高中英語-A Trip Along the Three Gorges教學(xué)設(shè)計(jì)學(xué)情分析教材分析課后反思

課標(biāo)分析(一)語言知識(shí)目標(biāo)：1．閱讀掌握并靈活運(yùn)用詞匯，短語并根據(jù)語境推出意義，了解材料中的信息和內(nèi)容；理解含有本模塊所學(xué)詞匯和結(jié)構(gòu)的句子、段落并獲取信息；挖掘文章深意，提高對(duì)文章內(nèi)容的分析和解讀能力。2．能使用恰當(dāng)?shù)脑~匯完成所有書面練習(xí)；能夠按照空間順序記敘游覽某地的經(jīng)歷并適當(dāng)加入個(gè)人觀點(diǎn)。(二)閱讀技能與信息能力目標(biāo)：提高學(xué)生閱讀能力；能夠通過快速閱讀準(zhǔn)確獲取信息。（三）多元能力發(fā)展目標(biāo)：培養(yǎng)、發(fā)展學(xué)生的語言能力，邏輯思維能力，小組間合作能力，以及表現(xiàn)能力。（四）學(xué)習(xí)策略目標(biāo)：學(xué)會(huì)收集英文版旅游指南、風(fēng)景介紹、地圖、游記等材料，通過經(jīng)常閱讀這類材料提高自己的英語水平。（五）文化意識(shí)和情感態(tài)度目標(biāo)：通過學(xué)習(xí)課文與其他相關(guān)資料，進(jìn)一步了解我國豐富的旅游資源和旅游文化，增強(qiáng)向外國友人積極介紹我國風(fēng)景名勝的意識(shí)。熱愛祖國的悠久歷史和大好河山，為文化遺產(chǎn)和自然遺產(chǎn)的保護(hù)做出自己的貢獻(xiàn)。學(xué)情分析學(xué)習(xí)的對(duì)象是高一新生，由于學(xué)生在初中已經(jīng)習(xí)慣了教師的單項(xiàng)灌輸，他們對(duì)英語的學(xué)習(xí)興趣比較低，特別是由于詞匯量缺乏，部分學(xué)生的英語表達(dá)能力欠缺，對(duì)課堂的互動(dòng)缺少積極性，不善于交際，學(xué)習(xí)不夠主動(dòng)自主。尤其是有限的詞匯量、緩慢的閱讀速度阻礙了閱讀的順利進(jìn)行。好在本節(jié)課涉及到旅游，學(xué)生們對(duì)這一話題并不陌生。而且，在必修三Module6TheThreeGeorgesDam中，學(xué)生們積累了相關(guān)的詞匯和句型。因此，教師在組織教學(xué)活動(dòng)中，要注重新舊知識(shí)的遷移，學(xué)習(xí)策略的指導(dǎo)，灌輸自主、合作、探究的思想，注意調(diào)整活動(dòng)任務(wù)的梯度，設(shè)計(jì)符合學(xué)生現(xiàn)有學(xué)習(xí)水平的教學(xué)內(nèi)容，使每個(gè)學(xué)生通過學(xué)習(xí)活動(dòng)，都能學(xué)有所成，體驗(yàn)到成功。評(píng)測(cè)練習(xí)Task=1\*ROMANIMatcheachparagraphwithitsmainidea.Part1 (theintroductionofthetrip)Part2 (thetrip)paragraph1theXilingGorgeparagraph2theWuGorgeparagraph3theQutangGorgeparagraph4thetripfromFulingtoFengduparagraph5theircolleagues'adviceandtheirdecisionTask=2\*ROMANIIReadthepassagecarefullyandanswerthequestions.Peterandhisfriendwentdownstream___________.A.toseethedamB.toseetheThreeGorgesC.togettoFuling2.HechosetheJiangyouboatbecause__________.A.itwascrowdedB.itdidn’tstopattemplesC.itdidn’tusuallycarryforeigners3.Whentheystartedthetripitwas__________.A.sunnyB.coldC.evening4.Whentheboatwentthroughthefirstgorge,Peterandhisfriend________.A.tooklotsofphotographsB.spentmostofthetimeondeckC.wereasleep5.Whentheyreachedthesiteofthedam________cametolook.A.everyoneB.nooneC.onlytheforeigners6.PeterwasimpressedbytheYangtzeRiver’ssenseof_________.A.powerB.historyC.dangerTask=3\*ROMANIIIDrawarouteaboutthetrip.Fuling→_________→_________→Wushan_________→____________→theXiangRiver_________→____________Task=4\*ROMANIVFillintheblanksaccordingtothepassage:Peterandhiscolleague__________theboatatFuling.Thesunwasshiningbrightly______theysailed______________throughahillyregion.Asthesun_______they_________atFengdu.They________whentheywentthroughthefirstgorge,__________iscalledtheQutangGorge.Thegorge______________350feetastheriver__________throughthetwo-mile-highmountains.AtWushantheymadeadetour______theDaningRiver___________somesmallergorges.Thenextdaythey_________________theWuGorge.They__________theXiangRiver,homeofQuYuan.Asthey________________thethirdgorge,theXilingGorge,they__________________theconstructionsiteofthedam,__________theysawtheChineseflag_________inthewind.________adistantmountain________asign_______20-footcharacters.Task=4\*ROMANVReadthepassageandfindoutthePhrases有四周的假期乘船聽起來不錯(cuò)上船窄至(350英尺)至少繞行，迂回穿過有大量的......拍照，照相指向Task=6\*ROMANVI.Translatethefollowingsentences.HeandacolleagueweretospendtwoyearsthereteachingEnglishatateachertrainingcollege.譯：_____________________________________________________________2.Thegorgenarrowsto350feetastheriverrushesthroughthetow-mile-highmountains譯：_____________________________________________________________3.AtWushanwemadeadetouruptheDaningRivertoseesomeofthesmallergorges.譯：______________________________________________________________4.Everyrocklookedlikeapersonoranimal,everystreamthatjoinedthegreatrivercarrieditslegends,everyhillwasheavywiththepast.譯：______________________________________________________________5.Onadistantmountainwasasignin20-footcharacters.“BuildtheThreeGorgesDam,ExploittheYangtzeRiver,”itsaid.譯：______________________________________________________________Task=7\*ROMANVIISpeakingTask(GroupWork) Tellotherstudentsaboutyoutravelexperience.教師聽課記錄表任課教師：課程名稱：ATripAlongtheThreeGeorges班級(jí)：高一（3）聽課人：賈蓓時(shí)間：2016年4月15日第一節(jié)地點(diǎn)：學(xué)校錄播室序號(hào)標(biāo)準(zhǔn)好較好一般較差差基本要求1備課充分√2內(nèi)容充實(shí)√3條理清楚√4概念準(zhǔn)確√5重點(diǎn)突出√6難點(diǎn)講清√7注重啟發(fā)注重培養(yǎng)學(xué)生能力√8講述熟練語言生動(dòng)√9板書清楚字圖規(guī)范√10師容端正精神飽滿√11按時(shí)上、下課課堂秩序良好√提倡項(xiàng)目12注意更新內(nèi)容反映學(xué)科新進(jìn)展√13知識(shí)面廣理論聯(lián)系實(shí)際√14積極有效地利用教學(xué)輔助手段√15教學(xué)改革有新意加強(qiáng)綜合素質(zhì)教育√評(píng)論與建議本節(jié)課，吳老師很好的貫徹了：以學(xué)生為主體，教師為主導(dǎo)的新課程理念，學(xué)習(xí)者處于相對(duì)自然的態(tài)勢(shì)，不斷的在習(xí)得和使用語言，學(xué)和用每分每秒都和諧的交織在一起。建議教師在選擇教學(xué)材料時(shí)，更好地結(jié)合學(xué)生的實(shí)際英語能力，使每個(gè)學(xué)生都能參與其中。聽課體會(huì)本堂課一開始，教師就用圖片導(dǎo)入新課，使學(xué)生的注意力在最短的時(shí)間里被激活。同時(shí)通過課文預(yù)測(cè)、主旨大意、細(xì)節(jié)理解、完形填空、翻譯短語句子等形式，由淺入深、步步為營，使學(xué)生自然地融入其中。最出彩的是繪制旅游路線圖，把文章的寫作順序（空間順序）清晰地展現(xiàn)在同學(xué)面前?？陬^作文環(huán)節(jié)，讓學(xué)生在活動(dòng)中學(xué)會(huì)用語言表達(dá)交流，很好地體現(xiàn)了學(xué)用結(jié)合，學(xué)以致用的原則。注：1．請(qǐng)?jiān)谙鄳?yīng)的右側(cè)項(xiàng)目欄打“√”；沾化區(qū)第二中學(xué)教務(wù)處制2．聽課后及時(shí)將此表交回教務(wù)處。教材分析必修四涵蓋了六個(gè)話題，分別是：未來生活、交通、身體語言、科學(xué)家、旅游及自然界未解之謎。本模塊Module5ATripAlongtheThreeGeorges從旅游觀光的角度介紹了我國著名的長江三峽的地理、歷史等文化信息；使學(xué)生進(jìn)一步了解美麗神奇的三峽景色和它的歷史變遷，拓展學(xué)生的人文素養(yǎng)，培養(yǎng)學(xué)生的愛國情操。本模塊的教學(xué)內(nèi)容有：(1)Introduction該部分通過看圖說話，引出plateau,plain,cliffs,peak,valley等詞匯的學(xué)習(xí)，并通過一個(gè)小小的知識(shí)競(jìng)賽引出長江、三峽等中心話題，為本模塊熱身。(2)Readingandvocabulary；(3)Grammar復(fù)習(xí)情態(tài)動(dòng)詞；（4）Culturalcorner這篇閱讀課文介紹了一位旅游愛好者，他在世界各地旅游時(shí)，都給自己寄上一張?zhí)厥獾拿餍牌?。?）Listeningandspeaking要求學(xué)生根據(jù)聽到的內(nèi)容選出相應(yīng)的圖片，訓(xùn)練學(xué)生捕捉細(xì)節(jié)信息的聽力技巧。同時(shí)學(xué)習(xí)“允許做某事”，撰寫一些游客必須遵守的規(guī)則。本節(jié)課是readingandvocabulary部分，主要講述了一個(gè)外國游客游覽三峽的故事。本節(jié)課在這一單元中占據(jù)重要地位，它不僅承載了重要的單詞、語言點(diǎn)及句型，而且是旅游類作文的模板。同時(shí)，也是必修三Module6TheThreeGeorgesDam的延伸和拓展。AteachingdesignforBook4Module5ATripAlongtheThreeGorgesTeachingContents:ReadingandvocabularyTeachingObjectivesKnowledgeObjectives1.TogetsomeinformationabouttheThreeGorges.2.Tounderstandthewholepassage.3.Tolearnsomeusefulwordsandbeautifulsentences.AbilityObjectives1.Todevelopthestudents’readingability—skimming&scanningforinformation.2.Tolearntodrawanddesignatravelroute.3.Tolearntodescribeatrip.KeyPoints1.Tounderstandthepassage.2.Tolearntodrawanddesignatravelroute.TeachingAidsAblackboard;amultimediaTeachingProceduresStep1Lead-in(Thispartisdesignedtomakestudentsgetreadyforthelessonandarousetheirinterest.)LeadinbytalkingabouttripsandenjoythebeautifulsceneryoftheThreeGorges..Step2Learninggoals1.TogetsomeinformationabouttheThreeGeorges.2.Tolearntodraw&designatravelroute.3.Tolearntodescribeatrip.Step3Pre-readingQuestion:ImagineyouaregoingonatripthroughtheThreeGorges,whattopicswillyoutalkabout?Step4First-reading(Thispartisdesignedtoimprovestudents’readingspeed.)1.SkimmingReadthepassageandcheckthefollowingitemswhichthewritertalksabout.a.theboatb.thefoodc.lifealongtheriverd.thescenerye.theweather2.Scanning1)Trytofindtheinformationabouttheirtrip.Who?When?Where?How?Readandmatchthemainideawitheachparagraph.Part1(theintroductionofthetrip)Part2(thetrip)paragraph1theXilingGorgeparagraph2theWuGorgeparagraph3theQutangGorgeparagraph4thetripfromFulingtoFengduparagraph5theircolleagues'adviceandtheirdecisionStep5Careful-reading(Thispartisdesignedtoimprovestudents’readingefficiency.)Task1:Readthepassagecarefullyandcompletethestatementsaboutthewriter’sjourney.(Thiscanhelpthestudentsknowmoredetailsofthepassage.)1.Peterandhisfriendwentdownstream_____.(a)toseethedam(b)toseetheThreegorges(c)togettoFuling2.HechoosetheJiangyouboatbecause_____.(a)itwascrowded(b)itdidn’tstopattemples(c)itdidn’tusuallycarryforeigners.3.Whentheystartedthetripitwas______.(a)sunny(b)cold (c)evening4.Whentheboatwentthroughthefirstgorge,Peterandhisfriend_____.(a)tooklotsofphotographs(b)spentmostofthetimeondeck(c)wereasleep5.Whentheyreachedthesiteofthedam_______cametolook.(a)everyone(b)noone(c)onlytheforeigners6.PeterwasimpressedbytheYangtzeRiver’ssenseof______.(a)power(b)history(c)dangerTask2:Drawarouteaboutthetrip.Fuling→_________→_________→Wushan_________→____________→theXiangRiver_________→____________Thenshowamapafterthestudentsdrawtheroute.ThiscannotonlyhelpthestudentshaveaclearimpressionaboutPeter’stravelroutebutalsocanhelpthestudentsapplytheirgeographyknowledgeabouttheThreeGorges.Step6Readingloudlyandfillingintheblanksaccordingtothepassage(Thisexercisecanhelpstudentshaveabetterunderstandingofthepassage.)Peterandhiscolleague__________theboatatFuling.Thesunwasshiningbrightly______theysailed______________throughahillyregion.Asthesun_______they_________atFengdu.They________whentheywentthroughthefirstgorge,__________iscalledtheQutangGorge.Thegorge______________350feetastheriver__________throughthetwo-mile-highmountains.AtWushantheymadeadetour______theDaningRiver___________somesmallergorges.Thenextdaythey_________________theWuGorge.They__________theXiangRiver,homeofQuYuan.Asthey________________thethirdgorge,theXilingGorge,they_______________theconstructionsiteofthedam,__________theysawtheChineseflag_________inthewind.________adistantmountain________asign_______20-footcharacters.Step7Keyphrasesandbeautifulsentences(Theycanhelpstudentstoknowthelanguagewell.)Phrases:有四周的假期乘船聽起來不錯(cuò)上船窄至(350英尺)至少繞行，迂回穿過有大量的......拍照，照相指向Sentences:1.HeandacolleagueweretospendtwoyearsthereteachingEnglishatateachertrainingcollege.(他和另一位同事準(zhǔn)備在那里的一所教師進(jìn)修學(xué)校教兩年英語。)2.Thegorgenarrowsto350feetastheriverrushesthroughthetwo-mile-highmountains.（江水在兩英里高的峰巒間奔流，峽谷窄處只有350英尺。）3.AtWushanwemadeadetouruptheDaningRivertoseesomeofthesmallergorges.（在巫山我們繞道逆游大寧河去看一些更小的峽谷。）4.Everyrocklookedlikeapersonoranimal,everystreamthatjoinedthegreatrivercarrieditslegends,everyhillwasheavywiththepast.（塊塊巨石形狀各異,條條支流都流淌著傳說,座座小山承載著過往。）5.Onadistantmountainwasasignin