高中英語-Book4 Unit1 Reading A student of African wildlife教學(xué)設(shè)計學(xué)情分析教材分析課后反思

Period1ReadingThisperiodincludesWarmingup,ReadingandComprehendingoftheReading.ItintroducesadayofJaneGoodallandhercolleaguesintheforests,observingthechimps.AfterreadingthepassagethestudentscanknowaboutJaneGoodall’sworkingmethods,hergreatachievementsandherattitudetowardswildanimals.Readingthepassage,thestudentscanalsolearnsomereadingstrategiessuchaspredicting,skimminganddrawingconclusions.TeachingImportantPointsHelphestudentstocomprehendthestoryofJaneGoodall’sprotectingtheAfricanwildlife.GetthestudentstolearnfromJaneGoodall’sstoryandcometotheideathatgreatpersonalityisofimportancetoone’ssuccess.Learnandmastersomeimportantwords,phrasesandsentencepatternsinthisperiod.TeachingDifficultPointsGetthestudentstocomprehendthestoryandunderstandwhatJaneGoodallhasdonetogaintheachievements.Getthestudentstobelievethatone’spersonalityaswellasluckandabilityisimportanttoone’ssuccess.TeachingMethodsPredictingtoguessthecontentofthepassage.Skimmingtogetthegeneralideaofthetext.Scanningtogetdetailedinformationandgettounderstandthepassagebetter.Task-basedactivitiestogetthestudentstocomprehendthepassageandbeabletodebateaboutwhetherwomencandoabetterjobthanmen.TeachingAidsAmultimediacomputerThreeDimensionalTeachingAimsKnowledgeandSkillsEnablethestudentstocomprehendthestoryofJaneGoodall’sprotectingtheAfricanwildlife.EnablethestudentstolearnfromJaneGoodalltotreatanimalsinahumanwayandcometotheideathatgreatpersonalityisofimportancetoone’ssuccess.Learnsomeusefulwordsandexpressions:achieve,achievement,condition,welfare,connection,behave,behavior,worthwhile,specialist,observe,observationargue,inspire,support,devote...to,etc.Learnsomesentencepatterns:Watchingafamilywakeupisourfirstactivityoftheday.Onlyafterhermothercametohelpherforthefirstmonthswassheallowedtobeginherproject.ProcessandStrategiesGroupworktoencouragethestudentstoparticipateinclassactivities.Fastreadingtomakethestudentsgetthemainideaofthepassage.FeelingsandValueForfortyyearsJaneGoodallhasbeenhelpingtherestoftheworldunderstandandrespectthelifeoftheseanimals.Peoplewilldosomethingthatcansatisfytheirfeelingsandmakeabetterworld.TeachingProceduresStep1Lead-in1.Greetthestudents.T:Goodmorning/afternoon,boysandgirls!Ss:Goodmorning/afternoon,Miss./Mr...2.Introducethetopicofgreatwomen.1)Showsomepicturesofwomenforthestudentstoguesswhotheyareandtellwhethertheyaregreatwomenornot.T:Doyouhaveidols?NowIwouldliketoshowyousomepicturesofwomentoseewhethertheyareyouridolsandtrytotellmewhethertheyaregreatwomen.Showsomepicturesofsomefamouspeople.Thestudentsmightbeveryexcitedtoseethepictures.Theywilltelltheirnamesandthereasonswhytheyaresofamous.Buttheywillhavethesamepointofviewthattheyarefamousandimportantbuttheyarenotgreatwomen.2)Getthestudentstohaveadiscussionaboutthequalitiesneededtobeagreatwoman.3)Talkaboutgreatwomen.T:Nowcanyounamesomefamouswomen?S:IthinkMadamCurieisagreatwoman.Shediscoveredradium(鐳)withherhusbandandmadegreatcontributionstothefieldofscienceandalsooursociety.ShewontheNobelPrizeforChemistryandPhysics.T:Good.Whoelsewouldliketoexpressyouridea?(Someotherstudentsexpresstheiropinions.)T:NowIwouldliketoshowyousomemorepicturestoseewhetheryouknowthemandtheirachievements.T:Whoisshe?Ss:SongQingling.T:Whocansaysomethingaboutherachievements?S:ShewasthevicepresidentofPRCandsheworkedforwomenandchildrenwelfareactivities.Step2PredictingGettheSstoreadthetitleandpredictthemaincontentofthepassage.T:Todaywearegoingtolearnaboutoneofthegreatwomen.BeforethatIwouldliketoshowyousomepictures.T:Whatcanyouseeinthepicture?Ss:Awomanandananimal.T:Whoisthewoman?Ss:JaneGoodall.T:Whatistheanimal?Ss:It’sachimp.T:Whatisshedoing?Ss:Sheiskissingthechimp.T:Ifyoumeetachimpintheforest,willyoudothatlikeJaneGoodall?Ss:No.T:(smiles)Whataboutthispicture?Ss:Sheisshakinghandswithasmallchimp.T:Willyoudothatlikeher?Ss:No./Yes.T:Andthis?Ss:Sheishuggingthechimpandimitatingitswayoftalking.T:Willyoudothat?Ss:Yes./No./Maybe.T:Whataboutthesepictures?Ss:Sheiswatchingthechimpwithgreatinterest.T:Whatdoyouthinkwhenyouseethepictures?Ss:Admireherforhercourage.T:Doyouknowwherethephotosweretaken?Ss:No.T:TheyweretakeninGombeNationalParkinEastAfrica.T:Nowlet’shavealookatthetitle—AprotectorofAfricanwildlife.Afteraglanceatthetitle,whatdoyouthinkthepassageisabout?S:IthinkthepassageisabouthowJaneGoodallprotectedthewildlifeinAfricaandherachievements.T:Dodoyouagreewithher?Ss:Yes/No.T:Let’sreadandfindoutwhetheryouarerightorwrong.Step3SkimmingtogetthegeneralideaGettheSstoreadthepassageandfindtheanswerstothefourquestions(twominutes)andtrytosumupthegeneralideaofthepassage.1.Whoisthestudent?2.Whatanimalswereobserved?3.WhendidJaneGoodallarriveinGombe？Howoldwasshe?4.Whatwasthepurposeofherstudy?T:Nowwhocananswerthefirstquestion?Whoistheprotector?S:1.JaneGoodallistheprotector.T:Good.Whataboutthesecondone?Whatanimalswereobserved?S:2.Chimpswereobserved.T:Thethirdone?WhendidJaneGoodallarriveinGombe？Howoldwasshe?S:3.ShearrivedinGombein1960whenshewas26.T:Verygood.Andthelastone?S:4.Herpurposewastohelptherestoftheworldtounderstandandrespectthelifeofthechimps.T:Goodjob.Whataboutthegeneralidea?S:ThepassageismainlyabouthowJaneGoodleworkedwithchimpsintheirenvironmentandhelpedpeopleunderstandandrespectthelifeoftheseanimals.T:Wonderfuljob.Sodidyougettherightprediction?Ss:Yes.Step4MainideasGetthestudentstoreadthewholepassageandsumupthemainideaofeachparagraph.Atthesametime,instructthemthewayoffindingorsummingupthemainidea.T:Nowwehavearoughideaaboutthepassage.HowwillthewriterintroduceJaneGoodall’sstorytous?Howwillsheorganizethepassage?Iwouldlikeyoutoreadthestorycarefullyandsumupthemainideaofeachparagraph.Howcanwesumupthemainideaeasily?S:Trytoseewhetherthereareanytopicsentences,whichareusuallyatthebeginningortheendofaparagraph.Iftherearenotanytopicsentences,trytosumupthemainideaaccordingtothecontentoftheparagraph.T:Good.Nowreadthepassageandtrytofindoutthemainideas.(after4minutes)T:Howmanyparagraphsarethereinthepassage?Ss:Four.T:Whatarethemainideasofthem?S:1.ThefirstparagraphisaboutadayintheCombeNationalPark.S:2.ThesecondparagraphtellsusJane’swaytostudychimpsandherachievements.S:3.Thethirdparagraphtellsusherattitudetotheanimals.S:4.Thelastparagraphisashortsummaryofthewholepassage,tellingusthatshehasachievedeverythingshewantedtodo.T:Wonderfuljob.Step5ScanningGetthestudentstoreadthewholepassagetogetsomedetailedinformation.T:Nowwehaveformedanoverviewofthewholepassage.NextIwouldlikeyoutoreadandgetmoreinformationaboutJaneGoodall.Pleasetrytofindouttheanswerstothefollowingquestions.Iftherearesomesentencesthatyoucannotunderstand,putthemdownandweshallsolveyourproblemslater.1.Whatdidthegroupdointhemorningintheforest?2.WheredidJaneGoodallsuggestthatthechimpsbeleft?3.Whatdidsheachieve?T:(fourminuteslater)Nowwhocananswerthequestions?S:1.Theywatchedthechimpswakeupinthemorningintheforest.S:2.Shesuggestedthechimpsshouldbeleftinthewild.S:3.Shediscoveredthatchimpshuntandeatmeat,howchimpscommunicatewitheachotherandworkedouttheirsocialsystem.(Notallthestudentscanfindtheanswertothethirdquestion,orsomeofthemcanonlyfindpartoftheanswers.Theteachershouldinstructthemthewayoffindingthemaccurately.Firstgetthemtofindthepossiblesentenceswheretheanswerlies—“Forexample,onethingshediscoveredwasthatchimpshuntandeatmeat...Shealsodiscoveredhowchimpscommunicatewitheachotherandherstudyoftheirbodylanguagehelpedherworkouttheirsocialsystem.”Remindthemtopayattentiontothetransitionalwordslike“onething”,“also”and“and”.)Step6Competition(TrueorFalseconsolidationexercises)Dividethestudentsintofourgroups.Eachstudenttriestotellwhetherthestatementsaretrueorfalseassoonaspossibleinordertogainpointsfortheirgroup.Ifhetellstherightanswer,heshallgetonepoint.Ifthestatementiswrongandhecantellthereason,hegetsdoubleofthepoint.Thegroupthatgetthehighestpointsshallbethewinnersandgetsomeprizes.1.Withuniversitytraining,shehasachievedwhatshewanted.2.Thechimpsshowloveintheirfamilybytalkingwitheachother.3.Shehopesthatchimpscanbeleftinthezoo.4.Shesupposesthatpeopleshouldnotusechimpsforentertainment.5.Shehasspentmorethanfortyyearshelpingpeopleunderstandherwork.6.Shehasnotbuilthomesforthewildanimalstolivein.KeyS:1.False.Becauseshedidnotstudyatauniversitytogetanyuniversitytraining.Sheachievedwhatshewantedwithoutgettinganyformaluniversitytraining.2.False.Thechimpsshowlovetoeachotherbyeitherfeedingorcleaningeachother.3.False.JaneGoodallhasarguedforthechimpstobeleftinthewildandnotusedforentertainment.4.True.5.True.6.False.Becauseshehassetupspecialplaceswherethechimpscanlivesafely.T:Goodjob.SowecanseeyouhaveagoodunderstandingofJaneGoodall’slife.DoyouthinkJaneGoodallwasbravetogoandliveintheforest?Ss:Yes.T:Wouldyouhavedonewhatshedidifyouhadthechance?Sssharetheirviews.T:WhatcanwelearnfromJaneGoodall?S:Weshouldshowtruelovetoothers,aswellastoanimals.Everythingisequal,nomatterwhattheyare.Itisn’tbecausewearehumanbeingsthatwearesuperiortotheanimals.Wedon’thavetherighttocontroltheotherlivingthingsontheearth.Theyareourfriendsandrelatives.Theonlydifferenceisthatwehavedifferentappearancesanddifferentintelligence.Onlyifweshowtruelovetowardsthemcanwemaketheworldabetterone.S:Iadmireherforherbeliefandpersonality.Step7StoryretellingDividethestudentsintogroupsoffourandgetthemtochooseaslipofpaperonwhichtheircharactersaredesigned(forexample,supposeyouareJaneGoodall/JaneGoodall’scolleague/JaneGoodall’smotheretc.).Getthemtodiscussandretellthepassage.Trytodescribewhatshethinks.Amongthefourstudents,oneshouldbechosentomakearecordandgiveareport.Step8Languagepointsfocus1.Thestudentsraisequestionsaboutthepassageandtheotherstrytoanswerthequestions.Whennecessary,theteacherhelpstoillustrate.2.Thestudentsfindtheimportantwords,phrasesandstructuresfromthereadingandtheteacherexplains.Trytouseeffectiveexamplestoillustratethepoints.Afterillustration,teachercangivethestudentssomeexercisestoconsolidatetheirunderstanding.Step9DebateAftertheexplanationofthelanguagepoints,thestudentshavegotthetotalunderstandingofthereadingtext.Thentheteacherdrawsthestudents’attentionbacktothetextandputsforwardatopicforthemtodiscuss.Dividethestudentsintotwogroups—boysandgirlsandletthemdebatewitheachotheraboutthetopic:Womenareabletodomorethanmen.Thegirlsarefortheideawhiletheboysareagainsttheidea.Eachgrouptriestothinkofasmanyargumentsaspossibletodefeattheotherside.Aftertheirdebate,getsomestudentstogivetheirreportfortheirgroups.Step10SummaryandhomeworkT:Timeisrunningout.TodaywelearnedaboutJaneGoodall’sstoryandwehavelearntalotfromher.Ourworldwillbecomeamorebeautifuloneifwealltreattheanimalsequallyandshowourlovetothem.Wewillsucceedinovercominganydifficultiesandachievingourgoalsifwecanbeasstrong-willedasher.Homework:1.Readthepassagefluentlyandrecitethekeysentencesinthetext.2.RetellthestoryofJaneGoodall.3.FinishthewordexerciseS:Ex1,2&3onPage4andEx4onPage5.學(xué)情分析總體狀況：學(xué)生處于高一下學(xué)期，有著一定的英語知識儲備充足，能力也比初中時期提升較大。但在所掌握的閱讀技巧方面還不充分，做題時仍然出錯較多，各種錯誤類型分布廣泛。此時學(xué)生最大的問題是缺乏一定的閱讀技巧和良好的閱讀能力的培養(yǎng)，興趣減退甚至出現(xiàn)厭倦學(xué)習(xí)英語的情緒。針對此，為了調(diào)動學(xué)生的積極性同時增強學(xué)生聽力和閱讀的訓(xùn)練我選擇了必修四第一單元卓有成就的女性去激發(fā)學(xué)生學(xué)習(xí)的勇氣和斗志。因為此單元學(xué)生可以欣賞直觀形象的圖片后再做閱讀感到新奇，從而學(xué)習(xí)興趣增加。學(xué)習(xí)態(tài)度：這個班級的學(xué)生學(xué)英語的態(tài)度端正，但缺乏必要的學(xué)習(xí)技巧以及能力的培養(yǎng)。教師要做的是根據(jù)學(xué)生的特點做出適當(dāng)調(diào)整，激發(fā)學(xué)生的興趣、鼓勵學(xué)生多思考、多討論、多反思。激發(fā)學(xué)生的興趣，變被動學(xué)習(xí)為主動學(xué)習(xí),讓課堂成為學(xué)生們運用英語進行實踐活動的地方，讓全體同學(xué)參與語言實踐，合作學(xué)習(xí)是很有必要的。正是由于學(xué)生個性和英語水平差異大，所以教師的教學(xué)設(shè)計要有梯度，由淺入深，注意層次性。教師要抓住學(xué)生的心理，激發(fā)學(xué)生的學(xué)習(xí)興趣，讓他們在學(xué)習(xí)中學(xué)會參與，在參與中學(xué)會學(xué)習(xí)。根據(jù)學(xué)生的心理特征，采用視、聽、說的教學(xué)方法，從感性認(rèn)識入手，逐漸上升到理性認(rèn)識，培養(yǎng)學(xué)生運用英語進行表達的能力。效果分析從學(xué)生的課堂表現(xiàn)和課堂效果來看，這節(jié)課的教學(xué)目標(biāo)達成度較高。上課導(dǎo)入的時候為學(xué)生播放英文歌曲She，富有動感的英文歌曲和符合主題的音樂讓學(xué)生感覺親切。上課剛開始時給學(xué)生減壓強調(diào)無論何時何地我都會陪著學(xué)生，目的讓學(xué)生對教師產(chǎn)生信賴感，所謂親其師，信其道。通過后面學(xué)生大方的表現(xiàn)看出這樣的做法還是可行有效的。授課過程中，關(guān)注學(xué)生表現(xiàn)，學(xué)生在閱讀和最后的采訪部分都能很好完成任務(wù)，達到預(yù)期教學(xué)效果。具體教學(xué)效果：導(dǎo)入部分：由圖片和視頻引入話題第一時間吸引了學(xué)生的興趣，激活學(xué)生原有相關(guān)知識的同時，集中了學(xué)生的注意力，振奮了精神，為下文的閱讀做好了鋪墊。課堂探索與提高部分：1.閱讀環(huán)節(jié)中分了快速閱讀和細節(jié)閱讀，這兩種題型在高考閱讀理解中的比重較大。通過學(xué)生的完成效果看，學(xué)生在做主旨大意題時能很好運用略讀查讀等技巧，注重首尾句的主題句，注重反復(fù)出現(xiàn)的詞。在細節(jié)閱讀中能找準(zhǔn)關(guān)鍵詞快速定位，找到定位區(qū)間，選出正確選項的同時識別錯誤選項特點，避免以后閱讀中掉入出題人的陷阱中，學(xué)生基本能識別典型錯誤如以偏概全，無中生有，張冠李戴等。3.小組分工合作，通過分角色扮演讓學(xué)生通過編采訪的方式進行對本堂課內(nèi)容的輸出，從四個上臺的學(xué)生表現(xiàn)看，基本能描述珍妮·古道爾的事跡和成就，對偉大女性人物的了解也更深刻。在這一過程中小組凝聚力和班級凝聚力得以體現(xiàn)。課后作業(yè)：課后作業(yè)為一篇介紹有關(guān)偉大女性于丹的作文，文中有相關(guān)漢語提示。通過學(xué)生的完成情況看，16名程度較好的學(xué)生能運用分詞，從句，固定句型能進行寫作，語言意識好得分基本在20分以上。24名同學(xué)完成作文基本是中間檔，得分在14-19分，基本表達清楚要點，但語言錯誤還是略多，漢式英語嚴(yán)重，要點有遺漏，書寫有待提高。12名同學(xué)完成效果不理想，在及格檔下。最主要的是這部分學(xué)生基礎(chǔ)不扎實，寫不成一個完整正確的句子，書寫不工整，卷面不夠整潔。針對不同的學(xué)生特點，在一周內(nèi)基本對班里學(xué)生的作文面批完畢，對存在問題的不同的學(xué)生進行了不同的提升措施，因人施教。總之：本課采用任務(wù)型的教學(xué)方法，面向全體，教為主導(dǎo)，學(xué)為主體。從說、讀、寫等方面進行全方位的訓(xùn)練和提高，讓學(xué)生積極有效參與，為學(xué)生提供充足的自主學(xué)習(xí)和合作學(xué)習(xí)的時間和空間，關(guān)注學(xué)生的情感,時間安排后面有點緊，還有想表演的沒有時間了。教材分析該節(jié)課是人教版高中英語必修四第一單元的閱讀讀課。本單元的中心話題是“女性”，通過介紹幾位生活在不同國度的杰出女性，探討了女性在社會生活中的價值和貢獻，有助于提高學(xué)生對婦女角色的認(rèn)識，培養(yǎng)學(xué)生尤其是女生的自信心、事業(yè)心和社會責(zé)任感，建立正確的社會觀和性別觀?！伴喿x”（Reading）部分以《非洲野生動物研究者》為題，描寫了古道爾與她的同事們在非洲森林里觀察非洲黑猩猩的一個片段，并闡釋了她從事這項工作的重要性以及所取得的成就。她力圖喚起人類理解動物、尊重和保護動物的意識