高中英語(yǔ)-Keep it up,Xie Lei教學(xué)設(shè)計(jì)學(xué)情分析教材分析課后反思

TeachingDesignTravellingabroad--Keepitup,XieLeiShengliNo.1MiddleSchool,DongyingJifangTeachingaims:Aimsofknowledge:1.Letstudentsfullycomprehendthereadingmaterial.2.Helpstudentsunderstandthenewwordsandexpressionsrelatedtothistopic.3.Helpstudentstoknowthewholeorganizationofthepassageandthewritingstyleofthepassage.Aimsofability:1.Enablethestudentstotalkabouttravellingaboardandstudyingabroad.2.Enablethestudentstotalkaboutprobabilityandimprobabilitywiththetargetlanguage.3.Fosterstudents’abilitiesofprobingandlearningknowledgebythemselves.4.Encouragestudentsawarenessofsharingknowledgeingroupsthuspromotingtheirteam-spirit.Aimsofaffection:1.Arousestudents’interestoftryingnewthingsandimprovetheirabilityofcopingwithdifficulties.Helpstudentslearnmoreabouttheforeigncultures.Enhancestudents’self-esteemandtheirsenseofresponsibility.Keyvocabularyandphrases:adjustto,advantage,findout,youthhostels,communityYoumight...,It’sapossibility...,Probably...,It’s(very)possiblethat...,Itcouldhappen.,Mostprobably...,It’snotverylikely...Idoubtit.,He/She/Theywillprobably...Teachingprocedures:I.Lead-in:Showpicturestoarousestudents’interestintravelingandaskstudentswhethertheywouldliketogoabroadforafurtherstudy,thusleadingthemtothetopicofthepassage.“Ifyouhadachancetogoabroadforfurtherstudy,whichcountryoruniversitywouldyouliketochoose?Why?Whataretheadvantagesanddisadvantagesofstudyingabroad?Let’slearnapassageaboutaChinesestudentXieLei.”StudyingabroadmustbedifferentfromstudyinginChina,whatwouldbethedifferences?Whataretheadvantagesanddisadvantages?Ifyouwannagoabroad,whatshouldyoutakeintoaccount?II.Fastreading:(Skimtofind)Makesureofthemainideaofthepassageonlybylookingatthetitle,thefirstparagraphandthetopicsentenceofeachparagraph.“Inordertogetthemainideaquickly,weshouldpaymoreattentiontothetitleandthefirstparagraph.It’sanimportantlearningskill.Dorememberit!”(Learningstrategy:skimthepassagewiththehelpothetitle,thefirstparagraphandheadlines.)Showthemainideaofeachparagraphandaskstudentstomatchthemainideaswiththecorrectparagraph.(learningstrategy:Fosterstudents’abilityofsummarizingthemainideaofaparagraph.)III.Detailedreading:Para1personalinformation:Task:“Gothroughparagraph1andtrytofinishthischartaboutthepersonalinformationaboutXieLei.”Afterreading,letstudentsfillinthecharttogether.Part2benefitsanddifficultiesTask:“Asyoucannoticefromthemainideaofeachparagraph,thepassageismainlytalkingaboutthebenefitsanddifficultiesofstudyingabroad,we’regoingtoproceedtheinformationinthesetwoaspects.Ihavelistedthebenefitsanddifficultiesofseveralaspects.Pleasereadtherelevantparagraphsandfillintheblanks.(learningstrategy:Fosterstudents’abilityofpickingoutthekeyvocabularyrelatedtothetopicandtheabilityofusinglanguagetocommunicate.)Movetonextpartbysaying,“Nowlet’slookatthepassageformoredetails.”Part3QuestionsandanswersTask1:“Now,readpara2&3carefullyandtrytofindanswertothequestions.”Then,checktheanswersbyaskingstudentsonebyone.Task2:“Readpara5&6andfinishthemultiplechoices.”(Thepurposeofdesign:Inthisway,studentscanpracticetheskillsoffindinganotherwayofexpressingthesamemeaningandtheintentionoftheauthor.)Movetothenextpartbysaying“NowwehavefinishedreadingXieLei’sstory,Ithinkyoumusthaveageneralideaofwhatkindofpersonsheisaccordingtowhatherbehaviorinaforeigncountry.Pleaseusesomeadjectivestodescribeherandgiveevidence.”IV.Summary:Task:FindoutwhatkindofpersonXieLeiisandgiveevidence.(Thepurposeofdesign:It’sagoodwayofconsolidation.Inthisway,studentscangoovertheknowledgelearnedinclassandpracticetheabilityofusingthekeywordstodescribefeatures.)V.Discussion:(Discusstouse)Now,wehavelearnedthestoryofaChinesestudentwhoexperiencedaforeignlifeofstudy.Youshouldhaveunderstandsomebenefitsanddifficultiesofstudyinginaforeigncountry.Imagineyouhavegotachancenow,whatdoyoupredictwouldhappentoyou?Whatarethedifficultiesandhowwouldyousolvethem?(Thepurposeofdesign:Encouragestudentstohavecreativeideasbasedonthepassageandexpresstheirideasfreelyusingthewordsandexpressionswehavesummarized.)VI.Homework:Supposeyouareanewspaperreporter.PleaseinterviewXieLeiusingthefollowingwordsorphrasesandwriteapassage.keepitup,getalong,makeprogress,board,adjustto,Itisthefirsttime…,getusedto,asfarasoneisconcerned,feelathome,allthebest,etc.(Thepurposeofdesign:Toletstudentstoputthewordsandexpressionslearntintouseandtopreparethemforapossiblesituation.)高中學(xué)生對(duì)世界充滿著好奇心，樂(lè)于接受新鮮事物，對(duì)于出國(guó)旅游和留學(xué)這樣的話題非常感興趣。而且這篇文章是中國(guó)大學(xué)生的親身經(jīng)歷，學(xué)生學(xué)起來(lái)會(huì)更加容易產(chǎn)生共鳴。在語(yǔ)言技能方面，該篇文章還較長(zhǎng)，因此訓(xùn)練學(xué)生的翻譯能力和長(zhǎng)難句處理的能力就顯得非常重要，這也是高中英語(yǔ)教學(xué)的重頭戲。本節(jié)課是實(shí)效性很強(qiáng)的一節(jié)課，通過(guò)授課，達(dá)到了以下效果。培養(yǎng)了學(xué)生的閱讀技能。從導(dǎo)入這個(gè)環(huán)節(jié)就激發(fā)了學(xué)生閱讀此篇文章的興趣，在快速閱讀的環(huán)節(jié)注重培養(yǎng)了學(xué)生通過(guò)瀏覽標(biāo)題及文章的首段就能獲取大意的技能，讓學(xué)生一上來(lái)就能抓住中心思想，了解篇章結(jié)構(gòu)。在接下來(lái)的細(xì)節(jié)閱讀的環(huán)節(jié)，通過(guò)設(shè)置豐富多彩的閱讀任務(wù)，幫助學(xué)生理解關(guān)鍵短語(yǔ)和句式，掃除對(duì)于文章理解的障礙，有利于學(xué)生更好的把握細(xì)節(jié)。培養(yǎng)了學(xué)生的說(shuō)的技能。在這堂課中我多次設(shè)置了讓學(xué)生用英文說(shuō)出自己觀點(diǎn)的機(jī)會(huì)，需要學(xué)生開動(dòng)腦筋，創(chuàng)造性地用已知的語(yǔ)言表達(dá)比較復(fù)雜的意思。還有讓學(xué)生分組討論，在組內(nèi)讓學(xué)生們自由交談、暢所欲言，交流觀點(diǎn)，培養(yǎng)學(xué)生用英語(yǔ)自由表達(dá)的興趣和信心。培養(yǎng)了學(xué)生對(duì)未知困難的應(yīng)對(duì)力。在課前我給學(xué)生展示了世界各國(guó)的代表性景色，世界著名大學(xué)等，提高學(xué)生對(duì)出國(guó)留學(xué)的興趣。通過(guò)讓學(xué)生用英語(yǔ)表達(dá)對(duì)出國(guó)學(xué)習(xí)的利與弊，進(jìn)而更深入地了解要面對(duì)的困難。教材分析本單元以Travellingabroadandstudyingabroad為話題，旨在通過(guò)單元教學(xué)，使學(xué)生了解在國(guó)外旅行或?qū)W習(xí)時(shí)可能會(huì)遇到的一些問(wèn)題，并學(xué)會(huì)怎樣去解決問(wèn)題和避免這些問(wèn)題的發(fā)生。學(xué)會(huì)表達(dá)和支持個(gè)人觀點(diǎn)，能用所學(xué)的有關(guān)travellingabroad的詞匯描述在國(guó)外居住生活的情況；在國(guó)外旅游時(shí)能根據(jù)所提供的信息選擇恰當(dāng)?shù)穆糜尉€路，能推測(cè)哪些事情可能會(huì)發(fā)生，哪些事情不會(huì)發(fā)生，并會(huì)正確使用非限制性定語(yǔ)從句。WarmingUp提出了四個(gè)有關(guān)在國(guó)外旅行和生活的問(wèn)題，讓學(xué)生用已有的知識(shí)和經(jīng)驗(yàn)討論在國(guó)外居住或旅行會(huì)遇到什么問(wèn)題，并且該如何解決這些問(wèn)題。Pre-reading是Reading的熱身活動(dòng)，設(shè)置了兩個(gè)問(wèn)題，它要求學(xué)生采用與同學(xué)討論交流的方式談?wù)撛趪?guó)外學(xué)習(xí)的利與弊，激發(fā)同學(xué)們的學(xué)習(xí)興趣。Reading是一篇介紹中國(guó)女孩謝蕾在倫敦學(xué)習(xí)和生活的情況，讓學(xué)生通過(guò)實(shí)例對(duì)比在國(guó)內(nèi)學(xué)習(xí)生活與在國(guó)外學(xué)習(xí)生活的不同，從而培養(yǎng)他們的國(guó)際視眼。Comprehending設(shè)置了4個(gè)練習(xí)題：練習(xí)1通過(guò)四個(gè)問(wèn)題來(lái)檢查學(xué)生對(duì)課文細(xì)節(jié)的理解；練習(xí)2以圖表的形式來(lái)分析在國(guó)外學(xué)習(xí)的利與弊；練習(xí)3設(shè)置了三個(gè)討論題，通過(guò)對(duì)這些話題的討論，挖掘文章的深層含義，激活學(xué)生自身的認(rèn)知能力和思想認(rèn)識(shí)能力；練習(xí)4是概括能力訓(xùn)練題，在理解文章的基礎(chǔ)上，重點(diǎn)訓(xùn)練學(xué)生的概括能力和解決問(wèn)題的能力。LearningaboutLanguage分詞匯和語(yǔ)法兩部分。其中Discoveringusefulwordsandexpressions是訓(xùn)練學(xué)生在語(yǔ)境中掌握詞匯的能力，幫助學(xué)生加強(qiáng)動(dòng)詞變化形式的意識(shí)。Revisingusefulstructures是對(duì)非限制性定語(yǔ)從句的復(fù)習(xí)，旨在幫助學(xué)生加強(qiáng)對(duì)定語(yǔ)從句的理解、掌握和運(yùn)用，并通過(guò)語(yǔ)法練習(xí)加以鞏固。UsingLanguage中的Listening要求學(xué)生先根據(jù)秘魯?shù)牡貓D談?wù)撚嘘P(guān)秘魯這個(gè)國(guó)家的一些情況,然后完成三個(gè)相應(yīng)的任務(wù)型練習(xí)。通過(guò)這些題，學(xué)生將學(xué)會(huì)獲取聽力材料中的具體用詞和細(xì)節(jié)要點(diǎn)，同時(shí)了解有關(guān)Peru這個(gè)國(guó)家的一些情況，為下面的Readingandspeaking作了鋪墊；Readingandspeaking的閱讀部分是對(duì)秘魯這個(gè)國(guó)家的一段介紹，要求學(xué)生能運(yùn)用找讀的策略從地圖上找到文中提到的地方，并回答幾個(gè)問(wèn)題。然后為大家提供了一個(gè)旅游小冊(cè)子，其內(nèi)容是在秘魯旅游的四條路線。要求學(xué)生在讀后根據(jù)文章細(xì)節(jié)回答四個(gè)問(wèn)題；Speaking部分主要是設(shè)置了一個(gè)情景yourgroupplanstospendeightdaysinandaroundCuzco，要求學(xué)生依據(jù)所提供的旅游手冊(cè)來(lái)選擇適合自己團(tuán)隊(duì)的旅游路線，學(xué)會(huì)表達(dá)喜好和可能性。這是一個(gè)任務(wù)型訓(xùn)練，旨在培養(yǎng)學(xué)生的口頭表達(dá)能力和實(shí)踐能力；Writing要求學(xué)生給一位即將到中國(guó)來(lái)學(xué)習(xí)的美國(guó)筆友寫一封信，在信中向他介紹中國(guó)的一些情況，在中國(guó)的學(xué)習(xí)生活中可能會(huì)遇到的問(wèn)題及解決問(wèn)題的辦法，告訴他怎樣更好的學(xué)習(xí)中國(guó)的文化以及你將提供給他的幫助。2．教材重組2.1從話題內(nèi)容上分析，WarmingUp與Reading相一致；而從訓(xùn)練目的上分析與TALKING比較一致。從教材份量來(lái)說(shuō)，可將WarmingUp與Workbook中的TALKING和SPEAKINGTASK整合在一起，設(shè)計(jì)成一節(jié)任務(wù)型“口語(yǔ)課”。 2.2可將Pre-reading,Reading與Comprehending三個(gè)活動(dòng)整合在一起上一節(jié)“閱讀課”。2.3UsingLanguage中的Listening和Readingandspeaking都是談?wù)撁佤斶@個(gè)國(guó)家，介紹秘魯?shù)木吧约霸诿佤斅眯械膸讞l路線，內(nèi)容一致，故整合在一起，設(shè)計(jì)成一節(jié)“聽說(shuō)課”。Writing部分可作為課后作業(yè)來(lái)處理。2.4可將LearningaboutLanguage與Workbook中的USINGSTRUCTURES的語(yǔ)法練習(xí)題整合在一起上一節(jié)“語(yǔ)法課”。2.5可將Workbook中的LISTENINGTASK、READINGTASK與WRITINGTASK整合起來(lái)，上一節(jié)“綜合實(shí)踐課”。LearningplanJifang,ShengliNo.1MiddleSchool,DongyingUnit5TravellingabroadKeepitup,XieLei--ChinesestudentfittinginwellBeforeclass:Appreciatemanypicturesofattractionsofdifferentcountries.Duringclass:I.Lead-in:“Ifyouhadachancetogoabroadforafurtherstudy,whichcountry(university)wouldyouprefertogoto?”Discusstheadvantagesanddisadvantagesofstudyingabroad.II.Fastreading:Task1:Trytoguessthemainideaofthewholepassageonlybyreadingthetitle,thefirstparagraphandtheheadlinesofeachpartinordertomasteranimportantlearningskill.Task2:Findoutthemainideaofeachparagraph.III.Detailedreading:Part1personalinformationTask:AfterreadingtrytofinishthischartaboutXieLei.NameXieLeiNationalityChinaProfessionStudentWhereLondonWhenSixmonthsagoFeelingNervousexcitedPart2:ThebenefitsanddifficultiesTask1:TrytofillintheblanksOfOfdoingapreparationcourse1.tolearnhowtofulfillWesternacademic___________.2.togetusedtoanew____________.ofhavingatutor1.toexplainaboutwhyyoucannotuseotherpeople’sworkwithout_____________them.2.toencourageyouto________theauthorsyou’dread.oflivingwithahostfamily1.tolearnmoreabouteverydaylifeand_____________2.tohavepeople____thingsnotunderstoodofhavingatutor1.toexplainaboutwhyyoucannotuseotherpeople’sworkwithout_____________them.2.toencourageyouto________theauthorsyou’dread.oflivingwithahostfamily1.tolearnmoreabouteverydaylifeand_____________2.tohavepeople____thingsnotunderstoodBenefitsofanewwayoflifefeelinglikea__________findinga__________betweenstudyandasociallife.makingnew__________.ofanewwayoflifefeelinglikea__________findinga__________betweenstudyandasociallife.makingnew__________.attheuniversity1.learningtoreadwidelyand________thetexts.2.expressingone’sown_______withreasons.DifficultiesTask2:readandanswer1.Whichsentencehasthesamemeaningwiththissentence?XieLeithinkswellofit.2.WhydidshefeellikeachildwhenshefirstarrivedinEngland?learnhowtodoeverydaythingslike…understandingEnglishasspoken…h(huán)owtowriteessays…Task3:multiplechoice1.WhydidXieLeigetanEforherfirstessay?A.Becauseshedidn’tgiveherownopinionsatall.B.Becausethereweretoomanymistakesinit.C.Becausewhatshewrotemadenosense.D.Becauseheropinionsweredifferentfromhertutor’s.2.Whatcanweknowfromthepassage?A.XieLeiisoccupiedwithherworknow.B.XieLeiiscontentwitheverythinginEnglandnow.C.XieLeihastakenpartinlotsofsocialactivities.D.XieLeihaslotsoffriendsinEngland.Ⅳ.Groupwork1.WhatkindofpersondoyouthinkXieLeiis?Findevidenceinthearticletosupportyouropinion.Sheisseriousaboutherwork.Sheperseveres.3)Sheisenterprisingandadaptable.V.Discussion:Supposeyouwouldstudyabroadnextyear.Whatdifficultieswouldyoumeetwith?Whatwouldyoudoifyouhadtheseproblems?Trytoexpressyourideainthisway:WhenIstudyabroad,itispossiblethatIwould….Ifithappened,Iwould…itislikelythatIwould….Topreventthis,Iwould…VI.Homework:Supposeyouareanewspaperreporter.PleaseinterviewXieLeiusingthefollowingwordsorphrasesandwriteapassage.keepitup,getalong,makeprogress,board,adjustto,Itisthefirsttime…,getusedto,asfarasoneisconcerned,feelathome,allthebest,etc.教學(xué)反思：學(xué)生閱讀的時(shí)間應(yīng)該給的更充分一些；留給學(xué)生思考的時(shí)間應(yīng)該更多一些；每部分應(yīng)該設(shè)計(jì)更加開放性的問(wèn)題，鍛煉學(xué)生獨(dú)立思考，獨(dú)立組織語(yǔ)言的能力。Unit5Travellingabroad--Keepitup,XieLeiⅠ.單元教學(xué)目標(biāo)技能目標(biāo)SkillGoals▲Talkabouttravellingandstudyinginanothercountry▲Expresslikesanddislikes▲Expressprobabilityandimprobability▲ReadaboutaChinesestudent’slifeinLondon▲RevisetheAttributiveClause(non-restrictive)▲WritealettertoapenfriendⅡ.目標(biāo)語(yǔ)言功能句式TalkaboutlikesanddislikesIliketodo...Idon’tlikedoing...Ipreferto...Ienjoydoing...Ihatedoing...TalkaboutprobabilityandimprobabilityWecould...Youmight...Itwouldbepossibleto...Itisn’tpossibleto......wouldbeaperfectplaceforus.Idon’tthinkyou’denjoy......wouldprobablysuitus.It’s(very)possiblethat...It’sapossibility.(Most)probably,...It’slikely/unlikelythat...It’snotverylikely...Idoubtit.He/She/Theywillprobably...詞匯1．四會(huì)詞匯cafeteria,lecture,qualification,prepa