教学设计及反思

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教学设计及反思

教学设计



课题名称：Module 5　　Unit 1 Getting along with others Reading 1　　



姓名：

张某某

工作单位：

***学



学科年级：

高二英语

教材版本：

牛津版



一、课程标准要求





普通高中英语课程强调对学生语言能力、文化意识、思维品质和学习能力的综合培养，具有工具性和人文性融合统一的特点。

要求应在义务教育的基础上，帮助学生进一步学习和运用英语基础知识和基本技能，发展跨文化交流能力，为他们学习其他学科知识，汲取世界文化精华、传播中华文化创造良好的条件，也为他们未来继续学习或选择就业提供更多机会。

要求发展学英语学科核心素养，落实立德树人根本任务；构建高中英语共同基础，满足学生个性发展需求；实践英语学习活动观，着力提高学生学用能力；完善英语课程评价体系，促进核心素养有效形成；重视现代信息技术应用，丰富英语课程学习资源。



二、教材编写意图分析



本部分内容为Reading部分，该板块是学生接受英语语言信息的重要环节，在这里，学生将有机会感受真实、地道、优美的英语。也将通过阅读了解现实生活和社会发展的方方面面。



三、学情分析



本班学生为英语基础稍微好一点的学生，但是，两级分发严重。所以教学设计要考虑这一因素。做到难易兼顾。



四、教学目标（包括重点、难点）



Objectives:

To think about how to understand feelings when reading

To gain some insight into the problems that can exist between friends

To master the new words and phrases in this reading material

To learn the reading strategy and know how to use it.

Teaching important and difficult points:

1.How to make the students understand the passage better.

2.How to help the students finish all the exercises.

3.How to help the students develop their creative, comprehensive and consolidating abilities.



五、教学流程与策略的简要说明





本课为阅读教学。教材中提供了两篇阅读文章，篇幅相当，文体相同，内容均涉及在交友过程中出现的问题与烦恼。如果在教学中均匀分配时间，不免重复拖沓。因此在教学中，把第一篇文章作为主阅读，并把阅读策略的指导融于其中。在第二篇文章的处理上，教师指导学生将所学的阅读策略运用其中，快速分析掌握第二篇文章的主旨大意及写作特点。此外，在导入部分教师引导学生以小组为单位写下自己在交友过程中碰到的问题和困惑，然后各小组交换问题。等阅读任务全部完成后，教师指导学生利用所学，为自己的同学解决实际问题，这样整堂课对友谊的探讨就不再只是纸上谈兵，而是有了真正的实际意义。



六、教学过程

Teaching procedures:

Step 1 lead in

Students do self-reflection: Think of the most recent fight with your friend. What caused it?

Group discussion:

Students work in a group of four and discuss all the possible reasons leading to a broken friendship.

Students think about their puzzles in getting along with friends and write all of them down on a piece of paper. Then different groups exchange the pieces.

3. Brainstorming:

Who can we turn to for help when we have problems with our friends?

Students express their ideas freely.

parents, teachers, XXXXX magazine advice columnists

In this way, the topic of the lesson is introduced.

[Explanation]

本环节引导学生通过自我反思和小组探讨的形式来思考朋友间产生矛盾的各种原因以及矛盾产生后的求助途径，以学生的真实经历和体会导入阅读课，使学生对即将进行的阅读产生兴趣。另外，此环节中还要求各小组写下在交友过程中的困惑，并与其他小组进行交换。学生在理解完课文后，将利用所学为同学解决实际问题。这样，课堂教学层层推进，首尾照应，学生真正学有所获。

Step 2 Reading of Secrets and Lies

1. Students read the title of the passage and the first sentence of the first paragraph, and try to predict the main idea of the letter.

2. Fast reading: Students are asked to go through the whole letter to find out what the secret is and what the lie is. And then answer the questions.

Secret: Sarah got a D in a surprise Maths test.

Lie: Hannah denied having let out the secret.

1.Are the writers of the two letters feeling happy or sad?

They are feeling sad.

2. What grade did Sarah get on the math quiz?

She got a D.

3. In Andrew’s opinion, why did his team lose the match?

Because Matthew was playing badly in the match.

3. Careful reading: Students read the letter again, this time carefully and try to answer the following questions:

1.What did Sarah think about the math quiz?

She thought it was quite easy.

2.What did Sarah tell Hannah in the girl’s washroom?

She told Hannah how badly she had done in the Math quiz.

3.Why did Sarah tell Hannah that they weren’t going to be friends any more?

Because she thought that Hannah had told her classmates about her grade after promising not to do so.

4.Why did Matthew get annoyed at Andrew after the match?

Because Andrew was very angry with him and said he was not trying hard enough.

5.What did Matthew think about losing the match?

He thought it wasn’t his fault.

6.What kind of boy is Matthew?

He is usually cheerful and outgoing.

[Explanation]

在教学中以第一封信为主阅读，培养学生预测、速读及查某某等阅读技能。在速读阶段，教师引导学生抓住标题中的关键词secrets 和lies，快速掌握文章大意。细读后的三个问题难度设置由浅入深，学生在回答问题的过程中，较好理解文章内容。

Step 3 Reading strategy: reading to understand emotion (PPT 15-17)

1. Teacher guides students to analyze the letter: what is a letter asking for help like?

A letter to a magazine columnist usually includes:

Descriptions of problems

Descriptions of feelings

While reading such a letter, it’s important to identify the writer’s feelings towards a certain problem and then think about what advice to give him/her.

2. Teacher guides students to take Sarah’s letter: Secrets and lies for example. In this way students will have a clearing understanding of how to read such a letter.

A game: Students are encouraged to express different emotions without mentioning the words for the emotions.

The choices given are: angry, proud, upset, excited, surprised, ashamed, sad, puzzled, worried.

Students are free to choose any one of the emotions to express by using a sentence, different tones, or even body language.

For example: To express they are excited, students can say: I got full marks in the most difficult maths test!

[Explanation]

利用第一封信为范本，让学生感受并找出这类求助信的写作特点，以更好地促进学生的“读”。阅读策略的教学不落痕迹地贯穿其中。另外，此步骤中游戏的引入有两个作用：（1）让学生在“做中学”，使他们明白可以用多种方式来读懂情感，尤其是通过读字里行间的意义，因为并非文章中所有的情感都是直接用一个明确的词来表达的；（2）活跃课堂气氛，使学生在紧张的阅读中暂时放松，让学生感觉到阅读课也可以很有趣。

Step 4 Reading of A friendship in trouble and the practice of Reading strategy

1. Students read A friendship in trouble, and try to find out Andrew’s problem and how he feels about it by filling in the blanks.

2. Students work in pairs and in their own words, tell each other what Andrew’s problem is and what caused his friendship with Matthew in trouble.

Key: Andrew blamed the losing of the match on Matthew’s bad performance and they had a bitter quarrel with each other. Now they aren’t talking to each other any more and Matthew seems to want to make friends with another boy. Andrew really shouldn’t have blamed Matthew without thinking twice.

[Explanation]

本环节是阅读策略的应用实践环节。学生阅读第二封信，并运用所学的阅读策略快速高效地了解Andrew的情感变化，由此掌握问题的来龙去脉，分析问题产生的原因

Step 5 Problem solving

Students work in a group of four, and try to finish the following two tasks:

Task one:

1. Suppose you are the columnist, what advice will you give Sarah and what to Andrew? Choose one of the topics and try to think of as much advice as possible.

2. Write down your advice on the blackboard freely.

3. Finish Exercise E on page 5 and get to know what advice it is that the magazine advice columnist actually gives to Sarah and Matthew.

Task two:

Go through the puzzles your classmates have about getting on with friends and give useful advice to them by writing it down on the back of the paper. Then exchange the piece again.

[Explanation]

在最后的解决问题这一环节中，学生要运用所学，并联系旧知，在各小组中，通过合作完成两项任务。任务一着眼于学生所读的两封求助信，学生要充分思考，为两位深感困惑的青少年提出可行的建议。而任务二更具实际意义，各小组为其他小组的成员解决交友中的困惑。通过这一任务，学生间加强了合作，增进了理解，并更进一步明白了与人相处的道理。

Step 6 Conclusion

Teacher gives all the students the following advice on how to mend a broken friendship:

1. You have to talk to your friend. When there is no one around, have an honest talk.

2. If your friend doesn’t want to talk, you could write a letter.

3. Always remember there are three steps to being friends again:

Tell your friend how you’re feeling;

Say what your friend has done wrong, and explain why you did this or that;

Remember that friendship is the most important thing in your life.

[Explanation]

教师的总结为整堂课进行升华。



教师活动

预设学生活动

设计意图





Lead-in

Speak English in pairs or in groups

To improve students’ oral English



引导学生进行阅读

学生逐个完成阅读任务

提高学生的阅读能力





简单分析问题

学生进一步讨论

尽可能的让每一个学生都积极参与课堂，达到新课标的要求。





教师总结

学生回顾本堂课

锻炼学生的综合能力



七、教学评价设计



对学生个人表现好的及时进行口头表扬及鼓励，并记入小组总分。小组回答问题的，进行小组加分，评比。



八XXXXX、板书设计



最右边那块黑板上写上教学目标，然后从最左边开始依次板书重点和难点部分。

Some new words :

good friend should be:

honest kind brave generous

loyal funny humorous patient

friendly helpful selfless

Language points: in one’s opinion, lose the match...



九、实践反思

优点：本堂课结构严谨，环节紧凑

教学结构严谨才能达到最佳的教学效果。所以，本堂课的教学虽然充满了变化，但是，教学环节层层相扣，充分调动了学生的兴趣，引起了他们的不断期待。充分提高了课堂效率。

不足之处：应该注意优化时间，加快节奏。

把更多的时间还给学生的同时，还应考虑到基础薄弱的学生可能不能按时完成研究任务而耽搁教学进度，并让基础较好的学生等在那里无所事事。以后的课堂中还应注意这一问题。





[全文已结束，注意以上仅为全文的文字预览，不包含图片和表格以及排版]

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