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

MyTeachingDesignBeforeclass,Iwillaskstudentstopreparethefollowingthings:glue,scissors,posterpaper,stickers.Thewholelessonisdesignedbasedonamainclue:helpthestudentstolearnnotonlyhowtofindtheusefulinformation,butalsoabasicmethodofhowtouseinformationtosolvetheproblem.Thefollowingismyteachingprocedures.Step1:Pre-readingIwillshowstudentsapackagedelivery,whichcontainsabeautifulcrystalmusicbox.ThenIwillpointtothepackagingmaterialsandaskthemwhattheyare.Afterthat,Iwillaskthemtopayattentiontosomanypackagingstuffbutsosmallamusicbox,andaskthemaquestion:whataretheyusedfor?Thereare3picturestogivethemsomeinspiration.Thencomesthethirdquestion:Wheredoespackagingmaterialgoafterwethrowthemaway?Step2:While-readingReadthewholepassageandanswerthequestion:wheredoespackagingmaterialgoafterwethrowthemaway?Readpara.2andtrytofindoutthebadimpactsoflandfills.Readpara.3andtrytoanswerhowGermanysolvestheproblem.Readpara.4andtrytofindoutwhytheamountofrubbishbegantoincreaseagain.(Purpose:Ineachparagraph,Iprepareonequestionforthestudentsandafterthesequestions,theywillfullyunderstandthestructureofthispassage.Ifstudentshaveanyquestioninreadingthepassage,theycanaskmeordiscusswiththeirclassmates.)Step3.Post-readingInthisstep,Iwillshowthem3picturesaboutrubbishsortinginJapanandthengivethemtwoexamples.Example1:Iwillshowthemaplasticbottleandaskaquestion:HowmanyrubbishbinswillbeusedifIwanttothrowitinJapan?Example2:IfIwanttorecyclemilkcartons,whatshouldIdo?Ifwecanrecycle1.000milkcartons,wecansaveabigtree,whichisonebenefitofrubbishsorting.ThenIwillaskthemtoworkingroupstodiscussaboutbenefitsofrubbishsorting.Task:Anewrubbishsortingsystemhasbeencarriedoutin350communitiesinBeijing.Pleasemakeapostertoencouragepeopleinyourcommunitytosortrubbishorrecycle.(Mypurpose:encourageStudentstousethetargetlanguagetodomorethings;everyonecanparticipateinthistask,cultivatetheirteamworkspiritandmakethemfeelsatisfied;arouseSs’senseofsortingoutrubbish)Step4.:SummaryIbelievemanyofthestudentshavedecidedtosortoutrubbish.Inthisstep,Iwillshowthemapicture:Smallthingswillmakeadifference.Step5:Homework1.Putupyourposteronthebulletinboard(布告欄).2.Trytopersuadepeopleinyourcommunitytosortoutrubbishandwriteanarticleaboutyourpractice.3.FormoreinformationaboutrubbishsortingInJapan,clickhere:/japan/garbage-in-japan/(AccordingtothebasicteachingtheoryfromRobertMillsGagné:“Everystudentisunique,everystudentwantstoplayaroleintheclass.”Ihavetotrymybesttomakemyclassaslivelyandinterestingaspossible.Thenallmystudentscouldfindtheirpositionsinmylesson.Justasthemoviesays,“Notoneless”.)BlackboardDesign:TheAnalysisofMyStudentsThestudentsarefromSenioroneandtheystillhavedifficultyinanalyzingthestructureofthearticle.Allmyteachingdesignsarebasedonmystudents.Nomatterwhatlevelstheyarein,theycanlearnsomething.Thismagazinearticleisabouttheproblemofpackaging,whichiscloselyrelatedtoourlifeandalsoafamiliartopicforthestudents.Astherearenotmanynewwordsinthearticle,studentscanunderstandthecontenteasily.Forstudentswhodon’thaverichvocabulary,Iaskthemtolookupnewwordsbeforeclass,whichmakesiteasierforthemtofinishtasksinclass.效果分析本堂課的評(píng)測(cè)工具是post-reading這一環(huán)節(jié)里的制作海報(bào)的任務(wù)。Task:Anewrubbishsortingsystemhasbeencarriedoutin350communitiesinBeijing.Pleasemakeapostertoencouragepeopleinyourcommunitytosortrubbishorrecycle.本堂課我選用的課外閱讀材料來(lái)自牛津上海版高二下冊(cè)，我班學(xué)生目前是高一下學(xué)期，由于詞匯量有限，在任務(wù)展示環(huán)節(jié)可能會(huì)受到局限。本堂課共展示了兩份海報(bào)加一位同學(xué)自主發(fā)言。根據(jù)學(xué)生展示情況，我認(rèn)為多數(shù)學(xué)生已經(jīng)充分意識(shí)到垃圾分類(lèi)的必要性并且愿意在實(shí)際生活中將垃圾分類(lèi)。作為高一學(xué)生，我班同學(xué)口語(yǔ)表達(dá)觀點(diǎn)能力還可以，基本可以表達(dá)清楚自己的觀點(diǎn)。但海報(bào)上的宣傳語(yǔ)言寫(xiě)的一般，難以運(yùn)用所學(xué)語(yǔ)言知識(shí)形成一個(gè)完整的opinionarticle，以后應(yīng)適當(dāng)進(jìn)行寫(xiě)作訓(xùn)練提高學(xué)生寫(xiě)作水平。高一52班同學(xué)“垃圾分類(lèi)”海報(bào)展示如下：TheAnalysisofTeachingMaterialThisunitisconcernedwithastronomyandtheearth.Inthelastparagraphof“Howlifebeganontheearth”,theauthormentionsthatwehumanbeingsarenotlookingaftertheearthwell.Therearemanyenvironmentalproblemscausedbyhumanactivities.Oneofthemistoomuchrubbish.ThearticleIchooseisaboutthewaytosolvethisproblem.Thetitleofthisarticleis“theProblemofPackaging”,whichisquiteclosetoourdailylifebecausemostofusreceiveoneortwopackageseveryday.However,thisarticleisnotjustaboutpackaging,Itisalsoaboutrubbishsorting,whichisthemostinterestingandimportantpartofthearticleandstudentsshouldfocusonthispart.First,Itintroduceswhatpackagingmaterialisandalsogivesanexampletomakeiteasierforstudentstounderstand.Second,mostpackagingmaterialgoestolandfills,whichcandogreatharmtoourinvironment.Then,itmentionshowGermanysolvestheproblem.Atlast,Theauthorremindusthatweshouldalwaysremainvigilantanddoourpartifwereallywanttohelptheenvironment.Manypeoplesaythattheyareinfavourofcampaignstohelptheenvironment.However,itisoftendifficulttofindanythingpracticalwhichwecandotohelp.SoThisarticleseekstogivestudentsabetterunderstandingoftheproblemofpackaginginvolvedinhelpingenvironment.Itsmessageisbrieflysetoutintheintroductionofthismagazinearticle“Readthismagazinearticletofindouthowevensmallthingscanmakeadifferencewhenitcomestotheenvironment.”Thismeanswhateverwedo,howeversmall,wecanhelpmakechanges.Itcanencouragestudentstosortoutrubbishtohelptheenvironment.Theteachingfocusinthisclassistohelpstudentsunderstandthestructureofthisarticleandhelpthemusewhatwehavelearnedtofinishthetaskofmakingposters.Asforteachingdifficulties,studentsmayhavedifficultyinanalyzethestructureofthepassage.評(píng)測(cè)練習(xí)本堂課的評(píng)測(cè)工具是post-reading這一環(huán)節(jié)里的制作海報(bào)的任務(wù)，內(nèi)容如下：Task:Anewrubbishsortingsystemhasbeencarriedoutin350communitiesinBeijing.Pleasemakeapostertoencouragepeopleinyourcommunitytosortrubbishorrecycle.要求學(xué)生運(yùn)用本堂課所學(xué)有關(guān)packaging和rubbishsorting的有關(guān)表達(dá)，結(jié)合黑板思維導(dǎo)圖制作一張海報(bào)。課后反思在經(jīng)過(guò)反復(fù)觀看錄像和聽(tīng)取同事和領(lǐng)導(dǎo)的評(píng)課后，我對(duì)高一英語(yǔ)教學(xué)有了更多的反思。反思一：英語(yǔ)語(yǔ)課堂教學(xué)既是一個(gè)掌握外語(yǔ)的認(rèn)知過(guò)程，也是一個(gè)激勵(lì)情意的過(guò)程。學(xué)生在學(xué)習(xí)、掌握英語(yǔ)的過(guò)程中伴隨著傳遞情意的活動(dòng)，學(xué)習(xí)英語(yǔ)和交流情意相互間緊密聯(lián)系，相互促進(jìn)，組成一個(gè)整體。因此，在英語(yǔ)課堂教學(xué)過(guò)程中，既要重視掌握語(yǔ)言知識(shí)和運(yùn)用語(yǔ)言能力目標(biāo)的完成，又要重視情意目標(biāo)的實(shí)現(xiàn)。反思二：高中教材資料豐富，知識(shí)容量大，注人了超多的語(yǔ)法點(diǎn)、知識(shí)點(diǎn)，使句子結(jié)構(gòu)更為復(fù)雜，同時(shí)側(cè)重提高閱讀潛力且加大詞匯量和閱讀材料的份量，高一學(xué)生會(huì)有些難以適應(yīng)。在post-reading任務(wù)中有些同學(xué)明顯不知所措，因此，在備課過(guò)程中教師應(yīng)認(rèn)真解讀文本，找出初高中知識(shí)的銜接點(diǎn)、區(qū)別點(diǎn)和需要鋪路搭橋的知識(shí)點(diǎn)，透過(guò)摸底了解學(xué)生大致水平，及時(shí)給學(xué)生彌補(bǔ)缺漏知識(shí)，在做任務(wù)的時(shí)候給于一定的指導(dǎo)幫助學(xué)生順利完成任務(wù)。反思三：語(yǔ)言知識(shí)與交際能力的關(guān)系。語(yǔ)言是重要的交際工具。學(xué)習(xí)英語(yǔ)的目的，不僅僅是掌握語(yǔ)言知識(shí)，更是為了提高運(yùn)用語(yǔ)言進(jìn)行交際的能力。英語(yǔ)教學(xué)的最終目的是獲得為交際運(yùn)用語(yǔ)言的能力，這種能力只能通過(guò)實(shí)踐訓(xùn)練才能獲得。語(yǔ)言知識(shí)的傳授不能代替聽(tīng)說(shuō)讀寫(xiě)技能訓(xùn)練和為交際運(yùn)用語(yǔ)言能力的培養(yǎng)，應(yīng)在教學(xué)中將掌握語(yǔ)言知識(shí)、培養(yǎng)言語(yǔ)技能和為交際運(yùn)用語(yǔ)言的能力有機(jī)地結(jié)合起來(lái)，達(dá)到學(xué)以致用的目的。通過(guò)本堂課的展示環(huán)節(jié)可以看出，可以看出學(xué)生在寫(xiě)作能力方面有所欠缺，難以完成一個(gè)完整的opinionarticle，因此，在日后教學(xué)中我應(yīng)適當(dāng)進(jìn)行寫(xiě)作能力培養(yǎng)。反思四：真正建立“以學(xué)生為中心”的主體觀，現(xiàn)在我越來(lái)越明白這句話(huà)的深意。在整堂課中，作為教師，我的作用是組織、引導(dǎo)、幫助和監(jiān)控，引導(dǎo)學(xué)生學(xué)會(huì)認(rèn)知、學(xué)會(huì)做事，讓學(xué)生經(jīng)歷獲取知識(shí)運(yùn)用的過(guò)程，真正把學(xué)生當(dāng)成獲取知識(shí)發(fā)展自我的主人。而不應(yīng)