提交者:学员杭晓玲所属单位:扬州市江都区大桥高级中学提交时间: 2021-11-22 11:30:54 浏览数( 1 ) 【举报】

教学设计与反思

教学基本信息
题目	Reading Strangers under the same roof？
学科	English	年级	Senior1
教材内容	Module1Unit2 Let’s talk teens

个人信息
设计者	姓名	单位
	杭晓玲	江都区大桥高级中学

1. 教材分析

The reading in this unit is designed to help students adopt a positive attitude and practical solutions to deal with real-life parent-child tensions. Students are first asked to read a magazine article about the teenagers’ growth problems and they are expected to improve their reading skills by completing activities. In the last place, homework is designed to help students review what they have learnt in this period.

2. 学情分析

On the one hand students in senior one do have growth problems. On the other hand, students lack basic knowledge of dealing with it. It is very important to lead students to find ways to deal with it.

3. 教学目标(含重、难点)

By the end of this section, students will be able to:

1. grasp the theme, outline and details of the article;

2. infer the author’s attitude towards parent-child tensions and purpose of writing;

1. 3. adopt a positive attitude and practical solutions to deal with real-life parent-child tensions;

4．板书设计

Strangers under the same roof？

Activity1 Activity2 Activity3

Group1

Group2

Group3

Group4

5．教学活动设计（含师生对话设计）Have students skim each paragraph of the article carefully and finish the following exercises.1.Fill up the blanks of a table.2.Why do the author use three yes-no questions in the beginning?3.A family battle is COMMON between teenagers and parents.4.When a breakdown appears in the family, what will you do? 5.Skim through Para 4 and fill in blanks with books closed6.Why is the stormy period meaningful in everyone’s life? 7.What tips will you offer to the puzzled mother and the teenage son in the letter?Homework1.According to the following tips, write down what you are eager to tell your parents.2.Complete the exercise on the paper.

6.教学反思

1. 在教学过程中，利用问题，激活学生已有的背景语言知识，导入主题，创设互动情境，拉近沟通距离，引起学习兴趣。

2. 在教学过程中，利用问题，启发学生思考，引导学生进入课文内容阅读。通过归纳文本主要内容和段落大意，掌握文本结构，感知文本主题语境。通过阅读文本细节语句，理解作者重点表达信息。在巩固文本结构和内容的过程中，掌握文本中的重点语句。分组活动竞赛的初衷是为了调动所有学生的积极性，但是分组的不是特别理想，有些小组的成员基础都比较薄弱，不敢说，有些小组则是争着说，这样造成组与组之间的对比明显，没有达到预期的理想效果。所以在以后的分组竞赛中，应该更加科学合理地设置分组活动。

3.听课教师对本节课的评价总体不错，但还有些地方可以改善，比如分组活动要更加科学，合理，尽量能够让所有学生都参与进来。

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