初中英语-Uint 7 Section A 3a教学设计学情分析教材分析课后反思

教学设计本堂课是九第七单元SectionA3a-4c阅读范读课内容。就教学内容而言，本堂课依托一首感人的诗歌，以诗歌的体裁出现，内容是从作者与妈妈从小到大所发生的事情娓娓道来，感恩母亲。通过对本部分教材的分析，首先将教学设计的着眼点放在两方面，一是泛读课范畴，了解大意，抓住细节，了解诗歌所反映的情感以及反映出的思想特点，其次是诗歌的感染性，从诗歌体裁的语言特点，到诗歌所蕴含的德育目标等特点在一步步阅读活动中得以渗透，使学生不仅在获取语言知识和信息，提高阅读技巧和能力的同时，得到文学艺术的熏陶。二．就学生而言，本堂课内容跨度较大，对学生有一定难度，学生对体裁基本没有接触，对语法内容不太熟悉，这就使得教学设计必须关注到学生的接受能力。但同时，诗歌的体裁很新颖，学生对此很感兴趣，教学设计中可以充分利用这一优势，发挥14岁孩子的优势，能在较大程度上调动积极性，但考虑到到学生生源，自身学习水平的局限性，在设计各项活动时，给予更多的引导，提示和鼓励，降低一定的难度，让学生能更多的参与到教学活动中来。基于以上两点的总体考虑，我进行了以下教学活动的设计，通过阅读旨在让学生了解《MomKnowsBest》诗歌的内容，感知了解诗歌体裁的特点，最后能够简单回顾诗歌，简单复述诗歌内容，能学会感恩母亲。Teachingmaterialanalysis:Thetopicinthisunitistolearnrules.Itisreallyinterestingandmoving.Anditcaneasilyarousestudents’interestsandmovethem.ThecontentinthisclassisthereadingpartinsectionB.Itisapoem.2)Studentshaveneverseenthiskindofpassage—poem,especiallythewesternpoem.Sotheyhavenoideaofthisliteratureform.Atthesametime,mostofthemdon’tknowthepoemwell.Therefore,itisalittledifficultforthemtounderstandthepoem.Inordertomakethisclassinterestingandeffective,Imakethefollowingteachingaims:Knowledgeaims:1.Beabletoknowthenewwordsandphrases:tiny,cry,field,hug,lift,badly,talkback,awful,teen,regret,poem,community,keep...awayfrom,chance,makeone’sowndecision,educate,manage,society2.Beabletoknowthepoem--MumKnowsBestAbilityaims:beabletousenewwordsandphrasestoexpressmeaningsorretellthepoem.beabletousethereadingstrategytohelpgetinformationtheyneed:1)Beforereading,studentscouldfindoutthetexttype---apoem.2)Duringreading,studentscouldskimthetexttogetthemainideabyfindingthekeywordsinthecontextorguessing.3)Duringreading,studentscouldscanthetexttofindsomedetailsaboutthepoem.Emotionalaims:beabletolearntocooperatewithgroupmemberstofinishataskandlearnfromeachotherbeabletolearntothanktheirmums,trytothanktheirteachers.Keypoints:beabletounderstandthepoem--MumKnowsBestandtheperformingformofpoem.Difficultpoints:UnderstandsomedifficultsentencesinthepoemUsetheinformationtheylearnttoretellthepoeminacreativeandproperway.Teachingmethods:CommunicativeApproach,Groupwork,Task-basedTeachingMethodTeachingaid:Multi-mediaTeachingprocedures:BeforeClass：Previewthenewwordsinthisclass.学单词，写出下列单词的汉语：tiny_________cry_________field________hug_______lift_______badly________talkback_________awful________teen__________regret________makeone’sowndecisions_______________________keep…(away)from…__________________chance_________________society_________________manage___________________________Aims:todrawstudents’attentionandlearnthewordsaboutthepoem,andhelpthemtofeelthepoem.InClassStepOne:BeforereadingWarmup:Playagamewiththestudents.Theteacheraskssomequestions,iftheSssayyes,theyputtheirhandsuptotheirheads,iftheysayno,theyputtheminfrontoftheirbodies.Aims:Totalkabouttheirlovesandinterests,andgetstudentsknowsomethingabouttheirmums,thentheycangetreadyforreadingthestory.Atthesametime,drawstudents’attentiontothepoemandletthemtakeaninterestinreadingitonthebook.Then,askstudentstoguessthetexttypeafterlookingthroughit.Thentellthemsomethingaboutthepoem.Aims:Beforereading,havestudentsobservethepoemandfindthedifferencebetweenitandformertext,helpthemtofindoutthetexttypeanditcanhelpthemtounderstandthetextbetter.Then,itcomestosomebriefintroductionoftheperformingformofthepoem.StepTwo:ReadingandEnjoyingTask1:SaythepoemwiththehelpofthepicturesteachingthenewwordsAims:Askstudentstolistentotheteachingtellingthepoemandunderstandthemeaningofthepoem.Andatthesametime,Sscanlearnthenewwordsofthispoem.Withthehelpofthepictures,Sscangetenoughinformationaboutthepoem.Itcanalsohelpthemtoknowthemeaningofthepoem.Task2:Askstudentstofindtheanswerstothequestions:Whathappenedtothewriterafterheatetheice-cream?Whathappenedafterwatchingthescarymovie?Whathappenedthenextdayafterhewentbackafter10pm?Aims:Tohavestudentspayattentiontothesecondpartofthepoem.Fromthispart,studentscanunderstandwhytheyshouldlistentotheteacher.Thetwotasksaretohelpstudentsunderstandthepoembetter.Task3:Listentothetapeandenjoythepoem(Theycanreaditafterthetapeinalowvoice).Aims:TogettheSstoenjoythepoemwiththehelpofthetaperecorder.Task4:AskstudentstolookatthepicturesonthescreenandfindtherightphrasesAims:togettheSstorememberallthebasiclanguageknowledgeandgettheideasofthispoemquickly.Task5Readthepoemagainandanswerthequestions.1.Whatdidthemumdowhenthewriterwasababyandasmallchild?Whydoyouthinkthewritertalkedbacktohismumwhenhewas7and9years?3.Howdidthewriterfeelwhenhewasateenagerandhismomsaid“Pleasebebackbyten”?4.Afterreadingthewholepoem,howdoyouthinkthewriterfeelsabouthismom?Aims:Toscanthepoemtogetthedetailsofthepoemandgettoknowhowtheyshouldtreattheirmothers.StepThree:SharingstoriesAskstudentstosharetheirstorieswitheachother.1.WhenIwas7havingafever,Mumsaidnocoldwaterforme,butItalkedbackloudly,“Ishould_____________todrinkit.Giveittome.”2.WhenIwas9playingcomputergames,Mumsaidit’dbebadformyeyes,Ishoutedbackangrily,“I______________toplay.I’mnotababy.”3.WhenIwasateensayingbadwords,shesaid,“Pleasebepolite.”ButItalkedbackagain,“Ishouldnot__________________.I’mseventeen.”Aims:tohavestudentstrytofocusonthewordsandgrammerinthisunitandtrytolearnthemwell.StepFour:Practice.UnderlinethepartsofPassiveVoice.1.Idon’tthinksixteen-year-oldsshouldbeallowedtodrive.2.Doyouthinkteenagersshouldbeencouragedtomaketheirowndecisions.3.Teenagersshouldnotbeallowedtohavepart-timejobs.4.Doyouthinkwemaybeallowedtotakephotosifwedon’tuseaflash.Aims:tohavestudentsfindoutwhatgammertheylearnedfromthepoemandtrytograspit.StepFive:DiscussionandExercise:Shouldteenagersbeallowedtomoveoutwhentheystartworking?Theycanbeginlikethis:InWesterncountries,teenagersshould___________________whentheystartworking.However,inmostAsiansocieties,itisnotcommonforteenagersto__________.Differentcountrieshavedifferentcultures.Afterthediscussion,fillintheblankswiththecorrectformsofthewordsinbrackets.Aims:tohavestudentsdiscussdifferentculturesindifferentcountries.TrytousethePassiveVoice.StepSix:Harvesttime:GettheSstosumupwhattheylearntodayandthentakenotesafterclass.Aims:tohavestudentstrytorememberallthethingstheylearnedtodayandlearnedtolistentotheteacherbetter.StepSeven:MoralitemComebacktothepoem,andleadtolovingourmotherland.Aims:togetstudentstohavethelovewiththeirmotherlandStepEight:Homework1.Say“thankyou,mom.”toyourmomtonight.2.FinishExVI\VIIonlearningpaper学情分析本单元的学习，就学生而言，内容有一定难度，学生对体裁基本没有接触，对语法不太熟悉。但同时，诗歌的体裁很新颖，学生对此很感兴趣，是非常吸引学生的部分，而含有情态动词的语法形式也比较清楚，教学中可以充分利用这一优势，发挥14岁孩子的优势，最大程度的调动他们的积极性，但考虑到学生自身学习水平的局限性，在设计各项活动时，应给予更多的引导，提示和鼓励，降低一定的难度，让学生能更多的参与到教学活动中来。效果分析85%学生能够学会通过学习掌握新单词，理解诗歌的大意，能力较强的45%的学生可以在课堂上老师的引导下,顺利掌握语法现象--含有情态动词的被动语态。2.80%的学生可以根据上下文猜测词组或单词的含义：如talkback,Regret,makeone’sowndecisions,keep…(away)from…等。3.100%的学生可以通过诗歌的欣赏，感恩母亲。4.每个小组都能通过合作，运用关键信息完成最后的评测练习。教材分析本节课教材是新目标九年级第七单元SectionA3a-4c中诗歌和含有情态动词语法的内容。本堂课是诗歌MumKnowsBest阅读欣赏及语法训练课。重点是了解并欣赏诗歌并感恩母亲，从诗歌体裁到语言的特点，及情感的输出与语言的欣赏，一步步在阅读课中熟悉这语法，使学生在获取语言知识和信息的同时，提高阅读能力和技巧，并得到语言艺术的熏陶。本节课内容对学生来说有一定的难度，学生对于题材的不熟悉，对语法内容掌握的不够熟练，基于以上两点，在教学设计上就要关注到学生的理解和领悟能力。但同时，学生对于这种新的体裁--诗歌，拥有极大的兴趣，对于身边的妈妈也非常的熟悉，教学设计中应充分利用这些优势，发挥一个14岁孩子的认知点和兴趣点，在上课过程中，老师给予极大的关注，引导，提示和鼓励，降低一定的难度，让学生极大的参与到课堂活动上来。评测练习I.写出下列单词的汉语：tiny_________cry_________field________hug_______lift_______badly________talkback_________awful________teen__________regret________makeone’sowndecisions_______________________keep…(away)from…__________________chance_________________society_________________manage___________________________II.将下列短语连线：staybymyside避免接触，远离危险coughbadly跑过田野haveawfuldreams做噩梦givemeahug一个幼儿大哭fallandhurtmyself待在我的身边atinybabycrying给我一个拥抱keepmefromdanger摔倒伤了自己runthroughthefield咳嗽的利害III.将下列故事补充完整：1.WhenIwas7havingafever,Mumsaidnocoldwaterforme,butItalkedbackloudly,“Ishould_____________todrinkit.Giveittome.”2.WhenIwas9playingcomputergames,Mumsaidit’dbebadformyeyes,Ishoutedbackangrily,“I______________toplay.I’mnotababy.”3.WhenIwasateensayingbadwords,shesaid,“Pleasebepolite.”ButItalkedbackagain,“Ishouldnot__________________.I’mseventeen.”IV.根据例子，将句子改为被动语态：1.Youmustcleanyourbedroomeveryday.Yourbedroommustbecleanedeveryday.2.Parentsshouldencourageteenagerstodosocialworkfortheircommunity.Teenagers__________________________________________________.3.CanLucydoherhomeworktomorrowinstead?Can_______________________________________________________?4.DoyouthinkwemustkeepteenagersawayfromtheInternet?Doyouthinkteenagers_______________________________________?5.Parentsshouldgiveteenagerschancestomaketheirowndecisions.Teenagers__________________________________________________.教学反思本教学内容是来自人教版新目标英语九年级unit7SectionA3a-4c，以下为本节课的教学反思：1.针对阅读课的设计，遵循了先整体再部分再到整体的阅读过程，符合学生阅读习惯和规律，设计了不同类型的阅读要求进行有目的的阅读，如回答问题，词汇图片匹配，找到故事的结局等有效的指导了学生的阅读，也训练了学生的阅读技巧的使用，判断阅读材料的类型，略读，寻读，根据上下文猜测等。2.针对本部分阅读材料的特点--诗歌，在教学中逐步渗透这一新的阅读体裁的文学知识，让学生感知它的结构，形式和内容，进行一定文学熏陶，从而对此产生学习和阅读的兴趣和渴望；同时，也鼓励和引导学生阅读其他题材的文学作品，对学生拓展阅读有很好的作用。3.课堂上我利用学生的竞争意识和集体荣誉感强的特点，鼓励学生为小组争光，增强学生参与意识和集体意识，更好的调动了学生的学习积极性。4.教学环节中，有一个诗歌欣赏环节,可以极大地调动学生的情感,使他们能够感知妈妈在自己生活中重要的位置。在实际上课中，有几点希望在今后能够努力改进：个别环节难度稍大，学生有些困难，比如，在对文本内容的进行整体概括回答时,在体裁形式陌生的情况下，快速作答有一定的困难。在讨论环节，学生讨论的氛围还需要再调动一些。课标分析英语课程标准（2011年版），语言技能标准中，指出关于阅读技能的标准：学生能够理解并解释图表提供的信息；学生能够找出文章主题，理解故事情节，预测故事情节的发展和可能的结局；学生能够根据上下文和构词法推断、理解生词的含义；能根据不同的阅读目地运用简单的阅读策略获取信息。分级目标五级目标中也指出，进一步增强文化差异的理解与认识。这节课属于阅读课，阅读策略是通过寻找关键词总结段落大意，通过抓住细节了解剧本情节故事。同时通过阅读让学生了解《MumKnowsBest》这首诗歌，感知诗歌的特点，了解诗歌体裁的特点，通过让学生匹配图片与词汇、回答问题，找出故事情节的结尾等理解诗歌所表达的含义，最后能够利用诗歌中出现的语法现象，掌握并熟练运用被动语态。所以基于课程标准和教材内容及学生实际确定了教学目标如下：Knowledgeaims:1.Bea