高中英语-Great European cities教学设计学情分析教材分析课后反思

Book3Module1Period2ReadingLearningaims:Enjoythereading.Be

able

to

catchthemainideaofthetext.Keypoints:Teachingaids:teachingmaterialandmultimediaTeachingprocedures:Stepone:Lead-inWhat’syournationalityandwhat’sthenationalityofthefamousfootballBeckham?WhichcontinentdoesBeckham’scountrybelongto?Steptwo:FastreadingReadthepassageasquicklyaspossibleandmatchthephotoswiththesedescriptionsStepthree:DetailedReading.A:ReadthepassageandanswerthesequestionsWhichofthecitiesarecapitalcities?Whichoneissituatedonthecoast?Whichisfamousforitsplacestoeat?4.Whichoneareorwereimportantcitiesforwritersandartists?5.Whichwastheworld’sgreatestcityalongtimeago?B:DecideifthesesentencesaretrueorfalseTheEiffelTowerisatallbuildinginFrance.TherearealotofrestaurantsandcafesinParis.BarcelonaisthecapitalofSpain.TheChurchoftheSagradaFamiliawasbuiltin1926.5.TheartisticmovementcalledtheRenaissancebeganinFlorence.6.TheUffiziPalaceisafamoushotelinFlorence.7.Alongtimeago,Athenswastheworld’smostpowerfulcity.8.TherewerealotofgoodwritersinancientAthens.Stepfour:PairworkWhichEuropeancountriesorcitieswouldyouliketogoandwhy?Stepfive:DiscussionCanyougiveadescriptionofBeijingHomework:Readthefollowingpartofthepassage.Writedown5sentencesofwhatyouhavelearntthroughthispassage.【学情分析】本节课教学的对象为高一学生，从学生的基础来看，学生有一定的基础但基础不牢固，对很多难一点的单词和语法掌握不到位；从学生的心理特征来看，高一学生已经具备的了较强的空间思维和分析问题的能力。但也应该注意到由于学生学习的自觉性不强，基础不扎实等原因对欧洲的认识存在不足，需在现有的基础上进一步引导深化。鉴于以上几点我对此课堂设计以学生活动为主，教师主导为辅。【效果分析】从学习目标的完成来说，本节课基本能够完成教学目标，不但使学生掌握了基本知识也培养了学生提取信息分析解决问题能力；从学生活动来说：自主学习与合作学习相结合，学生参与度较高，体现学生主体地位，同时情景的设置与问题的提问，能有效提高学生的学习兴趣.Book3Module1ReadingandVacabulary教材分析该模块的主题是Europe.ReadingandVacabulary是整个模块的核心。它以文章GreatEuropeancities为载体，为我们介绍了四个欧洲著名诚实的地理·文化·和艺术特色。同时又呈现了本模块的重点词汇，句型，语法和语言功能。在这节课上，通过介绍欧洲某些国家的名称，首都，语言，著名城市和文艺建筑，使学生能进一步了解欧洲概况，表达地理位置，最终能以口头形式并辅以照片，通过杂志，报刊等媒介综合介绍中国某一区域。Part1:Bestchoices1）Iseveryonehere?Notyet…Look,there______therestofourguests!A.comeB.comesC.iscomingD.arecoming2)Notuntilhelefthishome________toknowhowimportantthefamilywasforhim.A.didhebeginB.hadhebegunC.hebeganD.hehadbegun3)AtthemeetingplaceoftheYangtzeRiverandtheJiaLingRiver______,oneofthetenlargestcitiesinChina.A.liesChongqingB.ChongqingliesC.doeslieChongqingD.doesChongqinglies4)They_____ontheprogramforalmostoneweekbeforeIjoinedthem,andnowwe_____itasnogoodresultshavecomeoutsofar.

A.hadbeenworking;arestillworking

B.hadworked;werestillworking

C.havebeenworking;haveworkedD.haveworked;arestillworkingPart2Translatethesentences.Part3根据短文内容，从短文后的选项中选出能填入空白处的最佳选项。有两项为多余选项。Morethan30millionkidsbuyschoolluncheachday.Thisyear,manyschoolsraisedlunchpricestofightforrisingcosts.Studentspayabout$2amealnow.36Buttheystillgetagooddeal.Theaveragecostforschoolstoproduceonemealhasgoneup30cents,andisnow$3. 37Tostart,thegovernmentpaysforasmallpartofthedifference.Schoolshavetomakeuptherest.PeggyEller,aleaderofschoolnutrition(营养)servicesinHudson,Wisconsin,saidherdistrictiscuttingcostsbyusingfewerpaperproductsandservingsmallerportions(份额).Well,portioncontrolisonekeytohealthfuleating! Thepushformorehealthfulfoodhasgrowninrecentyears.Oneinfivekidsaged6to19isoverweight.38Manystatespassedlawsthatrequireschoolstoservenutritiousmeals. Since2004,morethan90%ofallU.S.schoolshaveremovedthefatfromlunchs.Foodshighinfat,saltandsugarhavebeenreplacedbylow-fatmilk,freshfruitsandvegetables.39“Itmakesiteasiertotrynewthingsathome,”saidSavannaMackey,aFloridafifth-grader. Studentsneedhealthfulmealstogrowstronganddowellinschool.“Risingfoodpriceswon’tstandintheway,”saysschoolnutritionistJaneyThornton.“40”A. Beingoverweightcancausehealthproblems.B. So,howdoschoolsneithermakemoneynorlosemoney?C. Wedon’tknowwhattodo.D. Thatis27centsmorethanlastyear.E. We’lljustbemorecleverinhowwedothings.F. Whatshouldstudentsdotodealwiththeoverweight?G. Thesenewitemsonlunchmenushaveencouragedkidstochangetheireatinghabits. 【课后反思】优点：充分体现了学生活动为主，教师主导为辅。注重培养学生自主及合作学习能力，遇到难点教师适当点拨。注重培养学生学习能力的提高，有效的锻炼了学生提取信息解决问题能力。不足：板书字体有待提高。课标分析语言和知识目标识记16个单词，学会运用6个重点单词和5个重点短语，这是基础也是重点。理解并运用1个过去分词做状语的句子；2个含有定语