高中英語(yǔ)- A Journey of Discovery教學(xué)設(shè)計(jì)學(xué)情分析教材分析課后反思

Understandingideas板塊教學(xué)設(shè)計(jì)課型Reading主題語(yǔ)境人與自然——認(rèn)識(shí)與探索自然內(nèi)容分析該板塊為本單元主體課文，體裁為記敘文，文章以時(shí)間及行程路線為線索，介紹了著名的生物科學(xué)家達(dá)爾文著名的發(fā)現(xiàn)之旅，此次旅行，達(dá)爾文做了大量考察研究并獲取了許多關(guān)于生物進(jìn)化的信息及發(fā)現(xiàn)，并基于此次之旅，發(fā)表了后期改變世界的著名的《物種起源》一書(shū)。讀前的導(dǎo)入活動(dòng)旨在幫助學(xué)生激活關(guān)于達(dá)爾文的背景信息，為課文介紹達(dá)爾文及其重要發(fā)現(xiàn)進(jìn)行學(xué)習(xí)鋪墊。讀中活動(dòng)引導(dǎo)學(xué)生通過(guò)文本解讀更深入地解讀文章標(biāo)題，理解文章內(nèi)容。讀后活動(dòng)包括理解文章結(jié)構(gòu)和細(xì)節(jié)和開(kāi)放性問(wèn)答等活動(dòng)，引導(dǎo)學(xué)生進(jìn)一步理解、賞析文本，體會(huì)達(dá)爾文具有重大歷史意義的發(fā)現(xiàn)之旅，進(jìn)一步探究主題意義，感受達(dá)爾文探索科學(xué)、追求真理之路的艱難與險(xiǎn)阻，同時(shí)，也激勵(lì)學(xué)生以其為榜樣，學(xué)習(xí)他不畏困難，大膽質(zhì)疑，勇于探索的科學(xué)精神與創(chuàng)新精神。教學(xué)目標(biāo)在本板塊學(xué)習(xí)結(jié)束時(shí)，學(xué)生能夠：感知敘述類文本語(yǔ)篇結(jié)構(gòu)及語(yǔ)言特點(diǎn)，并按照事情發(fā)展順序梳理達(dá)爾文關(guān)于生物進(jìn)化的發(fā)現(xiàn)之旅；在語(yǔ)篇中學(xué)習(xí)和掌握與話題相關(guān)詞匯并能運(yùn)用所學(xué)詞匯進(jìn)行交流；從達(dá)爾文的故事中體會(huì)探索的艱辛，學(xué)習(xí)科學(xué)家的不畏艱難、大膽質(zhì)疑、勇敢探究的科學(xué)精神和創(chuàng)新精神；汲取積極的科研態(tài)度，指導(dǎo)實(shí)際學(xué)習(xí)生活。教學(xué)重點(diǎn)引導(dǎo)學(xué)生讀懂語(yǔ)篇，理解作者的寫(xiě)作意圖，并了解達(dá)爾文關(guān)于生物進(jìn)化的發(fā)現(xiàn)之旅；引導(dǎo)學(xué)生了解敘述類文本語(yǔ)篇結(jié)構(gòu)及語(yǔ)言特點(diǎn)。教學(xué)難點(diǎn)引導(dǎo)學(xué)生深度思考探索的艱辛，學(xué)習(xí)科學(xué)家的不畏艱難、大膽質(zhì)疑、勇敢探究的科學(xué)精神和創(chuàng)新精神。教學(xué)策略P-W-P模式TeachingcontentsProceduresPurposesTeacher’sactivityStudents’activityFastfirstreadingTeacherplaysthevideoandthenasksstudents:whatdoyouknowaboutCharlesDarwinandwhatishisgreatcontributiontotheworld?Teacheraskssomestudentstosharetheiranswerswiththeclass.TeacherasksSstodothefastreadingandasks:howdidtheauthororganizethepassage?Teacherasksstudentstoreadthepassageindividuallyandfindoutwhichparagraphbelongstopart1,2and3.Studentswatchthevideoandthinkaboutthequestions.Somestudentsshareanswers.Studentsreadthepassageindividuallyandfindtheanswerfromthepassage.Studentsreadthepassageagainandfindtheanswers.Toattractstudents’attentionandarousestudents’interest.Guidethestudentstounderstandthegeneralstructureofthepassage.Detailed/secondreadingTeacherasksstudentstoreadPara2-6andtofindtheanswerstothequestionsasfollows:Whatdidthecaptaindo?/WhywasDarwinnotthefirstchoice?WhatisthespiritofDarwin?In1831,onhisjourney,whatdidCharlesDarwinfind?WhatthequestionsdidDarwinask?In1835,whattheevidencedidDarwinlookfor?WhatdidDarwinsuspect?whydidpeoplefeelshockedwhentheyknowthetheory.Teachersasksstudentstoanswerthequestionsandotherstudentstomakesupplementationorfreediscussion.Studentsreadthepassagecarefullyandfindouttheanswerstothequestions.Somestudentsanswerthequestionsandotherstudentsmakesupplementationorfreediscussion.ToguidestudentstounderstandtheprocessofDarwin’sscientificdiscoveryandmakeevaluationandreflection..RetellthepassageandGrouppresentationTeachersusethekeypoints:onthejourney,generateideas,lookformoreevidence,developideasandproposeatheoryandusesomeconjunctionssuchasFirstly..,Then..,Later..,Afterthat…,Finally…toretellthejourneyprocessingroups.Teachersasksseveralgroupstopresenttheirpassagesinfrontofotherstudents.Teachersmakecomments.Studentsdiscusswiththeirmembersandretelltheprocessofscientificdiscovery.Severalgroupspresenttheirgroupworks.Totrainstudents’abilitytosummarizeandcultivatestudents’expressionabilities.Think&ShareTeacherasksstudentstodiscussandanswerthequestionsingroups.Teacherasksindividualstudentstoanswerthequestions.TeachercommentsandleadstudentstothinkaboutwhathavetheylearntfromDarwin.Studentsdiscussandanswerthequestionsingroups.Studentsanswerandtalkabouthowtostudyandinheritthespirit.Todeepenunderstandingthepassageandraisetheirawarenessofpursuingscienceandtruth..AssignmentTeacherassignthehomework.Required:Polishyourownretellpassageaccordingtowhatwehavelearnt.Optional:FindoutmoreinformationaboutDarwinandhistheoryandshareitwithyourclassmates.ToconsolidatewhattheyhavelearntandtohaveadeepunderstandingofCharesDarwinandhistheory.AJourneyofDiscovery學(xué)情分析本節(jié)課的閱讀內(nèi)容適用于高二年級(jí)，高二同學(xué)目前具備了一定的閱讀和提取文章信息的能力，但受詞匯量和閱讀能力的限制，多數(shù)學(xué)生英語(yǔ)表達(dá)能力較欠缺，通過(guò)本節(jié)課的學(xué)習(xí)，整體看來(lái)，學(xué)生們能用英語(yǔ)提取信息、處理信息并簡(jiǎn)單的表達(dá)自己的觀點(diǎn)。通過(guò)達(dá)爾文的科學(xué)探究過(guò)程，學(xué)習(xí)科學(xué)家的不畏困難，大膽質(zhì)疑，勇于探索的科學(xué)精神與創(chuàng)新精神，并將此精神應(yīng)用到日常學(xué)習(xí)和生活中。AJourneyofDiscovery效果分析達(dá)爾文及其著作《物種起源》是學(xué)生比較熟悉的話題，所以整堂課學(xué)生參與度比較高，學(xué)生有話可說(shuō)。對(duì)于記敘類文本，表層的語(yǔ)言比較容易理解，通過(guò)課中閱讀活動(dòng)，學(xué)生能夠準(zhǔn)確快速的找到答案。對(duì)于文章結(jié)構(gòu)方面的梳理，學(xué)生的接受度也比較高，能夠概括出科學(xué)探究的步驟過(guò)程。但是，通過(guò)閱讀句子推斷作者據(jù)此傳遞的感受，體現(xiàn)的精神，學(xué)生理解和輸出的不是太理想，語(yǔ)言內(nèi)化效果一般。在以后的記敘類文本閱讀中，還需加大學(xué)生對(duì)語(yǔ)言深層次的賞析，培養(yǎng)學(xué)生通過(guò)對(duì)字詞、詞塊的理解來(lái)探究表達(dá)的感情，逐漸內(nèi)化成自己的東西。AJourneyofDiscovery教材分析該板塊為本單元主體課文，體裁為記敘文，文章以時(shí)間及行程路線為線索，介紹了著名的生物科學(xué)家達(dá)爾文著名的發(fā)現(xiàn)之旅，此次旅行，達(dá)爾文做了大量考察研究并獲取了許多關(guān)于生物進(jìn)化的信息及發(fā)現(xiàn)，并基于此次之旅，發(fā)表了后期改變世界的著名的《物種起源》一書(shū)。通過(guò)對(duì)文本的理解、賞析，來(lái)體會(huì)達(dá)爾文具有重大歷史意義的發(fā)現(xiàn)之旅，進(jìn)一步探究主題意義，感受達(dá)爾文探索科學(xué)、追求真理之路的艱難與險(xiǎn)阻，同時(shí)，也激勵(lì)學(xué)生以其為榜樣，學(xué)習(xí)他不畏困難，大膽質(zhì)疑，勇于探索的科學(xué)精神與創(chuàng)新精神。Unit5UnderstandingideasAJourneyofDiscovery課前閱讀CharlesDarwin(1809-1882)wasanEnglishgeologistandnaturalist.In1831,Darwinwentonafive-yearjourneytoSouthAmerica,AustraliaandSouthAfricabyship.Hewasseasickbutthethingshesawonthistripchangedhislife.Hecollectedmanyanimalandplantspecimens.Darwin’smostfamousbookOntheOriginofSpeciescameoutin1859andsoldoutinaday.Itsaidthatalllivingthingswererelated.Hisideaswerenotpopularatfirst,butnowmostpeopleagreewiththemandadmireDarwinasagreatscientist.Inhisfamousbook,Darwinproposedhistheorythatlivingthingsevolveslowly.Hesaidthatthelivingthingsthatwerebettersuitedtotheirenvironmentswouldsurviveandpassontheirfavourablecharacteristicstothenextgeneration,whilethelesssuitablelivingthingswouldgraduallydieout.Hecalledthisprocess“naturalselection”.Learningaims：理清文章結(jié)構(gòu)，理解文章主旨大意。能夠根據(jù)時(shí)間線索及細(xì)節(jié)內(nèi)容對(duì)Darwin的發(fā)現(xiàn)之旅進(jìn)行簡(jiǎn)單的復(fù)述。能夠在語(yǔ)篇中找出體現(xiàn)Darwin科學(xué)探索精神的詞句并能加以分析理解。通過(guò)閱讀，體會(huì)科學(xué)探索的艱辛，學(xué)習(xí)Darwin不畏艱難、大膽質(zhì)疑、勇于探究的科學(xué)精神。Teachingprocedure:Activity1.Howdidtheauthororganizethepassage?Activity2.ReadforstructureAfterthejourney(para6-7)Duringthejourney(para2-5)Beforethejourney(para1)Afterthejourney(para6-7)Duringthejourney(para2-5)Beforethejourney(para1)Activity3Readfordetails(Para1)Whatdidthecaptaindo?WhydidDarwinnotthefirstchoice?What’sthespiritofDarwin?Activity4Readfordetails(Para2-5)In1831,onhisjourney,whatdidCharlesDarwinfind?HowdidDarwingenerateideas?In1835,whattheevidencedidDarwinlookfor?WhatdidDarwinsuspect?Activity5Readfordetails(Para6-7)Whatisthetheoryofevolution?WhydidmanypeoplerefusetobelieveDarwin’stheory?Activity6RetellthepassageActivity7ThinkandshareWhydidDarwinnotpublishhisworkuntil1859,about20yearsafterhisdiscovery?_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________WhathaveyoulearntfromDarwin’sjourneyofdiscovery?_______________________________________________________________________________________________________________________________________________________________________________________________________________AJourneyofDiscovery課后反思回顧本堂課，學(xué)生們的表現(xiàn)給了我很大的驚喜，能夠積極參與到課堂活動(dòng)中。作為老師，我覺(jué)得自己需要努力學(xué)習(xí)，提高自身能力，引導(dǎo)學(xué)生有更多的創(chuàng)造。本節(jié)課，我覺(jué)得有以下幾個(gè)有優(yōu)點(diǎn):一、課堂導(dǎo)入比較輕松，通過(guò)視頻簡(jiǎn)單介紹了達(dá)爾文，激發(fā)了學(xué)生的學(xué)習(xí)興趣，為接下來(lái)的課文學(xué)習(xí)進(jìn)行了