高中英語(yǔ)-After Twenty Years教學(xué)設(shè)計(jì)學(xué)情分析教材分析課后反思

Unit4Developingideas板塊教學(xué)設(shè)計(jì)課型Reading主題語(yǔ)境人與社會(huì)——良好的人際關(guān)系與社會(huì)交往內(nèi)容分析本板塊的課文節(jié)選自著名短篇小說(shuō)家歐·亨利的作品《二十年之后》，小說(shuō)講述了兩位好友相約二十年后見(jiàn)面的故事，所節(jié)選的內(nèi)容呈現(xiàn)了主人公在約定的時(shí)間和地點(diǎn)等待重逢的場(chǎng)景。教學(xué)目標(biāo)在本板塊學(xué)習(xí)結(jié)束時(shí)，學(xué)生能夠：理解課文內(nèi)容，明確故事中的人物形象和特點(diǎn)，評(píng)價(jià)人物的性格特征；初步掌握小說(shuō)類文體的三要素和常見(jiàn)的閱讀方法，了解歐·亨利小說(shuō)的主題和結(jié)尾特點(diǎn)；發(fā)揮想象，續(xù)寫故事；聯(lián)系自身實(shí)際，辯證思考，樹(shù)立正確的友情觀。教學(xué)重點(diǎn)帶領(lǐng)學(xué)生理清故事情節(jié)，把握小說(shuō)的基本特征；引導(dǎo)學(xué)生深入理解友誼的內(nèi)涵和意義，樹(shù)立正確的友情觀。教學(xué)難點(diǎn)引導(dǎo)學(xué)生根據(jù)小說(shuō)線索續(xù)寫小說(shuō)結(jié)尾；引導(dǎo)學(xué)生辯證思考情與法之間的關(guān)系，樹(shù)立正確的友情觀。教學(xué)策略P-W-P模式TeachingcontentsProceduresPurposesTeacher’sactivityStudents’activityLead-inTeacherencouragesstudentstoreadtheshortintroductiontoO.Henry.Teacherasksthequestion..Studentsreadtheintroduction.Studentsanswerthequestion.Somestudentsgiveanswers.Toknowsomeinformationabouttheauthorandaccumulateliteraryknowledge.Generalunderstanding1.Teacherasksthequestion.1.Studentsanswerthequestion.Toknowthemainideaofthestory.OutlinethestoryTeacherasksstudentstoreadthepassageandfindoutthethreeelementsofthestory.Studentsreadthepassageandfindoutthethreeelementsofthestory.Tograsptheplotandcharacterrelationshipsofthestory.PredictionTeacherasksstudentstoreadthepassagecarefullyandthinkofthepossibleendingto“AfterTwentyYears”withthehelpofthethreequestions.Teacherdividestheclassintogroupsandasksstudentstosharetheirendingsingroups.Teacherasksstudentstoenjoyavideoandreadthenotefromtheoriginalendingandfindoutwhatactuallyhappened.Studentsreadthepassagecarefullyandthinkofthepossibleendingto“AfterTwentyYears”withthehelpofthethreequestions.Studentssharetheirendingsingroups.Studentsreadthenotefromtheoriginalendingandfindoutwhatactuallyhappened.Topredictthedevelopmentoftheplotandstimulateimagination.RetellTeacherasksstudentstoretellthestoryusingtheirownwords.Studentsretellthestoryusingtheirownwords.Toenhancestudents’understandingoftheendingandencouragestudentstoshowtheirownopinions.TastethestoryTeacherasksstudentstoFindoutthesentencesthatdescribeJimmyandtheman,andtrytoinfer(推斷)theirpersonality(個(gè)性特點(diǎn)).Teacherdividesstudentsintogroupsandasksthemtodiscuss.Studentsdiscussingroups.Studentsgivetheiranswers.Tobefamiliarwiththecharacters.Toimprovethespeakingskillandperformanceability.ShareTeacherasksstudentstoanswertwoquestions.Studentssharetheiranswers.ToappreciatethestyleofO.Henry’snovelendingandrealisetheimportanceoffriendship.學(xué)情分析文章是一篇小說(shuō)節(jié)選，學(xué)生閱讀興趣比較高。同時(shí)學(xué)生在語(yǔ)文學(xué)習(xí)中已學(xué)習(xí)過(guò)歐·亨利的小說(shuō)及寫作特點(diǎn)，對(duì)小說(shuō)的三要素也有初步的了解。因此在閱讀過(guò)程中引導(dǎo)學(xué)生找出小說(shuō)三要素，同時(shí)分析人物形象特征等任務(wù)對(duì)于學(xué)生來(lái)說(shuō)并沒(méi)有難度，但是高一學(xué)生詞匯量不大，在用英語(yǔ)描述人物特征時(shí)選擇詞匯可能會(huì)有局限性或不會(huì)表達(dá)的情況。在之后環(huán)節(jié)中，要求學(xué)生猜測(cè)小說(shuō)結(jié)局，并與原著進(jìn)行對(duì)比，學(xué)生在理解了故事情節(jié)和人物特征之后，會(huì)有自己的想法，但也會(huì)出現(xiàn)詞匯量不夠的情況。最后的復(fù)述環(huán)節(jié)，應(yīng)該不會(huì)有太大問(wèn)題，只要給與充足時(shí)間，學(xué)生應(yīng)該能夠復(fù)述得很好。效果分析本節(jié)課基本達(dá)到了預(yù)期的教學(xué)效果。學(xué)完本篇文章，學(xué)生了解了小說(shuō)的三要素，以及兩位主人公的性格特征，并體現(xiàn)了歐·亨利的寫作特點(diǎn)，即：surpriseendings.最終用自己的語(yǔ)言復(fù)述了小說(shuō)。不足之處是由于時(shí)間限制，學(xué)生在猜測(cè)結(jié)局和復(fù)述課文時(shí)有些匆忙，展現(xiàn)的效果不是很理想。教材分析本篇文章是外研社新標(biāo)準(zhǔn)教材Unit4Friendsforever中的Developingideas中的文章，是本單元的第二篇反映友誼主題的文章。文章是一篇小說(shuō)節(jié)選，選自歐?亨利的短篇小說(shuō)《二十年后》。小說(shuō)主要講述了兩位好友二十年后見(jiàn)面的故事，本篇節(jié)選部分主要呈現(xiàn)了主人公在約定地點(diǎn)等待重逢的場(chǎng)景。文章生詞量不大，學(xué)生在整體理解方面基本不存在問(wèn)題。LearningMaterialFacilitatorTina★L(fēng)earningObjectives&Demands1.Knowledge&Skills:Sscancatchandproducetheexpressionsbelow:makeone'sfortune,correspond,proposition,hustle,staunch…2.Process&Method:Ssareabletogetfamiliarwiththethreeelementsofanovelandanalyzethepersonalityofthemaincharactersintopic-relatedtasks.3.Emotion,attitude&values:Sswillpredictalogicalandacceptableendingofthestoryandrealizetheimportanceoffriendship.★TeachingProcedurestime&patternStep1Lead-inStep2GeneralunderstandingQ:Whyisthemanstandingoutsidetheshop?Step3OutlinethestoryTask1Findoutthethethreeelementsofthenovel.★Threeelementsofanovel:①Setting(where&when)②Characters(who)③Plot(what&how)(Plot:beginning--development--climax--ending)Task2PredictionPredictalogicalandacceptableendingtoAfterTwentyYears,tryingtomakeitassurprisingasyoucan.______________________________________________________________________________________________________Task3Enjoyavideooftheoriginalendingandfindoutwhatactuallyhappened.______________________________________________________________________________________________________Task4Retellthestoryusingyourownwords.Step4TastethestoryFindoutthesentencesthatdescribeJimmyandtheman,andtrytoinfer(推斷)theirpersonality(個(gè)性特點(diǎn)).CharactersDescription PersonalityJimmy Theman 3’3’What’sthethemeofthestory?Whichadjectivescanyouusetodescribetheirfriendship?_________________________________________________________________________________________________________________________________________________________Alifewithoutafriendisalifewithoutasun.人生沒(méi)有朋友，猶如人生沒(méi)有了太陽(yáng)。Step6HomeworkWorkingroups.Actoutthewholestory.Scene3:BobandJimmymeetingagainaftertwentyyearsScene2:Scene3:BobandJimmymeetingagainaftertwentyyearsScene2:BobmakinghisfortuneintheWestScene1:Scene1:BobdiningwithJimmyat“BigJoe”Brady’stwentyyearsago備注備注Ss:studentsIW:individualworkPW:PW:pairworkGW:groupwork3’IW&PW3’IW&PW3’3’IW8’IW&PW8’IW&PW8’IW3’IW&PW10’IW&GW課后反思在尋找小說(shuō)三要素時(shí)，我設(shè)計(jì)的是理清故事的來(lái)龍去脈，這就需要學(xué)生重新梳理文章，難點(diǎn)是學(xué)生想的是按照小說(shuō)寫的場(chǎng)景來(lái)填空，這里處理的還不夠好，啟發(fā)學(xué)生浪費(fèi)了一些時(shí)間，以至于在后面的教學(xué)環(huán)節(jié)中，學(xué)生沒(méi)有足夠的時(shí)間準(zhǔn)備、討論?？梢栽诓贾萌蝿?wù)時(shí)提醒學(xué)生，把任務(wù)要求描述清楚，或者帶領(lǐng)學(xué)生把故事開(kāi)個(gè)頭，這樣學(xué)