高中英語-Keep it up,Xie Lei教學設計學情分析教材分析課后反思

TeachingDesignTravellingabroad--Keepitup,XieLeiShengliNo.1MiddleSchool,DongyingJifangTeachingaims:Aimsofknowledge:1.Letstudentsfullycomprehendthereadingmaterial.2.Helpstudentsunderstandthenewwordsandexpressionsrelatedtothistopic.3.Helpstudentstoknowthewholeorganizationofthepassageandthewritingstyleofthepassage.Aimsofability:1.Enablethestudentstotalkabouttravellingaboardandstudyingabroad.2.Enablethestudentstotalkaboutprobabilityandimprobabilitywiththetargetlanguage.3.Fosterstudents’abilitiesofprobingandlearningknowledgebythemselves.4.Encouragestudentsawarenessofsharingknowledgeingroupsthuspromotingtheirteam-spirit.Aimsofaffection:1.Arousestudents’interestoftryingnewthingsandimprovetheirabilityofcopingwithdifficulties.Helpstudentslearnmoreabouttheforeigncultures.Enhancestudents’self-esteemandtheirsenseofresponsibility.Keyvocabularyandphrases:adjustto,advantage,findout,youthhostels,communityYoumight...,It’sapossibility...,Probably...,It’s(very)possiblethat...,Itcouldhappen.,Mostprobably...,It’snotverylikely...Idoubtit.,He/She/Theywillprobably...Teachingprocedures:I.Lead-in:Showpicturestoarousestudents’interestintravelingandaskstudentswhethertheywouldliketogoabroadforafurtherstudy,thusleadingthemtothetopicofthepassage.“Ifyouhadachancetogoabroadforfurtherstudy,whichcountryoruniversitywouldyouliketochoose?Why?Whataretheadvantagesanddisadvantagesofstudyingabroad?Let’slearnapassageaboutaChinesestudentXieLei.”StudyingabroadmustbedifferentfromstudyinginChina,whatwouldbethedifferences?Whataretheadvantagesanddisadvantages?Ifyouwannagoabroad,whatshouldyoutakeintoaccount?II.Fastreading:(Skimtofind)Makesureofthemainideaofthepassageonlybylookingatthetitle,thefirstparagraphandthetopicsentenceofeachparagraph.“Inordertogetthemainideaquickly,weshouldpaymoreattentiontothetitleandthefirstparagraph.It’sanimportantlearningskill.Dorememberit!”(Learningstrategy:skimthepassagewiththehelpothetitle,thefirstparagraphandheadlines.)Showthemainideaofeachparagraphandaskstudentstomatchthemainideaswiththecorrectparagraph.(learningstrategy:Fosterstudents’abilityofsummarizingthemainideaofaparagraph.)III.Detailedreading:Para1personalinformation:Task:“Gothroughparagraph1andtrytofinishthischartaboutthepersonalinformationaboutXieLei.”Afterreading,letstudentsfillinthecharttogether.Part2benefitsanddifficultiesTask:“Asyoucannoticefromthemainideaofeachparagraph,thepassageismainlytalkingaboutthebenefitsanddifficultiesofstudyingabroad,we’regoingtoproceedtheinformationinthesetwoaspects.Ihavelistedthebenefitsanddifficultiesofseveralaspects.Pleasereadtherelevantparagraphsandfillintheblanks.(learningstrategy:Fosterstudents’abilityofpickingoutthekeyvocabularyrelatedtothetopicandtheabilityofusinglanguagetocommunicate.)Movetonextpartbysaying,“Nowlet’slookatthepassageformoredetails.”Part3QuestionsandanswersTask1:“Now,readpara2&3carefullyandtrytofindanswertothequestions.”Then,checktheanswersbyaskingstudentsonebyone.Task2:“Readpara5&6andfinishthemultiplechoices.”(Thepurposeofdesign:Inthisway,studentscanpracticetheskillsoffindinganotherwayofexpressingthesamemeaningandtheintentionoftheauthor.)Movetothenextpartbysaying“NowwehavefinishedreadingXieLei’sstory,Ithinkyoumusthaveageneralideaofwhatkindofpersonsheisaccordingtowhatherbehaviorinaforeigncountry.Pleaseusesomeadjectivestodescribeherandgiveevidence.”IV.Summary:Task:FindoutwhatkindofpersonXieLeiisandgiveevidence.(Thepurposeofdesign:It’sagoodwayofconsolidation.Inthisway,studentscangoovertheknowledgelearnedinclassandpracticetheabilityofusingthekeywordstodescribefeatures.)V.Discussion:(Discusstouse)Now,wehavelearnedthestoryofaChinesestudentwhoexperiencedaforeignlifeofstudy.Youshouldhaveunderstandsomebenefitsanddifficultiesofstudyinginaforeigncountry.Imagineyouhavegotachancenow,whatdoyoupredictwouldhappentoyou?Whatarethedifficultiesandhowwouldyousolvethem?(Thepurposeofdesign:Encouragestudentstohavecreativeideasbasedonthepassageandexpresstheirideasfreelyusingthewordsandexpressionswehavesummarized.)VI.Homework:Supposeyouareanewspaperreporter.PleaseinterviewXieLeiusingthefollowingwordsorphrasesandwriteapassage.keepitup,getalong,makeprogress,board,adjustto,Itisthefirsttime…,getusedto,asfarasoneisconcerned,feelathome,allthebest,etc.(Thepurposeofdesign:Toletstudentstoputthewordsandexpressionslearntintouseandtopreparethemforapossiblesituation.)高中學生對世界充滿著好奇心，樂于接受新鮮事物，對于出國旅游和留學這樣的話題非常感興趣。而且這篇文章是中國大學生的親身經歷，學生學起來會更加容易產生共鳴。在語言技能方面，該篇文章還較長，因此訓練學生的翻譯能力和長難句處理的能力就顯得非常重要，這也是高中英語教學的重頭戲。本節(jié)課是實效性很強的一節(jié)課，通過授課，達到了以下效果。培養(yǎng)了學生的閱讀技能。從導入這個環(huán)節(jié)就激發(fā)了學生閱讀此篇文章的興趣，在快速閱讀的環(huán)節(jié)注重培養(yǎng)了學生通過瀏覽標題及文章的首段就能獲取大意的技能，讓學生一上來就能抓住中心思想，了解篇章結構。在接下來的細節(jié)閱讀的環(huán)節(jié)，通過設置豐富多彩的閱讀任務，幫助學生理解關鍵短語和句式，掃除對于文章理解的障礙，有利于學生更好的把握細節(jié)。培養(yǎng)了學生的說的技能。在這堂課中我多次設置了讓學生用英文說出自己觀點的機會，需要學生開動腦筋，創(chuàng)造性地用已知的語言表達比較復雜的意思。還有讓學生分組討論，在組內讓學生們自由交談、暢所欲言，交流觀點，培養(yǎng)學生用英語自由表達的興趣和信心。培養(yǎng)了學生對未知困難的應對力。在課前我給學生展示了世界各國的代表性景色，世界著名大學等，提高學生對出國留學的興趣。通過讓學生用英語表達對出國學習的利與弊，進而更深入地了解要面對的困難。教材分析本單元以Travellingabroadandstudyingabroad為話題，旨在通過單元教學，使學生了解在國外旅行或學習時可能會遇到的一些問題，并學會怎樣去解決問題和避免這些問題的發(fā)生。學會表達和支持個人觀點，能用所學的有關travellingabroad的詞匯描述在國外居住生活的情況；在國外旅游時能根據所提供的信息選擇恰當的旅游線路，能推測哪些事情可能會發(fā)生，哪些事情不會發(fā)生，并會正確使用非限制性定語從句。WarmingUp提出了四個有關在國外旅行和生活的問題，讓學生用已有的知識和經驗討論在國外居住或旅行會遇到什么問題，并且該如何解決這些問題。Pre-reading是Reading的熱身活動，設置了兩個問題，它要求學生采用與同學討論交流的方式談論在國外學習的利與弊，激發(fā)同學們的學習興趣。Reading是一篇介紹中國女孩謝蕾在倫敦學習和生活的情況，讓學生通過實例對比在國內學習生活與在國外學習生活的不同，從而培養(yǎng)他們的國際視眼。Comprehending設置了4個練習題：練習1通過四個問題來檢查學生對課文細節(jié)的理解；練習2以圖表的形式來分析在國外學習的利與弊；練習3設置了三個討論題，通過對這些話題的討論，挖掘文章的深層含義，激活學生自身的認知能力和思想認識能力；練習4是概括能力訓練題，在理解文章的基礎上，重點訓練學生的概括能力和解決問題的能力。LearningaboutLanguage分詞匯和語法兩部分。其中Discoveringusefulwordsandexpressions是訓練學生在語境中掌握詞匯的能力，幫助學生加強動詞變化形式的意識。Revisingusefulstructures是對非限制性定語從句的復習，旨在幫助學生加強對定語從句的理解、掌握和運用，并通過語法練習加以鞏固。UsingLanguage中的Listening要求學生先根據秘魯的地圖談論有關秘魯這個國家的一些情況,然后完成三個相應的任務型練習。通過這些題，學生將學會獲取聽力材料中的具體用詞和細節(jié)要點，同時了解有關Peru這個國家的一些情況，為下面的Readingandspeaking作了鋪墊；Readingandspeaking的閱讀部分是對秘魯這個國家的一段介紹，要求學生能運用找讀的策略從地圖上找到文中提到的地方，并回答幾個問題。然后為大家提供了一個旅游小冊子，其內容是在秘魯旅游的四條路線。要求學生在讀后根據文章細節(jié)回答四個問題；Speaking部分主要是設置了一個情景yourgroupplanstospendeightdaysinandaroundCuzco，要求學生依據所提供的旅游手冊來選擇適合自己團隊的旅游路線，學會表達喜好和可能性。這是一個任務型訓練，旨在培養(yǎng)學生的口頭表達能力和實踐能力；Writing要求學生給一位即將到中國來學習的美國筆友寫一封信，在信中向他介紹中國的一些情況，在中國的學習生活中可能會遇到的問題及解決問題的辦法，告訴他怎樣更好的學習中國的文化以及你將提供給他的幫助。2．教材重組2.1從話題內容上分析，WarmingUp與Reading相一致；而從訓練目的上分析與TALKING比較一致。從教材份量來說，可將WarmingUp與Workbook中的TALKING和SPEAKINGTASK整合在一起，設計成一節(jié)任務型“口語課”。 2.2可將Pre-reading,Reading與Comprehending三個活動整合在一起上一節(jié)“閱讀課”。2.3UsingLanguage中的Listening和Readingandspeaking都是談論秘魯這個國家，介紹秘魯的景色以及在秘魯旅行的幾條路線，內容一致，故整合在一起，設計成一節(jié)“聽說課”。Writing部分可作為課后作業(yè)來處理。2.4可將LearningaboutLanguage與Workbook中的USINGSTRUCTURES的語法練習題整合在一起上一節(jié)“語法課”。2.5可將Workbook中的LISTENINGTASK、READINGTASK與WRITINGTASK整合起來，上一節(jié)“綜合實踐課”。LearningplanJifang,ShengliNo.1MiddleSchool,DongyingUnit5TravellingabroadKeepitup,XieLei--ChinesestudentfittinginwellBeforeclass:Appreciatemanypicturesofattractionsofdifferentcountries.Duringclass:I.Lead-in:“Ifyouhadachancetogoabroadforafurtherstudy,whichcountry(university)wouldyouprefertogoto?”Discusstheadvantagesanddisadvantagesofstudyingabroad.II.Fastreading:Task1:Trytoguessthemainideaofthewholepassageonlybyreadingthetitle,thefirstparagraphandtheheadlinesofeachpartinordertomasteranimportantlearningskill.Task2:Findoutthemainideaofeachparagraph.III.Detailedreading:Part1personalinformationTask:AfterreadingtrytofinishthischartaboutXieLei.NameXieLeiNationalityChinaProfessionStudentWhereLondonWhenSixmonthsagoFeelingNervousexcitedPart2:ThebenefitsanddifficultiesTask1:TrytofillintheblanksOfOfdoingapreparationcourse1.tolearnhowtofulfillWesternacademic___________.2.togetusedtoanew____________.ofhavingatutor1.toexplainaboutwhyyoucannotuseotherpeople’sworkwithout_____________them.2.toencourageyouto________theauthorsyou’dread.oflivingwithahostfamily1.tolearnmoreabouteverydaylifeand_____________2.tohavepeople____thingsnotunderstoodofhavingatutor1.toexplainaboutwhyyoucannotuseotherpeople’sworkwithout_____________them.2.toencourageyouto________theauthorsyou’dread.oflivingwithahostfamily1.tolearnmoreabouteverydaylifeand_____________2.tohavepeople____thingsnotunderstoodBenefitsofanewwayoflifefeelinglikea__________findinga__________betweenstudyandasociallife.makingnew__________.ofanewwayoflifefeelinglikea__________findinga__________betweenstudyandasociallife.makingnew__________.attheuniversity1.learningtoreadwidelyand________thetexts.2.expressingone’sown_______withreasons.DifficultiesTask2:readandanswer1.Whichsentencehasthesamemeaningwiththissentence?XieLeithinkswellofit.2.WhydidshefeellikeachildwhenshefirstarrivedinEngland?learnhowtodoeverydaythingslike…understandingEnglishasspoken…h(huán)owtowriteessays…Task3:multiplechoice1.WhydidXieLeigetanEforherfirstessay?A.Becauseshedidn’tgiveherownopinionsatall.B.Becausethereweretoomanymistakesinit.C.Becausewhatshewrotemadenosense.D.Becauseheropinionsweredifferentfromhertutor’s.2.Whatcanweknowfromthepassage?A.XieLeiisoccupiedwithherworknow.B.XieLeiiscontentwitheverythinginEnglandnow.C.XieLeihastakenpartinlotsofsocialactivities.D.XieLeihaslotsoffriendsinEngland.Ⅳ.Groupwork1.WhatkindofpersondoyouthinkXieLeiis?Findevidenceinthearticletosupportyouropinion.Sheisseriousaboutherwork.Sheperseveres.3)Sheisenterprisingandadaptable.V.Discussion:Supposeyouwouldstudyabroadnextyear.Whatdifficultieswouldyoumeetwith?Whatwouldyoudoifyouhadtheseproblems?Trytoexpressyourideainthisway:WhenIstudyabroad,itispossiblethatIwould….Ifithappened,Iwould…itislikelythatIwould….Topreventthis,Iwould…VI.Homework:Supposeyouareanewspaperreporter.PleaseinterviewXieLeiusingthefollowingwordsorphrasesandwriteapassage.keepitup,getalong,makeprogress,board,adjustto,Itisthefirsttime…,getusedto,asfarasoneisconcerned,feelathome,allthebest,etc.教學反思：學生閱讀的時間應該給的更充分一些；留給學生思考的時間應該更多一些；每部分應該設計更加開放性的問題，鍛煉學生獨立思考，獨立組織語言的能力。Unit5Travellingabroad--Keepitup,XieLeiⅠ.單元教學目標技能目標SkillGoals▲Talkabouttravellingandstudyinginanothercountry▲Expresslikesanddislikes▲Expressprobabilityandimprobability▲ReadaboutaChinesestudent’slifeinLondon▲RevisetheAttributiveClause(non-restrictive)▲WritealettertoapenfriendⅡ.目標語言功能句式TalkaboutlikesanddislikesIliketodo...Idon’tlikedoing...Ipreferto...Ienjoydoing...Ihatedoing...TalkaboutprobabilityandimprobabilityWecould...Youmight...Itwouldbepossibleto...Itisn’tpossibleto......wouldbeaperfectplaceforus.Idon’tthinkyou’denjoy......wouldprobablysuitus.It’s(very)possiblethat...It’sapossibility.(Most)probably,...It’slikely/unlikelythat...It’snotverylikely...Idoubtit.He/She/Theywillprobably...詞匯1．四會詞匯cafeteria,lecture,qualification,prepa