高中英语Interpersonal RelationshipsFriendship教学设计学情分析教材分析课后反思.docx
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高中英语Interpersonal RelationshipsFriendship教学设计学情分析教材分析课后反思.docx
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高中英语InterpersonalRelationshipsFriendship教学设计学情分析教材分析课后反思
Instructionaldesign
Name
Grade
Senior2
Subject
InterpersonalRelationships-Friendship
Lessontype
ContinuousWriting
Teachingtime
40mintues
The analysis of teaching material
ThismoduleisabouttheInterpersonalRelationships-Friendship.ThetextisastoryofaboynamedRoy.Thispassageisclosetodailylife,attractiveandinteresting,whichiseasytohelpthestudentstolearnbetter.
Theanalysisofstudents
Studentsofthisclasshavealreadyreceivedseveralyears’studyingofEnglish.WhiletherearegreatdiversitiesinEnglishproficiencyofstudents,whichbringsomeproblemsinEnglishteaching.
Teachingaims
Abilities:
1.Helpthemlearntohaveagoodunderstandingofthetextandcontinuouswriting;
2.Helpthemlearnsomeusefulwritingskillsthatcanbeusedincontinuouswriting;
3.Helpthemlearntowriteabetterpassagebyusingvividandappropriatewords,phrasesaswellasimitatingsentencesfromthetext;
Emotion:
Helpthemlearntodeveloptheabilityofcriticalthinkingandknowtheimportanceoffriendship.
Importantanddifficultpoints
Helpstudentslearntowriteabetterpassagebyusingvividandappropriatewords,phrasesaswellasimitatingsentencesfromthetext
Teachingmethods
1.Task-basedLanguageTeaching
2.CommunicativeApproach
Teachingaids
Acomputer,aprojectorandamulti-mediacourseware.
Teachingprocedures
Teacher’sactivities
Students’activities
Designintent
Reviw
Twostudentsareaskedtoretellthestorybasedonthecartoonsandsomekeywords,andallthestudentsareaskedtolistencarefully.
Twostudentsshouldretellthestorybasedonthecartoonsandsomekeywords,andallthestudentsshouldlistencarefully.
Toreviewthestoryandmakeiteasyforstudentstocontinuetheunfinishedstory.
Brainstorm
Guidethestudentstoguessapossibleendingofthestoryandthinkaboutsomequestionsrelatedtothepossibility.
Whydidhestealthemoney?
Whatdidhewanttodonext?
Howcould“I”helphim?
Wherewasthe£500?
Whatreallyhappened?
Howshould“I”showmyapology?
Guessapossibleendingofthestoryandthinkaboutsomequestionsrelatedtothepossibility.
Whydidhestealthemoney?
Whatdidhewanttodonext?
Howcould“I”helphim?
Wherewasthe£500?
Whatreallyhappened?
Howshould“I”showmyapology?
Tohelpstudentsthinkmoreaboutthetextandhaveabetterunderstandingoftheirwriting.
Continuethestory
Askstudentstocontinuethestoryasrequired.
Requirements:
1.Useatleast5wordsorexpressionsfromthetext;
(Roy,£500,steal,say,change,important,explain,friend,hope,money)
2.Nolessthan120words;
3.Underlinethewordsyouused.
Studentsshouldcontinuethestoryasrequired.
Requirements:
4.Useatleast5wordsorexpressionsfromthetext;
(Roy,£500,steal,say,change,important,explain,friend,hope,money)
5.Nolessthan120words;
Underlinethewordsyouused.
Tohelpstudentslearnhowtowriteastoryaccordingtotherequirements.
Providesomewritingtipsforstudentstohelpthemwritebetter.
Tips:
1.Usevividwordsandexpressions;
2.Useconnectives;
3.Imitatethesentencesandwritingstyleofthetext.
Studentscanrefertothesewritingtipstowritebetter.
Tips:
4.Usevividwordsandexpressions;
5.Useconnectives;
Imitatethesentencesandwritingstyleofthetext.
Tohelpstudentshaveabetterunderstandingofwritingandtrytowriteanexcellentstory.
WhileWriting
Para1:
Atthatmoment,thedoorswungopen,andRoywalkedin._______________
Para2:
Havingheardwhathesaid,Ifeltsorryforhim._______________________
Para1:
Atthatmoment,thedoorswungopen,andRoywalkedin._____________________
Para2:
Havingheardwhathesaid,Ifeltsorryforhim._____________________
Tohelpthestudentslearnhowtowriteastoryandgivethemmorechancestoshowandshareideas.
Roleplay
Askstudentstoworkingroups.StudentA,B,CofeachgroupactsasRoy,“I”andthenarratorbasedonyourwriting.
Thestudentsshouldworkingroups.StudentA,B,CofeachgroupactsasRoy,“I”andthenarratorbasedonyourwriting.
Tohelpthestudentslearntocooperatewithothersandshareideaswitheachotherandimprovetheirabilityofcriticalthinking.
Homework
Askthestudentstopolishtheirstoriesandhandtheminafterclass.
Studentsshouldpolishtheirsyoriesandhandtheminafterclass.
Tohelpstudentsdeveloptheabilityofwritingandediting.
Blackboarddesign
InterpersonalRelationships-Friendship
↗Why
Possibility1:
Roystolethemoney→WhatGroup1
↘How2
↗Where3
Possibility2:
Roydidn’tstealthemoney→What4
↘How5
6
Tips:
7
1.Vividwords;8
2.Conjunctions;
3.Imitation
Teachingreflection
Morediscussiontimeshouldbegiventothestudentsandthecorrectionofwritingsshouldbeshownandexplainedmoreclearlytothestudents.
学情分析
本课面对的高二学生已经学习英语十余年,英语基础相对较好,虽然学生之间英语水平有较大差异,但通过合理的教学设计,可以给予不同基础的学生更多的展示自我、挑战自我的机会。
根据学生特点,本课在设计之初,做出以下几点设计:
1.层层设问,循序渐进,设置难易等级不同的问题和活动,让更多学生积极参与进来;
2.分小组讨论学习,互帮互助,共同进步,以小组为单位,在组与组的竞赛氛围中凝聚组内成员的向心力,激发学生的创造力;
3.设计了如根据学生自己的漫画进行复述、师生合唱等趣味性的活动,充分吸引学生的兴趣,寓教于乐。
通过以上几点,基本实现了各水平层次学生充分参与课堂、享受课堂的目标。
效果分析
按照教学设计,本节课基本实现了以下目标:
1.通过层层设问,设置难易等级不同的问题和活动,使得不同英语基础的学生都能积极参与进来,充分发挥自己的潜能,表达自己的观点,真正做到以学生为中心;
2.通过分小组讨论学习,互帮互助,共同进步,以小组为单位,在组与组的竞赛氛围中凝聚组内成员的向心力,激发学生的创造力,充分培养和提升学生的逻辑思维能力和团队协作精神;
3.通过前期引导和写作方法的提示,以及学生的自主探究和小组讨论,学生基本完成了预期的当堂续写目标,且有许多语言优美、情节丰富、结构清晰、符合故事发展逻辑的佳作,实现了续写课的教学目的;
4.通过设计如根据学生自己的漫画进行复述、师生合唱等趣味性的活动,充分吸引学生的兴趣,寓教于乐,同时对于珍视友谊这一情感目标有了深刻而直观的认识。
教材分析
本课选自选修6Module3InterpersonalRelationships-Friendship,该模块内容为人际关系,其中本课相关文章Roy’sstory主题为友谊,主要讲述了主人公Daniel和Roy之间发生的故事。
教材本身难度适中,且故事内容贴近生活,易于学生理解。
教材主要设计目标为通过该故事呼吁中学生理性对待生活困难,并且认识到友谊的珍贵,从而在学习生活中把握正确方向。
文本结束处,故事并未完结,可以结合高考全新题型进行读后续写的相关尝试。
培养学生的逻辑思维能力和读后续写能力。
同时,在实际教学应用中,也应把握教材特点,重点梳理文本的发展脉络,在教授语言点,培养学生相关的语言技能的同时,重视培养学生积极的友谊观。
InterpersonalRelationships-Friendship(评测练习)
ContinuousWriting
【Learningaims】
Studentswillbeableto:
1.haveagoodunderstandingofthetextandcontinuouswriting;
2.learnsomeusefulwritingskillsthatcanbeusedincontinuouswriting;
3.learntowriteabetterpassagebyusingvividandappropriatewords,phrasesaswellasimitatingsentencesfromthetext;
4.developtheabilityofcriticalthinking.
【Review】
RetellRoy’sstorybyusingthetimelineandkeywords.
thefirsttime→fiveyearslater→underayearago→about3monthsago→lastweek→thisweekend
inthecentersameclassRoy’sfathergothroughfairaskhim
tellajokeknockoverwalletMr.Whitetheft
laughdiedbrightred£500holdnotes
popularsmallhouselostwalkin
theonlyonesilent
kindmoody
goodfriendsnolongerclose
【Brainstorm】
Guessapossibleendingofthestoryandthinkaboutsomequestionsrelatedtothepossibility.
Possibility1:
Possibility2:
【Continuethestory】
Continuethestoryasrequired.
Requirements:
6.Useatleast5wordsorexpressionsfromthetext;
(Roy,£500,steal,say,change,important,explain,friend,hope,money)
7.Nolessthan120words;
8.Underlinethewordsyouused.
Tips:
6.Usevividwordsandexpressions;
7.Useconnectives;
8.Imitatethesentencesandwritingstyleofthetext.
Para1:
Atthatmoment,thedoorswungopen,andRoywalkedin._______________________________
_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Para2:
Havingheardwhathesaid,Ifeltsorryforhim.________________________________________
_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
【Roleplay】
Workingroups.StudentA,B,CofeachgroupactsasRoy,“I”andthenarratorbasedonyourwriting.
【Homework】
Polishyourstoryandhanditinafterclass.
AuldLangSyne
Shouldauldacquaintancebeforgot,
Andneverbroughttomind?
Shouldauldacquaintancebeforgot,
Andauldlangsyne?
Forauldlangsyne,mydear,
Forauldlangsyne,
We'lltakeacupofkindnessyet,
Forauldlangsyne!
课后反思
本节课整体积极有序,教学环节完整有条理,教学设计合理高效,教学目标基本得以实现,学生参与度高,课堂氛围热烈。
学生不仅掌握了读后续写的基本技能,也对于友谊的可贵有了深刻而直观的认识。
同时,该课多有创新,从课型的选择,到具体引导环节的层层递进,到实物展台的合理充分利用,再到通过师生合唱和板书设计进行自然流畅的情感升华,本节课完成度很高。
但是,本节课依然有几点遗憾:
1.部分学生仍未能非常充分地参与到课堂中来,状态有些游离于大家热烈的讨论和思考之外;
2.讨论环节设置可以再多一些,让学生有更充分的观点碰撞交流的机会。
我在以后的教学工作中,将不断改进提高,提升自己,精益求精,为实现更优质更高效学生更喜爱的课堂而不懈努力!
课标分析
高中英语课程的总目标是全面贯彻党的教育方针,落实立德树人根本任务,使学生在义务教育阶段英语学习的基础上,进一步促进学生英语学科核心素养的发展。
培养和发展学生在接受高中英语教育后应具备的语言能力、文化意识、思维品质、学习能力等学科核心素养。
语言能力和学习能力是文化意识和思维品质的实现基础,文化意识和思维品质又是语言能力和学习能力的很好体现。
本课是外研社版Book6Module3InterpersonalRelationship——Friendship中的课文Roy’sStory,课型是读后续写课。
读后续写为高考新题型,不管是学生还是教师都相对接触不多,因而本节课在教学之外更具探索与实践意义。
本节课的主题是友谊。
原文并未讲述完整,而是在结尾处戛然而止,因而为读后续写课的实现提供了很好的材料支撑。
本课以梳理故事走向为起点,通过原文所给线索进行合理而大胆地推测,不仅有助于学生发散思维,而且有助于培养学生自主学习的能力。
本课运用了多种多媒体手段,不仅吸引学生学习兴趣,而且更好更直观便捷地当堂展示学生学习成果。
利用读、思、讨论、写作、展示等多重环节,强化学生知识水平的同时,也通过板书的巧妙设计与师生合唱“auldlangsyne”的方式深化学生感情认识,对于友谊的重要性有了直观而深刻的印象,从而达到语言能力、文化意识、思维品质、学习能力全面提升的效果。
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