高中英语-The Problem of Packaging教学设计学情分析教材分析课后反思

MyTeachingDesignBeforeclass,Iwillaskstudentstopreparethefollowingthings:glue,scissors,posterpaper,stickers.Thewholelessonisdesignedbasedonamainclue:helpthestudentstolearnnotonlyhowtofindtheusefulinformation,butalsoabasicmethodofhowtouseinformationtosolvetheproblem.Thefollowingismyteachingprocedures.Step1:Pre-readingIwillshowstudentsapackagedelivery,whichcontainsabeautifulcrystalmusicbox.ThenIwillpointtothepackagingmaterialsandaskthemwhattheyare.Afterthat,Iwillaskthemtopayattentiontosomanypackagingstuffbutsosmallamusicbox,andaskthemaquestion:whataretheyusedfor?Thereare3picturestogivethemsomeinspiration.Thencomesthethirdquestion:Wheredoespackagingmaterialgoafterwethrowthemaway?Step2:While-readingReadthewholepassageandanswerthequestion:wheredoespackagingmaterialgoafterwethrowthemaway?Readpara.2andtrytofindoutthebadimpactsoflandfills.Readpara.3andtrytoanswerhowGermanysolvestheproblem.Readpara.4andtrytofindoutwhytheamountofrubbishbegantoincreaseagain.(Purpose:Ineachparagraph,Iprepareonequestionforthestudentsandafterthesequestions,theywillfullyunderstandthestructureofthispassage.Ifstudentshaveanyquestioninreadingthepassage,theycanaskmeordiscusswiththeirclassmates.)Step3.Post-readingInthisstep,Iwillshowthem3picturesaboutrubbishsortinginJapanandthengivethemtwoexamples.Example1:Iwillshowthemaplasticbottleandaskaquestion:HowmanyrubbishbinswillbeusedifIwanttothrowitinJapan?Example2:IfIwanttorecyclemilkcartons,whatshouldIdo?Ifwecanrecycle1.000milkcartons,wecansaveabigtree,whichisonebenefitofrubbishsorting.ThenIwillaskthemtoworkingroupstodiscussaboutbenefitsofrubbishsorting.Task:Anewrubbishsortingsystemhasbeencarriedoutin350communitiesinBeijing.Pleasemakeapostertoencouragepeopleinyourcommunitytosortrubbishorrecycle.(Mypurpose:encourageStudentstousethetargetlanguagetodomorethings;everyonecanparticipateinthistask,cultivatetheirteamworkspiritandmakethemfeelsatisfied;arouseSs’senseofsortingoutrubbish)Step4.:SummaryIbelievemanyofthestudentshavedecidedtosortoutrubbish.Inthisstep,Iwillshowthemapicture:Smallthingswillmakeadifference.Step5:Homework1.Putupyourposteronthebulletinboard(布告栏).2.Trytopersuadepeopleinyourcommunitytosortoutrubbishandwriteanarticleaboutyourpractice.3.FormoreinformationaboutrubbishsortingInJapan,clickhere:/japan/garbage-in-japan/(AccordingtothebasicteachingtheoryfromRobertMillsGagné:“Everystudentisunique,everystudentwantstoplayaroleintheclass.”Ihavetotrymybesttomakemyclassaslivelyandinterestingaspossible.Thenallmystudentscouldfindtheirpositionsinmylesson.Justasthemoviesays,“Notoneless”.)BlackboardDesign:TheAnalysisofMyStudentsThestudentsarefromSenioroneandtheystillhavedifficultyinanalyzingthestructureofthearticle.Allmyteachingdesignsarebasedonmystudents.Nomatterwhatlevelstheyarein,theycanlearnsomething.Thismagazinearticleisabouttheproblemofpackaging,whichiscloselyrelatedtoourlifeandalsoafamiliartopicforthestudents.Astherearenotmanynewwordsinthearticle,studentscanunderstandthecontenteasily.Forstudentswhodon’thaverichvocabulary,Iaskthemtolookupnewwordsbeforeclass,whichmakesiteasierforthemtofinishtasksinclass.效果分析本堂课的评测工具是post-reading这一环节里的制作海报的任务。Task:Anewrubbishsortingsystemhasbeencarriedoutin350communitiesinBeijing.Pleasemakeapostertoencouragepeopleinyourcommunitytosortrubbishorrecycle.本堂课我选用的课外阅读材料来自牛津上海版高二下册，我班学生目前是高一下学期，由于词汇量有限，在任务展示环节可能会受到局限。本堂课共展示了两份海报加一位同学自主发言。根据学生展示情况，我认为多数学生已经充分意识到垃圾分类的必要性并且愿意在实际生活中将垃圾分类。作为高一学生，我班同学口语表达观点能力还可以，基本可以表达清楚自己的观点。但海报上的宣传语言写的一般，难以运用所学语言知识形成一个完整的opinionarticle，以后应适当进行写作训练提高学生写作水平。高一52班同学“垃圾分类”海报展示如下：TheAnalysisofTeachingMaterialThisunitisconcernedwithastronomyandtheearth.Inthelastparagraphof“Howlifebeganontheearth”,theauthormentionsthatwehumanbeingsarenotlookingaftertheearthwell.Therearemanyenvironmentalproblemscausedbyhumanactivities.Oneofthemistoomuchrubbish.ThearticleIchooseisaboutthewaytosolvethisproblem.Thetitleofthisarticleis“theProblemofPackaging”,whichisquiteclosetoourdailylifebecausemostofusreceiveoneortwopackageseveryday.However,thisarticleisnotjustaboutpackaging,Itisalsoaboutrubbishsorting,whichisthemostinterestingandimportantpartofthearticleandstudentsshouldfocusonthispart.First,Itintroduceswhatpackagingmaterialisandalsogivesanexampletomakeiteasierforstudentstounderstand.Second,mostpackagingmaterialgoestolandfills,whichcandogreatharmtoourinvironment.Then,itmentionshowGermanysolvestheproblem.Atlast,Theauthorremindusthatweshouldalwaysremainvigilantanddoourpartifwereallywanttohelptheenvironment.Manypeoplesaythattheyareinfavourofcampaignstohelptheenvironment.However,itisoftendifficulttofindanythingpracticalwhichwecandotohelp.SoThisarticleseekstogivestudentsabetterunderstandingoftheproblemofpackaginginvolvedinhelpingenvironment.Itsmessageisbrieflysetoutintheintroductionofthismagazinearticle“Readthismagazinearticletofindouthowevensmallthingscanmakeadifferencewhenitcomestotheenvironment.”Thismeanswhateverwedo,howeversmall,wecanhelpmakechanges.Itcanencouragestudentstosortoutrubbishtohelptheenvironment.Theteachingfocusinthisclassistohelpstudentsunderstandthestructureofthisarticleandhelpthemusewhatwehavelearnedtofinishthetaskofmakingposters.Asforteachingdifficulties,studentsmayhavedifficultyinanalyzethestructureofthepassage.评测练习本堂课的评测工具是post-reading这一环节里的制作海报的任务，内容如下：Task:Anewrubbishsortingsystemhasbeencarriedoutin350communitiesinBeijing.Pleasemakeapostertoencouragepeopleinyourcommunitytosortrubbishorrecycle.要求学生运用本堂课所学有关packaging和rubbishsorting的有关表达，结合黑板思维导图制作一张海报。课后反思在经过反复观看录像和听取同事和领导的评课后，我对高一英语教学有了更多的反思。反思一：英语语课堂教学既是一个掌握外语的认知过程，也是一个激励情意的过程。学生在学习、掌握英语的过程中伴随着传递情意的活动，学习英语和交流情意相互间紧密联系，相互促进，组成一个整体。因此，在英语课堂教学过程中，既要重视掌握语言知识和运用语言能力目标的完成，又要重视情意目标的实现。反思二：高中教材资料丰富，知识容量大，注人了超多的语法点、知识点，使句子结构更为复杂，同时侧重提高阅读潜力且加大词汇量和阅读材料的份量，高一学生会有些难以适应。在post-reading任务中有些同学明显不知所措，因此，在备课过程中教师应认真解读文本，找出初高中知识的衔接点、区别点和需要铺路搭桥的知识点，透过摸底了解学生大致水平，及时给学生弥补缺漏知识，在做任务的时候给于一定的指导帮助学生顺利完成任务。反思三：语言知识与交际能力的关系。语言是重要的交际工具。学习英语的目的，不仅仅是掌握语言知识，更是为了提高运用语言进行交际的能力。英语教学的最终目的是获得为交际运用语言的能力，这种能力只能通过实践训练才能获得。语言知识的传授不能代替听说读写技能训练和为交际运用语言能力的培养，应在教学中将掌握语言知识、培养言语技能和为交际运用语言的能力有机地结合起来，达到学以致用的目的。通过本堂课的展示环节可以看出，可以看出学生在写作能力方面有所欠缺，难以完成一个完整的opinionarticle，因此，在日后教学中我应适当进行写作能力培养。反思四：真正建立“以学生为中心”的主体观，现在我越来越明白这句话的深意。在整堂课中，作为教师，我的作用是组织、引导、帮助和监控，引导学生学会认知、学会做事，让学生经历获取知识运用的过程，真正把学生当成获取知识发展自我的主人。而不应