高中英語-MACQUARIE ISLAND：from Chaos to Conservation教學設計學情分析教材分析課后反思

Unit5ADelicateWorldMACQUARIEISLAND:FromChaostoConservation教學設計TeachingObjectives1.Objectives

of

language

ability：Graspimportantwordsandexpressionsconcerningthistopic.2.Objectives

of

learning

ability：Abletoimprovereadingandspeakingabilities.3.Objectivesofculturalawareness：Developasenseofenvironmentalprotectiontoournature.Keypointsinteaching:totrainstudents′abilitytomakepredictions;tohavestudentssortoutthestructureofthepassage;tohelpstudentstoclarifythelogicalrelationshipofthecontext.Difficultpointsinteaching:tohelpstudentstoclarifythelogicalrelationshipofthecontext.TeachingproceduresI.Lead-in1.TeacherasksstudentstowatchashortvideoabouttheAralSeawithin3minutes.Studentswatchit.2.TeacherasksstudentstoanswerQuestion:Accordingtothevideo,TheAralSea(咸海)willcompletelydisappearin2030.WhatcausesthedisappearanceoftheAralSea？StudentssayitthehumanscausethedisappearanceoftheAralSea.II． PredictingTeacherasksstudentstoanswerthefollowingquestions:Whatanimalscanyouseeinthepicture?Whatkindofchangeswouldtakeplaceifcats,ratsandrabbitswereintroducedtoanenvironmentlikethis?III.MatchingReadthepassagequicklywithin2minutesandmatcheachparagraphwiththefollowingsixsentences.IV.UnderstandingandtaskingTeacherasksstudentstoreadPara.1carefully,thenanswerthefollowingquestions.Q1.AllvisitorsthinkMacquarieIslandshouldnotbeaUNESCOWorldHeritageSite.(T/F)Q2.WhichisnotthenativeinhabitantsonMacquarieIsland?MiceB.ElephantsealsC.KingpenguinsD.Royalpenguins.※InPara.1wecanseetheanimalsexistedinperfectharmonywiththeirnaturalhabitat.TeacherthenasksstudentstoreadPara.2-Para.5carefully,thenfinishthefollowingcharts.ActionsPurposeResultsHumansarrivedontheisland.Tolivethere.Ratsandmicewerebroughttherebyaccident,and1._________________theisland.2.________werebroughttotheisland.Tocontroltheratsandmice.Catsdevelopedan3._________forthebirds,too.4._________wereintroducedtotheisland.Toprovide5.forhumans.Rabbitsmultipliedandcaused6.andthenumberofcatsincreased.7.wasReleasedontheisland.Toremovetherabbitsfromtheisland.Thecatsturnedtheirattentiontothenativebirds,killingupto8._________eachyear.Trapsanddogswereused.Tocatchthecats.Themouseandratpopulationstartedto9._________Aprogrammewasintroduced.Tosolvethisproblem.This10.___________isalong,much-delayedendingtothestory,butwehumansoweittotheislandtogiveitahappyending.

humansPara2humansratscatsbirdshumansPara3humansrabbitscatsbirdshumansPara4humansvirusrabbitsbirdsdogscatsratsTeacherthenasksstudentstoreadPara.6carefully,thenfinishthefollowingquestion:Howdoestheauthortacklethisproblemintheprogramme?Teacherthenasksstudentstoreadthewholepassagecarefullyandanswerthequestion:What’stheauthor’spurposeinwritingthepassage?((主旨大意題))ToanalysehowMacquarieIslandwassavedfromdestruction.ToinformreadersofthechaoscausedonMacquarieIslandbyHumans.ToentertainreaderswithafunnystoryaboutwhathappenedonMacquarieIsland.Tosuggestwaysinwhichanecosystemcanbeprotected.V.ThinkingandsharingTeacherasksstudentstothinkaboutthefollowingquestioncarefullyandshareitwiththeirpartners.Inordertoavoidsimilarsituationinthefuture,whatshouldwedotoprotectournaturalecosystem(生態(tài)系統(tǒng))?Studentshouldpayattentiontotherequirements:Workwithyourgroupmembers.Findinformationinthepassagetosupportyourgroup’spointofview.Presentyourideaslogically（合乎邏輯地）.Ifpossible,performingroupsnotindividually.VI.EmotionalpartTeacherasksstudentstolookatsomepicturesaboutthedestructionofthenature,thenletallstudentstostandupandreadaftertheteacher.“Oneworld,onefamily”.It’sourdutiesandresponsibilitiestoprotectourecosystemandenvironment.VII.SummaryLetstudentstosummarizewhatwelearnedinthisclass?VIII.AssignmentWorkwithyourpartnersanddesignaposter(海報)tocallforushumanstoprotectthenaturalecosystem.SearchtheInternet,ifnecessary.IX.Teaching-reflection學情分析1.基礎分析根據(jù)班級學生之前的課堂表現(xiàn)和考核評價結果，能夠發(fā)現(xiàn)學生有了一定的詞匯量積累，對英語學習的興趣也有了較大的提升，班級成績平均分、優(yōu)秀率都有了相應的提高。2.不足分析閱讀理解在高中英語學習中的比重較高，對學生的綜合能力考察較為全面，不僅僅需要學生有一定的詞匯量積累，還需要學生具有分析、歸納、提煉總結等能力。通過前期表現(xiàn)可以發(fā)現(xiàn)，學生普遍存在閱讀速度慢，理解能力弱的現(xiàn)象，概括文章中心內容時缺乏針對性，或以偏概全，或望文生義，或以想象代替事實，或以事實舉例代替等情況。閱讀理解部分的成績整體偏低，這一方面的能力還需進一步加強提升。3.策略制定1）確定合理的教學目標；2）設計有效的教學方法和手段；3）擴大學生知識面；4）克服不良閱讀習慣，堅持意群閱讀；5）注重長句、復雜句的理解。效果分析一、課標要求《新課程標準》中提出了要將課堂活動貫穿于高中閱讀課中，讓學生積極參與進來，提倡任務型的教學模式，充分發(fā)揮學生的主體地位，教師只是起主導作用。二、實踐效果在快速閱讀中，我設計的概括每一段的主旨大意，給學生出示一定的提示詞，讓學生用自己的話把每段大意說出來。在深入閱讀中，為了讓大家適應高考閱讀理解題的考點，理解作者的寫作意圖，我設計了表格和細節(jié)理解題。討論環(huán)節(jié)基本全部交給了學生。學生通過小組討論的形式，用自己的詞匯組織語言表達出保護環(huán)境的措施，把課堂交給學生，讓學生有更多上講臺展示的機會?？傊?，整堂課環(huán)環(huán)相扣，學生自主學習與小組合作有效統(tǒng)一，學生參與度比較高，在表達自己的觀點時自信度也比較高。教材分析1.內容分析本篇閱讀的話題語境是“人與自然”，語篇類型為記敘文。作者根據(jù)自己的工作體驗講述了麥夸里島的生態(tài)系統(tǒng)從遭遇嚴重破壞到逐步恢復的過程。這篇課文分為6個自然段。第一段介紹了麥夸里島。從第二段至第五段分別介紹了引入老鼠，貓，兔子，狗一系列的動物后島嶼的變化——一步一步的被破壞。麥夸里島演繹著老鼠，貓，兔子的惡性循環(huán)。最后一段介紹了人類對被破壞了的島嶼采取的保護措施。2.教學重難點本篇課文的重點是引導學生讀懂語篇，找出作者的寫作目的，理解人類為拯救麥夸里島所做的各種行為。難點是引導學生分析人類對麥夸里島的介入行為、目的意圖及造成的后果，加深對主題意義的認識。學生能夠理解不同動物之間的生態(tài)關系網(wǎng)絡圖，深入體會人類干預對大自然生態(tài)系統(tǒng)造成的影響。3.教學策略在整篇課文的教學過程中，采取任務型教學法，小組合作探究教學法，以及頭腦風暴法，把教師為主導轉變成以學生為主體，把課堂歸還給學生，擴大學生的語言輸出量，使學生在本次閱讀課中鍛煉到聽說讀寫的各項能力。評測練習I.Lead-in問題：WhatcausesthedisappearanceoftheAralSea(咸海)？＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿II． PredictingWhatanimalscanyouseeinthepicture?________________________________________________Whatkindofchangeswouldtakeplaceifcats,ratsandrabbitswereintroducedtoanenvironmentlikethis?_______________________________________________________________III.MatchingReadthepassagequicklyandmatcheachparagraphwiththefollowingsentences.Para.1Para.2Para.3Para.4Para.5Para.6IV.UnderstandingandtaskingReadPara.1andanswerthese2questions.Q1.AllvisitorsthinkMacquarieIslandshouldnotbeaUNESCOWorldHeritageSite.(T/F)Q2.WhichisnotthenativeinhabitantsonMacquarieIsland?MiceB.ElephantsealsC.KingpenguinsD.Royalpenguins.※InPara.1wecanseetheanimalsexistedin______withtheirnaturalhabitat.ReadPara.2-Para5andfinishthefollowingcharts.ActionsPurposeResultsHumansarrivedontheisland.Tolivethere.Ratsandmicewerebroughttherebyaccident,and1._________________theisland.2.________werebroughttotheisland.Tocontroltheratsandmice.Catsdevelopedan3._________forthebirds,too.4._________wereintroducedtotheisland.Toprovide5.forhumans.Rabbitsmultipliedandcaused6.andthenumberofcatsincreased.7.wasReleasedontheisland.Toremovetherabbitsfromtheisland.Thecatsturnedtheirattentiontothenativebirds,killingupto8._________eachyear.Trapsanddogswereused.Tocatchthecats.Themouseandratpopulationstartedto9._________Aprogrammewasintroduced.Tosolvethisproblem.This10.___________isalong,much-delayedendingtothestory,butwehumansoweittotheislandtogiveitahappyending.ReadPara.6andfinishthequestion.Q:Howdoestheauthortacklethisproblemintheprogramme?____________________________________________________________________________________________________________________________________________※(主旨大意題)What’stheauthor’spurposeinwritingthepassage?ToanalysehowMacquarieIslandwassavedfromdestruction.ToinformreadersofthechaoscausedonMacquarieIslandbyHumans.ToentertainreaderswithafunnystoryaboutwhathappenedonMacquarieIsland.Tosuggestwaysinwhichanecosystemcanbeprotected.V.ThinkingandsharingInordertoavoidsimilarsituationinthefuture,whatshouldwedotoprotectournaturalecosystem(生態(tài)系統(tǒng))?Requirements（要求）：1.Workwithyourgroupmembers.2.Presentyourideaslogically（合乎邏輯地）.Ifpossible,performingroupsnotindividually.——————————————————————————————————————————————————————————————————————————————————————————————————————VIII.AssignmentWorkwithyourpartnersanddesignaposter(海報)tocallforushumanstoprotectthenaturalecosystem.SearchtheInternet,ifnecessary.課后反思一、教