请参训教师根据自身实际教学情况及课程学习,运用所学知识,设计和实施一次以学生自主学习与合作学习为特点的教学活动。并将教学活动设计、实施与反思以文稿的形式提交至平台。
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人教版必修一 Unit 1 Friendship教学设计
一、教材内容分析
本单元是高中一年级的第一单元刚开学没多久大家相互之间还不是很熟识需
要了解、沟通友谊是他们生活当中必不可少的他们每个人对友谊的认识不同见解不
一。
1本节课的Warming up 我采用情景描述法让学生自己用几个单词描述自己心目中
的朋友或写下朋友的三个特征让其他学生猜猜他描述的是班上哪个人。并把相关的词汇、
句型写在黑板上有利于词汇的积累。第一种方法适合基础差的学生第二种方法适合成
绩好的学生。
2在导入的时候我采用提问法激起学生思考
A.Which kind of friend do you think is the best friend?
B.What else can be our friends besides human beings?
对于第一个问题每个学生的答案不同但有一个共识患难见真情他们需要的是
永久的友谊而不是由于利益关系等短暂的友谊。第二个问题一般很少有学生把人类以外
的事物当成最好的朋友有个别的把宠物当成好朋友。
3快速阅读弄懂文章大意
4细读弄清细节找出生词、难句并完成课后的练习1、2。
5精读讲解新单词、有用的短语、句型并让学生自己举例应用。
6深入了解文章的思想、写作风格并提出相关问题。
A.What's the advantages and disadvantages of the diary as a friend?
B.Why did Anne say that she had seen the night face to face on the dark, rainy
evening?
7讨论如下问题
Ask students if they are only allowed to have five things with you in the hiding place
because there is very little room, what would they choose?
8课后练习
Can you give us some background knowledge of World War and some historical
material of Jews? You may use the library or the Internet.
二、学生分析
高中一年级的形式已经在初中阶段的英语学习中,已经积累了一定的词汇基础,并掌握
了一些简单的学习策略和技巧,具有初步的英语听说读写能力。这个班的英语水平参差不
齐教学既要进一步培养尖子的学习能力又要保证差生能听懂调动他们的积极性使他
们愿意学在学习的过程中享受到乐趣。他们已具备了直接思维和抽象思维的能力正处
于发展、培养创造性思维能力的最佳时期和智力向高水平发展的关键时期他们有极强的
好奇心和求知欲。他们对老师的期望也大大提高不仅希望老师传授科学文化知识更期
望从老师那里获得更多的学习策略与技巧分享人生经验。
三、教学目标
1.语言知识目标
通过对朋友的讨论帮助学生发散式记忆积累相关描述人的性格、特征的词汇、习惯
用语并运用于听说读写当中。适当运用I thank so. I agree. I don’ think so .I don’t agree
exactly. I am afraid not .Of course not.表明自己的态度和肯定程度。
2.语言技能目标
培养和提高阅读浏览、寻读主要事实的能力形成用英语获取信息、处理信息分
析问题、解决问题的能力以及用英语思维和表达相关话题复述课文及运用所学知识描
述朋友的能力。
3.文化意识目标
通过与话题相关的图片、课文的学习逐渐形成跨文化交际意识和培养基本的跨文化
的交际能力拓宽国际视野理解各国的文化进行反法西斯教育为以后深入学习中外
文化奠定基础。
4.情感态度目标
通过讨论友谊激发学生保持对英语学习的浓厚兴趣有利与帮助他们树立正确的人生
观、价值观通过对课文学习的小组讨论等形式帮助学生养成团结、协作的品质。
5.学习策略目标
注重引导学生借助上下文联想及猜测生词如set down a series of facts记流水账的意
思引导学生自学、自做、自悟即指导学生形成自主学习的意识掌握合适的学习策略。
启发学生通过发散式思维积累词汇指导学生发现规律对所学内容进行整理和归纳引
导学生抓住信息词或关键词来理清段落大意。另外引导学有余力的学生通过网络、图书
馆来拓宽学习中外文化的渠道并在学习活动中强化互助与共享的必要性。
四、教学策略
1努力创设情境的原则
让学生想象自己待在一个隐蔽的地方允许只能做的五件事他们如何选择将学生
直接带入课文的语境中。
2 任务驱动的原则
让学生带着问题去阅读找出相关答案并分析整理形成自己的观点。
3 交际法教学
在Warming up让学生自己用几个单词描述自己心目中的朋友或写下朋友的三个特
征让其他学生猜猜他描述的是班上哪个人体现了交际的功能。
五、设计思想
根据《高中英语教学大纲》的要求在课堂教学中必须以学生为主体为中心进行
教学教师在教学中起主导作用。因此我采用任务型教学方式每一部分都设有一定的任
务引导学生自主或者合作完成。阅读活动由整体入手由易到难步步推进层层深入。
整个教学活动以教材为载体以学生为中心。在课堂教学中学生应该跟老师学学习方法
提高阅读速度和阅读技巧,查找分析处理信息的能力以及写作能力。积极参与小组的各
项活动展现自己和小组的能力并培养团队协作能力。在整个教学活动中学生充分调
动其各个感官进行听、说、读、写积极主动的学习。
六、教学媒体
1. the multimedia teaching system
2. the blackboard
七、教学过程
Unit 1. Friendship
Teaching approaches: situational approaches, communicative approaches and approaches
Learning objectives and demands:
1. The activity is designed to encourage students to think about friends and friendship and to
activate relevant vocabulary.
2. Ask the students to describe a good friend and give examples of situations where friends have
helped them. Use the activity as a brainstorming session done either in groups or with the whole
class3. Language use: speaking practice: reading
Teaching procedures:
Step 1. Warming up
Students are asked to describe themselves and a friend. You can use these questions in at
least two different ways. One alternative is to ask the students to think about three words to
describe themselves and then let each student tell the class the three characteristics they have
chosen. A second alternative would be to ask the students to write down the three characteristics and let other students guess who is being described. Which words can be used to describe the characteristic?
Brave: courage fearless heroic
Scared : astonish fearful frightened horrified shocked terrified timid
Loyal: devoted faithful
Wise: bright clever cute gifted intelligent smart well-learned witty
Beautiful: attractive breath-taking charming cool cute elegant eye-catching good-looking graceful
inviting lovely neat pretty splendid stunning
Step2. Leading in
Ask Students questions:
1. Which kind of friend do you think is the best friend?
Any answer is possible. Everyone may have his own reasons. But when you answer the
question, you should remember the old saying" A friend in need is a friend indeed", The best
friend should be a man whom you can depend on forever, not in a certain period of time.
2. What else can be our friends besides human beings?
There are many answers to this question. e. g. a dog, a cat, a dictionary, a computer, a toThere are many answers to this question. e. g. a dog, a cat, a dictionary, a computer, a toy car,
a mobile phone, a TV set…
Step 3.While –reading
(1)Fast-reading : Got main ideal and finished comprehending exercise 1 and exercise 2
(2) Intensive reading :
1What's the advantages优点and disadvantages of the diary as a friend?
Possible answers
Advantages: a. He accepts all that you said to him. b. He is never angry with you. etc.
Disadvantages: a. He has no feelings and thoughts. b. He can not speak to you. etc. 2Why did Anne say that she had seen the night face to face on the dark, rainy evening?
There may be several reasons. Use your imagination to find out the possible reasons
according to what you think of. e. g.
a. It is dark and safe on such a night.
b. Anne hasn't experienced the nature so closely for a long time.
c. On such a night she can throw away all her worry and other unhappy feelings. etc.
Step 4. Explain the new words and phrases in the content
短语
1set down 放下记下登记; set up 建立搭起; set about doing sth. 着手开始
做某事; set out 出发动身开始
2join in 加入参加 join sb. in sth. / doing sth.; join 加入某一伙人或某个组织
take part in 参加有组织有纪律的活动
3put away 把……收拾起来放好; put back 放回原处; put down 记下写下放下
put off 推迟拖延
4. be prepared for be ready for 为……作好准备; prepare for 为……作准备; prepare
sb. for 使某人为……作准备; get sth. ready / prepared 把……准备好
句式
1I haven't been outdoors for so long that I've grown so crazy about everything to do with
nature.
1so … that … 如此…以至…引导结果状语从句so放在句首时句子要倒装。
2so that既可引导结果状语从句也可引导目的状语从句。引导目的状语从句时常和
can, could, may, might, would等情态动词连用。2I'm having some trouble with my classmates at the moment.
havesome, no, much, great, littletrouble/difficulty with sth. /indoing something 做
某事有一些,没有很多很少因难。
3It is believed that the islands can be a paradise天堂when people live in peace.
It is believed that … 人们相信……; It is said that … 据说……; It is reported that …据报
道……; It is supposed that … 人们认为……
Step 5 Post-reading: Discussing
Ask students if they are only allowed to have five things with you in the hiding place because
there is very little room, what would they choose? Step 6.Homework
Can you give us some background knowledge of World War and some historical material
of Jews? You may use the library or the Internet.
It is up to the students themselves to complete the task.
八、评价与反思
教师反思
1. Have all the teaching aims been reached? _________________
1 Have all the students learnt something in the lesson? ________________
2 What can be improved? _______________________
学生反思
1. What impressed me most in the class? ________________
2. What haven’t I understood yet? ________________
3. In what aspect do I need imp九、教学后记
本节课在以下几方面效果良好
1.突出了学生的主体地位学生上课时积极主动发言课堂气氛热烈
2.从学生的问题出发营造教学情境设计教学问题并引导学生探究、解决问题。
3.设计出了以任务型教学指导下的师生互动方式。
4.对教材内容作适当的处理发掘出教材内容之间的内在逻辑联系及育人作用。
不足之处
1.课堂教学要减少统一讲解增加学生的自主探究增加学生的分组活动。
2.争取准备两、三种针对不同群体学生的教学安排。 rovement? ________________
2015年