高中英语-A Letter Home教学设计学情分析教材分析课后反思

课标分析语言技能目标：训练学生的阅读和表达技能。通过读课文让学生了解巴布亚新几内亚的学校和生活状况，并在读后能用自己的语言描述出来。在读课文的过程中，学会运用泛读、、仔细阅读、找关键字等阅读技巧。语言知识目标：在阅读课文和完成课堂设置的阅读任务的过程中，对一些新词汇和短语进一步地熟练和巩固。情感态度目标：让学生通过对背景知识的了解和对课文的阅读，联系实际，比较校舍、教学条件、生活状况等，引发学生思考，积极帮助有困难的人，培养学生的社会责任感。社会文化目标：通过阅读，让学生探究、了解巴布亚新几内亚这个国家的地域、环境、气候和文化以及当地居民的生活，以更好地激发学生产生与身为志愿者的作者的共鸣。同时培养学生的跨文化交际能力。学情分析1.学生经过高中阶段必修一至选修六的学习，在听、说、写等方面也有了一定的基础，同时，具备了一定的阅读技能，如查找细节信息，猜测词义，抓住段落要点和全文大意等，在阅读速度方面也有了较大的提高，这有助于学生较好地完成这篇课文的阅读和对阅读技巧的运用。2.这个单元的话题是分享、帮助与合作。对于高二的学生而言，他们的价值观人生观已经基本形成，要想通过一篇课文的学习，完全改变学生的价值观，难度比较大，但教师可以通过本节课安排的内容，如阅读志愿者的书信，了解志愿者工作的意义，帮助学生认识这个世界，理解互助合作的意义，即在帮助他人的过程中实现自己的人生价值。观课记录教研组长、高二备课组长王淑萍老师：优点：教师仪态大方，表达清楚、自然；口语流利。口令简洁明了。教学设计以学生为主体，能充分调动学生学习的积极性。学生的参与度高。改进：输出环节每组时间可适当缩短，多叫几组学生展示。高三备课组长阮桂平老师：优点：仪态自然，与学生“对话”较好，能及时评价学生回答。口语标准。教学课堂用于规范严谨。改进：教学形式可更丰富一些。教材分析本课是人教版英语选修七unit4Reading部分，课文题目是ALetterHome.文章是一封家书。作者志愿在巴布亚新几内亚的一个小山村教书。在她写给Rosemary的信中，作者描述了该村学校的情况和去一学生家中做客的经历。让学生通过对背景知识的了解和对课文的阅读，联系实际，比较校舍、教学条件、生活状况等，引发学生思考，积极帮助有困难的人。效果分析读前：通过与话题相关的几张图片的展示，迅速抓住了学生的注意力，激发了学生的阅读兴趣。读中：学生能利用本节课和以前学习的阅读技巧，高效率、高质量地完成一系列的阅读任务。阅读过程中，学生注意力集中，能很快抓住有效信息，并积极回答问题。尤其像WhydoyouthinkJojustmentionedboys这样锻炼学生发散性思维的问题，学生能充分发挥想象力并联系实际，用准确的语言描述出来。读后：一个roleplay活动，学生非常积极、热烈地讨论。在展示的时候，学生也能比较流利、准确地按要求做对话。对话内容中包含的对当地和巴布亚新几内亚学校和生活的对比以及有机会要争做志愿者可以看出学生对本节课整体内容的理解到位和自身价值观的提升。课后反思ALetterHome是选修七第四单元的文章，这也是我所选录课的课题，对于这节课我做了充足的准备。对课件也做了精心的设计，但是一节课下来我还是存在很多问题。先说说我比较满意的地方吧。学生的课堂表现和反应超出我的想象。积极踊跃的举手回答问题，并敢于说出自己的真实想法；准确、流利的口语表达；生动热烈的小组讨论；对课文整体内容的理解以及输出环节精彩、完整的展示都让我感到欣慰，做到了以学生为主体，让学生充分参与到课堂活动中来。另外，教学设计中，导入我展示了几幅本校学生志愿者团的小志愿者们参加活动的照片，更好地激发了学生的学习兴趣和参与到志愿活动中去的愿望。本节课比较顺利、精彩地呈现了学生读的过程。阅读任务的设计也是从学生角度出发，环节联系的比较紧密。阅读技巧的讲授，让学生更好更有效率地阅读。在输出环节中，我设计了一个模拟对话的形式。检测学生对课文内容的整体把握并引导学生积极参加志愿活动。学生的对话展示非常精彩，从各个方面列举了我们与巴布亚新几内亚的学校、生活等方面的不同。最后都表示如果有机会，会像文章作者Jo一样做一名志愿者帮助有困难的人。当然，本节课的不足还有很多。比如，教学活动的设计形式可以更丰富一些。让学生从不同的活动形式中获得知识。还有最后的输出环节中，只有两组同学展示了他们的对话。应该留出更充裕的时间让更多学生展示。还有，口语应进一步加强联系，争取做到更加标准、地道。总而言之，优点我会继续保持，不足的地方要改正，在以后的课堂中避免出现类似的问题。评测练习I.Readanewpassageusingtheskillsyoulearnedintheclassandchoosethebestanswer.Jimmyisanautomotivemechanic,buthelosthisjobafewmonthsago.Hehasagoodheart,butalwaysfearedapplyingforanewjob.Oneday,hegatheredupallhisstrengthanddecidedtoattendajobinterview.Hisappointmentwasat10amanditwasalready8：30.Whilewaitingforabustotheofficewherehewassupposedtobeinterviewed,hesawanelderlymanwildlykickingthetyreofhiscar.Obviouslytherewassomethingwrongwiththecar.Jimmyimmediatelywentuptolendhimahand.WhenJimmyfinishedworkingonthecar,theoldmanaskedhimhowmuchheshouldpayfortheservice.Jimmysaidtherewasnoneedtopayhim;hejusthelpedsomeoneinneed,andhehadtorushforaninterview.Thentheoldmansaid,“Well,Icouldtakeyoutotheofficeforyourinterview.It'stheleastIcoulddo.Please.Iinsist.”Jimmyagreed.Uponarrival,Jimmyfoundalonglineofapplicantswaitingtobeinterviewed.Jimmystillhadsomegreaseonhimafterthecarrepair,buthedidnothavemuchtimetowashitofforhaveachangeofshirt.Onebyone,theapplicantslefttheinterviewer'sofficewithdisappointedlooksontheirfaces.Finallyhisnamewascalled.Theinterviewerwassittingonalargechairfacingtheofficewindow.Rockingthechairbackandforth,heasked,“Doyoureallyneedtobeinterviewed？”Jimmy'sheartsank.“WiththewayIlooknow,howcouldIpossiblypassthisinterview？”hethoughttohimself.ThentheinterviewerturnedthechairandtoJimmyisanautomotivemechanicbuthelostJimmy'ssurprise,itwastheoldmanhehelpedearlierinthemorning.ItturnedouthewastheGeneralManagerofthecompany.“SorryIhadtokeepyouwaiting,butIwasprettysureImadetherightdecisiontohaveyouaspartofourworkforcebeforeyouevensteppedintotheoffice.Ijustknowyou'dbeatrustworthyworker.Congratulations！”Jimmysatdownandtheysharedacupofwell-deservedcoffeeashelandedhimselfanewjob.1．WhydidJimmyapplyforanewjob?A．Hewasoutofwork.B．Hewasboredwithhisjob.C．Hewantedahigherposition.D．Hehopedtofindabetterboss.2．WhatdidJimmyseeonthewaytotheinterview?A．Afriend'scarhadaflattyre.B．Awildmanwaspushingacar.C．Aterriblecaraccidenthappened.D．Anoldman'scarbrokedown.3．HowdidJimmyfeelonhearingtheinterviewer'squestion?A．Hewassorryfortheotherapplicants.B．Therewasnohopeforhimtogetthejob.C．Heregrettedhelpingtheoldman.D．Theinterviewerwasveryrude.4．WhatcanwelearnfromJimmy'sexperience?A．Wherethere'sawill,there'saway.B．Afriendinneedisafriendindeed.C．Goodisrewardedwithgood.D．Twoheadsarebetterthanone.II..PleasewriteanemailtoyourpenfriendJimintheUSaccordingtotheabovedialoguewithinabout100words.

教学设计Step1.LeadinShowsomephotostothestudentsandaskthemtodescribethephotos.(Photo1:1.Boysaresittinginaroomwhichlooksliketheirclassroom.2.Theirclassroomlookssobadandsimpleandthereisevennowall…)Thenaskthemaquestion:Wherewerethephotostaken?(Studentscanguessthecountryfirst,andthenIwillshowthemapofthecountrytothemandaskthemtodescribethelocationofthecountry—PapuaNewGuinea.)Step2.ScanningAskthestudentstoscantheletterandfindouttheanswerofthequestion:WhodidJowritetoandwhatdidshemainlytalkaboutintheletter?(Inthisprocedure,Iwillintroducethereadingskillofscanningtothestudentsandguidethemtopayattentiontothefirstparagraphoftheletter.)—2minutes(Answer:1.HerfriendRosemary.2.Intheletter,JotalksabouttheschoolsheworkedinandthelifeinthevillageshevisitedinPNG.)Afterthat，askthestudentstoreadtheanswertogether.Step3.SkimmingAskthestudentstoreadtheletteragainandsummarizethemainideaofeachparagraphbyusingsomewordsorphrases.—2minutesBeforetheyarereading,askthemtopayattentiontothekeywordsandthetopicsentenceofeachparagraph.(Answer:Para1—theopeningoftheletterPara2—somethingaboutmyhighschoolPara3—poorteachingconditionsPara4—myfirstvisittoavillagePara5—thehutandsleepingarrangementPara6—foodandcookingPara7—thebeliefofthelocalpeoplePara8—leavingthevillagePara9—theendoftheletter)Step4.DividethewholeletterAccordingtothemainideaofeachparagraph,askthestudentstodividethewholetext.Question:Howmanypartscanyoudividethewholeletterinto?(Answer:Four.Part1isparagraph1.Part2isparagraph2andparagraph3.Part3isparagraph4toparagraph8.Part4isparagraph9.)Askthestudentstofillinthechart.ALetterHomePart1(para.1)anintroductionPara1theopeningoftheletterPart2(para.2-3)theschoolJoworkedinandtheconditionsofthehigh

schoolPara2somethingaboutmyhighschool

Para3poorteachingconditionsPart3(para.4-8)JoandJennyvisitedTombe’shomeinthelocalvillagePara4myfirstvisittoavillagePara5hutsandsleepPara6foodandcookingPara7thebeliefofthelocalpeoplePara8leavingthevillagePart4(para.9)theendingPara9theendoftheletter

Step5.Readpart1.Readpart1andchoosethebestanswer.WhydidJosendRosemarysomephotos?A.BecauseRosemarylikescollectingphotos.

B.BecauseRosemaryisdyingtohearallaboutJo’slifethereanditwasdifficulthertoimaginehowlifewashardinJo’sschoolandvillage.

C.BecauseRosemaryaskedJotodothis,soshecanshowthephotostoothers.

D.BecauseJothoughtthephotoswerevaluableandshesentthemtoRosemaryasagift.Step6.Readpart2Task1.Readpart2andfindouttheanswersofthequestions.1.WhydoesJocallthehighschoola“bushschool”?(Becausetheclassroomsweremadeofbambooandtheroofsofgrass.)2.WeretheboysfriendlytoJo?Howdoyouknow?(Yes.BecausewhenIreachtheschoolgroundstherearelotsof“goodmornings”formefromtheboys.)

3.Whathappenedinthesciencelesson?(Becauseherstudentshadnoconceptofdoingexperiments.Andtherewasnoequipment.)

4.WhywasSciencethemostchallengingsubjectforJo?

(Theboysjumpedoutofthewindowwhentheysawthemixturebubblingovereverywhere.)5.WhydoesJowonderhowrelevantchemistryistothekids?

(Becausemostoftheboyswillgobacktotheirvillagesafteryear8andshethinkschemistrymaymakelittledifferencetothekids’life.)Task2.Thinkaboutaquestion:WhydoyouthinkJojustmentionedtheboys?

（Maybethefamilycan’taffordgirlstogotoschool;maybethisisjustaboys’school,andthereisanothergirls’school…）Step7.Readpart3Readpart3andgetenoughrelevantinformationtointroducethefollowingitems:theirtypesofhouses;

sleepingarrangements;

theirpossessions;

theirdietandcookingmethods;

beliefsWhenthestudentsarereading,theycanunderlinetheinformationontheirbook.—2min