高中英语_unit1 book5教学设计学情分析教材分析课后反思
人教版Elias’ Story教学设计Part 1 Teaching objects:1. Knowledge objects:(1) The students can understand Elias’s story.(2) The students can locate the detailed information.(3) The students can understand and use the new vocabulary, like equal; violence and so on .2. Ability objects:(1) Students develop their abilities of reading, speaking and listening.(2) The students improve their reading skills, especially guessing word meaning according to the context.(3) The students can develop teamwork through activities.3. Emotion objects:Through reading, the students will understand the story of Elias and can express their feelings about a great person.Part 2 Teaching Methods:“Communicative” Approach and “Task-based” language teaching .Part 3 Teaching aidsMulti-media ppt, videos, music, learning sheets, textbooks, blackboard and chalk.Part 4 Teaching ProceduresI.Pre-readingLead in---A video about Mandela’s birthdayII. While-reading1.Fast-readingTask 1 What is the passage mainly about?A. The poor life of black people in South Africa.B. The life of Mandela.C. Elias’ life and how Mandela helped black people.D. How Elias met Mandela.Task 2 Complete the frame to know the organization of the passage.Part I: Paragraph __1__-----_______ The life of Elias before he met Elias’ lifeMandela.Part II: Paragraph ____ ----________ The changes of Elias’ life after he metMandela and what Mandela did.2.Careful-reading1.why did Elias feel worried about his life?(1)He had ___ education 2)couldn’t pay ______and_____3)couldn’t____ or ____ 4)had no ______Black people’s life (para 4)1.Analyze the sentence“ The last thirty years have seen the greatest number of laws stopping our rights and progress, until today we have reached a stage where we have almost no rights at all.”Part 2 The change of Elias’ life after he met Mandela.1.How did Mandela help them?①He helped Elias get the passbook.②He offered guidance to poor black people.③He joined the Youth league and became hopeful about their future.④He first attacked the unfair laws in a peaceful way.⑤He decided to answer violence with violence when there is no other ways.⑥Elias helped blow up some govenment buildings.A. ①②③B.①②③④⑥C. ①②④⑤2.What can we learn from Mandela?3.what changes happened to Elias’ life with Mandelas’ help?IV SummaryWork in groups ,one acts as Elias and the others as reporters.Reporters try to ask questions about Elias’ life.A: a news reporter B:EliasA: Nice to meet you, Elias.I’m …B: Nice to meet you, too.A: May I ask you a few questions？B: Of course, I’d like to answer them.A: Can you tell me about your life before you met Mandela?B：…A: I heard that Nelson Mandela had helped you a lot. Would you please say something about that？B: …A:were you afraid when you helped Mendela blow up the buildings?B:……A:Thank you for taking this interview.V. DiscussionIn our daily life, what should we do to make the world equal?politics:Daily life :Job hunting（找工作）…GovernmentThe colored race(有色人种)VI. Homework1.Find out all the attributive clauses in the text .2.Read The Rest of Elias’ Story on page 38.3.Surf the Internet for more information about Mandela.学情分析本次晒课用的是高一普通班的学生，通过高一上半学期的学习，学生已经适应了高中的教学节奏、模式和规律，学生的阅读技巧已有了解，但是还有待继续培养其能力，提升其情感，所以很有必要充分利用本单元的话题，帮助学生通过理解篇章来陶冶情操，让学生在学习中学会灵活运用，在启发式教学中学会自主探究学习，在小组活动中学会互相合作，共同促进，这也有利于学生英语素养的整体提升。
效果分析通过对于必修一第五单元reading的学习，促使学生熟悉Mandela，能用英语简要介绍曼德拉的事迹，整理有关的词汇。
并使学生掌握一些阅读技巧，比如快速找寻文章细节信息，归纳和总结。
通过lean to use 和group work来看，学生在这一方面有了长足的进步，学生能够通过当堂记忆的知识灵活运用。
虽说偶尔也会出现不流畅的现象，但是通过回扣课堂、学案和课堂笔记，学生对于这一块有了明显的进步，为下一步的语言点的讲解打下了良好的基础。
该堂课恰当地运用现代教学手段，声情并茂地再现情境，注重启发式和参与式教学方法，调动了学生的思维，为我们英语课改指明了方向。
教材分析本套教材为人民教育出版社出版的《普通高中课程标准试验教科书》，旨在发展学生的自主学习能力和合作精神；在加强对学生综合语言运用能力培养的同时，注重提高学生用英语获取信息、处理信息、分析问题和解决问题的能力，以及用英语进行思维和表达的能力。
因此课程设计意在体现课程标准规定的课程性质和理念。
根据学生的个性特征和发展的需要，为他们提供丰富的选择机会和充分的表现空间。
通过高中英语课程的学习，使学生的语言运用能力进一步得到提高,为他们的为未来发展和终身学习奠定良好的基础。
人教新课标版必修一第五单元围绕“Modern hero”这个题材开展多种教学活动。
本节课是本单元的重点，主要介绍Modern hero的故事，进一步加强学生对现代英雄的认识，强化爱国意识。
同时通过操练，进一步提高学生听、说、读、写综合素质能力。
本节课旨在通过教学使学生了解modern hero，从而培养学生对英雄的进一步的认识并培养学生向英雄学习的意识。
评测练习11.Learn to use.Instructions：S1 begins with a sentence and others add extra and different information using the attributive clause.Example:S1: Tai’an No.1 High School is very beautiful.S2: Tai’an No.1 High School (where I met many excellent students) is very beautiful.S3: Tai’an No.1 High School (where you have been studying for two months) is very beautiful.S4: Tai’an No.1 High School (where you have got a lot of outstanding teachers) is very beautiful.评测练习2Work in groups ,one acts as Elias and the others as reporters.Reporters try to ask questions about Elias’ life.A: a news reporter B:Elias）A: Nice to meet you, Elias.I’m …B: Nice to meet you, too.A: May I ask you a few questions？B: Of course, I’d like to answer them.A: Can you tell me about your life before you met Mandela?B：…A: I heard that Nelson Mandela had helped you a lot. Would you please say something about that？B: …A:were you afraid when you helped Mendela blow up the buildings?B:……评测练习3In our daily life, what should we do to make the world equal?课后反思这是一节整体阅读课，主要引导学生在阅读的过程中提高英语语言能力，突出了“以学生为主体”的课程理念。
高中英语_必修五第一单元词汇课教学设计学情分析教材分析课后反思
教案设计1．conclude vi .推断出 vt .结束 ①conclude ⎩⎨⎧ sth.from sth.from sth.that...推断出；断定 ② conclude...with... 以...结束 ③conclusion n ．结论；结束arrive at/come to/reach/drawa conclusion 得出结论in conclusion 总而言之学生课堂学习自我评价表学情分析在我校高中阶段，英语学习是不少学生的薄弱点，在高中各学科中，英语学习的困难居其他学科之首（尤其对男生），导致很多学生对英语学习失去了兴趣，甚至放弃了对英语的学习。
他们的主要表现在下面几个方面：1．学习英语的目的不明大多数人把学习英语看作是“为了高考”是“被迫无奈”，而没有当作是多掌握了一样人生的工具。
因此，不少学生缺乏学习动力，无法将强烈的学习愿望变成强大的学习内驱力，有效地推动自己的英语学习。
事实表明，目的明确的学生英语学习水平较高，而缺乏明确目的的学生，水平较低。
教师应该试图提升中学生的学习动机，从而提高中学生的英语学习水平。
2. 缺乏积极的学习态度和毅力不少学生对英语学习的努力程度不够。
他们有学好英语的愿望，但缺乏学习的毅力，没有长期努力的思想准备。
他们不愿在英语学习上多花时间与精力，遇到困难很容易产生疲劳感，甚至厌烦感。
积极的学习态度会促进英语水平的提高，而消极的态度会抑制进步。
他们的学习态度主要是建立在兴趣之上的。
因此，教师应尽可能呼唤起他们的积极态度，提升学习效果。
要避免一人讲课、众人听课的局面，多一些互动，吸引学生参与课堂教学。
教师要精神饱满地上课，因为你的态度会直接影响学生的行为。
尽量让课堂充满生气，提高学生自主学习的能力。
3. 缺乏对英语的兴趣和信心对英语的兴趣“一般”或“不大”的人数较多。
兴趣是推动学习的重要力量。
人们对有兴趣的东西往往表现出极大的积极性。
如果学生对英语学习有兴趣，就会产生学习动力。
高中英语_必修一 U5教学设计学情分析教材分析课后反思
课后反思本堂课，教学目标明确，定位恰当且充分体现在每一个教学环节中，从课堂的视频引入进而多媒体课件展示一直到最后都紧紧围绕本课教学目标展开，且过渡自然，环环相扣。
操练环节中，操练量不小。
但是，这节课还是考虑不是很全面，如果能设计一个“采访”的交际活动，选择学生起来表演，让学生在真实的语境中真实的运用语言必将能激发学生真实的兴趣。
如果再加上合适的限时训练就更好了。
我还需要改进的就是自己的语音语调还有教态，因为我清楚的知道，教师的情绪很大程度上都会影响学生的心情，所以我想我脸上的微笑还不够多，这对学生还是有影响的。
我还有很多不足，需要学习的太多，生命不息，奋斗不止，加油！课程标准分析按照基础教育阶段英语课程分级总体目标的要求，本课程标准对语言技能、语言知识、情感态度、学习策略和文化意识等五个方面分别提出了相应的具体内容标准。
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。
英语教学是一种生活教学，所以它也是活动教学，教学过程也是交际活动过程。
只有从组织教学活动入手，结合生活实际，大量地进行语言实践，使英语课堂生活化，交际化，才能有效地培养学生运用英语进行交际的能力。
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。
学生参与活动贯穿始终。
学生既有individual work，又有pair work和group work。
在课堂教学中，学生应以阅读材料为载体，改进阅读学习方法，提高阅读速度及技巧，掌握查找﹑分析和处理信息的能力。
在整个教学活动中，学生充分调动其各个感官进行英语的听、说、读、写各个层面的学习。
教材分析1、教材内容分析本课的内容是高一英语必修1第五单元Nelson Mandela—a modern hero，本单元讨论的话题是“great people”介绍了几位伟人的生平和伟人身上的品质，主要内容是围绕当代英雄纳尔逊·曼德拉展开的。
高中英语_高中英语第一册第五单元听力教学设计学情分析教材分析课后反思
教学设计：听说课主要是通过有限的听力材料来培养学生获取信息，分析信息和应用信息的能力，整堂课注重先输入后输出，先有词汇的输入和铺垫，扫清学生在听力中可能遇到的障碍，再有听力输入；先听大意再听细节，然后输出，完成教学目标。
在泛听环节中主要引导学生根据已呈现的词汇和自己对文章的预测文中可能出现的词汇，在精听环节中根据文章的特点和学生的具体学情设置各种不同题型来培养学生捕捉具体信息的能力，在输出环节中主要培养学生运用主要信息进行口头表达的能力。
学情分析：这一届学生听力基础相对来说还可以，在获取信息方面能够找到重点，所以在题目的设计上应该遵循由浅入深的规律，让学生逐渐适应，到填空部分就可以较为顺利的完成。
然后可以在教师的指导下较完整的表达自己的观点，能力方面还需加强。
大约有一半的学生可以跟得上，在最后的输出部分可以较为流利的表达。
还需进一步加强学生精听的能力，使得学生真正的在听的方面能够游刃有余。
我们的教学只有将学生的语言学习过程与实际生活实践结合起来，为用而学，在用中学，学了就能用，才能使得学生有效的掌握英语，达到教学相长的目的。
效果分析：本节是听力课，学生的听力基础较薄弱，所以首先要把出现的生词处理好，并通过测试的形式确保学生真正掌握，这一部分做的比较好。
随后在听力部分，设计的题目是由浅入深，题目设计的难度适中，学生完成的不错，部分听不清楚的内容，学生回答错误的题目，让学生重新听，也比较圆满的完成了教学任务。
但是在最后的输出部分，由于题目是三种交通工具和烹饪工具，与原文的发明和哲学家无多大关联，而作为教师，我本身没有做好串联，以至于学生在输出部分不知道如何组织语言表达观点，导致学生在讨论环节完成的不顺利。
教材分析：本文主要是是通过四大发明引出中国其他的几个发明家及其比较有趣的发明，所以先导入四大发明的图片，领学生读，然后提供听力材料中出现的牙刷图片，并提供实物，提高学生听的积极性，活跃课堂气氛。
用图片的形式教授词汇，给学生直观的词义，给出时间让学生自主记忆掌握并以小测验的形式指导学生检测，设计连线题目通过单词释义理解相关词义，为下一个环节的泛听和精听做好铺垫。
高中英语_Book1 Unit5 Nelson Mandela (Reading)教学设计学情分析教材分析课后反思
Warming upAt the very beginning, show some pictures of Mandela and ask the students to share some basic information about him. Then show his great contributions and a short video of people around the world celebrating Nelson Mandela’s 94th birthday. Then lead in the topic.展示曼德拉的图片后，让学生分享他们所了解的曼德拉，激起学习兴趣的同时锻炼了英语表达能力。
随后的教师分享，尤其是曼德拉成就展示，目的是让学生进一步了解曼德拉其人并唤起学生的崇敬之情。
展示人民为曼德拉庆祝94岁生日的盛大场面，一方面为引入话题做准备，另外可以让学生初步感知曼德拉在人民心目中的地位，从而更容易理解文章中Elias对曼德拉的感情。
适时提问为何曼德拉会取得如此成就并得到世界人民的尊重，引起学生思考，并进一步激发深入学习的兴趣。
PredictionTo let students predict some basic elements of the story from the title and the picture.学生明确知道本课要学习的人物是曼德拉，文章却以另外一个人的名字为题目，心中难免疑惑。
通过朗读文章题目并观察文中插图，学生可以预测Elias是谁，故事发生在哪里，并猜测Elias跟目标人物存在的联系。
这样不仅有利于帮助学生理清人物关系，还利于学生初步感知曼德拉对于Elias的重要影响，再者也能较快适应文章以第一人称口吻叙事的事实。
While-readingFast –readingStep1Check the prediction准确的预测能增强学生的自信心，唤起更大的热情去品读文章。
Unit 5 Languages around the world 教案 高中英语必修第一册
Teaching DesignBook1 Unit5 Languages around the worldPeriod2 Reading and ThinkingThe Chinese writing system: connecting the past and the present一、教学设计理念：本节课根据新课标提出的六要素整合英语学习活动观理念，关注学生学习参与的实际获得，创设与主题意义密切相关的语境，概括、整合、重组信息，将所学的知识和能力迁移到新的生活情境中解决真实的问题。
依据英语学科能力要素及表现指征框架进行学习理解类，应用实践类和迁移创新类活动过程中培养学生语言理解和表达能力，推动学生对主题意义的深度学习，构建新知，发展思维。
二、语篇分析：主题语境：“人与社会”主题语境下从属于历史、社会、与文化主题群的内容。
语篇类型：介绍型文体，介绍了汉字发展的历史。
【what】本模块以“探索汉字书写体系”（Explore the Chinese writing system）为活动主题。
要求学生读文本，认识到我国汉字书写历史的发展，探索汉字发展对中华文明数千年的传承起到的积极作用，并积极思考汉字未来的发展和作用，切实体会汉字的魅力，体验家国情怀，增强文化自信。
【why】本文以我国汉字书写体系的历史发展作为阅读题材，不仅因为我国汉字有着悠久的发展史，更重要的是它对我国各个方面的发展都起到至关重要的作用，同时让学生认识到汉字书写体系的特征和发展史，思考汉字书写体系的发展对中华文明的深远影响，感受汉字的魅力，探索汉字发展的未来。
【How】本文有两条主要线索：一条是按时间顺序梳理了汉字书写体系数千年的发展历史，是本文叙述的明线，从汉字最初起源于象形文字开始，到甲骨文的出现，以及春秋战国时期书写体系多样化的发展，再到秦始皇统一书写体系等，交代了汉字对中华文明延续至今所起到的重要作用。
第二条是呼应标题中的题眼“CONNECTING”的一条暗线，说明汉字书写体系对中华文明传承数千年所起到的四个重要作用。
高中英语_BOOK 1 UNIT5 Reading教学设计学情分析教材分析课后反思
Unit 5 Nelson Mandela--- a Modern HeroReadingTeaching goals:1. knowledge aims:Learn and master the new words and expressions in this period.Words：hero，quality，willing，active，republic，principle，nationalism，livelihood，fight，peaceful，prison，prisoner，law，advise，continue，fee，gold，passbook，ANC，youth，league，stage，vote，position，accept，violence，equalPhrases：lose heart，in trouble，worry about，out of work，Youth League，as a matter of fact，blow up，put...in prison2．Ability aims:（1）Talk about the fine quality of great people to improve the students’ speaking ability.（2）Do reading practice to impr ove the students’ reading abilities.3. Emotional aims:（1）Learn about some great people and qualities they have in common.（2）Develop the students’ moral quality.Teaching important points:（1）Talk about the fine quality of great people to improve the st udents” speaking ability.（2）Enable the students to grasp the main idea of the passage.（3）Improve the students’ reading ability.Teaching difficult points:（1）How to express their own opinions and ideas.（2）How to grasp the main idea of a text or a passage.Teaching methods:Fast reading and careful reading; asking and answering activities to check the student’s understanding of the text; Individual ,pair or group work.Teaching aids: A computerTeaching procedure:Step 1. Leading inGet the Ss to enjoy a video for 5 minutes. After enjoying, ask the Ss some questions1.Who is he?2.How about this person? Do you admire him?3.Is he another hero in your heart?4.What do you know about him? Is he a great man? Why?(Give background knowledge)Before we go to read Elias’s story let’s first try to make a guessT: It seems you know Nelson Mandela a little. Do you want to know more about him? Let’s read the following story and see what Elias thinks of Nelson Mandela.Step 2 Learning words and phrasesWords: hero，quality，willing，active，republic，principle，nationalism，livelihood，fight，peaceful，prison，prisoner，law，advise，continue，fee，gold，passbook，ANC，youth，league，stage，vote，position，accept，violence，equal Phrases：lose heart，in trouble，worry about，out of work，Youth League，as a matterWhat happened between Elias and Nelson Mandela?Read the passage Elias’ story.Step 3 fast reading1) Qs:1. Who was Elias?2. Where did the story happen?3. When did he met Nelson Mandela?2) Decide how many parts this text can be divided into and then give the main ideas of each part. Part 1(Para. 1---2) The life of Elias’ before he met Nelson MandelaPart 2(Para.3---5) The change of Alias life after he met Nelson Mandela and what Mandela did. Step 4 careful readingPart 11. When did Elias first meet Nelson?2. What problems did Elias have to keep his job?Part 2.They had no _______.Black people’s problems They couldn’t get _____ they wanted.They had to live in ____________. Mandela told him ______Mandela’s help ___the correct papers so that he could keep his job.Elias’ life after meeting MandelaHe joined ____________________Support for MandelaHe helped Mandela ____________some government buildings.1. How did the ANC Youth League fight against the government?A. They fought against the government in a peaceful way.B. They shoot the government officials.C. They decided to answer violence with violence.2. Why did Elias help Mandela blow up some government buildings?A.Because he liked violence.B. Because it was not dangerous.C. Because he thought it was a way to make black people and white people equal.D. Because he wanted to be famous.Step5 Retelling(Judge T or F)1.Elias went to see Nelson Mandela when he was in trouble.2. Elias left school because the school was too far from his home.3. Nelson Mandela helped him keep his job.4. Elias met Nelson Mandela at school.5. Elias was unable to read or write because he was lazy.6. Nelson was a black lawyer.7. Nelson thought violence was a good way to help black people.8. Nelson believed that black people were being treated as well as white people inSouth Africa.9.Elias trusted Nelson Mandela and he joined the ANC Youth League.10. Elias was willing to blow up government buildings.11. Nelson Mandela thought violence was a good way to help black people.12. The government were happy with Nelson and the ANC.13. Totally, Elias was happy blowing up government buildings.Step6 Summary1.Fill in the blanks.2.Find out the great qualities of Mandela according to the passage(1) He had opened a black law firm to advise poor black people on their problems. (helpful)(2) He told me how to get the correct papers so I could stay in Johannesburg.(kind /intelligent)(3) We were put in a position in which we had either to accept we were less important, or fight theGovernment. We chose to attack the law. We first broke the law in a way which was peaceful; when this was not allowed… only then did we decide to answer violence with violence. (Brave,Determined & Unselfish)Step7 Discussion What are great people like? (have a brainstorm)Elias’ life before meeting Mandela Information of EliasElias’ problem He was a poor ________ worker.He needed to get a _________becausehe wanted to continue doinghis work. Black people’s problemsThey had no ______. They couldn't get ______ they wanted. Elias’ life aftermeeting MandelaMandela’s help support for Mandela Mandela told him ____________ the correct papers so that he could He joined ____________ _____________. He helped Mandelahard -workingintelligen Be active Insocial activitiesWho is your hero? Did he /she do anything for others?Why do you like him so much? What are his best qualities?Directions: Using the following expressions:……is my hero. I think …is…… He/she did……Step7 Homework1.Try to find out some useful expressions and phrases.2.Work in four to find more information about Nelson Mandela.学情分析我授课的班级是高二7班，是理科普通班。
book 5Unit 1 reading学案及教学反思
高二年级英语学科问导学案班级：姓名：组别：课题：Book5-Unit1-Period(1)Reading: Great scientists 备注【学习目标】1. To enable the students to know something about some great scientists and knowhow they do scientific research2. To finish the comprehending exercises.3. To understand the difficult sentences【重点难点】1. To solve the questions in Comprehending, find main idea and key information,and give a summary of the text.2. To understand how scientists do scientific research【知识链接】John Snow was born in York on March 15th, 1813, the oldest of ninechildren.His father worked as a laborer. While poor, his parents were determinedto give their children whatever educational opportunities they could afford. Hewas educated at a private school in his native city until the age of fourteen, whenhe was apprenticed(当学徒) to William Hardcastle, a surgeon(外科医生) livingat Newcastle-on-Tyne.After serving for a short time as a surgeon and unqualifiedassistant during the cholera epidemic of 1831-1982, he became in October 1836 astudent at the Hunterian School of medicine in Great Windmill Street, London. Hebegan to attend the medical practice at the Westminster Hospitalin the following October.He graduated M.D. of the University of London on 20Dec. 1844, and in 1850 he was admitted a licentiate of the Royal College ofPhysicians.Cholera is the illness caused by a bacterium called Vibria cholerae. It infectspeople’s intestines(肠), causing diarrhea(腹泻), vomiting(呕吐) and legcramps(小腿抽筋). The most common cause of cholera is by someone eating foodor drinking water that has been contaminated with the bacteria. After a disaster,this is a very real danger, since regular, clean water and food supplies are often unavailable. The disease can be spread even further by infected people usingalready dirty water sources to clean themselvesor dispose of waste. Cholera can be mild or even without symptoms, a severe casecan lead to death without immediate treatment. The diarrhea and vomiting broughton by the infection quickly leaves the body without enough fluid. The following dehydration(脱水) and shock can kill a person within hours.备注【学法指导】Task-based learning, skimming, scanning, pair work , brainstorm【学习流程】■问题提出：You are expected to know the following questions after this class:Match the inventions with their inventorsAlexander Bell electricityThomas Edison the First telephoneLaite Brothers the electric LampMadame Curie black holes in UniverseFranklin Theory of GravitySteven Hawking the First PlaneElbert Einstein RadiumIsaac Newton the Theory of Relativity■自主学习：Try to put the 7 stages in right orderdraw a conclusion think of a method collect resultsMake a question find a problem analyse the resultsFind supporting evidence■合作探究：Students can finish this part individually first, and then discuss theanswers with the other members in their own groups. Every group should bewell prepared for the task the teacher gives.Task1. SkimmingRead the text quickly and match each paragraph with its main idea.1.Para.1( ) A.John Snow’s suggestions to prevent cholera happening again2.Para.2( ) B.An analysis of John Snow’s map showing cholera’s victims3.Para.3( ) C.The discovery of the way “King Cholera”was spread.4.Para.4( ) D.The two theories explaining the way cholera killed people.5.Para.5( ) E.A brief introduction to John Snow and cholera6.Para.6( )F.John Snow’s research into the source of the water and the measures taken7.Para.7( ) G. John Snow’s attempt to find the cause of cholera’s outbreak.Read the passage and number these events in the order that they happened._____John Snow began to test two theories._____An outbreak of cholera hit London in 1854.备注_____John Snow marked the deaths on a map._____He announced that the water carried the disease.____John Snow investaged two streets where the outbreak was very severe.____King Cholera was defeated.____He found that most of the deaths were near a water pump.____He had the handle removed from the water pump.Task2. ScanningChoose the correct answers1.John Snow finally proved the theory he believed by ________.A. gathering information with the help of a mapB. looking into the source of the water for Broad Street and Cambridge StreetC. Separating those who suffered cholera from those who didn’tD. Both A and B2.What’s the purpose of the text?A. To show us how difficult it was to find a cure for cholera.B. To tell us how John Snow found the cause of cholera and the cure for it.C. To show us how difficult it was to carry out experiments at that time.D. To tell us the way cholera spread and how serious it was.3.Which of the following is TRUE according to the text?A. John Snow became famous after cholera hit England in the 19th century.B. John Snow began to collect information long before cholera hit England in the19th century.C. The mother and her daughter mentioned in the text both lived in Broad Street.D. John Snow felt unsure about the cause of cholera after he finished the map.4. Why was cholera called “King Cholera” in the text?A. Because cholera caused many deaths.B. Because it got its name from Queen Victoria.C. Because cholera was the most deadly disease of its day.D. Because it was defeated with the help of the king.Fill in this scientific report by John Snow according to the passage.Scientific Report by John SnowThe problemThe cause Idea 1:Idea 2:The methodThe results备注Idea 1 or 2? Why?The conclusion■解决问题：True or false1. Cholera would never be controlled even if its cause was found.2. The disease attacked the body quickly from the stomach and soon the【课后反思】本节课我引导学生主动学习，鼓励学生通过体验、实践、合作和探究等方式，发展听、说、读、写的综合语言技能，帮助他们发展探究知识的affected person died.3. John Snow began to collect the information before the disease spread.4. In two particular streets, 500 people died in 10 days when another outbreak hit London in 1854.5. Deaths of the woman and her daughter were linked to the Broad Street outbreak.6. Only ordinary people died when cholera broke out.■ 展示提升：What should you do if you're travelling to a country that has a cholera outbreak?■ 小结检测:Close your books and fill in the key words and expressions according to the text.John Snow was a well-known ____ in London in the ___ century. He wanted to find the ______ of cholera in order to ______ it. In 1854 when a cholera ____ out, he began to gather information. He _____ on a map where all the dead people had lived and he found that many people who had drunk the dirty water from the ______ died. So he decided that the polluted water carried cholera. He suggested that the _____ of all water supply be _______ and new methods of ________ with polluted water be found. Finally, “King Cholera ” was defeated.■ 评价反馈:The things I can doEvaluation I can use some reading skills, such as skimming, scanning, ordering, predicting, summarizing etc.54321I can tell the correct order of doing scientific research5 4 3 2 1I know how to work together with my classmates.5 4 3 2 1I can use some topic-related words in classroom activity.5 4 3 2 1I am still not sure about_______________________________ I want to know more about_____________________________能力、获取信息的能力和自主学习的能力及批判性思维能力和创新精神。
高中英语_Languages around the World教学设计学情分析教材分析课后反思
人教新课标高中英语Book1 unit5 Reading教学设计Q1: Why does the author emphasize the “connecting”function of the Chinese writing system?Q2: Can you find some sentences showing the importanceof the Chinese writing system directly?★Purpose: to lead to the importance of the Chinese writing system. Activity 3: Focusing on the importanceList the sentences showing the importance of the Chinese writing system.Part three the organization of the text★Purpose:To help students form a clear picture in their mind about the organization of the text and know how to expand an expository text Part four Deeper thinkingWhat is the future of our Chinese characters? Will it become the dominant (主导的）language around the world?★Purpose: to train students confidence in our own language and culture and learn our mother tongue well to spread our own culture. Part five assignmentAccording to most Chinese history texts, there are 4 great ancient civilisation:1. Egyptian (based on Niles River civilisation)2. Mesopotamia (based on Tigris and Euphrates civilisation)3. Indian (based on Indus Valley civilisation)4. China (based on Y ellow River civilisation)However, Egyptian, Mesopotamia and Indian have all disappeared.Only Chinese civilisation has survived till now.Why is that? Your insight will be greatly appreciated.★Purpose: to reflect on why our Chinese civilization could survive tillnow and love our motherland deeply.七、板书设计Unit 5 CHINESE WRITING SYSTEM : CONNECINT THE PAST AND THE PRESENT英语学情分析本学期中我担任高一年级英语教学工作，经过一段时间的教学，对于学生的英语水平我感触颇多，现将学情分析如下：一、我根据日常教学情况观察，学生个体差异较大，两极分化现象较严重，知识、能力分布不均衡，有的同学的英语学习兴趣不高，有的同学甚至产生厌学情绪。
人教版高中英语 Book 1 Unit 5 reading 教学设计
2)Father advised me to read more English newspapers.
3)Don’t lose heart, and you will succeed in time.
重难点：1、Know about its main idea
2.Get to know aboutthe main character。
●本课难点是：how to help the students improve their reading ability。
教 学 过 程
教师活动
学生活动
Revision
Suggested answers:
1. 1)be willing to do. . . 2)be active in3)lose heart4)be worried about
5)out of work6)as a matter of fact/in fact7)blow up8)put sb. in prison/throw sb. into prison/send sb. to prison
4)We should try to stop such a thing (from)happening again.
5)The first time I heard the song, I liked it.
6)Only then did he realize that he was wrong.
7)The reason for which/why he didn’t come to school is that he was ill.
高中英语_高一英语教学设计学情分析教材分析课后反思
Module 5 Great People and Great Inventions of AncientChina高一英语组Learning aims:1.Grasp some new words by heart.2.Understand the text and some language points.Step 1.Lead-in：环节一：leading-in导入任务，出示目标（预设时间3分钟）由题目引出三位哲学家的思想学说与本节课的任务相关，引出任务。
为了完成本堂课任务，需先学习三位哲学家的学说，开始本节课课文阅读。
【教师活动1】抓住学生的好奇心理，为了完成任务，激起学生的兴趣，并且介绍了课时任务【设计意图】帮助学生提前进入状态，而以任务导入，更为直观，使学生迅速进入学习状态，并能引起学生的兴趣，为课文学习做铺垫，为顺利完成阅读奠定基础。
环节二：阅读文本，操练语言（预设时间__5___分钟）Step 2. Fast-reading:1.What did Confucius stress?2.Who brought up Mencius?3.What did Mosi become famous for?【教师活动】进行学习方法指导，规定自主阅读时间，要求按时完成任务。
【学生活动】快速阅读来完成题目.【设计意图】本环节题目的设计从文章的内容和结构出发,每段找出了一个问题，一到学生快速看课文，并找出答案。
【评价说明】这个环节指向学习策略目标认知策略：提高学生的阅读技巧和能力。
学生在正确回答问题的基础上，能够有理有据的表述观点则更完美。
Step3. Careful-reading: (__20___minutes)【总体设计意图】仔细阅读是快速阅读的延续。
文章分三个部分介绍了孔子，孟子，墨子的生平和哲学思想。
通过对文章进行逐个部分的细读来完成不同的任务，在潜移默化中培养解题技能，为阅读专项奠定结实的基础。