高中英语-Unit 4 Sharing教学设计学情分析教材分析课后反思

Book7Unit4ReadingALetterHome单元标题：Sharing本课型教学目标：1.ClarifyJo’svolunteeringworkinPapuaNewGuineaandpeople’slearningandlivingconditionsthere.2.Figureoutthestructureandmainideaofthepassagethroughanalysisoftopicsandsupportingdetails.3.ImprovecriticalthinkingthroughanalysisJo’sfeelingandvolunteeringwork.本课型教学重难点：thestructureandmainideaofcomprehensivereading.FigureoutJo’sfeelingthroughthepassage.教学资源：Listeningmaterialsfromthetextbook;VideofromtheInternet;PicturesontheInternet;教学手段：电脑、教材、学生练习材料worksheet技术准备：多媒体类：电脑，PPT教学过程步骤教学活动设计意图核心素养提升点Pre-listeningStep1Leadin1.TinvitesSstowatchavideoandanswer:Whatimpressedyoumost?Wherearethechildrenfrom?2.ShowthestudentsamapwhichshowsthelocationofPapuaNewGuinea,showstudentsapicturetoarousetheirinterestsaboutJoandJo’svolunteeringworkshedidinPNG.利用网络视频，创设情境，引出主题及背景。激活学生背景知识，引发学生对PNG国家和Jo志愿者工作的兴趣。学习能力：能够利用视频、图片获取单元学习主题。思维能力：能够通过看，快速从视频中提取信息。语言能力：利用所学回答问题。While-listeningStep1:Readthepre-readingparagraph,titleandthefirstparagraph,answerthefollowingquestionsQ1: Whatisthewritingstyle?Q2: Whowrotetheletter?Whomdidshewriteto?Q3:Howmanypartscanthisletterbedividedinto?Answers:1.Anairmailletter2.FromJotoRosemary3.3parts,theopening,thebodypartandtheStep2:Readthesecondparagraphandfindthemainideaandsupportingdetails.Afterreading,letstudentstofindkeywordsaboutmainidea:bushschool,madeofbamboo,roofsofgrass,muddytrack,uptotwohours.Askthem3questions:Whatcanthesekeywordsshow?-Theschoolconditionistough.Whatcanthephrase“Goodmornings”show?-Theboysarekindtowardstheirteacher.Whatisthemainideaforpara2?-Factsaboutschool.Step3:Readthethirdparagraphandfindthemainideaandsupportingdetails.Letstudentsreadparagraph3andfindsomedetailsandusesomekeywordstodescribeJo’swork:noelectricityorwater,evennotextbookschallenging,noconceptofdoingexperiments,chemistryexperiment.Askthem:1.Whattopicscanyouconcludefromthiskeywords.Answer:teachingmaterialschemistryexperimentsWhat’sthemainideaofparagraph3?Answer:Jo’sworkinPNG.Whydidthestudentsjumpoutoftheirwindowswhendoingchemistryexperiment?Answer:Theywerescaredbecausetheyhaven’tseenthatbefore.(Thisquestionisalittledifficult,soIusemystudents’experiencewhendoingexperimenttohelpthemfindtheanswer.)CanyoufindsomekeywordsorsentencestoshowJo’sfeelingwhenteaching?Answer:1.l'mstilltryingtoadapttotheseconditions.2.I'vebecomemoreimaginativeinmyteaching.Jo’sfeeling:optimistic3.Iwonderhowrelevantchemistryistothesestudents.4.IdoubtwhetherI'mmakinganydifferencetotheseboys'livesatall.Jo’sfeeling:confused/doubtfulLookatarelatedpicture,andaskstudentsaquestion:CanyoufindanygirlsinJo’sclassroom?Why?Answer:no,inPNG,onlyboyscanbeallowedintoschool.Whatcanthisphenomenonshow?PNGisapoorcountry.Atlast,usemindmaptoshowthestructureofthisparagraphtohelpstudentbetterunderstandit.Step4:ReadParagraph4to8andfindsomedetailstosupportthekeywordsaccordingtogiventopics.1.Afterseveralminutes,askstudentstoshowtheirkeywordsonebyone.Thefollowingpictureshowstheanswer.2.showstudentssomepicturestohelpthembetterunderstandthecontentofthispart.Letstudentstocompareourlifewithstudents’lifeinPNGtoconcludethatweshouldcherishourlifenow.3.letstudentstoconcludethemainideaofthispart:avisittoavillage.4.Askstudentsaquestion:WhatisJo’sfeelingduringthevisit.Answer:“Itissuchaprivilegetospendadaywiththefamily.“Jowashonored.设计意图：培养学生快速浏览阅读材料，提取或总结段落中心句以获取语篇大意的阅读技巧。引导学生在阅读文章时要重视深层思考。课堂实录：开始学生对于文章的结构的归纳不够自信，教师提示学生，这是Jo给Rosemary的回信，在老师的提示下，学生归纳出了信的结构。。第4-8段学生先是独立思考，然后是小组讨论，在讨论中更好的理解段落信息，让学生把学校情况与图片传递的信息准确对应起来，并且板书对比ourlife和theirlife,得出中国现在变得强大，珍惜我们当下生活的结论，达到理解图片与文字的目的.学生学习积极性明显高涨。媒体使用：展示关键词，划线关键句及答案，展示图片，帮助学生们深刻理解文章内容。语言能力：获取、概括信息。语言能力：提取信息，发现中心内容。文化意识：联系材料，整合自我认知（我国与PNG教育现状）。思维品质：推理判断说话人的态度与情感。通过图片的现象思考PNG国家的教育现状，透过现象看清本质。Post-reading1.Threadanalysis2.Pragmaticanalysis3.CreativeThinking4.DebateStep1.Toanalysethreadsthroughthepassage.Toguidestudentstoconcludethreadsaccordingtothedevelopmentofthepassage.Step2.Pragmaticanalysis:Whatisthemainideaofthepassage?Jo’slifeinPNG.2.WhatcanJoandlocalpeoplesharewitheachother?Step3.CreativeThinking(语言生成)1.Usethewordsorsentenceslearntinthetextto:Describeaschool:It’sabushschool—theclassroomsaremadeofbambooandtheroofsofgrass.Wewalkedfortwoandhalfhourstogettoourschoolfirstupamountainthendownasteeppath.仿写：It’samodernschool—theclassroomsare______________withair-conditioners.We______for_______togettoourschool…UsepicturesofvolunteersinCOVID-19toguideadebate:Wouldyouliketoworkasavolunteerinapoorarea?Giveoutyourreasons.设计意图：整体上把握全文，深度思索作者的写作思路。通过引导学生学习Jo描述她的工作学校教会学生描写自己的学校，成功地由语言输入到输出。通过引导学生进行辩论树立学生积极的人生观价值观，让他们知道国家的强大是由于小我的奉献，让他们做乐于奉献的孩子。课堂实录：引导学生学会课堂总结、学以致用的习惯，培养学生开口说的习惯和能力。语言能力：整合所学付诸实践，获取文脉。语言能力：关注主题词汇，解决实际问题。文化意识：教育现状，志愿者服务，国家实力。思维品质：快速反应，仿写及辩论。学习能力：梳理所学内容，学以致用。通过思考问题，学会分析文章线索。通过学习模仿，学会描写一件事物，通过辩论学会分析原因。合作学习，创设语境展开辩论。HomeworkReviewwhatyouhavelearnttoday.WritealettertoyourfriendtoshareJo'sexperienceandyourownreflection/opinionwithhim/her.(eg.themeaningofavolunteerteacher,sharing...)板书设计Jo’sroleJo’sfeeling左黑板Para1openingPara2schoolteacheroptimisticPara3workconfusedPara4-8visitvisitorhonoredPara9ending右黑板Cherishourlifetheirlifemodernprimitivemachinesimplesolidbuildingshut学情分析授课对象为潍坊第七中学高二9班。学生此时处于学期中间阶段，学生学习状态比较好，学习积极性比较高，但是对于参与课堂活动，表现自己的胆量不大。选修七是高中教材中难度中等偏上的一册书，非常考察学生的英语水平。经过高中阶段前6册以及第7册前三个单元的学习，学生已经掌握了一定的单词量，学生已经开始适应高二阶段的英语学习，但学生的自我表达能力较弱、听力习惯需进一步通过教学进行引领，对话中高一学生往往不知如何合理运用课堂积累所学逻辑的、清晰地表达自我，听和说的能力需要进一步的提高。高二学生思维活跃，有强烈的好奇心与求知欲，所以课堂多以问题的形式引导学生，提高学生通过学习把语言输入转化为语言输出的能力更亟待增强。需要打好扎实的基本功，为日后高考的作文写作水平的提高打好坚实的基础。就本篇文章来说，学生对于巴布新几内亚这个国家并不了解，对于他的贫困状况并没有具体的概念。此外，学生并不了解成为志愿者的原因，以及对于是否想成为志愿者，成为什么类型的志愿者都比较模糊。通过本节课的学习，使学生对这个国家有了基本的了解，同时使学生了解志愿者活动，合作共享的意义。另外，学生在英语文章中提炼信息，整合信息的能力也有待提高。通过提取关键词，整合每个段落大意，进而通过每个段落中心进一步整合出全文大意是每个学生必备的基本能力。而在整个整合文章信息能力的过程中，抓住关键语句体会作者的观点态度与情感也是这个阶段的学生亟需掌握的能力。最后，整个高中阶段通过语言的学习提高学生对正确情感态度与价值观的判断与选择能力也是他们人生中的必修课，高二阶段学生心智日渐成熟，形成科学健康的人生态度以及价值观对个人和对社会都是非常有裨益的事情。效果分析Module7Unit4的重点话题是帮助弱者、志愿服务、合作共享等。通过听、说、读、写等活动不仅学习有关的语言知识，还要培养学生的社会责任感。阅读部分是一封家书。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，作者描述了该学校的情况和去一学生家做客的经历。授课过程中提供了一段视频，抹去字幕，锻炼学生的听力能力，又激发了学生对巴布亚新几内亚国家的兴趣，同时运用课文讲解过程中穿插图片，阅读这些图片有助于学生对这封家书内容的理解。文本阅读解析阶段，通过对关键词及信息的提炼提高学生对段意以及文章中心的把握能力，通过分析Jo的情感变化深刻理解她的分享精神及奉献精神，激发学生热爱志愿者工作，不断提升自我从而日后具备帮助他人的能力。学后思考阶段，通过对Jo志愿者工作跟当地人相互分享以及个人价值提升分析志愿工作的意义，通过新冠肺炎期间志愿者的志愿工作让学生们懂得每一份小小的贡献都可以让我们的国家更加强大，提升学生的家国情怀，同时也加深了对“志愿者活动”意义的理解。通过学生上课的反馈以及最后的debate环节可以知道本节课学生学习效果不错，基本完成了教学任务。教材分析选修七第四单元Sharing中的阅读课ALetterHome是一节阅读课，本单元的中心话题是帮助弱者，志愿服务，合作共享。这篇Reading是一封家书，作者是一个到巴布新几内亚教书的志愿者。在她写给Rosemary的信中，文中介绍了巴布新几内亚农村的教育和生活状况，通过描述作者的工作学校和工作环境跟条件，以及作者到一个学生家做客的经历，介绍了巴布亚新几内亚的居住环境、饮食、烹饪方法、人际关系、信仰等文化现象。文章提供了十幅图片，阅读这些图片有助于学生对这封家书内容的理解，同时也加深了对“志愿者活动”意义的理解。通过对本课的学习让学生意识到社会上贫富、强弱的差异和帮助别人的意义，帮助学生树立同情弱者、救困济贫的思想。本篇文章为本单元的Reading1，是本单元主要的阅读篇章，是语言信息输入部分，它为后面Usinglanguage中的读、说、写提供了语言基础，是本单元中非常重要的一环。Module7Unit4Sharing（Reading）第一部分：巩固练习学法指导：通读全文，在课文中用双色笔画出文章涉及的人物，完成探究I.=3\*ROMANI.Gothroughthetextandunderlinethenamesofpeopleinthepassage.Thenfillintheblanks.1.________wasdyingtohearallaboutJo’slifeinPapuaNewGuinea.

2.________walkedalongwaytogettotheschool.

3.__________becamealotmoreimaginativewhenteaching.

4._________startedjumpingoutofthewindowsduringachemistryexperiment.

5.___________visitedavillagethatwasthehomeofoneoftheboys,Tombe.

6._______startedcrying“ieeeieee”towelcomethem.

7._________ledustoalowbamboohut.

8._________wasgoingtosharetheplatformwithJennyandJo.

9.__________softlytalkedtoeachotherintheirlanguageJodidn’tunderstand.=2\*ROMANII.Readthetextquicklyandchoosethebestanswers.1.Thistextis?A.anexposition<说明文>B.anargumentation<议论文>C.amagazineD.aletter2.WhatdidJodoaftershegotthere?A.ShebeganfarmingB.ShestartedtocookforthepupilsC.ShesettoteachthelocalchildrenD.Sheworkedinthegovernment’soffice3.WhydidJohavesomedifficultyinknowingthelocalpeople?A.BecauseJodidn’tspeakEnglishB.BecauseJodidn’tlikethelocalpeopleC.BecauseJodidn’tspeakJapaneseD.BecauseJodidn’tspeakthelocalEnglishdialect4.WhichofthefollowingstatementsaboutTombe’sfamilyisNOTtrue?A.Tombe’sfamilywasrichB.TherewaslittlefoodinTombe’shouseC.TherewasafireinTombe’shouseD.Theyhadagoodrelationshipwiththeirneighbors5.WhydidJothrowawaytheleftoverfood?A.BecausetheleftoverfoodsmeltterribleB.BecausetheleftoverfoodwouldcausediseaseC.BecausetheleftoverfoodwouldresultinbadluckD.BecausetheleftoverfoodwouldbewarmedupforthenextmealI=2\*ROMANII.Readthetextcarefullyandfillintheblanks.(每空不只填一个词)Jo’shighschoolIt’sa(n)1_____schooltheclassroomsaremadefrom2_____andtheroofsfromgrass.There’sno3______andwedon’thaveanytextbooks.Typesof

housesMen’shutisa4_____________with5___________.No6_____,small7________.Floorwascoveredwith8___________.

Cooking

methods9__________areplacedinan10_______,then11_________areplacedinthedrum,coveredwith12__________and13_________.SleepingarrangementsKiakusuallysleptinher14_________.Anewlymade15________forJennyandmetosleepon.

DietSweetpotato,16______and17_______PossessionsIcouldonlyseeafew18________and19______andacoupleof20_____.

RelationshipEveryoneseemedtobea21_________ofTombe’s.beliefsThevillagersbelievethatany22________attract23__________inthenightsothefoodis24_________inthecanandthecanisthen25________ofthehut.第二部分：训练案学法指导：熟读课文，概括文章大意，根据课文内容填空。Readthetextcarefullyandthenfillintheblanks.Myschoolisabushschool,whoseclassroomsaremadeof(1)andtheroofsofgrass.Teachingconditionsareterrible.Thereisno(2)orwaterandevennotextbooks(3)!TheotherdayIwasshowingmystudentstheweeklychemistryexperiment(4)themixturewasbubblingovereverywhere.Someboysweresofrightened(5)theyjumpedoutofthe(6)becausetheyhadneverseenanythinglikethisbefore.LastweekJennyandIpaida(7)toavillage.Ittookustwoandahalfhours(8)getthere.Wewerewarmlywelcomed.Wespentthenightinalowbamboo(9)withTombe’smother.Weatetheir(10)food,listeningtothefamilysoftlytalkingtoeachotherintheirlanguage.第三部分：能力提升学法指导：用双色笔在课文中勾出下列句子，简单分析句子成分、结构并翻译。1.Iknowyouaredyingtohearallaboutmylifehere,soI’veincludedsomephotoswhichwillhelpyoupicturetheplacesItalkabout.____________________________________________________________________________________2.TheotherdayIwasshowingtheboystheweeklyexperimentwhen,beforeIknewit,themixturewasbubblingovereverywhere.___________________________________________________________________________________3.SometimesIwonderhowrelevantchemistryistothesestudents,mostofwhomwillbegoingbacktotheirvillageafterYear8anyway.____________________________________________________________________________________4.Whenhot,heplaced