全国一等奖高中英语优质课大赛《M2 Unit6 Lesson4》教学设计+学案+教学反思

TeachingPlanM2Unit6Lesson4DreamHousesTeachingaims:Attheendofthisperiod,thestudentswillbeableto:appreciatethedetaileddescriptionofhousesduringreading;describethehousesinthetextusingthelanguagelearned;learntodesigntheirdreamhousesandsharetheirideas;developtheirawarenessoftheimportanceofpursuingtheirdreams.Readingstrategies:predictingfromthepicturesskimmingformainideareadingforkeyinformationguessingthemeaningofwordsfromthecontextTeachingaids:computer,blackboard,PPT,handoutsTeachingprocedures:Step1.Lead-intowarmupT:Lookatthehouseonthescreen.Isitbeautiful?S:Yes.T:ThisisthehouseiboughtafewyearsagoinXiamen,whichmeansthatihaveahouse,towardsthesea,withalltheflowersblossoming,inthewarmspring.Doyouknowhowmuchitisworth?S:...T:ItisworthatleastmorethantenmillionRMB,whichmeansthatiamamillionaire.Butitisapitythaticanonlyownsuchahouseinmydream.S:(Laughters)...T:Talkingabouthouses,differentkindsofhousesmaycometoourmind:castle,palace,cottage,apartment/flat,townhouses...T:today,wearegoingtoreadTheHouseonMangoStreet.Theauthor:SandraCisneros.SandraCisnerosisoneofthemostinteresting‘Latina’writersintheUSA.TheHouseonMangoStreetwasaboutadissatisfiedlittlegirlwhowasbroughtupinapoorfamily.(teachingpurpose:StartfrompicturesandSsownfeelingssothatSscanrelateittosomethingtheyarefamiliarwithandgetreadyforthereading.)Step2、Skimmingtomatchthetopicswiththeparagraphs.(Ssreadthroughthearticlequicklytomatchthetopicswithparagraphs.)Para.1TheflatonLoomisPara.2ThehouseonMangostreetPara.3TheplacesshelivedbeforePara.4ThehouseofherownPara.5Herdreamhouse(teachingpurpose:Readformainidea.)Step3Readtolearnfordetails(Ssanswerquestionsaboutsomedetailedinformationinthearticle.)1.Readparagraph1andanswerthequestion:Howmanyplaceshasthegirllivedin?2.Readpara2andanswer:WhatarethegoodpointsthegirlthoughtthehouseonMangoStreethad?3.Readpara3andanswer:WhydidtheyleavetheflatonLoomis?4.Readpara4andanswer:Whichofthesethingsdidthegirl’sdreamhousehave?swimmingpool,pipe,ayardwithtrees,washrooms,balcony,gamesroom,fence,runningwater,bathtub,basement,“real”stairs5.Readpara5andanswer:HowdoesthewriterdescribethehouseontheMangoStreet?(teachingpurpose:Readingstrategytraining:readingforkeyinformation.)Step4、MatchthehousesaccordingtothedescriptioninPara.3-5.(Tshowsthreepicturesofhouses.Ssworktomatchthepictureswiththehouses.Checkwiththewholeclass.Describethehouses.)HerdreamhouseTheflatonLoomisThehouseonMangostreet(teachingpurpose:Readfordetailedinformation.GetSsfamiliarwiththecontent.)Step5、Canyoudesignyourowndreamhouses?(TasksSstotalkaboutthewaythewriterdescribesthehousesinthepassage.)Introduction:Kindofhouse:flat/apartment,cottage,castle,palace,townhouseMaterials:concrete,steel,glass,wood,bamboo,stoneLocation:inthecitycenter,inaforest,onamountain,attheseaside…Rooms:Describewhattheroomsarelike,wheretheyareandwhatisinthem(furniture)bedroom,sittingroom,diningroom,kitchen,hall,bathroom,basement,garage,stairssofa,bookshelf,fireplace,curtain,lampSpecialfeaturesofthehouse:solarpanelsontheroof,yard,swimmingpool,balcony,ceiling,statue,painting…Conclusion:saywhyyouwouldliketolivethereIwouldliketohavea…sothatIcan…HaveapeacefullifeSleepcomfortablyEnjoythesunshinestudyquietlyHaveteaparties…ThehouseonMangostreet（asamplebasedonthestructureandthekeywords）Kindofbuilding?Materialsused?Location?Rooms?Features?(teachingpurpose:HelpSsbeclearaboutdetaileddescription.)Step6、GroupWork:(Grouppresentation:Ssworkingroupsof4totalkaboutasittingroom/kitchen/bedroom/bathroom/balcony/basement/study…intheirdreamhouse.)First:Ingroupoffour,designahousethatyouthinkisperfectanddothedrawingonapieceofpaper.Thendescribeittootherstudents.Trytousethekeywords.Second:Interaction:Makeapresentationaboutyourdreamhousestoyourclassmatesaccordingtoyourdrawing.（Youcanusethekeywordsinthetextbooktohelpyou）T:Good!Timeislimited.Iamsureyoumusthavemorefantasticideasofdreamhouses.Ithinkyoucansharethemwitheachotherafterclass.It’stimeforustomakeasummaryforthisclass.(teachingpurpose:Studentsusetheexpressionsandinformationtheyhavelearnedtopractisedescribinghouses.)Step7SummaryInthisperiod,wehavereadtheHouseonMangoStreet;andwehavelearnedhowtodescribeahouseusingthekeywordsinthetext;moreimportantly,wehavelearnttodesignadreamhouseanddescribeitusingwhatwehavelearned;mostimportantly,wehaveunderstoodhowimportantitistopursueourdream.(teachingpurpose:tohelpthestudentsgetageneralideaofthewholelesson.)Step8、Homework：(consolidatethereadingpracticeinthisperiod)1.Readthetextaloud.2.Writeapassagetitled“MyDreamHouse”.(teachingpurpose:toputwhathavebeenlearntintopracticeandachievetheaimofreadingtowrite.)Reflectionforthisperiod:本节课充分体现了《普通高中英语课程标准》强调课堂教学注重学生自主性、探究性原则：首先，本节课设计以“阅读---思考---表达”教学思路为主线，根据文章的特点，采用中心句，逐段设置问题的形式，引导学生分析语篇的段落结构，把握文章的主要脉络，并深入语篇，借助语境建立语句之间、段落之间的语义联系，开展语篇阅读整体教学。其次，加强阅读技巧的训练。设计跳读、速度、细读等教学流程培养学生不同的阅读方式和策略，按由浅入深、由表及里、先篇章后语义的顺序进行阅读。第三，设计了读后活动：让学生讨论自主设计自己的dreamhouse，先进行组内描述分享，最后派代表与全班同学分享，充分发挥了学生的想象力、创造力以及学生间的合作精神和动手能力，鼓励学生追求理想，并为理想努力奋斗，同时这些读说活动为后续的作业写一篇MyDreamHouse做好了铺垫，达到以读促说，以读促写的目的，较好地实现了语言的输入、内化和输出的过程，也充分体现阅读-思考-表达的新的教学理念。第四，本节课的特点和亮点：1.导入自然、切题、有趣，激发了学生的学习兴趣和求知欲，使学生在心理上和知识上做好了学习这节课的准备。老师先在PPT上呈现一栋在海边的漂亮的房子，告诉学生这是他几年前在厦门买的房子，价值千万，引起学生惊叹，然后说“It’sapitythatIcanonlyownsuchabeautifulhouseinmydream.”从而引入本课主题MyDreamHouse.2.读-思-说-写教学模式。注重学生的阅读技巧和阅读能力的培养，通过问题的设置进行语篇结构和写作特点及语言描写的剖析，为最后的语言表达说与写奠定基础。读完这篇文章后，写一篇关于MyDreamHouse的文章，学以致用，培养写作能力。3.语言知识的学习运用与MyDreamHouse有机结合。语言知识与自己生活实际、理想相结合，提供了良好的语言实践的情境，创造性地使用了教材。4.教学理念是阅读-思维-表达。基于文本材料，设置问题引导学生思考，促使学生在读中思，思中读，使阅读变得更有意义，通过问题的巧妙设计使文章脉络清晰，帮助学生把握内化篇章结构和学习相关的系统的语言知识，通过在一定策略引导下的训练，做到真正意义的输出：说与写。5.本节课是典型的任务型教学活动。教师能处理好中心任务和各项活动的关系，明确各项活动为中心任务服务。同时，各项活动环环相扣，前呼后应。教学过程中的活动和中心任务构成了任务链，活动一是准备型活动，在于热身和帮助学生构建图式，为下一步的文本输入服务。随后文本输入又为学生能够设计描述自己梦想的房子的输出任务提供必要的语言支持。活动五是目标语言的拓展训练，解决目标语言的从操练到熟练的问题。活动六为最后的中心任务的完成搭建“脚手架”，降低难度，是不同层次的学生都能顺利实施和完成中心任务。6.本节课把目标语言的教和学融入各个环节。本节课的教与学遵循发现、体验、模仿和运用的认知规律，从控制性操练---半控制性操练---目标语言的灵活运用，让学生在不同层次的活动中，自觉地把注意力从语言形式转向语言意义，转向信息和情感的交流，主动运用目标语言进行意义表达，解决生活实际问题，实现知识、技能向能力的飞跃。7.采用多媒体教学技术把枯燥的文字变成了图文并茂、生动有趣的课件，课件的设计既精美不繁冗，又突出主题，有利于充分调动学生的各个感官。8.注重对学生的非智力因素---自信心、合作精神、交际能力、学习策略和情感态度的培养。总之，这堂课的最大特点是始终贯穿了新课程的理念：从学生的认知水平、生活经验和兴趣培养出发，层层递进地设计课堂活动。坚持做到以“体验、实践、合作、交流”的学习形式，使学生真正达到在“做中学”效果。教学设计的知识和技能目标明确，重点难点突出。能选择学生感兴趣的、时新的、有趣的话题作为切入点，引出“MyDreamHouse”的概念，使学生能比较容易地归纳、总结、开展课堂交流活动，做到人人有话可说，从而在让学生进行口语表达训练---设计和描述自己理想的房子这个主题的过程中，将“说”的技能要求体现在日常的英语教学中，同时，整节课始终围绕“阅读-思维-表达”这条主线，是一节有意义的、值得借鉴的一堂课。M2Unit6Lesson4DreamHouses阅读导学案一、Skimmingtomatchthetopicswiththeparagraphs.Para.1TheflatonLoomisPara.2ThehouseonMangostreetPara.3TheplacesshelivedbeforePara.4ThehouseofherownPara.5Herdreamhouse二、Readtolearnfordetails1.Readparagraph1andanswerthequestion:Howmanyplaceshasthegirllivedin?2.Readpara2andanswer:WhatarethegoodpointsthegirlthoughtthehouseonMangoStreethad?3.Readpara3andanswer:WhydidtheyleavetheflatonLoomis?4.Readpara4andanswer:Whichofthesethingsdidthegirl’sdreamhousehave?swimmingpool,pipe,ayardwithtrees,washrooms,balcony,gamesroom,fence,runningwater,bathtub,basement,“real”stairs5.Readpara5andanswer:HowdoesthewriterdescribethehouseontheMangoStreet?三、MatchthehousesaccordingtothedescriptioninPara.3-5.HerdreamhouseTheflatonLoomisThehouseonMangostreet四、Canyoudesignyourowndreamhouses?Introduction:Kindofhouse:flat/apartment,cottage,castle,palace,townhouseMaterials:concrete,steel,glass,wood,bamboo,stoneLocation:inthecitycenter,inaforest,onamountain,attheseaside…Rooms:Describewhattheroomsarelike,wheretheyareandwhatisinthem(furniture)bedr