高中英語-Book 4 Module 3 Writing教學設(shè)計學情分析教材分析課后反思

BodyLanguageandNon-verbalCommunicationWritingofBook4Module3TeachingandlearningdesignTeachinggoals:1.Languageknowledgegoals:Tolearnusefullanguageusedinaninvitationcards/letters,suchasRequeststhepleasureof，companyat,blacktieetc.Toknowthedifferencesbetweenformalandinformalexpressions.2.Languageskillgoals:Toread,writeandreplytoaninvitationcard.Toknowaninvitationletter.3.Emotionalattitudegoals:Cultivatethestudents’socialacceptability.Guidethestudentstolearnhowtocooperatewithothers.Helpthestudentsfurtherenhancetheabilityofself-study.4.LearningStrategygoals:Trainstudents’cognitionstrategy,regulationstrategy,communicationstrategy,resourcestrategy,self-learningstrategy,andcooperativelearningstrategiesthroughcooperativediscussions,games,contests,andotherformsofactivities.Teachingimportantpoints:a.keysentencepatterns:Requeststhepleasureof，companyat,blacktieetc.b.keytopics:Howtoread,writeandreplytoaninvitation.Teachingdifficultpoints:a.Improvethestudents’writingability,simultaneouslytrainthestudentstousethekeyinformationfromtheinvitationcards.b.Getstudentstotalkabout“WhatIhavelearntfromthispassage”and“Howcanwewriteandreplytoandecentinvitation”.Teachingmethods:Task-basedteachingmethods,reading,pairorgroupwork,discussion.Teachingaids:Amulti-mediacomputer&ablackboardTeachingprocedures:BeforeclassOpentheshowflat.Toplaythemusic.Drawabigtreeandtwobasketsunderitonblackboard.Step1.Leadingin:(PPT:Page1topic)Pressdownthe“start”button,andthengototheplatform.WhenIstandproperly,Ispeak.T:BoysandGirls,isthismusicbeautiful?S:Yes.T:OK,nicetoseeyou.S:Nicetoseeyou.T:Thankyou.I’mveryhappytobeheretoenjoythislessonwithyou.Areyouhappytoo?S:Yes.(PPT:Page2introduce)T:FirstI’dliketointroducemyself.MyfirstnameisWang,soyoucancallmeMsWang.Ok?S:Ok.T:Iknowallofyouareexcellent.StillIwonderhowhardboysworkcomparedwithgirls.Hereisanappletree.Therearemanyapplesonit.Eachappleisaquestion.Ifyoucanansweroneofmyquestionscorrectly,you’llgetanapple.Sothemorequestionsyouanswer,youwillgetmoreapples,areyouready?S:Yes.T:OK.Classbegin!Goodmorning,boysandgirls.S:Goodmorning,Ms.Wang!T:Thankyou.Sitdown,please.Ihaveaquestionnow,whowouldliketoanswerme?(Thereisn’tanybody?)ok,you,please.Canyoutelluswhichmonthwereyouborn?S:August...T:Well,Augustisabeautifulmonth.Iwonderwillyouholdapartyforyourbirthdaythen?S:Yes.T:Thankyou.Willyouinviteyourfriendstoyourparty?S:Yes.(PPT:Page3brainstorming)T:Inwhatwaywillyouinviteyourfriends?S:Bywritingane-mail...T:Good.Ifyouwritethemanemail,you’dbetterknowwhatisaninvitation,howtowriteandhowtoreply.Ok,thislessonwe’lllearnhowtoread,writeandreplytoaninvitation.We’llknowwhatisaninvitationletterandthedifferencesbetweenformalandinformalexpressions.Gotthat?S:Yes.(PPT:Page4aims)(PPT:Page5pre-writingtask1reading)T:Openyourbooks,let’s-read-these-two-invitation-cards-on-28-and-do-activity-1.Youhave5minutes.Gotthat?S:Yes.（SsreadandteachermakeaninspectiontourtofindwhatquestionstheSswillmeetwith.）T:Haveyoufinishedyourtask,class?S:Yes.T:OK.Let’sseewhoisthefirstinvitationfrom?S:Blacktie./Harryblunkett.T:Oh,blacktie.Blacktieisn’taperson’sname,butit’sarequest.Thatistosay,ifyouattendaformalparty,ladiesmustweareveningdressesandgentlemenmustdressasuitwithblackties.Gotthat?S:Yes.(PPT:Page6blacktie)T:So…whoisthefirstinvitationfrom?S:ItisfromHarryBlunkett.T:OK.Readafterme,HarryBlunkett...(PPT:Page7question1)T:Good.Whataboutthenextone?You,please.S:Sylvia.T:OK.Readafterme,Sylvia...Itisagirl.(PPT:Page8question2)T:OK.Comparethesetwoinvitationcards,andfindwhichisformalandwhichisinformalinvitation?S:Thefirstone.(PPT:Page9question3)T:OK.Howdoyouknow?S:Bythelanguageused.T:Andwecanalsoknowfromblacktie.Doyouthinkso?S:Yes.(PPT:Page10,11,12While-writingFindthestyleoftheformalcard.)T:Class.Besidesexpressions.Anformalinvitationhasafixedstyle.Let’sseewhatitis.Whenwewriteaninvitation,firstwhowriteit.Who?S:Mr.andMrs.Harryblunkett.T:GOOD.ItfollowedbyRequeststhepleasureof,itmeans“恭請”.Andthenitis“theguest’sname”or“your”,thenis“companyorpresence”.What’sthemeaningofcompanyorpresencehere?S:光臨T:Companymeans“陪伴”andpresencemeans“出席”.Andthenisthe“situation”or“occasion”.Thesituationmaybeawedding,abirthdaypartyorjustadinner.Gotthat?S:…T:Dates,theo’clock,andplaces.Thelastisrelyplease.S:…T:OK.Wehavegotthestylenow.Let’ssayittogether.(PPT:Page13,14pre-writingtask2)(SsandTeacherreadthestyletogether.)T:Let’stakeapractice.(PPT:Page15while-writing)(SspreparetheirwritingandTeachergoesaroundtohelp.)Toasktwostudentstoshowtheirworksandappraisethem.

(PPT:Page16)Ssreadthesampleinvitationcardtogether.(PPT:Page17task3)T:Towriteareplytoaninvitation,let’sseemoreexpressionswhichareused.Lookatactivity2,herearefourexpressions.Discussandfindoutwhichareformalandwhicharenot.Youhave2minutes.(SsdiscussandTeachermakeaninspectiontourtofindwhatquestionstheSswillmeetwith.)2minuteslaterT:Haveyoufinished,boysandgirls?S1:Thefirsttwoareformalandthenexttwoareinformal.S2:Thefirstandthethirdareformal.Thesecondandthefourthareinformal.S3:Thefirstandthelastareformal.Thesecondandthefourthareinformal.T:Ok.Ithinktheformallanguagemustbestrictandpolite.Theinformallanguageisfreeandpolite.Doyouthinkso?S:Yes.T:OK.Ithinkpleasedtoaccept,unabletoacceptareveryformal.Justnow,thetwoboysactedlikethis:I’dliketo.SoIfyouareclosefriends,you’dbetterseeyes,I’dliketo,Ok,ofcourse,seeyouandsoon.Whilewhenyouanswerinaformalway,you’dbettersay,yes,Iaccept.Thethirdone,thanksalotisafreeexpressionwhilethankyouverymuchisverysincere.Soitisinformal.ButI’mverysorrycanshowthespeakerissincere,soitisinformal.Gotit?S:Yes.(PPT:Page18)Tochecktheanswers.(PPT:Page19While-writingtask4)Discuss:Besidestheseusefulexpressions,whatinformationwillbeneededwhenwereplytoaninvitation?(Ssdiscussbythemselves,whileTeachergoaroundandfindifSshaveanyquestions.)AstudentshowhisanswersandTeacherwritethemontheblackboard.Mr.&Mrs.×××,yourfeelingwhenyoureceivedtheinvitation,willyouacceptit?Theending.(PPT:Page20While-writing)ToshowthestudentsTeacher’sinformationabouttoreplytoaninvitation.T:Boysandgirls,writethereplynow.youhave5-7minutes.(PPT:Page21While-writing)Writeashortreplytooneoftheinvitations.Useoneoftheexpressionsfromactivity2.(Sswritebythemselves,whileTeachergoaroundandfindifSshaveanyquestions.)5-7minuteslater.T:OK.Let’sshareyourworks.TeachercorrecttheS’sworksontheshowflattomakesurethestandardwhilestudentslearn.(PPT:Page22Amodelreply)Studentsreadthemodelreplytogether.TeacherlettheSsexchangetheirworkstoeachother.Studentsreportwhataretheirdesk-matesworks.T:Boysandgirls.Wehaveknownhowtoread,writeandreplytoaninvitationcard.Butdoyouknowhowtowriteaninvitationletter?S:Sorry.Wedon’tknow.T:Ok.Let’sseethescreen.(PPT:Page23InvitationLetters)T:Thisisaninvitationletter.Itincludesmuchinformationwehavelearnedjustnow.Inthefuture,youwillpracticemoreletterslikethistofaceallkindsofexaminationsandyourreallife.Butyoucanrefertotheseexpressions.(PPT:Page24UsefulSentencePatternsinInvitationLetterWriting)T:Let’senjoysomeCollegeentranceexaminationquestions.(PPT:Page25,26,27,28,29)T:Therearemanymorethiskindofquestionsinotherprovincialpapers,doyouknow?S:Yes.T:OK.You’dbetterlookthemupinthefuture,willyou?S:Yes.T:OK.Thislesson,wehavelearnedhowtoread,writeandreplytoaninvitationcard.Toknowwhatisaninvitationletter.Andtoknowthedifferencesbetweenformalandinformalexpressions.Aboutyou,Ithinkboysdidagoodjob.Thisisyourhomework.(PPT:Page31,32)T:Boysandgirls.Thankyouforyourcooperation.Thankyouverymuch.(PPT:Page33Thankyou!)課時作業(yè)設(shè)計1.Rewriteyourreplytoaninvitationonyourexercisebooks.2.Prepareyourculturalcorneronpage29.學習評價：1.自我評價：說說學習過程中自己特別感興趣并有幫助的三項活動，說出這些活動在哪些方面有幫助1.自我評價：ActivityWhatkindofhelpWritetheinvitationImprovespeakingandwritingabilityandhaveagoodconsolidationDiscussionforinformationImprovecooperativeabilityandconfidenceWritethereplyImproveSslanguageorganizingability2.小組互評：姓名發(fā)言的次數(shù)（多于平均3，一般2，少于平均1）和同學的合作意愿（好3，一般2，不太愿意1）對同伴的啟發(fā)和幫助（較大3，一般2，幾乎沒有1）為小組活動準備的資料（較多3，一般2，很少1）總分S123128S2322310S3233311S413329教學設(shè)計說明本課時是學生學習英式邀請卡的寫法和回復。由于和漢語邀請卡的寫法有較大的區(qū)別，所以，如何讀懂邀請卡是學生學習過程中的第一個重難點，會讀了之后，如何寫出正確得體的正式邀請卡是第二個重難點，寫完自己的邀請卡后，如何答復別人的邀請卡是第三個重難點。針對這三個重難點，我分別設(shè)計了三個支架任務(wù)。第一個是利用課本上的Activity1，通過回答問題的方式，引導學生把握邀請卡的要素；第二點，通過幫助學生分析第一個正式的邀請卡的各要素，把握寫邀請卡的格式；第三，組織寫前討論，學生在交換想法的過程中，拉出寫回復的要點，形成說的語篇和寫的語篇。一個不能回避的話題是高考，2010年的全國卷Ⅰ和2012年的全國卷Ⅱ都出現(xiàn)了要求學生寫邀請信的作文，其他省市的高考題也有出現(xiàn)。帶領(lǐng)學生見識高考題，并鼓勵學生試寫高考作文。本課時在教學過程中運用了自主學習和小組合作等策略。本設(shè)計的不足是教師的語言組織略顯零碎。學情分析本次上課的班級，學生為高一年級小縣城中學的學生。經(jīng)過三年初中和高中半年的學習，學生具備了基本的聽說讀寫技能，也養(yǎng)成了一定的學習習慣。對于老師當堂布置的任務(wù)，有完成的意愿。但是，表現(xiàn)在測試成績上，班級整體優(yōu)秀率和及格率都不完美，方方面面的學習過程有待完善提升。通過分析、觀察和調(diào)查發(fā)現(xiàn)，主要表現(xiàn)在以下幾個方面：1.學生對于英語文化掌握有欠缺，如回答第一個問題：Whoisthefirstinvitationfrom?有的學生竟然回答：Blacktie。通過圖片展示奧巴馬夫婦參加一個正式的聚會的衣著，給學生講明白blacktie的意思。即使給學生用ppt的方式展示了正式邀請函的格式，學生在口頭輸出的時候，還是有一定的困難。2.課前預習不到位，有效的預習效果不好。對于學習過程中有效信息的積累還存在很多的誤區(qū)。本課時有不好讀的人名，還有地名。Mr.&Mrs.HarryBlunkett，ElizabethAnnBlunkett,Mr.Humphries,Sylvia等。學生讀不準，跟讀后效果有所提升。LandrindodWells也不知道是地點。反應出來的學習習慣養(yǎng)成不足。對于學習鞏固的過程淡化，反思糾錯能力不強。3.對于所學課文中的重要信息不會提煉和掌握，對于一篇課文，既不能全文背誦，也不知道里面的重點信息和句型如果落實應用。輸入和輸出脫節(jié)，學和用是兩條線。針對以上問題，本人擬設(shè)定本節(jié)課的主要任務(wù)是這樣幾個。1.布置有效的課前預習任務(wù)并及時督查，在下節(jié)課上課前對于學生的預習任務(wù)進行抽查，以確保學生預習。2.鼓勵學生使用詞典，對于不會讀的單詞要求會讀，對于陌生的人名地名弄清楚。3.加大課外閱讀量，提升文化見聞和意識，增強閱讀能力。效果分析本節(jié)課開頭展示目標，過程依據(jù)設(shè)計好的流程，在基于學情把握的情況下，任務(wù)進展流暢，輸出水到渠成。課堂測評用了詞匯檢測和閱讀理解兩個題，重點鞏固新詞匯和話題信息，完成情況較好。具體來說，各項任務(wù)的完成都是基于“先學后教”，先展示任務(wù)，再學習，先預習再講授的原則，體現(xiàn)學生自主學習的主體地位，體現(xiàn)教師點撥指導的引領(lǐng)功能。首先目標設(shè)定具體，要求學生掌握的內(nèi)容和程度清楚有效，可行性強。導入部分，利用學生自己的生日邀請對話導入，激起學生的情感共鳴和應用愿望，通過拋出Doyouknowhowtoread,writeandreplytoaninvitation?Doyouknowwhatisanivitationletter?和Doyouknowthedifferencesbetweenformalandinformallanguage.等幾個問題，順理成章過度到課堂學習。寫前有四個步驟。第一個是完成課本activity1通過兩個邀請卡的閱讀對照，學生對于本節(jié)課要用到的詞匯和格式有了較為明確、靈活的積累；第二通過老師設(shè)計的說的任務(wù)，對于邀請卡的形式進行口頭練習；第三，學生做activity2，把握thedifferencesbetweenformalandinformallanguage，第四是學生討論，對于寫回信要用到的一些基本信息做一些探討，并記下要點信息。通過以上四個步驟的鋪墊和積累，學生寫的過程較為流暢。寫后老師先找兩份學生作品集中展示批改，達成接近統(tǒng)一的標準，然后一齊讀范文，學生互批，交流展示。然后寫到自己的規(guī)范練習本上。學生課堂測評達標率為88%，略好于平時。教材分析一、分析學段對應課標要求。六級課標要求對應高二第5學段，課標的要求是：進一步增強英語學習動機，有較強的自主學習意識。能理解口頭或書面材料中表達的觀點，并簡單發(fā)表自己的見解。能有效地使用口頭或書面語言描述個人經(jīng)歷。能在教師的幫助下策劃、組織和實施英語學習活動。能主動利用多種教育資源進行學習。能初步對學習過程和結(jié)果進行自我評價，調(diào)整學習目標和策略。能體會交際中所使用語言的文化內(nèi)涵和背景。二、全冊教材總體要求及基本內(nèi)容。根據(jù)這個要求，外研版必修5對于全冊的內(nèi)容安排突出“人文”的主題。繼第一冊“學生眼中的高中”的學習，第二冊“個人健康發(fā)展和藝術(shù)熏陶”，第三冊“自然對于人的影響”，第四冊“人類發(fā)展與自然之謎”到第5冊的“人對于自然的影響”?！癝avingtheAntelopes”的教材內(nèi)容是關(guān)于“保護瀕危的藏羚羊”。三、分析單課教材的具體目標，內(nèi)容結(jié)構(gòu)及重難點。話題是藏羚羊，語法為“復習定語從句”。本課時的語言學習目標對應五維目標：一是重要的語言技能，通過聽說讀寫技能訓練，運用本課時所學，完成所有書面練習，根據(jù)所給的主句寫出形式和意義都正確的定語從句，將表格提供的關(guān)鍵信息撰寫成意義連貫的小短文；二是重要的語言知識，單詞：endanger,antelope,poacher,illegal,confiscate,ideal;短語：giveone’slifeto,onthespot,comeintofashion,raidon,gettoughwithsb.句子：Althoughsurprised,thepoachershadanadvantage—thereweremoreofthem.Oftenworkingatnight,thepoachersshootwholeherdsofantelopesatatime,leavingonlythebabies,whosewoolisnotworthsomuch.Thesmallgroupofofficialswhoworkinthereservearehelpedbyvolunteerswhocomefromalloverthecountry,andwhoarereadyforthedifficultconditionsoflifeat5,000metres.三是學習策略，總結(jié)歸納與動物或植物有關(guān)的詞匯，聯(lián)想記憶，學習以“拯救野生動物”、“保護環(huán)境”等話題的口頭交流。四是文化意識，正確了解自然與人的關(guān)系，增強保護生態(tài)環(huán)境的意識并從身邊的小事做起。五是情感態(tài)度，愛護自然，保護自然。四、分析對單課教材的處理及教學設(shè)想。本課時的教材結(jié)構(gòu)清晰，主題明確。根據(jù)語篇內(nèi)容總體可以分為四大部分。分別是Part1Jiesang’sstory，Part2Reasonsforthedropinantelopepopulation，Part3Measurestakentoprotectantelopes，Part4Resultsoftheprotection。輸入部分體現(xiàn)層次設(shè)計。Pre-reading部分，學生熟悉單詞，初步獲取語篇框架；While-reading階段分兩節(jié)，fast-reading環(huán)節(jié)，主要是把握故事情節(jié)框架；通過carefulreading，在四塊主要內(nèi)容分析上，獲取細節(jié)信息，把握語言應用。Post-reading部分，總結(jié)強化語言點學習。輸出部分模擬情境，歸納應用本課所學。學生通過本課的學習，達到學習語言，應用語言的目的，同時培養(yǎng)學生愛護動物，保護動物的意識，并記住一句話：沒有買賣，就沒有殺戮。課堂測評Ⅰ.完成句子1.ElizaacceptedCharles'________________(邀請)toahouseparty.2.Ifyouwantpeopletoreplytoaninvitation,put(_________)(盡快回復)atthebottom.3.I'vecometoaskyouto__________________(幫我一個忙).4.Ienjoy_______________________(和他在一起).5．Shestayedathometo_____________________(陪伴)heryoungersister.6．__________________________________________________(恭候光臨).Ⅱ.閱讀理解Themeaningofsilencevariesamongculturalgroups.Silencesmaybethoughtful,ortheymaybeemptywhenapersonhasnothingtosay.Asilenceinaconversationmayalsoshowstubbornness,orworry.Silencemaybeviewedbysomeculturalgroupsasextremelyuncomfortable;thereforeattemptsmaybemadetofilleverygap(間隙)withconversation.Personsinotherculturalgroupsvaluesilenceandviewitasnecessaryforunderstandingaperson'sneeds.ManyNativeAmericansvaluesilenceandfeelitisabasicpartofcommunicatingamongpeople,justassometraditionalChineseandThaipersonsdo.Therefore,whenapersonfromoneoftheseculturesisspeakingandsuddenlystops,whatmaybeimplied(暗示)isthatthepersonwantsthelistenertoconsiderwhathasbeensaidbeforecontinuing.Inthesecultures,silenceisacallforreflection.Otherculturesmayusesilenceinotherways,particularlywhendealingwithconflictsamongpeopleorinrelationshipsofpeoplewithdifferentamountsofpower.Forexample,Russian,French,andSpanishpersonsmayusesilencetoshowagreementbetweenpartiesaboutthetopicudnerdiscussion.However,Mexicansmayusesilencewheninstructionsaregivenbyapersoninauthorityratherthanberudetothatpersonbyarguingwithhimorher.Instillanotheruse,personsinAsianculturesmayviewsilenceasasignofrespect,particularlytoanelderorapersoninauthority.Nursesandothercare-giversneedtobeawareofthepossiblemeaningsofsilencewhentheycomeacrossthepersonalanxietytheirpatientsmaybeexperiencing.Nursesshouldrecognizetheirownpersonalandculturalconstructionofsilencesothatapatient’ssilenceisnotinterruptedtooearlyorallowedtogoonunnecessarily.Anursewhounderstandsthehealing(治愈)valueofsilencecanusethisunderstandingtoassistinthecareofpatientsfromtheirownandfromothercultures.7.Whatdoestheauthorsayaboutsilenceinconversations?A.Itimpliesanger.B.Itpromotesfriendship.C.Itisculture-specific.D.Itiscontent-based.8.Whichofthefollowingpeoplemightregardsilenceasacallforcarefulthought?A.TheChinese.B.TheFrench.C.TheMexicans.D.TheRussians.9.Whatdoestheauthoradvisenursestodoaboutsilence?A.Letitcontinueasthepatientpleases.B.Breakitwhiletreatingpatients.C.Evaluateitsharmtopatients.D.Makeuseofitsheal