高中英語(yǔ)-A land of diversity教學(xué)設(shè)計(jì)學(xué)情分析教材分析課后反思

BOOK8Unit1Alandofdiversity教學(xué)設(shè)計(jì)Period1WarmingupandReadingTeachinggoalsEnablethestudentstotalkaboutthingsabouttheUSA.HelpthestudentslearnthehugediversityofracesandculturesinAmerica,especiallyinCalifornia.TeachingimportantanddifficultpointsLearnthehugediversityofracesandculturesinCalifornia.TeachingmethodsFastandcarefulreading;askingandansweringactivity;individual,pairorgroupwork.TeachingaidsAmap,ablackboardandacomputerTeachingproceduresStep1Warmingup.WhatdoestheUSAstandfor?Groupwork:lookatthemapoftheUSAwithyourgroup.Writeonthemapthenamesofasmanyofthefollowingasyoucan.Compareyournameswithothergroups.Answerkey:Oceanontheeastcoast:AtlanticOceanOceanonthewestcoast:PacificOceanCountrytothenorthofUSA:CanadaCountrytothesouthofUSA:MexicoMountainrangeinthewest:RockyMountainsGreatLakes:Superior,Michigan,Huron,ErieandOntarioLongestriverintheUSA:MississippiRiverSomeimportantcities:NewYork,WashingtonDC,LosAngeles,SanFrancisco,NewOrleans3.AskthestudentstotellthingsaboutCaliforniaincludingitslocation,size,population,economy,historyetc.WhatdoyoulearnaboutCalifornia?ShowthemapofCalifornia.Step2Pre-readingShowthestudentssomepicturesandencouragestudentsnotonlytosaywhateachpictureisaboutbuthoweachonerelatestoCalifornia.Picture1:LifeofNativeCalifornianIndiansPicture2:ACaliforniangoldmineraround1849Picture3:AtraditionalChinesebuildinginSanFrancisco’sChinatownStep3FastreadingDividethepassageintothreepartsandtrytogivethemainideaofeachpart.Part1(Para1)AbriefintroductiontoCalifornia.Part2(Para2-9)ThehistoryaboutpeoplefromdifferentcountriesmovedtoCalifornia.Part3(Para10)ThefutureofCalifornia.Whatdoesthispassagemainlytalkabout?Californiaisastateconsistingofvariouspeoplefromalmostallovertheworld.Step4Detailreading(Part.1):IntroductionPeoplesaythatAmericaisameltingpot,andCaliforniaisagoodexample,why?BecauseCaliforniaisthemostmulticulturalstateintheUSA.Differentcustomsandlanguagesoftheimmigrantsliveoninthisland.(Part2)ReadnativeAmericansandanswerquestions.1.Time:15,000yearsago2.Howdidtheycome:bymeansofalandbridge3.WhathappenedtothemafterthearrivaloftheEuropeans?TheywerekilledbyEuropeanwereforcedintoslaverydiedfromthedisease.ReadtheSpanishandfillintheform.16thcentury16thcentury18thcentury18211846SpainsoldiersArrivedAmericans.CaliforniawasruledbySpainCaliforniabecamepartofMexico.MexicogaveCaliforniatotheUnitedStatesReadRussian&Gold-MinersanddosomeTorFquestions:1.In1848,beforetheAmerican-Mexicanwar,goldwasdiscoveredinCalifornia.→after2.Alotofadventurersachievedtheirdreamofbecomingrich.→few3.Californiabecomethethirty-firststateoftheUnitedstatesofAmericain1850.④ReadLaterarrivals&mostrecentarrivalsandfillintheblank.PeopleTimeWhatdidtheydo?Africans1800smovedfromMexicoChinese

1860sbuilttherailwayItalians

Late19thcenturyfishedandmadewineDanish1911establishedatownJewish

1920sdevelopedindustryJapaneseBeginningof20thcenturyfarmedAfricans1942-1945workedinship&aircraftindustriesIndiansPakistanis1970sworkedincomputerindustryAsiansrecentdecadesimmigrated3.(Part3)Readthefutureandanswerthequestion.WhatattractpeoplefromdifferentpartsoftheworldtoCalifornia?PeoplefromdifferentpartsoftheworldareattractedbytheclimateandlifestyleofCalifornia.Step5Post-readingRethinking.NowdoyouunderstandwhyAmericaisa“meltingpot”?America——A“meltingpot”ofdifferentraces,cultures,economyandpolitics.Dotheexerciseonyourworkbook,P3.Step6Homework1.Completetheworkbook.學(xué)情分析我所任教的班級(jí)是理科平行班，學(xué)生總體素質(zhì)較好，學(xué)習(xí)熱情較高，但總體課堂氣氛并不是十分的活躍，更多的同學(xué)還是被動(dòng)的學(xué)習(xí)，不會(huì)積極主動(dòng)地提出問(wèn)題及思考。學(xué)生差距明顯，仍存在個(gè)別英語(yǔ)成績(jī)不及格的現(xiàn)象。因此，在本節(jié)課的設(shè)置中，我對(duì)教材進(jìn)行了適當(dāng)?shù)恼{(diào)整，刪減了較難、要求高的部分，增加了感興趣的話(huà)題內(nèi)容，努力激發(fā)學(xué)生參與教學(xué)活動(dòng)的熱情，積極思考，相互討論，共同協(xié)作。效果分析Warmingup:這個(gè)部分的設(shè)計(jì)意圖是通過(guò)較詳細(xì)的美國(guó)地圖使學(xué)生詳細(xì)了解美國(guó)的地理位置，重要城市分布，進(jìn)而關(guān)注于加利福尼亞的基本信息，從而順利的進(jìn)入課文。定位主要城市時(shí)，為了減輕難度，采取了敘述城市主要特征猜測(cè)城市名稱(chēng)，同時(shí)進(jìn)行小組競(jìng)賽的方式。學(xué)生基本都能猜對(duì)主要城市的名稱(chēng)，并積極進(jìn)行競(jìng)賽。Pre-reading:這個(gè)部分的主要目的是為進(jìn)入課文做鋪墊，是學(xué)生對(duì)課文內(nèi)容有個(gè)大體的了解。采取了觀察課文中插入的圖片，描述圖片內(nèi)容，猜測(cè)課文內(nèi)容的方式。本部分較簡(jiǎn)單，大部分學(xué)生都能準(zhǔn)確描述圖片內(nèi)容并預(yù)測(cè)課文，為閱讀課文打好了基礎(chǔ)。Fastreading:這個(gè)部分的目的是讓學(xué)生對(duì)文章進(jìn)行分段并了解文章大意。采取了快速閱讀，注意關(guān)鍵句的方式。大部分同學(xué)都能正確找出段落大意及全文大意，個(gè)別同學(xué)閱讀速度慢，完成度低。Detailreading：這個(gè)部分分為了三個(gè)段落群，并根據(jù)每個(gè)段落群的內(nèi)容設(shè)置了不同的問(wèn)題，旨在讓學(xué)生掌握具體的文章細(xì)節(jié)信息，對(duì)加州多民族來(lái)源有詳細(xì)的了解。問(wèn)題設(shè)置有難有易，適應(yīng)不同程度的學(xué)生，旨在讓所有的學(xué)生參與進(jìn)來(lái)，有所收獲。學(xué)生反應(yīng)較為積極。Post-reading：根據(jù)課文內(nèi)容設(shè)置的語(yǔ)法填空，讓學(xué)生在理解原文的基礎(chǔ)上掌握重點(diǎn)字詞的用法，注重落實(shí)。學(xué)生正確率較高。教材分析本單元主要圍繞了具有多元文化的美國(guó)這一主題展開(kāi)，其中重點(diǎn)介紹了加利福尼亞州的多元文化特征。本單元有助于培養(yǎng)學(xué)生跨文化交際意識(shí)，進(jìn)一步拓寬視野，為終身學(xué)習(xí)奠定良好的基礎(chǔ)。本單元所涉及的要點(diǎn)：通過(guò)了解美國(guó)的多元文化特征，培養(yǎng)學(xué)生跨文化交際意識(shí)；通過(guò)對(duì)加州移民的深入了解，使學(xué)生認(rèn)識(shí)到“美國(guó)是民族的熔爐”；掌握本單元教學(xué)目的和要求中詞匯的用法；掌握在書(shū)面表達(dá)中如何使用“方向和位置”來(lái)介紹一個(gè)地方和描述一個(gè)事件，以及鼓勵(lì)別人說(shuō)話(huà)的方法；掌握名詞性從句的具體用法。評(píng)測(cè)練習(xí)課文語(yǔ)法填空Californiaisthethird1.largest(large)stateintheUSAwiththelargestpopulation.Italsohasthe2.distinction(distinct)ofbeingthemostmulticulturalstateintheUSA，havingattractedpeoplefromallovertheworld.Thecustomsandlanguagesoftheimmigrantslive3.onintheirnewhome.However，noonereallyknowswhenthefirstsettlersarrivedin4.whatwenowknowasCalifornia.ScientistsbelievethattheNativeAmericansreachedAmerica5.bymeansofalandbridge.Inthe18thcenturyCaliforniawasruledbySpain.OfthefirstSpanish6.togo(go)toCalifornia，themajoritywerereligiousmen.In1848，goldwasdiscoveredinCaliforniaandthedreamof7.becoming(become)richquicklyattractedpeoplefromallovertheworld.Infact，fewachievedtheirdream，butmostremainedinCalifornia8.tomake(make)alifeforthemselves.Inmorerecentdecades，CaliforniahasbecomehometomorepeoplefromAsia.It9.isbelieved(believe)thatbeforelongthemixofnationalitieswillbesogreatthattherewillbenodistinctmajor10.racial(race)orculturalgroups.課后反思在課文引入部分僅采用了介紹美國(guó)地圖的方式，形式較單一，內(nèi)容不算豐富，且任務(wù)較多，時(shí)間花費(fèi)略長(zhǎng)；小組合作的方式激發(fā)學(xué)生的斗志，但仍有個(gè)別小組態(tài)度消極，不愿積極找尋答案，完成度不高。在引導(dǎo)學(xué)生關(guān)注加州時(shí)，只是粗略介紹了加州的地理位置，不具體。在讀前部分，沒(méi)有給學(xué)生足夠的機(jī)會(huì)發(fā)表自己的看法，教師引導(dǎo)參與過(guò)多。文章細(xì)讀部分，各個(gè)段落的問(wèn)題設(shè)置沒(méi)有新意，僅是通過(guò)回答不同問(wèn)題或是其他方式的問(wèn)題設(shè)置讓學(xué)生了解文章基本內(nèi)容，學(xué)生參與度不高。學(xué)生回答問(wèn)題時(shí)，語(yǔ)言運(yùn)用以及語(yǔ)言選擇不是非常地道和流暢，說(shuō)明學(xué)生的口語(yǔ)水平還很有待提升；此外，小組活動(dòng)進(jìn)行交流時(shí)，很多同學(xué)還在用漢語(yǔ)進(jìn)行交流，沒(méi)有形成用英語(yǔ)進(jìn)行交際的習(xí)慣；最后，由于時(shí)間的關(guān)系，討論環(huán)節(jié)進(jìn)行的不充分，對(duì)學(xué)