高中英语-B7U1Reading 1 Marty's Story教学设计学情分析教材分析课后反思

教学设计LearningObjectives1.clarifyhowhemakeseffortstoliveanormallifeinspiteofhisdisability;2.figureoutthestructureofthepassagethroughanalysisoftopicsandsupportingdetails;3.improvecriticalthinkingthroughexpressionoftopicsbywritingasuggestionletter.TeachingprocedureStep1Lead-in(2min)Interactivetask1:Canyoutieyourshoeswithtwohands?Butcanyoudoitwithasinglehand?Step2Checkknowledgebeforereading(4min)Interactivetask2:CheckContentandLanguageContentOurknowledgeofMartyLanguageKeywords&expressionsabsencefirmoneinamillionLiveonedayatatimeStudents:showtheirownknowledgebeforereadingTeacher:givesomecommentsonstudents’performancesandshowteacher’sownunderstandingPurpose:tomakestudentsknowwhenwereadsomething,weshouldhavetheabilitytofigureoutsomekeyanddifficultpointsbyourselves.Step3Discourseanalysis(20min)Interactivetask3:whatisthetextualpattern?Students:findpersonalpronounsinpara1andjudgethetextualpatternTeacher:givestudentshintstohelpthemcatchthekeypoint--firstpersonalpronounPurpose:todevelopstudents’skimmingabilityandmakethemlearnthestyleofnarrationInteractivetask4:Howdoesthediseasedevelop?Students:figureoutthedevelopmentofnarrationbygeneral-particularpattern;summarizethecharacteristicsofMartywhoisdisablebutstrong-mindedTeacher:helpandgivethemsomehintsifnecessary

Purpose:todevelopstudents’abilitiestoanalyzeandsummarizethetext.AtprimaryschoolGeneralstatement:Theprimaryschoollifeisdifficult,painfulandhopelessSupportingdetails:weaker,stupid...AthighschoolGeneralstatement:Thehighschoollifeishappy,hopefulandsatisfying.Supportingdetails:easy,good,busy...Interactivetask5:Withthechangesinhislife,howdoesMartyfeel?Students:figureoutMarty’sups-and-downshaveapositiveattitudetolifeTeacher:helpandgivethemsomehintsifnecessarysummarizethespirit:theroad

is

tortuous,

but

the

future

is

bright.

Purpose:callonstudentstohaveapositiveattitudetolifeStep4CriticalThinking(6min)Interactivetask6:watchavideoandsharestudents’opinionsonNick’sthreequestionsStudents:expresstheirownopinionsthroughcriticalthinkingfigureouttheirvalueanddestinyunderstandthecorrectthreeoutlooksTeacher:helpstudentsknowthemselvesclearlyshareteacher’sunderstanding

Purpose:improvestudents’criticalthinkingStep5Writing(12min)Interactivetask7:howtomakeameaningfulandrichlife?writeasuggestionletterandshareit.Students:outputtheirownsuggestionsusingcorrectsentencesTeacher:givesomecommentsonstudents’writingshareteacher’ssuggestions

Purpose:improvestudents’writingabilityenhancetheirconfidenceStep6EncouragementandAssignment(1min)Encouragement:Nogoalistoobig.Nodreamistoofarfetched!It’sasbigasyoucandreamit!Nobodycanalsobesomebody.Justliveyourlifewell.AssignmentWorkinpairstopolishthewriting.学情分析本课选自人教版高中英语选修七第一单元第一课Marty’sStory，学生经过必修1至选修6的学习，具备了一定的词汇和阅读技能，掌握了一定的阅读策略，如泛读、精读，锁定关键词等，阅读速度有了较大提高，为本节课思辨性阅读奠定基础。本课文体为记叙文，平时无论是阅读理解还是小说阅读，学生早已耳熟能详，能够清楚抓住who,when,when,what,whyandhow，有利于迅速理清文章的发展脉络。高二学生已具备自我表达的能力，但语言的准确性、地道性有待提高。因此在本节课的设计中采用了讨论+写作的模式，帮助学生准确抒发个人观点，提出合理地道的建议。效果分析本课授课内容为高中英语选修七（人教版）第一单元第一课第一篇阅读Marty’sStory，授课对象为高二学生。通过45分钟的课堂教学发现导入环节贴近实际，学生能切身体会到单手系鞋带的不便，明白残疾人的困境，自然导入reading主人公Marty。课前预习检查环节，能较好了解到学生自我预习的收获和问题，很好的解除了阅读障碍。因时间有限，展示环节学生参与度略显不足。文本分析环节，首先略读第一段，抓住人称代词，学生能迅速自我判定文本类型，抓出四要素character，time,placeandevent。之后按照语篇模式general-particularpattern，层层分析Marty疾病的形成过程及其Marty的生活态度，学生既体会到Marty的身体残疾，也被他积极乐观的生活态度所感动。整个文本分析过程中，学生不断积累情感词汇，为后文讨论、写作奠定基础。批判思维训练环节，观看Nick一生的跌宕起伏，询问其感受，推着学生进一步反思howaboutyou?Doyouliveameaningfulandrichlife?接着观看下一视频，思考Nick“三问”。No1whoareyouandwhatyourvalueis?No2whatisyourpurposehereinlife?No3whatisyourdestinywhenyou’redonehere?学生们深受感动，针对Nick“三问”积极抒发观点：作为一名学生应努力学习，报效祖国；作为一名孩子，努力奋斗，改变家庭处境，当父母老去时自己能让父母过上幸福生活......此环节给与了学生充分剖析自我的机会，提高了思辨的深度和高度，鼓励同学们去做一些有意义的事情，活出自己的精彩，将整节课推向高潮。在写作赏析环节，学生已积累相关的词汇和想法，能够借助所给资料，迅速锁定话题，提出合理建议。在分享环节，通过希沃助手，学生的卷面尽在眼底，整洁干净的卷面潜移默化地影响了他人；通过大声分享自己的佳作，增强了学生的自信心，锻炼了学生的口语。同时，通过学生的自我建议，为丰富而有意义的生活，提供了具体可行的举措。作业布置环节，巩固当堂所学，同桌合作继续润色作文，让同学们明白作文不是光写出来，还需要注意语言的地道性、准确性、优美性，让人眼前一亮。教材分析本课选自人教版高中英语选修七第一单元第一课Marty’sStory，话题为LivingWell，以残疾人的生活为中心，介绍了一些残疾人身残志坚，凭借顽强毅力克服种种困难，以积极的态度面对人生，借此鼓励学生珍惜当下，活出自己的精彩。本课设计的这篇课文属于记叙文。在文本分析上，锁定记叙文四要素（人物、时间、地点、事件），理清脉络。同时在Marty疾病形成上，作者以时间轴（tenyears,primaryschool,highschool）为基础，展示出Marty各个阶段的处境及其感受，为文章的分析提供了很好的发展脉络。在情感把控上，作者无时无刻不在传递着“身残志坚”的优秀品质，不断引领学生反思，我们的生活是否也如Marty一样有意义？遇到困难时，我们是否也如Marty一样，勇敢面对，意志坚定？通过本节课学习，提高了学生理解、尊重、关心、帮助残疾人意识，也让学生深刻剖析自我，了解自我，认识自我，充分体现了新课标中对学生情感态度与正确价值观的培养。评测练习Interactivetask1:Canyoutieyourshoeswithtwohands?Butcanyoudoitwithasinglehand?Interactivetask2:CheckContentandLanguageContentOurknowledgeofMartyLanguageKeywords&expressionsabsencefirmoneinamillionLiveonedayatatimeInteractivetask3:whatisthetextualpattern?Textualpattern:Fourelements:Interactivetask4:Howdoesthediseasedevelop?Time/placewords:AtprimaryschoolGeneralstatement:Supportingdetails:AthighschoolGeneralstatement:Supportingdetails:Interactivetask5:Withthechangesinhislife,howdoesMartyfeel?FeelingInteractivetask6:watchavideoandsharestudents’opinionsonNick’sthreequestionsInteractivetask7:howtomakeameaningfulandrichlife?Writeasuggestionletterandshareit.Dearyoungsters:Ihavereceivedyourletteraskingformyadviceon_______________________Youcanmakeitinmanyways.Firstandforemost________________________Inaddition_________________________________________________________________________________________________________________________________Lastbutnotleast_______________________________________________________Isincerelyhopethatyouwillconsidermysuggestions.I'mlookingforwardtohearingfromyouassoonaspossible.Yourstruly,Marty课后反思本节课授课内容为高中英语选修七（人教版）第一单元第一篇阅读Marty’sStory，授课对象为高二学生。通过45分钟的课堂教学，很好的落实了立德树人的根本任务，培养了学生正确的社会主义核心价值观，促进了学生学科核心素养的发展。具体如下：导入环节贴近实际，学生能切身体会到单手系鞋带的不便，明白残疾人的困境。此处，如果适当地让学生到讲台上表现一下，可迅速营造课堂氛围。课前预习检查环节，较好的了解了学生自我预习的收获和问题，很好的解除了阅读障碍。因时间有限，展示环节受众学生略显不足。文本分析环节，尤其是二至四段的分析，按照general-particularpattern，层层分析Marty疾病的形成过程及其生活态度