教学设计：why-not-carry-on-her-good-work

Module4Unit1UsingLanguage——Whynotcarryonhergoodwork?教学设计设计教师：梅州市曾宪梓中学刘开平教学年级：高中一年级课题名称：Whynotcarryonhergoodwork?课型：Reading授课时间：45分钟教法说明:1.阅读短文，获取信息，问答问题。2.通过找出作者问关于自己和林巧稚的问题，分析分钟结构，归纳总结出做研究的方法。3.通过小组合作的模式和“讨论—总结—呈现”的步骤，让学生利用前面所学知识来表达自己的观点。学生分析：高一（8）班是高一年级的普通班级，学生英语基础一般，但认真、肯研究，上课能积极配合老师，师生互动较好，能通过小组讨论形式进行自主探究学习。教材分析本课时以“有成就的女人”的背景为话题，旨在通过本课时的教学使学生掌握了解林巧稚的成就和该篇文章的结构，并就此进行总结、呈现，提高学生的口语水平。教学目标1.语言知识（Knowledgeobjectives）a)TeachingAims教学目标:1.Torecallthewordsusedtodescribethequalitiesofagreatwoman.2.TolearntofindouttheachievementsofLinQiaozhibyusingsomereadingskills.3.Toimprovestudents’spokenEnglish.b)TeachingImportantPoints教学重点:1.GetthestudentstofindoutLinQiaozhi’sachievements.2.Enablethestudentstofindtheanswerstoquestionscorrectly.c)TeachingDifficultPoints教学难点:1.Howtoguidethestudentstogetthestructureofthispassageandconcludethemethodofdoingaresearchsmoothlyandeffectively.d)TeachingMethods教学方法:1.Gothroughthetexttogettheanswers.2.Guidetheestudentstogetthestructureofthispassageandconcludethemethodofdoingaresearch.3.Discussasagroup.e)TeachingAids教具准备：Acomputer使用多媒体教学，制作PowerPoint课件呈现教学内容，增加教学的直观性，使教学节奏紧凑，调动学生的学习积极性，提高学生学习英语的效果。2.Knowledgeandskill语言技能:1.Recallthewords,especiallyadjectivesusedtodescribeagreatwoman.2.EnablethestudentstofindouttheproperwordsdescribingLinQiaozhi.3.Askthestudentstodiscussthetaskandlearntoexpressthemselves.3.ProcessandStrategies学习策略:1.Explanationtoacquaintthestudentswiththeskillsofreading.2.Groupworkorindividualworktoinvolvethestudentsinaheateddiscussion.3.Guidancetoacquaintthestudentstoconclude.4.FeelingsandValue情感态度:Byreadingthispassage,thestudentsmaygetmoreinformationabouttheimportantwoman—LinQiaozhi,whowasthefirstwomandoctortospecializeinwomen’sdiseasesandtheproblemsofhavingbabies.Herstorymayinspirealotofstudents.教学过程StepI:ReviewandLead-inT:Whatqualitiesdoyouthinkagreatwomanneeds?selfless/determined/generous/kind/modest/intelligent/hard-working/brave/confident/considerate….(Althoughthispartservedasrevision,itisimportantbecausethesewordswillbeoftenusednotonlyinthisperiodbutalsointhewholeunit.)StepⅡ:Reading1.BackgroundT:Doyouknowthepicture?Whoisshe?T:Whatachievementsdidsheget?(FromtheWarmingUp,studentsknowthatitisLinQiaozhiandshewasadoctor,aspecialistinwomen’sillnessesanddevotedallherlifetohercareer.)2.ListeningWhilelisteningtothetape,studentsareaskedtogettheanswerstothetwoquestions:WhatmadeLinQiaozhisucceed?Whatwordsinthepassageareusedtodescribeher?Sincethesecondquestionisnoteasy,teacher’sguidanceisnecessary.3.AnsweringStudentsareaskedtofinishexercise2onpage6.Aftertheyanswerthequestions,somekeywordsshouldbeshownonthescreen.ThenasmalldiscussionwillbecarriedoutaboutfindingouttheachievementsofLinQiaozhi.Theteachercangiveanexampletohelpstudents.Achievements:Shegotamedicaltrainingforhercareer.Shebecameaspecialistinwomen’sdiseases.Shewrotebooksandarticles.Shehadmadesurethatabout50,000babiesweresafelydelivered.StepⅢ:Finding1)Findoutthepersonalquestionsthatthewriteraskedherself.•WhichoneshouldIchoosetostudyatuniversity?•WhynotstudyatmedicalcollegelikeLinQiaozhiandcarryonhergoodwork?(Fromthetwoquestions,theteachercanguidethestudentsthestructureofthispassage.)Structure:beginaquestionpuzzleendanotherquestiondecision/solution2)2.FindoutthequestionsthatthewriteraskedaboutLinQiaozhi.•Whydidshewritethat?•WhowerethewomenthatLinQiaozhithoughtneededthisadvice?•Wasshesomuchclevererthananyoneelse?•Whatmadehersucceedlateron…(Fromthesequestions,theteachercanguidethestudentsthemethodhowthewriterfindsoutaboutLinQiaozhi.Andthisisalsothemethodofdoingaresearch.)Method:QuestionAnswerAnotherquestionAnswer...StepⅣ:DiscussionWhatwillyourfuturecareersbe?Howcanyouarriveatyouraims?(Thetwoquestionsaredesignedforstudentstothinkabouttheirfuturecareerchoiceandhowtheymaycanmaketheirdreamscometrue.Afterdiscussion,somestudentsareexpectedtopresenttheirideas.)StepⅤ:HomeworkPreviewReadingTaskonpage44-45.教学反思本节课完成的效果较理想，完成了预期的教学任务。首先，在复习时，学生能够说出前面所学关于描述伟大妇女的形容词，达到了巩固的效果。其次，在阅读时，学生能够抓住关键信息，找到答案，说明学生的信息获取能力比之前有所提高。但在找出林巧稚的成就时，并不是大多数学生能够完成，因为有些信息不是直接从文章中划出来的，要学生自己稍微总结才能得出来。再者，在讨论环节，学生非常踊跃，对于自己将来的职业选择，学生还是有很多话要说的，所以他们的参与程度很高。听课的同行评价本课时的教学思路清晰，教学设计条理明朗，教学目的突出。尤其是第三部分（Finding），对文章结构的分析和方法的归纳总结，体现了阅读技巧的升华，是本课时的最大亮点。来自蕉岭中学的老师说，如果是他们来处理这篇文章，他们在阅读完后，就会直接进入到“概括（summary）”，而不是对文章结构的分析和方法的归纳。我想，这话对我来说是很大的肯定和赞扬。但在心底里，自己还是心虚的，因为这个想法并不是我的原创，是我从教参上的“教学建议”中得到的灵感。我想，以后遇到结构比较分明的文章，可以尝试用这个方法去总结归纳。