高中英语-Sharing教学设计学情分析教材分析课后反思

1、1Book 7 Unit 4 Sharing设计2Book 7 Unit 4 Sharing- A letter home 教学设计一 教学材料分析教学内容是选修七第四单元。本单元的重点话题是帮助弱者、志愿服务、合作共享等。 本节课的内容是本单元的阅读部分- 来自于澳大利亚的一位年轻女志愿者的家书。她在 一次去一学生家做客的经历。二 学生情况分析本节课所教授的对象是高二的学生。他们已经有了一定的处理信息的能力和自己的阅 一个话题，但就本篇阅读课文的内容，他们应该是知之甚少的。三 教学目标 知识目标：1. 掌握课文中重点单词和短语2. 了解巴布亚新几内亚的一所高中落后的教育教学现状和一座偏僻小村

2、庄的风俗、文化和 3. 理解志愿者活动、献爱心活动、合作共享的意义1. 培养学生的阅读能力，如：速读把握文章结构、细读寻找文章细节和词义猜测的能力2. 培养学生整合总结信息的能力和深层思考分析问题的能力2. 培养学生小组合作的意识和能力培养学生做志愿者活动传递正能量的意识和在日常生活中帮助他人、扶贫就困的爱心。 教学重点和难点词汇和短语2. 帮助学生进一步提高自己的阅读技能3. 帮助学生树立志愿服务帮助弱者的意识 难点：培养学生分析解决问题的能力教学方法 教具：多媒体五教学过程ingin3.情境教学法3. 小组讨论T: Do you know the beautiful lady in the

3、 video?S/T: Jiang YiyanT: What is she doing and where is she in the video?S: She is teaching in a remote village.T: Today we will meet another volunteer teacher, Jo, teaching in PNG.用一段贴近学生生活的义工视频作为导入，能够让学生立刻有种熟悉感，唤醒他们的背景 知识，激发他们的兴趣。31. SkimmingMatch each part with its main idea.Part 1 (Para1) A vis

4、it to a local villagePart2 (Para 2-3) The end of the letterPart 3 (Para 4-8) The beginning and the main content of the letterPart4 (Para 9) The school and Jos efforts as a teacher旨在培养学生的速度能力，以把握文章结构和每部分的大意Part 1 (para1) The beginning and the main content of the letter1. Whats the content of the lett

5、er?2. Why does Jo send Rosemary some photos?picture培养学生根据 语境猜测词义的能力。Part 2 (para2-3) Jos high school and her efforts as a teacher1)Describe Jos high school.Its a _ school with the classrooms made of _ and the roofs of _.There is no _ or _ in the school, either. Whats worse, there is neither _ nor _.

6、 The school is _ from the boys home, which sometimes takes two hours to get to school.2)What the boys are like:JoJos description about the boysLots of good morningsWalk long way to school No concept of doingexperimentsWhat are the boys like3) Jos efforts to challenge the poor conditions1. Jo is tryi

7、ng to _.2. Jo has become _ in her teaching.3. Jo shows the boys _ every week.4. Jo _ whether shes making any difference to the boys lives.通过这三个题目旨在培养学生通过细读寻找和找准细节信息的能力。培养学生对文章 相关信息进行整合的能力。进行情感教育-让学生根据图片联系实际，比较校舍、教学 条件和设施，思考是否愿意参加志愿者活动。之后是对本部分的一个小小的升华，设计的 题目旨在于引导学生回扣本单元的主题-分享Part 3 (para4-8)Para a re

8、mote villageFrom this paragraph, we know Tombes home is in a _ village and the villagers thereare _.学生对于巴布亚新几内亚这种异域的风俗文化知之甚少，他们通过语境和细节来分析现象 后的原因以提高自身分析解决问题的能力。Fill in the form4MenMens hut is a _ with _ the roof. No _, small _. Fresh_ was laid on the floor.I could only see one _, a few _and cups and

9、a couple of _.Whats the right order?A. Lay stones on fire B. Build a fireC. Cover the vegetables with banana leaves.D. place vegetable in the oil drumE. leave them to steamThey believe that leftover food _ evil spirits so they dry it out in a can over the fire. After the food is _, the can is thrown

10、 outof the hut.Types of housesPossessionsDietCooking methodsBeliefs本部分主要讲述的是这个偏远村庄的一些文化风俗和人们的生活方式，其中包括：房屋风 格、饮食、烹饪方法和信仰等等。因为这部分的内容比较多而且细，所以设计的填表格和 排序的练习。以此方式帮助学生更详细的了解和掌握当地的风俗文化。同时也培养了他们捕捉细节信息的能力和对本单元重点词汇的认知。1). After the visit, Jo felt _2). Although Jo felt tired she still felt happy. Why?此题为开放式题目，

11、有利于拓展学生思维。Summary:s通过板书及 PPT 内容，挖掘 sharing 的深层含义，升华本单元的主题。后面的几张义工图 片点燃了同学们的内心。Step III. Group workWhen -Who-What-How-Why- What influence-语言输入的最终目的是为了输出。因此在此环节设计一个小组活分享动。增强学生对语言 学科的兴趣，培养他们小组合作的意识和能力。Level 1. Search on the Internet or other sources for more information about volunteering.Level 2. Writ

12、e a composition about your own volunteering. Types of work, reasons, how-to-do5should be included.作业的分层设计满足了不同层次学生的不同需要，使他们在课下都能有所提高。Step V EvaluationEEVThe things I can doEvaluationAIm fully aware of the significance of volunteering3 2 1LI know the customs and lives of people in PNG very well3 2 1U

13、I can understand the new words and difficult sentences3 2 1AI develop reading skills and improve reading ability.3 2 1TII am active in pair work and group discussion3 2 1ON在课堂上留出几分钟让学生根据自我评价表进行自我评价和评估，及时发现问题，找出不 足，有利于将来的英语学习和自我发展。学情分析本节课所教授的对象是高二的学生。他们已经有了一定的处理信息的能力和自己的阅 一个话题，但就本篇阅读课文的内容，他们应该是知之甚少的。

14、效果分析 凑，环环相扣，步步深入。学生积极思考，讨论热烈，发言有思想，一语中的。总之，这一 节课从知识层面，能力层面以及情感态度价值观层面都对学生起到了良好的熏陶感染。教材分析教学内容是选修七第四单元。本单元的重点话题是帮助弱者、志愿服务、合作共享等。 本节课的内容是本单元的阅读部分- 来自于澳大利亚的一位年轻女志愿者的家书。她在 一次去一学生家做客的经历。评测练习1). Describe this high school.2).Why is Science the most challenging subject for Jo?3). Why did the boys start jumpi

15、ng out of the windows?64). Why did Tombes mother cry “ieee ieee” when she saw Jo?5). After the visit, Jo felt _.6). Although Jo felt tired she still felt happy. Why?Jo was glad to _ Rosemary and she wrote back to tell her something about her life. Jo said her classrooms were made of bamboo and the _

16、 of grass. Unfortunately, there was no electricity or water and even no _ . There Science is the most challenging subject due to lack of _ and her students having no _ of doing experiments. She even doubted whether she _ to the boys lives. Last weekend, Jo and another teacher visited the _ village w

17、here Tombe and his family lived. She learned some local customs and lives of people. All in all, tired as she was, she felt a _ to have spent a day with Tombes family.课后反思本节课先用一段贴近学生生活的当志愿者老师的视频作为导入，能够让学生立刻有种 熟悉感，唤醒他们的背景知识，激发他们的兴趣，从而导入新课。而后又通过略读、跳读、 细读等阅读方式对文章内容进行理解和深层挖掘。个人觉得一下几个地方是亮点。 1.进行情感教育-让学生根据图片联系实际，比较校舍、教学条件和设施，思考是否愿意 参加志愿者活动。之后设计了一个旨在于引导学生回扣本单元的主题-分享的题目，对文 章主题进行了一次小小的升华。 2.在本节课的最后，让学生欣赏了南非总统曼德拉、圣人孔子和歌唱家韦唯的名言或歌词， 以使本节课的主题再次得到了升华，使学生再次产生比较大的共鸣。不足之处：没想到学生对志愿者老师江一燕不是很熟悉，导入效果没有预想的好。课标分析本单元的重点话题是帮助弱者