高中英語-濟寧市17年度一師一課賽事活動教學設計學情分析教材分析課后反思

教學設計Aletterhome教學目標：1.Trainthestudents’readingability.2.Trainthestudents’abilitytocooperatewithothers.3.Knowhowtobeavolunteer.4.Knowthewaystohelpothersinthepoorareas.5.Trainthestudents’abilitytousetheInternettosearchforsomeusefulinformation.6.Learnandmasterthenewwordsandexpressionsinthisperiod.教學重點：Getthestudentstohowtohelpothers.Getthestudentstolearnaboutsharing.Getthestudentstolearndifferentreadingskills.Trainthestudents’speakingabilitybydescribing,talkinganddiscussion.教學難點：Trainthestudents’readingability.教學方法：Task-basedteachingandlearning.Cooperativelearning.Discussion.教學過程：StepⅠ.Leading-in1.GreetSsasusual.2.Showthestudentsseveralpicturesandaskthemtotalkaboutthem.3.Askthestudents:Doyouliketakingphotos?Whatkindofphotosdoyouliketotake?Whatisshe?StepⅡ．Pre-readingAccordingtothePre-readingpart,askthestudentstwoquestions:Whowrotethisletter?Whoisshe?WhatdoyouknowaboutPapuaNewGuinea?AccordingthemapstellthemthelocationofPapuaNewGuinea.StepⅢScanningAsktheSstoreadthepassagein2minutes,andtrytofindoutwhatJotalksaboutintheletter?(mainideaofthepassage)Thepassageisaboutavolunteerteacher,Jo,whowantstotell________theconditionofthe_________andsomethingabout________oflocalpeople.StepⅣFast-reading1.Askthestudentstoreadthetextquicklyandfindoutthetopicsentenceofeachparagraph.Atthesametime,dividedtheclassintofourgroupstotellthemainidea.Para.1Thepurpose/beginningoftheletter.Para.2WhatJo’sschoolislike.Para.3Poorschoolconditions.Para.4Jo’sfirstvisittoavillage.Para.5Whatthehutwaslikeoutsideandinside.Para.6Howthevillagerscookedtheirmeals.Para.7Thewaytodealwithleftoverfood.Para.8Josaidgoodbyetothevillagers.Para.9Theendingoftheletter.2.Dividethewholepassageinto4partsandmatchthemainideaofeachpartofthepassage.Part1(Para.1)Thebeginningoftheletter.Part2(Para.2&3)TheschoolwhereJoworksandJo'sworkatschool.Part3(Para.4-8)JoandJennyvisitedTomber'shomeinthevillage.Part4(Para.9)Theendoftheletter.(培養(yǎng)學生的閱讀能力和概括歸納能力。讓學生了解如何分段，使個部分內容更加清晰。）StepⅤCareful-readingDealwiththetextonebyonepart.Part2(para2-3)theschoolAskthestudentstoseveralquestions.1.EverymorningwhosayshellotoJo?2.Whathappenedinthesciencelesson?3.Whydoyouthinktheboyjumpedoutofthewindow?4.Whatwillmostboysdoafteryear8?Part3(para4-8)lifeinthevillage1.ReadPart3carefullyandgetenoughinformation,andthensaysomethingaboutthefollowingitemsandthenfilltheblanks.Theirfamilyrelationship;Thetypeofthehouse;Sleepingarrangements;Theirpossessions;Theirdietandcookingmethods;BeliefsFamilyrelationships(para4)Everyoneseemedtobea________ofTombe’s.(largeextendedfamily)TypeofhousesMen’shutisa______________with___________________No_______,small__________.Floorwascoveredwith___________.SleepingarrangementsPossessionsAnewlymade________forJennyandmetosleepon.Icouldonlyseeafew__________and_____andacoupleof____.Diet______,______and_______.Cookingmethodranoutof,lookingforplacestohideBeliefsThevillagersbelievethatany________attract_________inthenightsothefoodis________inthecanandthecanisthen___________ofthehut.Afterthat,givetheSs2questions.1.Bywriting“TheonlypossessionsthatIcouldseewere…”,theauthorwantstotellus____.A.Tombe’sfamilywerekind-heartedB.Tombe’sfamilywereguest-loversC.Tombe’sfamilyonlyusedsimplethingsD.Tombe’sfamilyweretoopoor2.WhydidTombethrowoutthetincan?A.Becausehebelievedthecanattractedevilspirits.B.Becausehebelievedanyleftoversattractedevilspirits.C.Becausehebelievedthecanhasnouseatall.D.Becausehebelievedthegrillattractedevilspirits.ComparetheirschoolandlifeinPNGwithours.I.SchoolClassroom;Equipment;Electricityandwater;Textbook;Chemistryexperiments;Students'future...LifePossessions;houses;food;cookingmethod;bedroom;relationship...StepⅥPostReadingDiscussionHowcanwehelpthechildreninpoorareas?1.Donatepocketmoney\clothes\bookstothem.2.Raisemoneyandsendittothem.3.Callonpeopletoshowtheirlove.4.Callonourgovernmenttotakemeasurestohelpthem.5.Gotheretoworkasavolunteer.Conclusion:Weshouldtreasureourpresentlifeandlearntoshare.SecretaryGeneraloftheUnitedNationssaid“…eachcontribution-nomatterhowsmall--canhelpmakeadifference.(通過閱讀后的活動拓展，一方面加深學生對課文的理解程度，另一方面可以引導學生進行更深的思考。)Step=7\*ROMANVIIHomework(writing）Writeacomposition假設你是李華，暑假期間到貴州某偏遠山區(qū)調查當地的教育經濟，請寫封信告知你的好友Tim,將調查的情況告訴他。1.生活條件非常艱苦，交通不便，嚴重缺水，至今沒有通電。村民以農業(yè)為生，玉米土豆是主食。2.學校校舍破舊，黑板桌椅都很簡陋，連粉筆都不夠。只有少部分孩子有機會上學，學校離家很遠；絕大多數小孩六年級之后回家種田。但是每個孩子讀書都非常努力。3.你的感想。學情分析----Aletterhome教學對象是高二年級的學生，他們正處于聽、說、讀、寫的基礎階段同時也處于比較好動的學習階段，各種技能的培養(yǎng)均很重要。為此，我把這節(jié)課設計成多媒體上課的模式，從學生的心理活動出發(fā)，創(chuàng)造輕松自然的學習環(huán)境，培養(yǎng)他們的綜合語言運用能力。然后，通過分析課文，讓學生通過討論、合作、等方式來培養(yǎng)口頭練習的能力，最終達到以學生為本的任務型教學的目的。效果分析——Aletterhome1.圖片導入使學生興趣盎然地在情境中進入課文理解。學生融入到課文中，并了解了一些基本信息。2.fast-reading讓學生了解了文章的主旨大意，整體理解了課文。學生掌握了文章的結構，并了解了段落大意。3.careful-reading學生積極參與，回答問題，興趣濃厚，課堂氣氛活躍。4.閱讀后的活動拓展培養(yǎng)了學生的英語交際能力、思維能力、想象能力和創(chuàng)造能力，再次體現了以學生為主體的教學原則。調動了學生的學習積極性。教材分析----Aletterhome本節(jié)課為閱讀課。它的主要內容是人教版的Book7Unit4的閱讀部分，題為“一封家書”，作者自愿在巴布亞新幾內亞（PapuaNewGuinea）的一個小山村教書。在她寫給Rosemary的信中，作者描述了該村學校的情況和去一學生家做客的經歷。通過對本單元的學習讓學生了解幫助弱者、志愿服務、合作共享等有關知識，培養(yǎng)學生的社會責任感。評測練習閱讀環(huán)節(jié)的評測練習T:Whowrotethisletter?S1:JoT:Whoisshe?S2:SheisayoungAustralianwomanandworksasavolunteerinPapuaNewGuinea(PNG).Questions:1.EverymorningwhosayshellotoJo?2.Whathappenedinthesciencelesson?3.Whydoyouthinktheboyjumpedoutofthewindow?4.Whatwillmostboysdoafteryear8?本練習的主要目的是對課文內容進一步的鞏固加強。2.閱讀后的評測練習Askthestudentstochooseonetasktopreparetheirowndiscussion.Howcanwehelpthechildreninpoorareas?1.Donatepocketmoney\clothes\bookstothem.2.Raisemoneyandsendittothem.3.Callonpeopletoshowtheirlove.4.Callonourgovernmenttotakemeasurestohelpthem.5.Gotheretoworkasavolunteer.口語訓練，提高學生的口語表達能力。課后反思我這節(jié)課是新人教版選修七第四單元《共享》的第一篇課文的整體理