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视频课题：高中英语北师大版必修5 Unit 15 Learning Lesson 3 Teachers安徽省优课
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高中英语北师大版必修5 Unit 15 Learning Lesson 3 Teachers安徽省优课
教学设计
教学步骤 Procedure
教学活动 Activity
设计意图 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.
激发学生兴趣,将他们导入师生这一话题。
Pre - reading
Step 2 Prediction
Show photos of Graham and Mr. Jenkins and ask students to predict the main idea of the text.
激发学生阅读的兴趣,为接下来的阅读做好铺垫。
Step 3 Vocabulary
Guide students to get the meaning of some new words by showing some pictures and sentences.
帮助学生了解几个在阅读中的新词。
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.
通过快速阅读,让学生掌握文章的大意。
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?
通过细读,让学生理解文章的细节信息。
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”)
通过阅读观察,了解表达遗憾和后悔的方式,并且进行简单的语言输出,学习这种表达方式。
Step 7 Summary
Summarize what have been learned in the texts by filling the form with the students together.
帮助学生将所阅读的内容进行整合,归纳。
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 ……
通过角色扮演,让学生进行语言输出,运用所学词汇和相关知识,加强对文章的理解把握,提高学生综合运用语言的能力。
Consolidation
Step 9 Appreciation
Appreciate a song about teachers.
深化文章,提高学生的情感教育
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.
通过课后练习,巩固所学知识。 IW
Blackboard Design
教学反思
本节课是北师大版高中英语第五模块Unit 15 lesson3 Teachers,对于这节课我做了深刻反思:
一、导入:对于导入部分,我还是比较满意的。首先我是展示了学生自己的各科老师的照片,把全班的注意力都吸引近了课堂,然后由我带他们欣赏两段小视频,在这一部分,由于视频内容本身对比性很强,所以很容易吸引学生的注意力。整个过程用时很短,但基本上能实现这一步骤设计的目的。
二、单词学习:阅读之前要先解决学生在生词理解方面的障碍。由于是高中的学生,要面对高考。在高考阅读中,常常会出现对文中单词或词组词义的猜测,在平时的阅读教学中为了渗透对学生这一方面能力的培养,我把这部分单词学习以句子的形式呈现,让学生根据句子意思猜测生词的含义,旨在有意识地培养学生的猜词能力。但在实际操作时,我只是将部分重要生词和词组展现给学生,让学生在读完句子后,立刻猜词,从数量上说,所选词汇还不足以扫除阅读障碍;从操作方法上说,让学生集体回答问题,还不是很具有针对性;从学生学习兴趣方面来说,本部分处理还未能充分吸引学生注意力,效果也会因此而受到影响。
思考:今后在对生词的学习方面,可以一直采取这种方法,将能力培养渗透到日常教学中。但内容上应更加充足,实际操作过程中,应采取更加灵活的方法来吸引学生注意力。
三、阅读理解:这是本课学习的重点。在这部分学习过程中,我的设计是让学生通过完成不同的学习任务而实现对文章内容的把握,这些学习任务又涉及到学生对细节的理解和实际运用语言能力的培养。操作时,先让学生独自完成每一项任务,满足自己对学习的需求,然后再让学生通过小组讨论的形式,寻找出正确答案,同时,学生可以在讨论的过程中实现经验交流,相互学习。这部分学生完成很好,也是我的课堂特别活跃,但课堂的时间没有掌握好。
四、讨论交流:由于前半部分时间的影响,这一环节也相应受到影响。学生在小组讨论仍然是很热烈,学生的与人沟通和合作的能力得到适当发展,这便影响了对学生情感态度和价值观的培养。此部分我只是几对学生在班级角色扮演,从他们表演中,我发现学生口语表达受到限制,表演的内容大同小异。因而,在今后的教学过程中,我需要尽量为学生提供更多的背景资料,努力扩大学生的知识面。
五、总结和作业:
通过这堂课,我获得了检验自己教学方法和理念的机会。我意识到,虽然自己在实际教学中已经能够熟练运用基本教学方法,但不足之处仍然很多,需要改进的地方很多。我还要在教学中积极探索英语教学的新思路和新方法,结合实际教学需要,合理地使用和安排教材,使之符合学生实际情况,兼顾各类学生,体现教师的主导作用和学生的主体地位。
2教学目标
教学目标:
1.语言知识目标:(教学重点之一)通过对课文的阅读,帮助学生学会积累有关老师对学生的评价的词汇如lack confidence, lazy, particularly willing, cooperative, extremely bright及学生对老师的评价的词汇如full of enthusiasm, make everything interesting, build up my confidence等,并运用于听、说、读、写活动中;学会wish 和should 表达遗憾或建议的语法知识。
2.语言技能目标:(教学重点之二)培养和提高阅读能力,归纳能力,形成用英语口头和书面老师或同学的表达能力,以及对人物类文章的表达思路和行文逻辑的规律。
3.文化意识极其情感态度目标:通过对课文学习,引导学生对新课标要求下的好老师和好学生的评价标准,及师生关系的思考。
4.学习策略目标:注重引导学生借助上下文情景联想和推断difficult等的涵义;根据构词法猜测triangle等的词义。
3学情分析
学生分析
通过前面4个模块的学习,学生已掌握了快速阅读和精读课文的技巧,同时也储备了一定的单词,这有利于课文的阅读的进行;对于以往口语训练中有关采访活动的积极参与,使他们具备了一定的表达能力;另外,他们对本单元的话题Learning兴趣浓厚,本课有关师生互相评价的主题也是与他们的学习和生活相当紧密的联系,这有利于对课文的理解,在采访部分也有话可说。
教材分析:
本课是第15单元的第三课,讲述了学生Graham所喜爱的老师Mr. Jenkins以及老师如何把一个行为散漫、成绩不理想的学生培养成一个杰出的自然科学作家和电视主持人的真实故事。本课的教学分为二课时。第一课时侧重对课文的整体理解,提取文章细节信息并进行初步的输出活动。第二课时在对已学课文中wish和should用法复习的基础上,提升所学内容,总结其他虚拟语气的运用情况。
第一课时的快速阅读和细节阅读理解部分设计呈梯度的回答题及填表题等练习形式来帮助学生理解课文。其中的题目如“I shouldn’t have been so difficult at school. ”和 “The government should give more money towards science education.”等旨在帮助学生加深对课文的全面理解,为学习本课语法wish和should 表示后悔和建议作出铺垫。
为了帮助学生有效获取、分析、归纳课文所蕴涵的信息,本人将课文My Teacher 和My Student分解阅读,每一篇都设计fast-reading通过individual work,;further reading通过pair work 逐让学生对课文有清晰的理解。考虑到学生的基础实际,summary部分通过group work设计了问答题以学生一问一答的形式来进行,目的是帮助学生回忆和巩固课文的内容,让他们有信心参与逐步深入的活动,为下一步的采访活动作好铺垫。
4重点难点
本课是阅读课,第一课时侧重学生对文章的整体理解,提取文章的细节信息并且进行初步的输出活动,因此教学重难点在于:
1. 掌握必要的词汇,比如acid, triangle, spit, drag, spit 等,并且能够根据上下文的提示猜测出单词的词义。
2. 掌握一些阅读技巧和策略,比如快读与精读,略读与细读等。
3. 学生通过不同的课堂活动,理解文章的大意和细节信息,并在此基础,进行一些简单的语言输出。
4. 学生在掌握理解文意后,理解文章传达的情感意义--师生关系。
5教学过程
5.1第一学时
5.1.1教学目标
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学时重点
◆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学时难点
◆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教学活动
活动1【讲授】
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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