高中英語-多模態(tài)閱讀教學(xué)模式探討教學(xué)設(shè)計(jì)學(xué)情分析教材分析課后反思

教學(xué)設(shè)計(jì)TeachingDesignforUnit5:IntothewestUnderstandingIdeas:TheMonarch’sJourneyI:TextAnalysisThetopicofthewholeunitisabouttherelationshipbetweenhuman-beingandanimals.ThetextintheUnderstandingIdeassectionisaboutthemigrationofbutterflies,whichhelpsstudentsunderstandmoreaboutanimalsandencouragethemtoreflectupontherelationshipbetweenmenandnature.Itisimportant,whichfunctionsasinputandpreparesthestudentsforthelatterpartslikedevelopingideasandpresentingideas.TheMonarch’sJourneyisaboutthemigrationofmonarchbutterfly,whichisfarfromstudents’lifeandtheexplosiveessayisdifficultforthemtounderstand.Theymayhavedifficultiesinbothunderstandingtheideasandpresentingtheirownideaswiththewordsandexpressionstheyjusthavelearned.LearningEnglishismorethanwordsandvocabularies.Itisimportanttodeveloptheirlogicthinkingabilitythroughlanguagelearning.IITeachingaims:Attheendofthisperiod,thestudentsaresupposedto■beabletomastervocabularies&usefulexpressionsrelatedtothetopic.■talkaboutthemonarchbutterflymigrationandanimalprotection.■developlogicthinkingabilitywithflow-chartsandpracticereadingskills.■toraisetheirawarenessofanimals’protectionandenvironmentprotection.IIITeachingprocedureStep1:LeadinginandwarmingupActivity1:WatchpicturesofmigratinganimalsShowthestudents4picturesabout5migratinganimals:killershark,swan,salmonandzebraandgnuandaskthestudentstoidentifythemandwhattheyaredoing.■Rationale:Picturescaneasilyarousetheirinterestandareusedtoinformstudentsofmigratoryanimalsandpreparevocabularies.Activity2:WatchavideoAskthestudentstowatchavideoaboutmonarch’smigrationandfindoutWhatthemysteryaboutthebutterflyis.■Rationale:Videoscanenrichsomeknowledgebackgroundtobutterflymigrationandleaveadirectimpressiononthestudentsandhelpthemwarmupforthereadingtext.Step2FastreadingReadthetextforthefirsttimeandfindoutthemainideasofeachparagraph.■Rationale:Theabilitytoglancethroughthetextandsummarizingmainideasarepracticedinthispart,whichenablesthestudentstoknowwhatthepassageisaboutandlocateinformationmorequickly.Step3CarefulreadingfordetailedinformationAskthestudentstoreadthetextcarefullythistimeandthenfillintheblankswiththecontentflowchartsandcause-effectflowchartsinthelearningguide.Whencheckingtheanswer,askthestudentstoguessthemeaningsofsomekeynewwordsintheparagraph.Thenthestudentsareaskedtoconcludewhatthemainideaofeachparagraphandwherethearticleistakenfrom.■Rationale:Readingskills–skimmingfordetailedinformationispracticedintheactivity.Newvocabulariesareusuallythemaincauseoffailuresinunderstandingapassageandguessingmeaningofvocabularyfromcontextisimportant.Flow-chartsareusedtoorganizetheinformationandidentifylogicrelationshipslikecause-and-effect.Therefore,thetaskistohelpdeveloplogicthinkingabilities,readingskillsofskimmingandsummarizingmainideas.Step4ExtendedreadingThestudentsareaskedtoreadanotherarticleaboutmonarchbutterflies’migrationanddoamultiplychoice-choose5from7sentences.■Rationale:ArticlesfromnativeEnglishmagazinesandwebsitesareusuallytakenasreadingmaterialsintheNationalCollegeEntranceExamination.Theoriginalarticlesareimportantsourcesforstudentstodeveloplanguageability.Anadaptedarticleaboutmonarch’smigrationfromtheWWW.isemployedtopracticetheirlogicthinking-especiallyidentifycause-effectrelationships.Step5Groupwork:VolunteerswantedSomeenvironmentaliststhrowapartytocallonthepublictohelpprotectMonarchs.Volunteersarewantedtoperformonthepartytocallonpeopletoprotectmonarchbutterflies.Askthestudentstoworkingroupstointroducemonarchbutterfliesaboutmigration,problemstheyfaceandcallonpeopletoprotectmonarchbutterflies.Theycanuseaposterwithaslogan.■Rationale:Learningcanonlyhappeninusinglanguageinauthenticcontext.Therefore,theactivityisdesignedtomakelearninghappenbyintroducingbutterfliestootherwithwhatwehavelearnedintheperiodandpushthemtothinkoutmorewaystohelpthemonarchbutterfly.Step6SummaryandhomeworkWatchavideoaboutMichelJackson’ssongTheEarthSongandthencallonthestudentstoprotectanimals.ThehomeworkiswritingsomethingaboutthemigrationaboutseagullsatZhanqiaoinQingdao.■Rationale:Besideslanguagelearning,teachersshouldeducatestudentstobearesponsiblecitizen.Asongisusedtoarousetheirreflectionuponhumanbeing’sbehaviorandcallonthemtoprotectanimals.Summarizethearticleandthehomeworkisusedtotransferknowledge.學(xué)情分析本課是高一年級(jí)人與自然主題的第一個(gè)單元的第一個(gè)大閱讀understandingideas部分，授課對(duì)象是高一年級(jí)學(xué)生。錄課班級(jí)為高一普通班學(xué)生，班級(jí)構(gòu)成為40個(gè)男生10個(gè)女生，在英語學(xué)科方面他們具有一定的學(xué)習(xí)能力，具有學(xué)習(xí)熱情，但同時(shí)學(xué)習(xí)基礎(chǔ)又不夠好，在語言表達(dá)能力相對(duì)薄弱。剛?cè)敫咧袑?duì)于七選五題型和輸出方面活動(dòng)方面具有一定的困難。學(xué)習(xí)狀態(tài)方面，人數(shù)占多數(shù)的男同學(xué)注意力不會(huì)特別集中很久，因此需要多樣的課堂活動(dòng)增加其學(xué)習(xí)興趣。動(dòng)物遷徙話題對(duì)于學(xué)生相對(duì)陌生，說明文文體也具有較高的難度。同時(shí)，由于詞匯掌握有限，對(duì)于該話題的口頭表達(dá)和寫作都具有一定的困難，因此本節(jié)課重點(diǎn)放在理解文章，詞匯輸入，思維培養(yǎng)和話題輸出。引導(dǎo)學(xué)生學(xué)會(huì)理解課文，談?wù)搫?dòng)物保護(hù)話題，提升環(huán)保意識(shí)；提升學(xué)生知識(shí)儲(chǔ)備，訓(xùn)練邏輯思維，為七選五題型提供準(zhǔn)備。本堂是閱讀和口語表達(dá)基礎(chǔ)上，拓寬思路，為動(dòng)物保護(hù)環(huán)境保護(hù)的作文課做好準(zhǔn)備。效果分析英語課堂教學(xué)是一種多層次、多功能、綜合運(yùn)用各種感官的活動(dòng)，本節(jié)課利用豐富的課堂活動(dòng)，激發(fā)學(xué)生的學(xué)習(xí)動(dòng)機(jī)，調(diào)動(dòng)學(xué)生的學(xué)習(xí)積極性。從圖片，視頻，教材文本，拓展閱讀外網(wǎng)文本，輸出表演等不同方式提升學(xué)生的知識(shí)儲(chǔ)備和邏輯思維能力。該課堂任務(wù)性強(qiáng)、教學(xué)節(jié)奏快、教學(xué)形式多樣、氣氛活躍、互動(dòng)式的課堂教學(xué)方法。通過該堂授課，激發(fā)學(xué)生的學(xué)習(xí)興趣，達(dá)到了知識(shí)積累的語言知識(shí)目標(biāo)；通過小組合作情景化運(yùn)用了自己的學(xué)習(xí)方式。在培養(yǎng)了學(xué)習(xí)者使用英語交際的能力基礎(chǔ)上，關(guān)注了思維能力的培養(yǎng)和熱愛自然包保護(hù)動(dòng)物，關(guān)注人與自然關(guān)系的價(jià)值觀。教材分析本課是外研版普通高中英語教科書必修一第五單元IntotheWild，關(guān)于人與自然主題。該話題在英語學(xué)習(xí)相當(dāng)重要。該話題對(duì)于學(xué)生來說比較陌生，學(xué)生對(duì)于動(dòng)物遷徙話題興趣不濃厚。而且說明文文體對(duì)于高一學(xué)生也比較有難度。因?yàn)閮?nèi)容遠(yuǎn)離學(xué)生生活，學(xué)生在理解文章內(nèi)容方面存在一定的困難。本節(jié)課的教學(xué)重點(diǎn)在于話題詞匯，知識(shí)和事實(shí)的學(xué)習(xí)，以及培養(yǎng)學(xué)生邏輯思維，從而在知識(shí)能力，表達(dá)能力和高考七選五題型邏輯思維能力等方面進(jìn)行培養(yǎng)。難點(diǎn)在于學(xué)生如何運(yùn)用所學(xué)的詞匯去陳述有關(guān)黑脈金斑蝶的遷徙和保護(hù)話題。為了完成教學(xué)重難點(diǎn)，該課采用多模態(tài)教學(xué)，運(yùn)用動(dòng)圖導(dǎo)入話題，用視頻給學(xué)生對(duì)陌生話題直觀感受，采用flowchart整理文章中的邏輯關(guān)系，并通過國外自然科學(xué)網(wǎng)站文章作為補(bǔ)充閱讀，提升學(xué)生運(yùn)用因果關(guān)系等提升思維能力，情景化任務(wù)表述等方式實(shí)現(xiàn)教學(xué)目標(biāo)。Unit5TheMonarch’sJourneyLearningGuide預(yù)習(xí)學(xué)案IWritedownthenamesofanimals1.monarchbutterfly___________2.salmon__________3.killerwhale___________4.Siberiancrane___________5.swan____________6.zebra_________IIGuesstheChinesemeaningsoftheunderlinedwords1.Abutterflyisaninsect._________2.Acaterpillarchangesintoabutterflywhenitgrowsup.________3.Thelivingcreaturesonearthincludehumanbeings,animalsandinsects.________4.Herefusedtogoonstudyingandwasdeterminedtoleaveschool.________5.CaoChongusesasmartwaytomeasuretheweightofanelephant________6.Howbutterfliescancoveralongdistanceisstillamystery._________7.Itisimportancetoraisetheawarenessofthepublic.________8.Hedidn’tknowwhattodofirst.Buteventually,hemadeadecision.________9.Weshouldreduceusingchemicals,whichisharmfulfortheenvironment.________10.Sparrows(燕子）migrateseveryyeartosouthChinatospendthewinter_______IIIThinkofaslogan（口號(hào)）tocallonpeopletoprotectanimalsandwritedownthingswecandotoprotectanimals.____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________課上學(xué)案While-readingILookatthepicturesandtellwhattheanimalsaredoing.IIReadformainideasParagraph1:Themysteryofthemonarch'smigrationParagraph2:ThedefinitionandintroductionParagraph3:Thebackgroundtothemonarch'smigrationParagraph4:ThesolutionsParagraph5:ThetroubleofmonarchIIIReadforinformationReadthetextandfillintheflowchartbelow.Theannual_______oftheyeardefinitionPara1-2:Theannual_______oftheyeardefinitionIntroductionIntroductionAnimalsmigrateto_____,_______and______reasonsAnimalsmigrateto_____,_______and______reasonstimeEvery_________timeEvery_________BackgroundBackgroundTravelaround4000kmsouthto_________or_______Travelaround4000kmsouthto_________or_______to__________orplaceplacePara3-5:a.Themonarchbutterflyisabletotell_____________.b.Usingthesetwopiecesofinformation,themonarchbutterflydetermines_____________.dc.Themonarchbutterflymeasures_________________________withitseyes.dd.Themonarchbutterflyreaches__________________________________.e.Humans_________trees.f.The______________________________wheremonarchscanbefoundisdestroyed.g.Humansusechemicalsthat____________thatmonarchcaterpillarseat.h.Themonarchbutterfly’spopulation_________________________________inthelastfewyears.hhIVFurtherreadingWhatmakesamigrationMigrationisadangerousandlong,tiringjourney.Someimportantchangesinanimalsarefoundedtomakethemiracleofmigrationpossible.Somemigratinganimalsforage（覓食）alongtheirmigratoryroutes,_____1_________.Mostmigrantsthereforefeedbeforedeparting(動(dòng)身）fortheirjourneytoboosttheirfuelstores.Themainsourceofenergyusedformigrationisfat.______2________.Forexample,birdsthatflylongdistancescandoubletheirbodyweightpriortodeparture,andamonarchbutterflycanstoreupto125%ofitsleandryweightasfat.

______3_______.Asmigrationisenergeticallyexpensive,somemigrantsminimizeweightandmaximizeflightefficiencybychangingthesizeoftheirorgans._____4______Bycontrast,organsrelatedtofeeding(e.g.,stomach,gut,liver,andkidneys)becomesmallerbeforedepartureandreturntonormalsizeuponarrival.MonarchbutterfliesmigratingsouththroughNorthAmericaintheautumnhavenosexualorgans—theseonlydevelopthefollowingspringinthesurvivingindividuals.Attheendofeverysummer,morethan100millionindividualssweepacrossNorthAmericatooverwinterupto4,750kmfurthersouthinCaliforniaandMexico.Thecompletemigrationrequiresaninter-generationalrelay.______5_______,asthedurationofthesejourneysexceedstheirlifespan.Instead,thefemaleslayeggsduringthemigration,fromwhichthenextgenerationofmigrantsemerges.A.Nosingleindividualmakestheentireroundtrip.B.Migrantsarecapableofstoringandcarryinglargeamountsoffat.C.Organsrelatedtoflight,suchasheartandflightmuscles,increaseinsizeinpreparationformigration.D.whileothers,suchasthemonarchbutterflies,donot.E.However,therearemanyotherformsofanimalmigration,includingjourneysbetweeneastandwest.F.Storingenergeticreserves（儲(chǔ)備）isnottheonlyphysiological（身心的）changetakingplace.G.Fatreallyplaysanimportantroleinthethemigrationtrip.VLet’sworktogethertohelptoprotectthemonarchbutterfly.EnvironmentalistthrowapartyinpublictohelpprotectMonarchs.Volunteersarewantedtocallonpeopletoprotectmonarchbutterflies.Nowworkingroups:1.Introducemonarchbutterfliestothepublicandcallonpeopletoprotectthemonarchbutterflies.2.Youcanuseaspeech,aroleplayorotherforms.Ifnecessary,youcanuseaposterwithaslogan.VIHomeworkSearchforinformationaboutseagullsatZhanqiaopier.Describeitsmigration,andfindoutwhatwecandotoprotecttheseagullsandgiveapresentation.Self-assessment:Tickthethingsyouhaveachievedinthisperiod:Attheendofthelesson,yougettoknow:□thevocabularies&usefulexpressionsinthetext□howtoidentifycauseandeffectrelationship□howtointroducemonarch’smigrationandtalkaboutrelatedtopics□thatyoushouldreflectuponhumanbeing’sactionandyourownbehaviorintreatinganimals課后反思教學(xué)方法是形成最佳課堂氣氛的重要保證，如何能夠?qū)⒈容^枯燥的說明文和類似動(dòng)物遷徙這種non-fiction閱讀上的有趣味性又讓學(xué)生有所收獲，是我一直比較