高中英语百万英镑语言知识课教学设计学情分析教材分析课后反思Word文档下载推荐.docx

1、不同语境中相同单词的不同含义 利用所学习的单词短语，加工课文内容，表达自己的观点看法。三、总体教学设计思路：本节课课前预习，课中讲解练习，课后巩固落实，始终围绕共同的语言知识进行处理。课中始终利用“任务驱动”让学生们始终带着任务去独立思考或小组合作。通过问题驱动，在复习戏剧内容的同时，引出学生所要掌握的语言知识；学生在教师的启发引导下，学生在语境中猜测词义，深化理解。讲练结合，注重知识的巩固和落实。任务1 对作者的再熟悉再回顾；深化背景知识。任务2从戏剧人物入手，梳理文本故事内容。任务3戏剧说明篇词汇巩固运用, 对任务1和2 的巩固；共两个练习英语解释英语；文本故事复述填空。任务4 重温对白，

2、突破重点词汇结构。任务5 侧重人物问题，突破功能项目请求任务6 对任务4和5 的巩固，新语境下的词汇运用。任务7 语言的输出。The Million Pound Bank Note戏剧语言Module 3 Unit 3 The Million Pound Bank Note学习目标：1：学生可以正确认读bet, nightfall, unpaid等词汇2：学生可以在不同语境中听懂，拼读account，fault , bring up等词汇或短语3：学生可以利用所学的单词短语以及表示请求的功能句式，正确表达自己想法和观点。Before class:课前预习：Remember the words

3、that are included in the story of “The Million Pound Bank Note” 教师要求学生预习，巡视教室，进行督促。 学生利用课前几分钟的时间，朗读背诵本单元的单词。目的：课前必要的准备，也是语言知识学习的必经之路-记忆单词。During class:戏剧说明篇：Task1：介绍马克.吐温-4分钟 教师提问：“Who wrote the Million Pound Bank Note? Can you introduce him?”学生进行思考，同桌交流，回答。教师在学生回答时将关键信息词板书备用，并进行适当补充。学生通过互相交流对马克.吐温及

4、其作品有粗浅的了解，便于深入理解课文内容。学生可以通过上下文猜测该部分的生词和短语含义。Task2：复习文本内容故事 -4分钟 教师提问：“How many characters are there in this scene? Who are they? 学生回答 教师追问：“What do you know about them? Can you say something?学生对故事情节线索复现,熟悉生词所在的上下文背景。Task3：戏剧说明篇词汇巩固运用 -6分钟 教师布置任务，练习；巡视教室。学生自主思考2、3分钟时间，然后学生小组内交流核对答案。教师组织小组竞赛来进行答案的最后核对

5、。1 Find the correct word for each of the following meanings._ someone who writes books. _ the place where someone was born _ a long written story in which the characters and events are not usually real. _ unusual, exciting or dangerous experience _ a man who works in a business _ a thin paper covere

6、d for a letter_path at the side of the a road for people to walk on._ a part of a coast where the land curves inwards_ find/ notice学生对词汇含义的再次记忆，再次运用。鼓励学生勇于用英语释义。2 Fill in the blanks using the above words and explain penniless and make a bet.Henry was an American_. One day he had an accident in a _.

7、Luckily he was _ by a ship. He arrived in London by earning his_ as an unpaid hand. He was _ in the street penniless （ ）. To his surprise, two rich brothers gave him a million pound bank-note in an _ because they had made a bet （ ）.借助文本情境，学生辨识词汇含义，并在上下文中运用，再次巩固目标词汇的含义 人物语言篇：Task4 重温对白, 突破重点词汇结构 -4分钟

8、+2分钟+6分钟教师播放关于亨利如何到达英国的录音片段，学生听录音填空；学生两人一组朗读，核对答案。教师就录音内容再次分析，提出问题，让学生回答。1. Listen to the tape and fill in the blanks. Then answer the questions.RODERICK: I _, Mr. Adams, _youd _us asking a few questions.HENRY: Not at all. _. May we ask what youre doing in this country and what your plans are? Well,

9、 I cant say that I have any plans. Im hoping to find work. _, I landed in Britain _OLIVER: How is that possible? Well, you see, back home I had my own boat. About a month ago, I was sailing out of the _. （his eyes_ what is left of the brothers dinner on table） Well, go on. Oh, yes. Well, towards nig

10、htfall I found myself carried out to sea by a strong wind. It was all _. I didnt know whether I could survive until morning. The next morning Id just about given myself up for lost when I was _ by a ship. And it was the ship that brought you to England. Yes. The fact is that I _ by working as an _ h

11、and, which _ my appearance. I went to the American embassy to _, but . （The brothers smile at each other.）* Why did Henry land in Britain by accident?_通过听录音，学生再次回顾百万英镑第一幕第三场的内容，感受原汁原味的英语对话。以小组竞争的活动形式，回归文本，通过回答问题，复习相关话题的语言知识。2. Do the following exercises.教师针对答案中所含有的语言知识内容进行讲解。学生以小组合作的形式，完成里面的填空，翻译，选择

12、等多种练习方式。* It was all my fault.英译汉It was her fault. We were late because it took her so long to finish her lunch._It sounds as if there is a fault in that computer* The next morning Id just about given myself up for lost when I was spotted by a ship. 用英语解释黑体单词含义：The museum sits on the exact spot wher

13、e the gold was first discovered._That dress has a dirty spot right in the middle. _She spotted her friend among the passengers who got off the train. _* I earned my passage by working as an unpaid hand, which accounts for my appearance.We walked down a long passage to the back of the office building

14、. _I couldnt afford the passage to Australia._The old bridge isnt strong enough to allow the passage of heavy vehicles._汉译英 他无法解释他愚蠢的错误。_ 英译汉 I have 2,000 in my account._以小组竞争的活动形式，通过英译汉、汉译英等活动在新的语境中拓展训练重点知识点。Task5 关注如何问，突破功能项目-请求-5分钟“Do you think the old brothers are polite to Henry in the scene? H

15、ow do you know? Find some sentences to support your view.” 学生找寻问句，回答问题。1._2._3._4._5._归纳总结功能句-（请求）requests再读课本，揣摩人物角色之间的交流语气与态度。找出对应的句子并作出归纳Task6：戏剧说明篇词汇巩固运用 -4分钟Use the word and phrases in the correct form to complete the storiesbring up go ahead account for by accident on the contrary fault Yester

16、day when I was wandering on the pavement near a park, I met an old neighbor _. He was so happy to see me again and he talked a lot about my grandparents who _ me _. To be honest, I didnt want him to _ with his story. It wasnt because I had no patience to listen to him, but because it was still very

17、painful for me to think about my dear grandma who died five years ago. He was such a stubborn businessman that he didnt permit anybody to disagree with him. He thought his marketing plan was perfect, but _, it was not and it failed. Obviously, it was his _ because he did not listen to other peoples

18、advice. His attitude_ his loss.通过新语境再现目标词汇，训练学生灵活运用词汇的能力语言输出篇Task7 Use the target languageAn interview-10分钟 教师给出学生任务指令，给学生充分的时间准备。学生小组内分工，就问题的提出和回答，分别发出自己的意见和看法，然后选出小组发言人。教师请尽可能多的小组进行展示。 小组组词成句，组句成篇，口头展示。这是语言的输出部分，学生可以在过程中运用所学语言知识，深化对文章的认识，并展开有创造力的想象。 After class:整理口头采访稿，写成书面版。通过对采访内容的整理，巩固和进一步拓展和巩固

19、语言知识。百万英镑语言知识课学情分析高一学生，思维活跃、能积极主动的参与课堂活动，比如小组讨论，问答练习等。这是高一的学生是第一次接触到由戏剧改编的课文，百万英镑这一故事又有电影版，所以他们对此有浓厚的学习兴趣。通过第一幕第三场这个片段就可以让学生深刻感受到原汁原味的戏剧英语的魅力。通过之前的阅读课，学生对于整个戏剧的情节发展有了初步的了解和认识，能够找出戏剧的要素如时间、地点、人物和戏剧冲突。然而学生英语基础比较薄弱，如果不进行语言知识的学习，经常会造成学生表面繁荣的假象。实际上学生在对词汇的把握，句子的理解，不同语境中相同词汇的不同含义方面都存在很大的欠缺。因此，学生在自己组织语言复述故事

20、时仍然需要老师搭建阶梯，做好铺垫。本时期的学生已经适应高中的学习生活。经过这半年多的学习，学生已经体会到了高中英语的学习与初中相比增加了很大的难度，加上此时的学生情绪、情感正处于急剧发展时期，他们情感丰富、好胜心强，易于激动，容易急躁，加之学习竞争变得激烈,作业量大,学习科目多,考试频繁，结果导致学生对英语学习的兴趣不浓的人数和对英语学习很感兴趣的学生人数基本持平，在学好英语的信心方面，有较大信心的人数不到一半，但是大多数学生愿意为自己的英语学习做出努力。所以在英语教学中，要帮助学生全面认识英语学习的价值，不断激发并强化学生的学习兴趣，并引导他们逐渐将兴趣转化为稳定的学习动机，以使他们树立英语

21、学习自信心，充分挖掘教材或练习语篇中的文化资源，通过加强文化导入来培养学生的语言文化能力，促使学生对英语社会与文化的态度朝着积极的方向发展，加强学生自主性、合作互动型学习，促进学生对英语学习形成积极态度，让学生真正感到自己是学习的主人，主动把教师的教学目的转化为成自己的学习目的或需要。百万英镑语言知识课效果分析评价要素赋值（分）评价内容等级.权重得分优良一般目标设计知识与技能 5根据具体的基础知识设计合理的知识技能目标。543过程与方法5 利用新课程理念设计探究过程与方法，体现先进教育理念。情感态度价值观 5培养积极地学习情感与态度教学过程师作用教学方式 5面向全体，关注差异，教师以引导者、激

22、励者、促进者、合作者角色出现，激励、引导、点拨、帮助、促进、合作等行为倾向各至少一次教学结构 5教学活动流程结构合理，有利于学生认知结构建立；活动设计有利于学生参与学习，情境的创设有利于学生提出自主问题，有较大的思维空间；问题系列设计严谨，有层次性、针对性和开放性。教学手段 5灵活运用教具、学具；为学生提供丰富而恰当的学习材料，学习材料至少两种；较好运用现代教学手段。教学调控 5关注学生的学习状态，能根据学生课堂中的生成及时调整课堂的教学进程，以学定教。教材使用 5能创造性的使用教材，拓展课程资源，体现教学内容的开放性，有意假设课内外学习的桥梁，引导学生解决实际生活困难，感受知识价值。基本素养 5具有先进的教育理念；学科知识丰富，学科素养较高；能以自身的积极情感给予激励评价。生主动参与 8有浓厚兴趣，乐于探究876学习方式 8积极合作、探究、交流、充分操作、敢于质疑。解决问题 7能综合、灵活、多样化的解决简单实际问题。思维状态 7思维敏捷，有广度和深度。效果情感氛围 4创设积极情感氛围，体验成功、展示自我、激励发展2互动效果 4实践师生、生生、生境等互动形式，实现情感与思维互动。