”.Part2Nowlet’sreadthetextagainandthendothefollowingcomprehendingexercises.Severalminuteslaterchecktheanswerswiththewholeclass.1.Whatbegantoappearontheearth'ssurfacewhenitcooleddown?A.WaterB.GasesC.HeatD.Carbon2.Fromthelastparagraphwecaninferthattheauthoris____.A.confidentB.sadC.concernedD.angry3.Itcanbeknownfromthepassagethat________.A.plantsandanimalsappearedontheearthatthesametimeB.plantsappearedlaterontheearththananimalsC.earlyshellfishappearedearlierthanplantsD.animalsappearedlaterontheearththanplants4.Howmanyyearsdidthedinosaursexistontheearth?A.Morethan140billionyearsB.Morethan140millionyearsC.Morethan140thousandyearsD.Morethan140years5.Whycantheearthbecometoohottoliveon?A.Smallcleveranimalsproducemoreheat.B.Smallcleveranimalsproducetoomuchcarbondioxide.C.Smallcleveranimalsdon'twantheattoescapefromtheearth.D.Smallcleveranimalsliketoliveinahotplanet.Step3Carefulreading(readingthetextandanswertheQs)Part1(para1~3)Thedevelopmentoftheearth(1)AftertheBigBang,whatwastheearthlike?(2)Whathappenedtothesolidglobenext?(3)Whatappearedaftertheearthcooleddown?Part2(4~5)ThedevelopmentoflifeReadcarefullyandmakeatimelineofthedevelopmentoflife1.insectsandamphibiansappear2.asolidball3.reptilesappear4.acloudofdust5.shellfishandotherfishappear6.dinosaursappear7.smallplantsgrowonthewater8.plantsbegintogrowondryland9.presenceofwater10.mammals(includinghumans)appearSTEP4.Consolidation:According1._______awidelyacceptedtheory,theuniversebeganwitha“BigBang”.Forseveralbillionyearsafterthe“BigBang”,theearthwasstilljustacloudofdust,2._________settledintoasolidglobe.Theearthbecamevery3._________(violence),andlateritproducedmanygases,whichwere4.__________(make)theearth’satmosphere.Waterhadalsoappearedontheearth,whichallowedtheearthtodissolve5._______(harm)gases6._________acidsintotheoceansandseas.Thelifebegan7.___________(develop).Nobodyunderstoodplantswerethestartofchanges.Theymultipliedandfilledtheoceansandseas.Smalllandanimalsappearedandproducedyounggenerallyby8.___________(lay)eggs.Afterthat,somehugeanimalsexistedontheearthformorethan140millionyears.Mammalsweredifferentfromalllifeformsinthepast;theygavebirth9______theyoungbabyanimalsandproducedmilktofeedthem.Theyareputtingtoomuchcarbondioxideintotheatmosphere,whichpreventsheatfromescaping10._________theearthintospace.Step5.discussionBeforethediscussion,showtheSsapieceofvideoaboutthepresentpollutedconditionsofourearth.T:Next,Let’shaveadiscussionaboutWhatwecandotoprotectourearth?pleasedoitaccordingtothekeywords.prevent…from…h(huán)armfulglobalwarmingcarbondioxideinturndependonasaresultthusatmosphereGiven7mins,Ssdiscusswiththeirgroup,afterthatgettheSstosaytheanswers.ShowtheSsthepossibleanswers.Step6.SummaryHaveasummaryaboutthetext:Wehaveonlyoneearth,andweshouldtakecareofourhome.Step7.Homework1、Pleasetryyourbesttoretellthepassageinyourownwords.2、Discusswithyourpartnerandwriteashortpassageabout"HowtoProtecttheEarth"within120words.學情分析心理狀態(tài)：高一年齡段的學生，處在一個自然觀、世界觀等形成的關鍵時期，隨著社會外在自然界各種觀念觀點的影響，所以教師在學生的學生生活中讓學生形成一個正確的世界觀、價值觀就顯得尤為重要。同時，學生基礎較差，對學習信心不足，雖有著較強的求知欲和表現(xiàn)欲但是很多時候怕出錯，不敢大聲回答問題，所以教師要給于學生以鼓勵。認知水平：學生的知識儲備中也許有一些關于本單元背景知識的了解，能幫助學生更好地理解和掌握課文，在教學過程我們也不得不設置更多的任務，讓學生更好的了解和理解，使學生形成一個完整的知識體系，而且，這一單元的話題是有關天文學，屬于科學知識宏觀理解的范疇，教師指導學生通過問題、話題、討論等活動來加深了解就顯得特別的重要。因此，在設計本課時的課堂教學活動時我們根據(jù)學生的情況，采用情景教學法、任務型教學法、實物教學法等教學方法配合多媒體手段來吸引學生的注意，努力營造玩中學、學中玩的教學情境。效果分析一、目標達成在教師的引導下，學生基本實現(xiàn)了本節(jié)課設定的目標。了解了文章的大意，識記了重要短語和句子，了解了地球發(fā)展的進程，從而激發(fā)了學生保護環(huán)境的意識，促進了小組合作學習。二、課堂氣氛課堂氣氛活躍，學生積極回答問題，踴躍融入小組活動，集體榮譽感強。三、檢測效果當堂檢測，90%的學生可以掌握本節(jié)課內容。教材分析一、教學內容分析：本單元的中心話題是“天文學”，內容涉及太陽系。地球上生命的起源，宇宙大爆炸，月球探秘，黑洞效應等。主要內容閱讀部分講述了地球上生命的起源，文體是說明文。全文分5段，除第一段“引入”和最后一段結語外，其余都集中在生命的起源這個問題上。二、設計的整體思路和依據(jù)：依據(jù)《新英語課程標準》，強調“教學緊密聯(lián)系學生的生活實際，創(chuàng)設較為真實的語言情境，組織具有交際意義實踐活動”這一要求，精心設計了一系列的任務型教學的學習情境，來激發(fā)學生的學習熱情，積極地投入到學習中去，釋放學生的創(chuàng)造潛能。Book3Unit4Astronomy:theScienceoftheStarsReading：HowLifeBeganontheEarthEvaluationExercise:Beforelearningthislesson,Ihavedesignedaquizconcerningtheoriginandevolutionoflifetotestwhethertheyhavelearnedaboutitverywell.Theyaremotivatedtoanswerthequestionsasquicklyaspossibletogettheprize.Q1:Howoldistheearth?(About4.5billionyears)Q2:______oftheearthsurfaceiscoveredbywater.A.20%B.30%C.50%D.70%Q3:HowmanyplanetsarethereintheSolarSystem?A.6B.7C.8D.9Q4:Whatisthetotalpopulationofhumansontheearth?(About6.5billion)Q5:Howlongdoestherotation(自轉)oftheearthtake?(24hours)Q6:OnwhatdayistheEarthdaycelebrated?（April22）附：Assessmentofclasstest課堂檢測評價Name（姓名）：______________Group（小組）:_______________Afterlearningtheunit,Icandothefollowing...VerywellWellWiththehelpofothersIneedtoworkharderGiveabriefintroductiontothebeginningoftheearthinmyownwordsDescribetheoriginoflifeontheearthAnalysisofthestructureandknowthemainideaofthetext課后反思通過這節(jié)課的講授，應在今后的教學設計中繼續(xù)降低難度，設計更多易于激發(fā)學生興趣，易于學生掌握的教學活動，采用探究式及任務型等多種學習方式，提供語言運用平臺，讓學生成為課堂的主人，讓學生在“用中學，學中用”，使學生在學習中體驗學習的樂趣，提高學生的自主學習、合作學習和探究學習的能力。另外，在教學中，多進行長短句的分析和訓練，使學生的各方面的能力都得以提高。課標分析根據(jù)《英語新課程標準》（實驗稿）關于總目標的具體描述，結合高一學生實際和教材內容，我們將教學目標分為語言知識、語言技能、學習策略、情感態(tài)度、文化意識五個方面。語言知識（knowledge）詞匯：能理解、內化、運用一下生詞---astronomy,system,religion,theory,billion,globe,violent,carbon,atmosphere,unlike,fundamental,harmful,acid,chain,oxygen,exist,puzzle,biology,biologist,gravity,satellite,gentle,physicist,climate,crash,spaceship,pull,float短語：solarsystem,intime,layeggs,givebirthto,inone’sturn,prevent...From,blockout,cheerup,nowthat,