Unit3单元语篇复习教案- 高中英语人教新课标必修一.docx

教学设计与反思课题：Book 3 Unit 3 单元语篇复习教学设计科目:英语教学对象：教材版本: 提供者：单位：一、教学内容分析本堂课是人教版高一英语第3册第3单元的复习课。复习的主要内容包括本单元已学的重点单词、重点短语、重要句型和语法讲解。我在教学中避免了整堂课老师滔滔不竭地讲，学生安安静静地听，偶尔点几个同学回答问题的复习模式，而是通过体验、实践、讨论、合作和探究的方式，借助于班上英语成绩较好的学生来帮助英语成绩较弱的学生更好地掌握本单元的知识点，打好高一英语基础，达到共同进步二、教学目标（一）Knowledge objectiveTo make students master some words and expressions, sentence structure and subject and predicative clause（二）Ability objective To enable students to improve their listening, speaking and writing abilities.（三）Emotion objectiveTo improve students ability of cooperation and their awareness of competition by discussion三、学习者特征分析我所任教的班级是高一理9班，大部分同学英语基础较好，但也有少部分同学基础较弱。学生上课时积极性较高，课堂氛围好，他们尤其喜欢以小组竞赛的方式来表现自己。以前上复习课时我是采取老师问问题学生回答的方式，这样往往容易造成学生只动口不动手，学生很快疲倦，学生英语成绩两极分化更严重。新课标指出，高中生普遍喜欢亲身实践、讨论交流、实验探究等学习方式，他们感到这种学习方法能激发他们的学习兴趣，在这种学习方式中他们感受到了学习的乐趣，觉得自己是学习的主人，有了一种主动学习的冲动，并产生了一种责任心和自信心。他们说，他们感到每一个神经都发动了起来，在这种状态下，头脑灵活、反应灵敏，对于所学的内容有体会，记得住，应用的时候提取速度快。四、教学策略选择与设计基本理念：高中英语标准明确指出，“为了帮助学生打好高中英语课程的共同基础，教师要鼓励学生通过体验、实践、讨论、合作和探究等方式，发展听、说、读、写的综合语言技能，要创造条件让学生能够探究他们自己感兴趣的问题并自主解决问题，要特别强调让学生在人际交往中得体地使用英语。教学活动与策略：1、多媒体辅助：展示与文章有关的图片；呈现本单元重点单词、重点短语、重要句型和语法知识等。2、运用小纸条：准备好小纸条以供学生小组讨论时用。3、非测试性评价：本课我将各种活动设计成小组活动并开展小组竞赛和填写课堂自我评价表等非测试性评价手段，帮助学生学会自主学习，学会与人合作，培养创新意识以及具备科学的价值观。五、教学重点及难点1. 复习本单元的重点单词和重点短语：scene, wander, permit, seek, patient, unbelievable, rude, scream, spot, indeed, unpaid, amount, make a bet, bring up, by accident, stare at, on the contrary, as for, account for, permit sb to do sth等2. 复习本单元的重要句型（强调句型） It + be +被强调的成分+ that who +句子其它成分3. 复习本单元的语法知识：主语从句和表语从句。六、教学过程教师活动学生活动设计意图Words and expressions First , I tell the students that they will be divided into seven groups and each group includes 8 students. During the class, each group will compete with anotherThe students show the whole class their works.G1: Henry was wandering in the street and wanted to seek something to eat.G2: Henry was unpaid . On the contrary , Roderich and his brother Oliver were rich.G3: Henry got a large amount of money by accidentG4: What Roderich and Oliver did was unbelievable . As for , I will never do it.本单元的reading材料是一部剧本，在上阅读课之前我已经在班上给学生看了电影，学生对这部电影很感兴趣，记住了里面的主要角色。所以，播放短片更容易让学生回想起本单元的话题。我主要想通过造句子的形式检测他们是否掌握了某些重点单词和短语的用法，同时希望他们通过记句子来记住新学知识。 I draw a conclusion in the following passage and the students fill in the blanks in the words and expressions aboveIn the summer of 1903, two old and wealthy brothers, Roderick and Oliver, (1) _ _. They wanted to see whether a man with a million pound bank note could (2) _ _ _ in London. Oliver believed so, while Roderick (3) _ _. They happened to see Henry, wandering on the pavement outside their house. So they asked Henry to come in. From what Henry said, the two brothers learned that Henry had been (4) _ _ _ _ by a strong wind and then spotted by a ship, on which he worked as (5) _ _ _ to earn his passage. He was (6) _ _ _ they were looking for. So Roderick and Oliver gave Henry a letter with money in it and told him not to open it (7) _ _让学生展现自己的劳动果实，一方面学生会有成就感，有利于活跃课堂氛围，另一方面学生和学生之间可以找出问题，发现优点，互相学习。告诉学生老师编的不是句子而是文章，当然难度更大，但有语境更容易记住文章，鼓励他们去尝试，或者可以课后提前去准备Ask each group to translate a sentence into EnglishG1: I met one of my friends in the street by accident yesterday.G2:Yesterday I met one of my friends in the street by accident.G3 Yesterday I met one my friends in the street by chance.G4: 同上G5: 同上G6 同上G7 同上G8: 同上在讲课之前，我担心学生能否想起这个重要句型，所以我特意设计了这样一个翻译句子。从8个小组给的答案来看，显而易见他们都忘记了。这个时候，我没有急着告诉他们答案而是让他们查找笔记本，看看能否找到更好的翻译方式。After checking the notebook, each group realizes there is a better way to translate the sentence: It was yesterday that I met one of my friends in the street by accident. I give each group a piece of paper with two sentences as following and they change it in the emphatic pattern(强调句型)1 Some of the students will go to Qingdao tomorrow.2 The headmaster shook hands with each of us in turn after the game.3 She asked both of them to leave the city yesterday.4 We will meet at the school gate at 7 oclock tomorrow morning.5 My father worked in a big company last year.6 The teacher didnt allow us to talk in class.7 He didnt come to school yesterday, because he was ill.通过查找笔记部分学生确实找到了更好的方法来翻译这个句子，但是大部分同学在如此短的时间内还是难以接受，所以做更多口头练习是很有必要的，可以帮助基础较弱的同学巩固这一知识点。七、教学评价设计1. 用本堂课所学的知识来编一篇文章，字数100左右，以小组的形式完成。2. 预习第四单元的词汇表，测试自己的拼读能力，小组内成员互相检查。3.小组课堂评价表（课后完成）非测试性评价：小组互评，了解学生的学习情感、策略，由组长负责， 组织小组反思，填写下表（以5分制计），并存入学习档案。姓名小组合作工作量组内活动创意回答问题情况班级活动参与情况八、板书设计Unit3 Revision一、 Useful words and expressions scene, wander, permit, seek, patient, unbelievable, rude, scream, spot, indeed, unpaid, amount, make a bet , bring up, by accident, stare at, on the contrary, as for, account for, permit sb to do sth二、 Sentence structureIt +be + that who+三、 Subject and predicative clauseWhat surprised me is that she passed the exam.The reason why he was late was that he had taken a wrong bus.九.教学反思本节课是单元复习课，为了避免整堂课老师夸夸其谈地讲，学生被动地学习模式，所以整节课我都是让学生是以小组合作、探究和竞争的方式来完成我设置的各个任务，小组竞赛贯穿了整个教学过程。同时，活动的形式多样化，既有轻松有趣的英文片欣赏，又有需要深层思考的编写句子，高级句型练写和学生自我归纳活动，不同的任务设置激发了学生的学习兴趣和用英语表达的欲望，尤其是强调句型的复习部分，学生自编自创的句子使得堂课氛围达到了高潮。小组活动在竞赛中进行，使得小组活动既有合作又有竞争，增加了小组活动的有效性。同时小组竞赛和课堂评价表的非测试性评价手段对学生日常学习过程中的表现、所取得的成绩以及所反映出的情感、态度、策略等方面的发展做出评价，达到激励学生学习，帮助学生有效调控自己的学习过程，使学生获得成就感，增强自信心，培养合作精神的目的。最后一题以高考题的形式来检验学生对知识的掌握情况，使得高昂激动的学习氛围变得“紧张”起来，学生自然而然沉静下来思考问题，达到了动中有静，静中有动。当然，在实施的过程中也有一定的困难。单元复习涉及面较广，包括重点单词、重点短语、重要句型和语法知识点，由于覆盖面较大，所以较难在短时间内做到面面俱到。又由于学生的语言基础不扎实，在表达自己的看法和用英语进行讨论时，不时有学生夹杂着汉语，或有的学生不敢大胆说出自己的看法，欲言又止。这说明，在平时的教学中，我应该多呈现给学生更多的常用句型，让学生掌握常用句型，在让学生进行谈论前，应尽量帮助学生解决语言困难。在学生进行小组活动时，应尽量给学生更多的帮助，主动了解学生的语言困难或提前给以他们一定的帮助。学科网（北京）股份有限公司