高中英語-Unit 1 Living well教學(xué)設(shè)計(jì)學(xué)情分析教材分析課后反思

課程標(biāo)準(zhǔn)的研究新課標(biāo)要求根據(jù)高中學(xué)生認(rèn)知特點(diǎn)和學(xué)習(xí)發(fā)展需要，在進(jìn)一步發(fā)展學(xué)生基本語言運(yùn)用能力的同時，著重提高學(xué)生用英語獲取信息、處理信息、分析和解決問題的能力；逐步培養(yǎng)學(xué)生用英語進(jìn)行思維和表達(dá)的能力；為學(xué)生進(jìn)一步學(xué)習(xí)和發(fā)展創(chuàng)造必要的條件。老師要盡量優(yōu)化英語學(xué)習(xí)方式，使學(xué)生們通過觀察、體驗(yàn)、探究等積極主動的學(xué)習(xí)方法，充分發(fā)揮他們的學(xué)習(xí)潛能，形成有效的學(xué)習(xí)策略，提高自主學(xué)習(xí)的能力；讓學(xué)生學(xué)會運(yùn)用多種媒體和信息資源，拓寬學(xué)習(xí)渠道，形成具有個性的學(xué)習(xí)方法和風(fēng)格。面向全體學(xué)生，關(guān)注學(xué)生的情感，營造寬松、民主、和諧的教學(xué)氛圍，促進(jìn)學(xué)生全面發(fā)展，為學(xué)生終身發(fā)展奠定共同基礎(chǔ)。教材內(nèi)容的研究<<Marty’sStory>>高中英語選修7第一單元<<LivingWell>>的閱讀內(nèi)容。本單元以殘疾及殘疾人生活為中心，介紹了殘疾人Marty憑借頑強(qiáng)的毅力和樂觀的精神克服生活中的種種困難，以積極的態(tài)度面對人生的挑戰(zhàn)。本課時是這一單元的第二課時閱讀部分。通過本節(jié)課的學(xué)習(xí)，幫助學(xué)生了解殘疾,提高學(xué)生理解、尊重、關(guān)心、幫助殘疾人的意識，使殘疾人與健全人一樣共享美好生活。因此在整個單元教學(xué)中情感教育目標(biāo)占有十分重要的地位。這也是對新課程目標(biāo)中情感態(tài)度與價值觀培養(yǎng)的全方位體現(xiàn)。學(xué)情分析本單元的教學(xué)是在高二下學(xué)期，學(xué)生在這一時期已經(jīng)適應(yīng)了在活動與任務(wù)中學(xué)習(xí)英語以及如何處理語言知識與活動開展的關(guān)系。并且，他們也已經(jīng)形成并培養(yǎng)了一定的小組合作學(xué)習(xí)及自主學(xué)習(xí)的能力。對于有關(guān)殘疾人及殘疾人生活這方面的話題，同學(xué)們并不陌生。但是根據(jù)我校實(shí)際，我所任教的高二（13）班的同學(xué)，學(xué)生的英語基礎(chǔ)參差不齊，大部分同學(xué)的英語基礎(chǔ)較差，對英語不太感興趣。很多同學(xué)學(xué)習(xí)的積極性和主動性還有待于進(jìn)一步的激發(fā)。根據(jù)這些特點(diǎn)，我采用與新課標(biāo)要求相一致的新的教學(xué)方式，即活動式的教學(xué)法和任務(wù)型教學(xué)法相結(jié)合的方法，調(diào)動全班學(xué)生的積極性，在師生互動、生生互動中實(shí)現(xiàn)教學(xué)任務(wù)和目標(biāo)，從而提高課堂學(xué)習(xí)的有效性。課堂教學(xué)設(shè)計(jì)教學(xué)目標(biāo)知識，技能與情感：掌握重點(diǎn)單詞，短語和句子的用法；通過對文章的分析和理解，培養(yǎng)學(xué)生的閱讀技巧，提高學(xué)生獲取信息和分析信息的能力，提供學(xué)生綜合閱讀能力；結(jié)合個人體會，充分體驗(yàn)殘疾人的感受，提高學(xué)生理解，尊重，關(guān)心和幫助殘疾人的意識，加強(qiáng)合作意識，陶冶情操，培養(yǎng)正確的審美觀和價值觀。過程與方法：任務(wù)型教學(xué)法利用任務(wù)型教學(xué)法，培養(yǎng)和強(qiáng)化學(xué)生的語言實(shí)踐能力和自主學(xué)習(xí)能力；多媒體輔助教學(xué)法利用多媒體展示相關(guān)的圖片，激發(fā)學(xué)生的學(xué)習(xí)興趣，提高課堂效率。教學(xué)步驟Step1:LeadinginStep2：BrainstormWhatspiritsandcharacteristicsmakethedisabledsuccessful?Step3:Skimming1.Martyhas____disease.A.amentalB.amuscleC.aneyeD.aleg2.What’sthemainideaofthepassage?A.Martyfelthelplessbecauseofhisdisease.B.Thoughheisadisabledperson,Martyneverfeelssorryforhimselfandheenjoyshislife.C.Marty’slifeisfullofchallenges.D.Martyfeelslonely.（設(shè)計(jì)意圖：Skim全文，獲取generalidea）Step4:Fastreading:MatcheachparagraphwithitsmainideaPara.1:Howhislifehasbecomeeasier.Para.2:Howhisdiseasedeveloped.Para.3:AnintroductiontoMartyandhismuscledisease.Para.4:TheadvantagesofhisdiseasePara.5:Martymetalotofdifficultiesatschool.Step5:CarefulreadingAnswerthefollowingquestionsaccordingtothetext.1.WhenMartysays“Iamoneinamillion”,hereallymeans___.A.heisuniqueB.hehasararediseaseC.hehasamusclediseaseD.helivesahardbuthappylife2.WhydidthedoctorscutoutapieceofmusclefromMarty’sleg?A.Becausetheycouldcurethediseasebycuttingitout.B.Becausetheywantedtouseitasaspecimen(標(biāo)本).C.Becausetheywouldtransplant(移植)thenewmuscle.D.Becausetheywantedtofindoutthecauseofthedisease.3.WhichofthefollowingisTRUEaccordingtothetext?_______A.Martyisannoyedbythosewhocan’tseetherealpersoninsidehisbodyB.AbigcompanyboughtthecomputergamefromMarty.C.Whileathighschool,notallMarty’sclassmatesaccepthim.D.Martyhasnofriendsatallsohetreatshispetsashisbestfriends.4.Fromthepassagewecaninferthat____.A.Martyfeelssorryforhimself.B.Martyneverlosesheart.C.Martyisafraidofbeingmadefunof.D.Martyislookeddownuponbyhisclassmates.5..Whatisthetoneofthetext?A.sad.B.happy.C.positive.D.negative.Marty’sminibiographyMarty’sdiseaseMarty’sdifficultiesMarty’sambitionMarty’sachievementMarty’shobbyMarty’smottoMarty’sadviceStep6:Consolidation.MartyFieldingsufferedfroma_______diseasewhenhewas10,whichmadehim________anddropthingsorbumpintofurniture.Thedoctorsdidn’tknowexactlywhatwaswrongwithhim,sotheydidn’tknow____tomakehimbetter.Buthehastolearnto________tohisdisability.Whensomepeoplecannotaccepthimforwhoheis,hedoesn’tget_______(annoy).Hejust________them.All____all,hehasagoodlife.His_________istoworkforacomputerfirmwhenhe________(grow)up.Hehasahappylifeanddoesn’thavetimetositaround__________(feel)sorryforhimself.Heisabletohavefoundmanythingshecandoreallywell.Step7:Discussion.WhatkindofpersondoyouthinkMartyis?ChoosingproperadjectivestodescribeMarty.optimistic,brave,independent,strong-minded，confidentoutgoing,determined,intelligent,self-respecting,hard-workingAsable-bodied(健全的)youngpersons,whatshouldwedotoliveameaningfullife?Eg:Asastudent,youshouldfocusyourattentiononyourstudy.Astheson/daughterofyourparents,you’dbetter…Asacitizen,itisyourdutyto…Itisnecessarythatyoushould…Thebestwaytobetteryouisthat…Step8:Homework.1.WriteashortarticletoretellMarty’sstoryandyourownfeelings.2.Rereadthetexttofinishcarefullyandfocusthelanguagepoints.Quiz班級____________姓名____________語篇完形.Martyisa1.________personwhoneverfeelssorryforhimselfandhaslearnedto2._____tohisdisability.Inhisprimaryschool,hegot3.____________afterrunningashortway.Hewassoweakthathecouldonlyenjoyfootballfroma4.______.Hehadalotoftestsincludingoneinwhichapieceofmusclewas5.______fromhisleg.Hefeltstupidbecauseofbeingbehindtheothersafteran6._______.However,Marty’slifeisaloteasierathighschool.Heisnot7.________athisbodyanylonger.Heisbusydoingthingslikewritingandcomputerprogrammingsothathehasnotimeto8._________feelingsorryforhimself.Hehasgrownstrongerpsychologicallyandhehasfriendswith9.______hecangotothemoviesandfootballmatchesandhehaslotsofpets.10.________,heisabletoliveasrichandfullali