初中英語(yǔ)- From Shy Girl to Pop Star教學(xué)設(shè)計(jì)學(xué)情分析教材分析課后反思

TeachingDesign九年級(jí)英語(yǔ)teachingcontentUnit4FromShyGirltoPopStar(sectionA3a-3c)theanalysisofcurriculumThenewcurriculumrequiresteachersshouldpayattentiontodevelopstudents’readingstrategiesandabilities.Onthebaseofwordsorphrases,theteacherscanleadthestudentstoanalysisthestyleofthearticleandknowhowtowriteasimilarnarrativearticle.Bygivingenoughtoread,studentcanusetheirreadingstrategiesandunderstandthetruemeaningbehindthearticle.theanalysisofteachingmaterialThisarticleischosenfromGoForIt,Book5,unit4Iusedtobeafraidofthedark.StudentshavelearnedtheusageofusedtodoinGrade8.Theyalsolearnedhowtodescribeaperson’sappearanceinGrade7.Soit’snotsodifficultforthemtolearnthisunit.ThearticleFromShyGirltoPopStarshouldbereadintensively.Thetopicisclosetothestudents’dailylife,sotheyhaveinterestinit.Therearen’ttoomanynewwordsinthearticle,soiteasytounderstand.Studentsshouldbeledtopayattentiontoitsnarrativestyleandmoralexpressionitexpresses.theanalysisofstudentsStudentsofGrade9havelearnedthisknowledgebefore,soitshouldbenotsodifficultyforthemtomasterthisunite.However,becauseoftheCovid-19andthememorydecrease,theyhaveforgottenthisknowledgeandlackthegoodlearninghabittohelpthem.Teachersshouldpaymoreattentiontothemethods.teachingaimsTheknowledgeaimistohelpstudentmasterthebasicwordsorphrases.Theabilityaimistohelpstudentimprovetheirreadingandwritingabilities.Themoralaimistoencouragetochangeforabetterpersoninthefuture.teachingkeyanddifficultpointsThekeypointsaretohelpstudentslearnhowtoreadandwriteanarrativearticleandsetuptherealizeofchanging.Thedifficultpointistohelpstudentsexpresstheirchangescorrectlyinthewriting.teachingmethodsTask-basedteachingmethodandgroup-workingmethod.teachingaidsCIA（multi-media）,I-pad,learningpaper,somehelpfultools.TeachingproducresstepsStudents’activityTeacher’sactivitydesignpurposeWarm-upandlead-inWatchavideoandthinkaboutquestions.Playthevideoandleadstudentstosummarizethetheme.Arousestudentsinterestandpointoutthethemeinthisclass.Fast-readingStudentsneedtofinishtwotasks.Helpstudenttofinishthetaskscorrectlyandquickly.Learningreadingstrategiesandrealizethenarrativearticle’sstructure.Careful-readingCareful-readingStudentsreadthethreeparagraphsonebyoneandfinishthetasks.Task1:finishCandy’IDcardandsummarizethechangesofherpersonality.Task2:studentsfindthegoodandbadchangesinCandy’slifeTheteachergivesomehelpfulinformationandclearlystructuretohelpstudentsusethereadingmethods.Helpstudentunderstandthearticlebetter.Improvestudents’readingandsummarizingabilities.DiscussingandChoosingStudentshaveafurtherdiscussionaboutthegoodchangesandbadchanges.Andgivetheirownchoice.Theteachermakeadirectionaboutstudents’attitudetowardschanges.Helpstudentformacorrectandmeaningvalueintheirmind.Careful-readingStudentsreadPara.3andfinishtask3.Theteacherleadthestudentstofinishthemind-mapaboutCandy’sadviceandarousestudentstohaveafuturediscussion.Helpstudentsformacorrectattitudetowardssuccess.Post-readingAfterlearningthepassage,studentsshouldtrytoretellthepassageaccordingtothemind-map.Theteachercanmakeamodelforthestudents.Helpstudentssummarizewhattheyhavelearnedandnoticethestructureofnarrativearticle.Group-workactivityStudentsworkingroupstogiveashowlikeanewsinference.Theteachergivenecessaryguide.Developstudents’speakingandactinginEnglishabilitiesThemoraleducationStudentslistentothesongandrealizethattheimportanceofchange.Theteacherplaythesongandshowthemorallanguage.Helpstudentskeepchangeinmind.homeworkStudentsneedtowriteapassageabouttheirownchanges.Theteachergivedifferenttaskstodifferentlevel.Helpstudentsimprovetheirwritingabilities.Theblackboarddesign.Unit4FromShyGirltoPopStarAfterclassreflection:Thislessonisstudent-interestedandeducational,becauseallstudentstriedtheirbesttosolvetheproblemandenjoytheirclass.Theyperformbetterthanme.Therearemanygoodthingsinthisclass,suchastheinteractionbetweenusiseffective.However,therearemanyshort-comingsinthisclass,suchasIenduptheclasstoosuddenly;Ididn’tgivemorestudentstoshowtheirpreparation.Agoodlessonnotonlyshouldmakestudentunderstandsomething,butalsoencouragestudentstothinkandreflectandexpresstimely.Ithinkthisisanote-worthydetail.學(xué)情分析本學(xué)期，我第一年擔(dān)任九年級(jí)的英語(yǔ)老師。作為一名新上任的青年教師，我對(duì)孩子們的學(xué)情把握也一直處于一個(gè)不斷豐富不斷補(bǔ)充的過(guò)程中。今天上課的班級(jí)是913班，整堂課下來(lái)，孩子們的專注力、課堂積極性和活躍性都有了很大的進(jìn)步。今天課堂學(xué)習(xí)的內(nèi)容是Unit4精彩課文內(nèi)容，本篇內(nèi)容對(duì)學(xué)生而言有趣又不難，所以學(xué)習(xí)起來(lái)不會(huì)太吃力。然而913班的實(shí)際英語(yǔ)學(xué)情是，優(yōu)秀生比較少，中間生比較多，后進(jìn)生和級(jí)部平均水平持平。從日常學(xué)習(xí)來(lái)看，913班英語(yǔ)基礎(chǔ)普遍偏低一些，大部分男生對(duì)于英語(yǔ)學(xué)習(xí)的興趣也不是很大，日常作業(yè)用心程度不夠等諸多原因?qū)е鲁霈F(xiàn)上述問(wèn)題。所以，對(duì)于本課的學(xué)習(xí)，我提前給同學(xué)們布置了預(yù)習(xí)任務(wù)，顯然，同學(xué)們完成得非常認(rèn)真。經(jīng)過(guò)這一個(gè)多月的相處和了解，我感覺(jué)到913班無(wú)論是從課堂常規(guī)還是從尊師態(tài)度等方面方面，都是非常優(yōu)秀的?？墒谴嬖诘淖畲髥?wèn)題就是自主性差一些，主動(dòng)落實(shí)意識(shí)差一些。課堂上反應(yīng)非常迅速準(zhǔn)確，可是一動(dòng)筆就會(huì)出現(xiàn)各種各樣的錯(cuò)誤。所以，針對(duì)本堂課和日常鮮明對(duì)比下反映出的學(xué)情，我會(huì)先多一些主動(dòng)要求，慢慢培養(yǎng)他們的自覺(jué)意識(shí)，引導(dǎo)落實(shí)行動(dòng)。效果分析本篇課文，F(xiàn)romShyGirltoPopStar,我將其主題定位在改變。從導(dǎo)入環(huán)節(jié)外貌方面的變化，到速讀環(huán)節(jié)Candy性格方面的改變，都是為了更好的讓同學(xué)們抓住這條主線。所以，在細(xì)讀環(huán)節(jié)，需要對(duì)比過(guò)去現(xiàn)在性格的變化時(shí)，需要列舉生活中變化好與壞的方面時(shí)，同學(xué)們才能準(zhǔn)確無(wú)誤的找出答案。事實(shí)證明，這個(gè)引導(dǎo)的效果還是不錯(cuò)的。但是，在列舉式，規(guī)范性方面的引導(dǎo)不夠到位，所以列舉時(shí)才會(huì)出現(xiàn)既有短語(yǔ)又有句子這種現(xiàn)象，這個(gè)效果差一些。從文章的復(fù)數(shù)，到記者招待會(huì)這個(gè)活動(dòng)，之間的過(guò)渡稍微快了一些。如果防復(fù)述完之后，能夠引導(dǎo)同學(xué)們將關(guān)鍵的短語(yǔ)再?gòu)?qiáng)化一遍，或許后續(xù)的活動(dòng)能夠拓展的更廣泛一些。如果可以給出的準(zhǔn)備時(shí)間再長(zhǎng)一些，效果應(yīng)該也是會(huì)更好。教材分析FromShyGirltoPopStar這篇文章選自GoForIt,學(xué)生用書5。九年級(jí)英語(yǔ)課本每個(gè)單元都包含有A聽說(shuō)課時(shí)，A精讀課時(shí)，A語(yǔ)法課時(shí)，B聽說(shuō)課時(shí)，B泛讀課時(shí)，單元復(fù)習(xí)與寫作六個(gè)課時(shí)的內(nèi)容。而本節(jié)課選取的內(nèi)容，是九年級(jí)全一冊(cè)英語(yǔ)書籍unit4A部分的第二個(gè)課時(shí)，精讀課文。Unit4主要通過(guò)usedtobe/do這個(gè)句型的學(xué)習(xí)，讓學(xué)生理解如何描述一個(gè)人的變化。該話題學(xué)生在七年級(jí)上冊(cè)的學(xué)習(xí)中就曾涉及到對(duì)人的外貌和性格的描述等語(yǔ)言知識(shí)結(jié)構(gòu)。而且，在八年級(jí)學(xué)習(xí)beusedtodoing這一用法時(shí)，老師們都已經(jīng)拓展過(guò)usedtodo的用法。在這一單元中既復(fù)習(xí)了先前學(xué)過(guò)的對(duì)人的外貌和性格的描述的詞匯和句型,又在此基礎(chǔ)上學(xué)會(huì)用“used?to”對(duì)人物的特點(diǎn)進(jìn)行描述，話題比較貼近學(xué)生的生活。學(xué)生們易于接受，有話可說(shuō)，樂(lè)于表達(dá)。本單元圍繞Howwehavechanged這個(gè)題材開展多種教學(xué)活動(dòng)，主要幫助學(xué)生通過(guò)課堂實(shí)踐活動(dòng)，能準(zhǔn)確地用英語(yǔ)在交際中運(yùn)用本單元的話題談?wù)撟约汉退爽F(xiàn)在過(guò)去和現(xiàn)在的變化，進(jìn)一步完善自己。本節(jié)課是從CandyWang今非昔比的變化角度來(lái)帶領(lǐng)學(xué)生進(jìn)一步從文章中感知和學(xué)會(huì)usedtodo/be的用法。知識(shí)與技能：掌握本單元最基礎(chǔ)的知識(shí)并能在日常生活中恰當(dāng)理解和運(yùn)用本單元的話題對(duì)自己與他人今昔變化。過(guò)程與方法：在自主探究和任務(wù)型教學(xué)模式中，讓學(xué)生學(xué)會(huì)用英語(yǔ)與他人談?wù)撨^(guò)去和現(xiàn)在變化，進(jìn)一步提高聽說(shuō)讀寫的能力。情感態(tài)度與價(jià)值觀：通過(guò)談?wù)撨^(guò)去和現(xiàn)在變化，正確認(rèn)識(shí)自己，樹立自信心，并認(rèn)識(shí)到自我發(fā)展和自我完善的重要性。并學(xué)會(huì)在英語(yǔ)交流中關(guān)注他人的情感，引導(dǎo)學(xué)生養(yǎng)成良好的性格。文化意識(shí)：金無(wú)足赤，人無(wú)完人，學(xué)會(huì)發(fā)現(xiàn)別人的長(zhǎng)處，懂得及時(shí)改變自己，不斷培養(yǎng)成功需要的各種品質(zhì)。Unit4FromShyGirltoPopStar課堂導(dǎo)學(xué)案Warm-upandLead-in:WatchavideoandanswertwoquestionsWhatwereyoulikeinthepast?Whatareyoulikenow?Fast-readingTask1:readthetitleandpictureandanswerthreequestions.Task2:readthearticlequicklyandmatchmainideaswitheachparagraph.___howCandy’slifehaschanged___Candy’sadvicetoyoungpeople___Candy’sbackgroundCareful-reading:Task1:ReadPara.1andfinishCandy’sIDcard.personalitychangesTask2:ReadPara.2andanswer.Task3:ReadPara.3andanswer.Post-readingTask1:trytoretellthepassageaccordingtothemind-map.Task2:Role-playaninterview.Conversation:Thehost:Hello,everyreporter.Welcometoournewsconference(記者招待會(huì)).TodayweinviteMissWang.Let’swelcome.MissWang,nicetomeetyou.MissWang:nicetomeetyou.Hello,everyreporter.Thehost:Somanyreporterscomeheretoday.Wouldyouliketoanswertheirquestions?MissWang:sure,noproblem.Thehost:Miss/Mr.xxx,what’syourquestion?Reporter1:……(同組1號(hào)記者提問(wèn))主持人跑到記者1處Thehost:Howaboutyou?Reporter2:……（同組2號(hào)記者提問(wèn)）主持人跑到記者2處Thehost:Howaboutotherreporters?Doyouhaveanyquestion?主持人跑到提問(wèn)記者Thehost:Nomorequestion?Ok,today’sconferenceisover.Thanksforyourcoming.Questionlist:1.Whatdidyouusetobelike?Andnow?按照課本回答2.Howdoyoudealwithyourshyness?按照課本回答Haveyourlifechangedafteryoubecamefamous?Yes.Therearegoodchangesandbadchanges.按照課本繼續(xù)補(bǔ)充Doyouhavetimetostaywithyourfamilynow?No,Idon’t.IamsobusythatIdon’thavemuchtimetostaywiththem.Whendoyoufeelhappybeingapopstar?IwillfeelhappywhenIhaveagoodinfluenceonmyfans.IwillfeelhappywhenImakeprogressinsinging.可以繼續(xù)自主創(chuàng)編問(wèn)題和答案Moraleducation:Yourlifedoesnotgetbetterbychance,itgetsbetterbychange.-JimRohnSummary.Homework課后反思對(duì)本節(jié)課的優(yōu)點(diǎn)和不足，沉下心來(lái)想一想，有以下反思。首先是亮點(diǎn)：（1）本節(jié)課最大的亮點(diǎn)是把學(xué)生充分的調(diào)動(dòng)了起來(lái)，整個(gè)閱讀課堂非常的愉快活躍，尤其是最后小組展示的時(shí)候，同學(xué)們表現(xiàn)得非常好而且意猶未盡。（2）評(píng)價(jià)從一而終，而且對(duì)于不同孩子有不同評(píng)價(jià)語(yǔ)，表?yè)P(yáng)發(fā)音，表?yè)P(yáng)書寫，表?yè)P(yáng)口語(yǔ)流暢性等，更是在全班同學(xué)意識(shí)中起到一個(gè)引導(dǎo)作用，規(guī)范于無(wú)形之中。（3）課程環(huán)節(jié)設(shè)置環(huán)環(huán)相扣，總體課堂把控能力和時(shí)間掌控能力都有了很大進(jìn)步。當(dāng)然，更多的是想到了一些不足。（1）后面小組展示環(huán)節(jié)時(shí)間還是有些緊張，如若能