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視頻課題：高中英語北師大版必修5 Unit 15 Learning Lesson 3 Teachers安徽省優課
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高中英語北師大版必修5 Unit 15 Learning Lesson 3 Teachers安徽省優課
教學設計
教學步驟 Procedure
教學活動 Activity
設計意圖 Intentions
Lead- in
Step 1 Lead in
1. Greet students and ask them to talk about some teachers who give them great impression.
2. Let students enjoy two short parts of a film and discuss what happened in the film.
激發學生興趣,將他們導入師生這一話題。
Pre - reading
Step 2 Prediction
Show photos of Graham and Mr. Jenkins and ask students to predict the main idea of the text.
激發學生閱讀的興趣,為接下來的閱讀做好鋪墊。
Step 3 Vocabulary
Guide students to get the meaning of some new words by showing some pictures and sentences.
幫助學生了解幾個在閱讀中的新詞。
While-reading
Step 4 Fast reading
1. Ask students to read the two texts quickly and do “True or False” on the student sheet.
2. Ask students to use several words to get the main ideas of each text.
通過快速閱讀,讓學生掌握文章的大意。
Step 5 Careful reading
1. Ask students to read Passage 1 and answer two questions:
What kind of pupil was Graham?
What kind of teacher was Mr. Jenkins in Graham’s eyes?
2. Ask students to read Passage 2 and answer the questions:
What does Mr. Jenkins think of Graham?
What difficulties about teaching is Mr. Jenkins facing now?
Does Mr. Jenkins still loves teaching?
通過細讀,讓學生理解文章的細節信息。
Post -reading
Step 6Discussion
1. Ask students to find some sentences expressing Graham and Mr. Jenkins’ regret about the past in the texts.
2. Ask students to discuss the usage of “wish” and “should have done”.
3. Ask students to discuss the question: Have you got anything regretful when you were a pupil?(using “wish” and “should have done”)
通過閱讀觀察,了解表達遺憾和后悔的方式,并且進行簡單的語言輸出,學習這種表達方式。
Step 7 Summary
Summarize what have been learned in the texts by filling the form with the students together.
幫助學生將所閱讀的內容進行整合,歸納。
Step 8 Role Play
Invite students to do “role play”
1. Journalist Wang Junyan is interviewing Graham about his school time.
W: -- Welcome to our “School Time Programme”.
G: -- Thanks.
W: -- May I ……
G: -- Sure. Go ahead.
W: -- Who was your favorite teacher at school?
G: -- Mr. Jenkins was my …… teacher.
W: -- Why? Can you give us some reasons?
G: -- Because……
2. Mr. Jenkins and Graham’s classmates are assessing Graham.
J – Mr. Jenkins C – Classmates of Graham
W: -- Are you interested in the voice of your teacher Mr. Jenkins?
G: -- Sure.
W: -- Let’s listen to Mr. Jenkins.
J: -- At the beginning, I felt he was ……; but later he……; now I feel …… because……
C: -- Graham was interested in ……
Mr. Jenkins asked him to ……
通過角色扮演,讓學生進行語言輸出,運用所學詞匯和相關知識,加強對文章的理解把握,提高學生綜合運用語言的能力。
Consolidation
Step 9 Appreciation
Appreciate a song about teachers.
深化文章,提高學生的情感教育
Step 10 Homework
1. Ask students to talk with their partner:
Do you want to be a teacher in the future? Why or why not?
What should an excellent teacher be in your opinion?(show pictures and proverbs)
2. Ask students to interview their favorite teacher and ask about his/her feeling of his/her students and attitude towards teaching. Write about their favorite teacher according to the interview and their impression of him/her.
通過課后練習,鞏固所學知識。 IW
Blackboard Design
教學反思
本節課是北師大版高中英語第五模塊Unit 15 lesson3 Teachers,對于這節課我做了深刻反思:
一、導入:對于導入部分,我還是比較滿意的。首先我是展示了學生自己的各科老師的照片,把全班的注意力都吸引近了課堂,然后由我帶他們欣賞兩段小視頻,在這一部分,由于視頻內容本身對比性很強,所以很容易吸引學生的注意力。整個過程用時很短,但基本上能實現這一步驟設計的目的。
二、單詞學習:閱讀之前要先解決學生在生詞理解方面的障礙。由于是高中的學生,要面對高考。在高考閱讀中,常常會出現對文中單詞或詞組詞義的猜測,在平時的閱讀教學中為了滲透對學生這一方面能力的培養,我把這部分單詞學習以句子的形式呈現,讓學生根據句子意思猜測生詞的含義,旨在有意識地培養學生的猜詞能力。但在實際操作時,我只是將部分重要生詞和詞組展現給學生,讓學生在讀完句子后,立刻猜詞,從數量上說,所選詞匯還不足以掃除閱讀障礙;從操作方法上說,讓學生集體回答問題,還不是很具有針對性;從學生學習興趣方面來說,本部分處理還未能充分吸引學生注意力,效果也會因此而受到影響。
思考:今后在對生詞的學習方面,可以一直采取這種方法,將能力培養滲透到日常教學中。但內容上應更加充足,實際操作過程中,應采取更加靈活的方法來吸引學生注意力。
三、閱讀理解:這是本課學習的重點。在這部分學習過程中,我的設計是讓學生通過完成不同的學習任務而實現對文章內容的把握,這些學習任務又涉及到學生對細節的理解和實際運用語言能力的培養。操作時,先讓學生獨自完成每一項任務,滿足自己對學習的需求,然后再讓學生通過小組討論的形式,尋找出正確答案,同時,學生可以在討論的過程中實現經驗交流,相互學習。這部分學生完成很好,也是我的課堂特別活躍,但課堂的時間沒有掌握好。
四、討論交流:由于前半部分時間的影響,這一環節也相應受到影響。學生在小組討論仍然是很熱烈,學生的與人溝通和合作的能力得到適當發展,這便影響了對學生情感態度和價值觀的培養。此部分我只是幾對學生在班級角色扮演,從他們表演中,我發現學生口語表達受到限制,表演的內容大同小異。因而,在今后的教學過程中,我需要盡量為學生提供更多的背景資料,努力擴大學生的知識面。
五、總結和作業:
通過這堂課,我獲得了檢驗自己教學方法和理念的機會。我意識到,雖然自己在實際教學中已經能夠熟練運用基本教學方法,但不足之處仍然很多,需要改進的地方很多。我還要在教學中積極探索英語教學的新思路和新方法,結合實際教學需要,合理地使用和安排教材,使之符合學生實際情況,兼顧各類學生,體現教師的主導作用和學生的主體地位。
2教學目標
教學目標:
1.語言知識目標:(教學重點之一)通過對課文的閱讀,幫助學生學會積累有關老師對學生的評價的詞匯如lack confidence, lazy, particularly willing, cooperative, extremely bright及學生對老師的評價的詞匯如full of enthusiasm, make everything interesting, build up my confidence等,并運用于聽、說、讀、寫活動中;學會wish 和should 表達遺憾或建議的語法知識。
2.語言技能目標:(教學重點之二)培養和提高閱讀能力,歸納能力,形成用英語口頭和書面老師或同學的表達能力,以及對人物類文章的表達思路和行文邏輯的規律。
3.文化意識極其情感態度目標:通過對課文學習,引導學生對新課標要求下的好老師和好學生的評價標準,及師生關系的思考。
4.學習策略目標:注重引導學生借助上下文情景聯想和推斷difficult等的涵義;根據構詞法猜測triangle等的詞義。
3學情分析
學生分析
通過前面4個模塊的學習,學生已掌握了快速閱讀和精讀課文的技巧,同時也儲備了一定的單詞,這有利于課文的閱讀的進行;對于以往口語訓練中有關采訪活動的積極參與,使他們具備了一定的表達能力;另外,他們對本單元的話題Learning興趣濃厚,本課有關師生互相評價的主題也是與他們的學習和生活相當緊密的聯系,這有利于對課文的理解,在采訪部分也有話可說。
教材分析:
本課是第15單元的第三課,講述了學生Graham所喜愛的老師Mr. Jenkins以及老師如何把一個行為散漫、成績不理想的學生培養成一個杰出的自然科學作家和電視主持人的真實故事。本課的教學分為二課時。第一課時側重對課文的整體理解,提取文章細節信息并進行初步的輸出活動。第二課時在對已學課文中wish和should用法復習的基礎上,提升所學內容,總結其他虛擬語氣的運用情況。
第一課時的快速閱讀和細節閱讀理解部分設計呈梯度的回答題及填表題等練習形式來幫助學生理解課文。其中的題目如“I shouldn’t have been so difficult at school. ”和 “The government should give more money towards science education.”等旨在幫助學生加深對課文的全面理解,為學習本課語法wish和should 表示后悔和建議作出鋪墊。
為了幫助學生有效獲取、分析、歸納課文所蘊涵的信息,本人將課文My Teacher 和My Student分解閱讀,每一篇都設計fast-reading通過individual work,;further reading通過pair work 逐讓學生對課文有清晰的理解。考慮到學生的基礎實際,summary部分通過group work設計了問答題以學生一問一答的形式來進行,目的是幫助學生回憶和鞏固課文的內容,讓他們有信心參與逐步深入的活動,為下一步的采訪活動作好鋪墊。
4重點難點
本課是閱讀課,第一課時側重學生對文章的整體理解,提取文章的細節信息并且進行初步的輸出活動,因此教學重難點在于:
1. 掌握必要的詞匯,比如acid, triangle, spit, drag, spit 等,并且能夠根據上下文的提示猜測出單詞的詞義。
2. 掌握一些閱讀技巧和策略,比如快讀與精讀,略讀與細讀等。
3. 學生通過不同的課堂活動,理解文章的大意和細節信息,并在此基礎,進行一些簡單的語言輸出。
4. 學生在掌握理解文意后,理解文章傳達的情感意義--師生關系。
5教學過程
5.1第一學時
5.1.1教學目標
Teaching Aims:
◆Knowledge Goals
1. Let students master some new words according to the context.
2. Let students learn some useful expressions to describe their teachers and themselves.
3. Let students learn to use “wish” and “should have done” to express regret.
4. Let students understand the content of the lesson.
◆Moral Goals
1. Make students learn to love and respect their teachers.
2. Lead students to understand the great influence of teachers on them.
3. Train students’ ability to co-operate with each other.
5.1.2學時重點
◆Teaching Important Points
1. Help students master important and useful words and expressions.
2. Develop students’ abilities of listening, reading and speaking, especially reading and speaking abilities.
3. Let students understand the inspiration of teachers.
4. Develop students' awareness of cooperation.
5.1.3學時難點
◆Teaching Difficult Points
1. How to help students master the new words and expressions.
2. How to help students use “wish” and “should have done” to express regret.
3. How to improve students’ reading and speaking abilities.
5.1.4教學活動
活動1【講授】
Activity1: Free talk
Greet students and ask them to talk about some teachers who give them great impression.
Activity2: Enjoy a film
Let students enjoy two short parts of a film and discuss what happened in the film.
Activity3: Guess main ideas
Show photos of Graham and Mr. Jenkins and ask students to predict the main idea of the text.
Activity 4 Reading
(1) Vocabulary
Ask students to learn some new words in the passage.
(2) Fast reading
①. Ask students to read the two texts quickly and do “True or False” on the student sheet.
②Ask students to use several words to get the main ideas of each text.
(3) Careful- reading
①Ask students to read Passage 1 and answer two questions:
What kind of pupil was Graham?
What kind of teacher was Mr. Jenkins in Graham’s eyes?
②Ask students to read Passage 2 and answer the questions:
What does Mr. Jenkins think of Graham?
What difficulties about teaching is Mr. Jenkins facing now?
Does Mr. Jenkins still loves teaching?
Activity 5 Discussion
1. Ask students to find some sentences expressing Graham and Mr. Jenkins’ regret about the past in the texts.
2. Ask students to discuss the usage of “wish” and “should have”.
Activity 6 Oral Practice
Ask students to discuss the question: Have you got anything regretful when you were a pupil?(using “wish” and “should have”)
Activity7 Role Play
Create two interviews and invite students to do “role play” in order to help them be familiar with the texts.
1. Journalist Wang Junyan is interviewing Graham about his school time.
W: -- Welcome to our “School Time Programme”.
G: -- Thanks.
W: -- May I ……
G: -- Sure. Go ahead.
W: -- Who was your favorite teacher at school?
G: -- Mr. Jenkins was my …… teacher.
W: -- Why? Can you give us some reasons?
G: -- Because……
2. Mr. Jenkins and Graham’s classmates are assessing Graham.
J – Mr. Jenkins C – Classmates of Graham
W: -- Are you interested in the voice of your teacher Mr. Jenkins?
G: -- Sure.
W: -- Let’s listen to Mr. Jenkins.
J: -- At the beginning, I felt he was ……; but later he……; now I feel …… because……
C: -- Graham was interested in ……
Mr. Jenkins asked him to ……
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