高中英语-Wiston Churchill's Speeches教学设计学情分析教材分析课后反思

（Book6）Module6WinstonChurchill’sSpeech★TeachingAimsKnowledgeaim:Tomasterthewordsaboutwarsandpolitics,suchasairforce,defeat,navy,politician,primeminister,victory...Studentsareexpectedtofindouttheexpressions,especiallythesentencepatternswhicharebeneficialtotheirwriting,suchas:Ihavenothingtoofferbut...2.Abilityaim(1)Reading(Input):TogaintheabilitytocatchthegeneralanddetailedinformationbyreadingthePassage.(2)Speaking(Output):Tolearntomakeaspeech3.Emotionalaim:(1)learntoanalyzeapersonbyhisspeeches(2)Arousetheawarenessoflovingpeaceandbeingagainstwars★LearningStrategies(1)Studentsareledtoacquirereadingskillsandlearncertainknowledgeofmakingaspeechinthecontext(2)Studentsaremotivatedtoparticipateactivelyinclassactivities.★TeachingandLearningMethodologies:Task---basedMethod;IndividualandCooperativeLearningMethod★TeachingAids:Multi-mediasystem;Taskpapers★TeachingProcedures【Leading-in】:GuessingGameListentothevoiceofTrump,MartinLutherKing,andChurchillandguesswhotheyare.【ReadForthemainidea】FigureoutthemainideaofeachpartPart1:(para.1)_______________________________________Part2:(para.2&3&4&5&6)_________________________________Part3:(para.7)__________________________________________【ReadForDetailedinformation】Read&Answer(Part2:para.2)1）What'sthetimeofthespeech?2）What'sthesituationofthewar?3）WhywouldChurchillmakethespeech?4）What'sthehighlightofthespeech?(keywords)5）What'sthepersonalityofChurchillaccordingtothedescriptioninpara.2?_2.GroupworkWorkingroups(eachstudentchooseonepara.frompara.3&4&5&6),andmakeaMindMapforpara.3or4or5or6,andthensharewiththeothermembersinyourgroup.YourMindMap(思维导图）：【ReadfortheAppreciationofLanguage】FocusontheHighlightsofthespeeches:Para.2:AsIsaidtothosewho...,‘Ihavenothingtoofferbut...’Para.3:Weshallfightonthebeaches;Weshall...;Weshall....;Weshallnever...Para.4:Inyearstocome,menwillsay,“Thiswastheirfinesthour”.Para.5:Neverinthefieldofhumanconflict,wassomuchowedbysomanytosofew.Para.6:Nowthisisnottheend.Itisnoteventhebeginningoftheend.Butitisperhaps,theendofthebeginning.2.EnjoyChurchill'sspeechmadeonMay13th,1940:【ReadforLife】1.AmericaattactedSyria(叙利亚）severaldaysago,makingmanypeopledeadorhomeless.watchavideomadefortheSyrianpeoplethatsufferfromthewar.Comparedwiththem,howdoyoufeelyourlifenow?2.MakeaSpeechContents:1)Whatyourattitudetowardswar?2)Whatshouldwedotostopwars?3.Commentonstudents’speeches【Summary】Makeasummaryofthelesson【Homework】Writethereportdownwithin80words.学情分析高二学生在经过了高中一年半时间的学习和训练之后，阅读能力有了一定的提高，词汇量的积累也基本可以满足较难文章的理解。学生对于丘吉尔并不陌生，对他的生平事迹也比较了解。文科班学生对二战的进程也很熟悉，因此省去了背景知识的交代。学生英语水平参差不齐，因此在设计问题的时候要兼顾到所有同学，力争让所有同学都能参与到课堂的活动中来。学生对于长难度的理解还存在一定困难。学生对于战争的态度比较正确，有正确的价值观作为基础。效果分析一、教学目标：能够通过本节所学的词汇和句型。2、通过阅读策略的指导，学生能获取快速查找具体信息的能力3、让学生懂得珍惜和平，反对战争。4、学会赏析精彩的语句。5、学生的批判性思维得到锻炼，跨文化交流意识得到培养二、达成情况通过学生的课堂反应来看，学生都在积极思考，各个教学目标都完成的不错。学生的提取信息能力，整体感知信息能力和评价信息能力都得到了锻炼。此外，学生的语言表达能力也得到了有效提升，通过完成语言知识输出的任务，事实证明学生能够运用语言知识来进行交流，表达观点。同时在本节课中融入渗透了对学生德育的教育，学生通过学习，参与讨论等活动形成了正确的人生观和价值观，而且其批判性思维也得到有效锻炼。教材分析本课例选自选修六第六模块，单元的中心话题是战争与和平。本课是对英国前首相丘吉尔,及其部分精彩演讲的介绍。通过欣赏丘吉尔的演讲，加深对战争残酷的认识，同时也学了解了丘吉尔爱国奉献的品质。本课时的教学重点是是对文章结构的把握，和对重点语句的赏析。通过带领学生制作思维导图，让学生了解每一次演讲的背景，精华语句和丘吉尔展现出的一直品质。此外，在深入挖掘文本的同时，学生的核心素养也得到了培养和提升，如学生的人文情怀和批判性思维等。评测练习本堂课的评测练习分为两部分，一是语言理解能力的测评，二是语言表达能力的测评。在语言理解能力测评方面主要测试了学生的整体感知信息能力提取信息能力，解释信息能力。评价信息的能力。一、整体感知信息能力的测评练习【ReadForthemainidea】FigureoutthemainideaofeachpartPart1:(para.1)_______________________________________Part2:(para.2&3&4&5&6)_________________________________Part3:(para.7)__________________________________________二、提取信息能力的测评练习【ReadForDetailedinformation】Read&Answer(Part2:para.2)1）What'sthetimeofthespeech?2）What'sthesituationofthewar?3）WhywoundChurchillmakethespeech?4）What'sthehighlightofthespeech?(keywords)5）What'sthepersonalityofChurchillaccordingtothedescriptioninpara.2?三、解释信息能力测评练习2.GroupworkWorkingroups(eachstudentchooseonepara.frompara.3&4&5&6),andmakeaMindMapforpara.3or4or5or6,andthensharewiththeothermembersinyourgroup.YourMindMap(思维导图）：四、评价信息能力的测评练习【ReadfortheAppreciationofLanguage】FocusontheHighlightsofthespeeches:Para.2:AsIsaidtothosewho...,‘Ihavenothingtoofferbut...’Para.3:Weshallfightonthebeaches;Weshall...;Weshall....;Weshallnever...Para.4:Inyearstocome,menwillsay,“Thiswastheirfinesthour”.Para.5:Neverinthefieldofhumanconflict,wassomuchowedbysomanytosofew.Para.6:Nowthisisnottheend.Itisnoteventhebeginningoftheend.Butitisperhaps,theendofthebeginning.2.EnjoyChurchill'sspeechmadeonMay13th,1940:在语言表达能力的测评方面主要测试了学生的1）为语言学习而输出的测评2）为完成任务而输出的测评五、为语言学习输出的测评练习【ReadforLife】1.AmericaattactedSyria(叙利亚）severaldaysago,makingmanypeopledeadorhomeless.watchavideomadefortheSyrianpeoplethatsufferfromthewar.Comparedwiththem,howdoyoufeelyourlifenow?2.MakeaSpeechContents:1)Whatyourattitudetowardswar?2)Whatshouldwedotostopwars?3.Commentonstudents’speeches【Summary】Makeasummaryofthelesson六、为任务完成而输出的测评练习【Homework】Writethereportdownwithin80words.课后反思一、好的做法：1.从调动学生的学习兴趣入手，设计可操作性，实用性的课堂环节，让学生真正参与到课堂当中来。2.让学生自己设计思维导图，锻炼了学生的思维能力。3、师生之间的互动较好，学生能紧跟老师设计的环节去思考，能主动起来进行展示。4、多媒体的应用比较熟练，尤其是随机抽学号的方式比较新颖5、课堂