高中英語(yǔ)-An April Fool's Joke The Noodle Harvest教學(xué)設(shè)計(jì)學(xué)情分析教材分析課后反思

PAGE1PAGE必修4Unit3ATasteofEnglishHumourAnAprilFool’sJoke:TheNoodleHarvest（教學(xué)設(shè)計(jì)）Ⅰ.Teachingaims:*Knowledgeaims:a.LearnabouttheinformationaboutFool’sDay.b.Helpthestudentsunderstandthereadingmaterialscorrectly.*Abilityaim:Helpthestudentsdeveloptheirreadingskillsandcommunicativecompetence.*Emotionaim:Helpthestudentstastehumourandlearnaboutwesternculture.Learnhowtocommunicatewithpeopleproperly.Ⅱ.Teachingimportantpoints*Improvethestudents’extensivereadingability.*Improvethestudents’speakingability,esp.theabilitytodealwithsomeproblemsinunderstandingeachother.Ⅲ.Teachingdifficultpoints:*Howtohelpstudentsdealwithsomeproblemsinunderstanding.*Howtohelpstudentscooperatewithotherswellandefficiently.Ⅳ.Teachingprocedures:Step1Warmingupandlead-inPresentationofsomepictures,drawstudents’attentiontothesubjectmatterofthepassage.Step2Skimming:AskquestionsandhelpstudentsgraspthemainideaofthetextHelpstudentsidentifythemeaningsofeachparagraph.Task1:What’sthepassagemainlyabout?Task2:Findoutthestructureofthepassage.Step3ScanningHelpstudentsgetdetailedinformationaboutthepassage.Task1:ReadPara1andansweraquestion.Task2:TheExplanationsmadebytheprogrammemakersPara.2Tworeasonsforthegoodcrop1.___________2.__________________________Picturesevidences(證據(jù))Noodletreeswiththefarmers________noodles____them&________them______baskets.Origin(起源)Noodlesweregrownaspartof________________businesses.Para.31.Whythenoodleshavethesamesize?___________________________2.Whythelifeofnoodlefarmerwasnoteasy?___________________________Task3:FindoutdetailedinformationaboutPeople’sreactions?Step4Summary:fillintheblanksaccordingtothetextHelpstudentssummarizethepassagebykeywordsandavedio.Step5Retelling:retellthepassageaccordingtothefollowingwords:1957,SwitzerlandBBCprogrammeNoodleharvestTworeasons:warminsectBelieve,travelabroadStep6GroupWork:discussionEncouragestudentstoreflectontherightattitudetowardjokes.Discussingroupsandthenactout.V.Homework★RefertothewebsitetofindoutmoreinformationaboutAprilFool’sJokes.★Makeyourowncollectionofjokes,funnypoemsorshortstories.學(xué)情分析一、班級(jí)情況分析該班班風(fēng)積極健康向上，班集體團(tuán)結(jié)，具有很強(qiáng)的向心力。班里的大部分學(xué)生積極向上，思維較活躍，大部分學(xué)生已經(jīng)逐漸養(yǎng)成良好的學(xué)習(xí)習(xí)慣，但是仍不排除少數(shù)一些自控力較差的學(xué)生。這學(xué)期總體已經(jīng)優(yōu)于上學(xué)期學(xué)習(xí)，應(yīng)進(jìn)一步培養(yǎng)學(xué)生良好的學(xué)習(xí)習(xí)慣，爭(zhēng)取引導(dǎo)個(gè)別學(xué)生有明顯進(jìn)步。同時(shí)做好組織引導(dǎo)工作，最大限度的營(yíng)造一個(gè)團(tuán)結(jié)、積極、先進(jìn)的班集體，讓優(yōu)良學(xué)風(fēng)發(fā)揚(yáng)光大。英語(yǔ)學(xué)習(xí)情況分析在本節(jié)課學(xué)習(xí)之前，學(xué)生已經(jīng)完成了高一英語(yǔ)三個(gè)模塊的學(xué)習(xí)，積累了大量的英語(yǔ)詞與表達(dá)短語(yǔ)，同時(shí)已經(jīng)形成了較好的英語(yǔ)閱讀理解能力，fast-reading總結(jié)大意的技巧已經(jīng)有所掌握并提高，在careful-reading方面，一部分學(xué)生已經(jīng)能夠在短時(shí)間內(nèi)捕捉細(xì)節(jié)并能正確尋找信息，還有相當(dāng)一部分學(xué)生在閱讀速度以及細(xì)節(jié)尋找方面有些吃力，提升空間比較大。課堂學(xué)習(xí)情況分析本節(jié)課“AnAprilFool’sJoke”是Workbook中課文閱讀學(xué)習(xí)，絕大多數(shù)學(xué)生能做到認(rèn)真聽(tīng)講，保持紀(jì)律；同時(shí)有一部分學(xué)生相當(dāng)活躍，如：趙一涵、王佳音、閆佳佳、杜鵬程、趙麗娟等，他們平時(shí)在班內(nèi)英語(yǔ)學(xué)習(xí)中也起著領(lǐng)頭雁的作用。學(xué)習(xí)內(nèi)容上，英文授課大都能聽(tīng)懂并與老師步伐保持一致。另：在以下方面還存在一些問(wèn)題：1.總體表現(xiàn)仍然不夠積極。相當(dāng)一部分學(xué)生有些被動(dòng)地接受知識(shí)，接受課堂。2.在鼓勵(lì)學(xué)生根據(jù)outline復(fù)述課文時(shí)，仍有一部分學(xué)生不能掌握復(fù)述的要領(lǐng)以及理解復(fù)述對(duì)于英語(yǔ)學(xué)東西的積極意義。3.師生語(yǔ)音語(yǔ)調(diào)還須強(qiáng)化提高。效果分析1.教學(xué)內(nèi)容及目標(biāo)達(dá)成：教學(xué)目標(biāo)定位清晰準(zhǔn)確，教學(xué)目標(biāo)達(dá)成度高；圍繞教學(xué)目標(biāo)靈活地運(yùn)用教材，根據(jù)學(xué)生的認(rèn)知水平確定教學(xué)內(nèi)容，信息量大。2.課堂教學(xué)活動(dòng)：教學(xué)活動(dòng)有明確的指向性，過(guò)渡與銜接合理自然，由淺入深，符合語(yǔ)言學(xué)習(xí)規(guī)律，課堂上創(chuàng)設(shè)合作學(xué)習(xí)與探究學(xué)習(xí)的機(jī)會(huì)，并有效的進(jìn)行師生互動(dòng)和生生互動(dòng)，課堂氣氛活躍。教學(xué)過(guò)程中教師用表?yè)P(yáng)、鼓勵(lì)，使學(xué)生保持學(xué)習(xí)的良好情緒和學(xué)習(xí)積極性,學(xué)生參與度高;學(xué)生出錯(cuò)誤后，教師先進(jìn)行引導(dǎo)或由同伴補(bǔ)充完善，再解釋說(shuō)明，幫助學(xué)生順利掌握新知識(shí)。3.課件的設(shè)計(jì)與演示：課件的內(nèi)容選擇教學(xué)目標(biāo)一致，重點(diǎn)突出，信息量適度；畫(huà)面色彩柔和，搭配合理，聲音和動(dòng)作搭配流暢和諧；運(yùn)行快捷，操作簡(jiǎn)單，靈活，有利于學(xué)生對(duì)新語(yǔ)言知識(shí)的學(xué)習(xí)。教材分析本部分為人教版必修四Unit3Workbook的ReadingTask部分，同時(shí)結(jié)合warming-up以及pre-reading，緊扣“愚人節(jié)笑話”這一話題，通過(guò)著名節(jié)目Panorama中介紹的發(fā)生在50年代瑞士的新聞故事：樹(shù)上結(jié)出面條，農(nóng)民收獲面條，英國(guó)人深信不疑，紛紛咨詢種植方法，次日發(fā)現(xiàn)這是個(gè)愚人節(jié)笑話。要讓學(xué)生認(rèn)識(shí)到，因?yàn)橹型馕幕牟町?，人們?duì)幽默的理解不同，表現(xiàn)幽默的方式也會(huì)不同，這往往會(huì)引起理解困難；另一方面，通過(guò)對(duì)各種幽默表現(xiàn)形式的展示，鼓勵(lì)學(xué)生保持樂(lè)觀的人生態(tài)度，培養(yǎng)喲幽默感，陶冶情操。理解這篇課文，關(guān)鍵引導(dǎo)學(xué)生抓住文章重要線索信息：一、愚人節(jié)是人們相互捉弄的節(jié)日。二、Panorama是一個(gè)以“嚴(yán)肅”著稱的電視節(jié)目，人們往往會(huì)陷入“思維定式”，對(duì)該節(jié)目深信不疑。三、節(jié)目給出了面條豐收的兩個(gè)具體原因：溫暖的冬天和有害昆蟲(chóng)的消失，使人們有了信任的依據(jù)。四、新聞節(jié)目中提到了面條長(zhǎng)短一致的原因，體諒了農(nóng)民生活的艱辛。五、英國(guó)人自身的客觀原因：50年代很少去國(guó)外旅行，極少數(shù)人吃過(guò)面條，對(duì)嚴(yán)肅節(jié)目的信任。學(xué)生抓住以上線索，細(xì)心地在文章中尋求信息，就能準(zhǔn)確的把握文章意義，做到理解“全面”“準(zhǔn)確”。結(jié)合本篇文章的話題，學(xué)生可以開(kāi)展知識(shí)的靈活拓展運(yùn)用。比如：結(jié)合AnAprilFool’sJoke,設(shè)計(jì)小組討論問(wèn)題：1.Isitrighttomakefunofothersinpublic?2.Howtoavoidmakingpeoplefeeluneasyorangryinthejoke?3.IfyouwereanEnglishman,wouldyoubefooledbytheprogramme?Why?……課后安排學(xué)生注意“趣味閱讀”部分兩首幽默打油詩(shī)（有五行組成，韻式為aabba），學(xué)生通過(guò)閱讀體會(huì)幽默藝術(shù)的不同形式。AnAprilFool’sJoke評(píng)測(cè)練習(xí)課文理解鞏固練習(xí)請(qǐng)根據(jù)題意使用課文中的適當(dāng)單詞完成填空。AprilFool’sDayisatimewhenchildren___________eachother,butsometimesotherpeoplecanget____inthefuntoo.Panorama_____problemsand_____allovertheworld,so____wassurprisedwhenitbeganwitha____onthenoodleharvestinsouthSwitzerland.Panoramamentionedtworeasonsforthegoodcrop:anunusually________andthe______oftheinsectthat____thenoodlecropeveryyear.Theprogrammeexplainedthat“itwastheresultofmanyyears’_______toproducenoodlesofthesamelength”.Thelifeofanoodlefarmerwasnoteasybecausethereisalwaysachanceofvery_________spoilingtheircrop.Itishardforthemtogettop_____ontheworld______.Manypeople______theBBCtofindouthowto_____theirownnoodletree.Thismayseemsilly,butinthe1950sveryfewpeople_________fortheir_____andevenfewer____noodles.Peoplealso_____thePanoramaforits_____researchand_____information.Sotheywere_____tofindthenextdaythattheyhadallbelievedanAprilFool’sJoke.二、完形填空InCanberra,thereisafreemarketcalled“TrashandTreasure”,whereanythingcanbeboughtandsold,fromwastematerialsto1

second-handobjects.Thepricesareusually2.It’sheldonSundays.Alotofpeoplegoandtrytheirluckinthismarket.Myhomeisnotfarfromthere.SometimesIcan3

hearthecustomersbargaining(討價(jià)還價(jià))withthetradesman.4

Ihavebeentheretodoshoppingonlyonce.I5

tobuyatelevisionsettowatchTVprogramsIlikedbymyself,sinceIwas6

TVviewer.ButIwasnotluckyinno7.ThefirsttradesmanIsawwassellingcassettes(錄音帶)andrecorders,whichwereshininginthesunandthe8

werequitereasonable.Itwasdifficultnottobeattracted.I9

oneofthecassettesclosely.Itcertainlylookednewandmodern.Onthebox,thewords“TDK,madeinJapan”hadbeenbeautifully10.Themansaidthatitwasworth$5,butasaspecial11,hewouldletmehaveit12

$3.Ishookmyheadandheldoutafinger13

thatIwaswillingto14

onedollarandIwouldbuyfive.Signingtomewidely,theman15

asifhefoundmyoffer(出價(jià))unacceptable,butfinally16

thepriceto$2.Ibegantobewalkingawayandthenhe17

aftermeandthrustfivecassettesintomyhands.Thoughhekept18

hisarmsindespair(失望地)，hereadily

19

thefivedollarsIgavehim.Ifeltespecially20

withmywonderfulbargainuntilIreachedhome.Noneofthemmovedintherecorderandevenworsemyrecorderhasstoppedworkingeversince.()1.A.valuableB.enjoyableC.beautifulD.popular()2.A.cheapB.expensiveC.highD.low()3.A.evenB.stillC.almostD.yet()4.A.SoB.ButC.AndD.Although()5.A.believedB.consideredC.thoughtD.wanted()6.A.acommonB.anunusualC.ratheraD.alonely()7.A.reasonB.chanceC.wayD.time()8.A.colorsB.designsC.pricesD.shapes()9.A.watchedB.examinedC.lookedD.hunted()10.A.writtenB.publishedC.printedD.painted()11.A.favorB.presentC.priceD.thanks()12.A.forB.inC.byD.about()13.A.meaningB.showingC.signingD.saying()14.A.takeB.spendC.costD.pay()15.A.shookB.movedC.actedD.nodded()16.A.putB.roseC.increasedD.reduced()17.A.ranB.walkedC.followedD.rode()18.A.pushingB.wavingC.pullingD.showing()19.A.demandedB.receivedC.gainedD.accepted()20.A.pleasedB.disappointedC.angryD.proud教學(xué)反思本節(jié)課的重點(diǎn)是讓學(xué)生完成課文閱讀Workbook:ReadingTask。上完這節(jié)課，做反思如下：首先，授課應(yīng)以學(xué)生為主，盡可能的讓學(xué)生去做，讓學(xué)生去發(fā)現(xiàn)問(wèn)題，也最好讓學(xué)生去解決問(wèn)題，這樣才能真正掌握所學(xué)知識(shí)，這就需要老