【新鮮出爐！】【2020年安康市英語優(yōu)秀教學設計獲獎作品——Reading專題展二B4U2 Working the land

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作者風采 　　杜玉，2003年畢業(yè)于西安外國語大學，同年在安康市第二中學任教至今。十余年來，她一直致力于高中英語教學的研究和探索，積極參加各級各類賽教活動，2019年榮獲安康市教學能手稱號，在市教研室舉辦的2019年高中英語優(yōu)質(zhì)課展評活動中榮獲綜合評比三等獎。選送高中閱讀教學設計 Book 4 Unit 2 Working the land Period 1 Warming up and Reading獲得安康市2020年英語優(yōu)秀教學設計一等獎。 作品賞析課后反思 Reflection after teachingThis is a demonstration lesson. Guided by the new curriculum concept, this class effectively carried out teaching activities and basically completed the established teaching objectives. In these teaching situations, students’ English thinking and language application ability have been trained. Although I finished this class with careful preparation, clever design and passion, there are still some areas for improvement.1.The problem setup is still to be refined.In my warming up, I asked the students to tell the difference between modern and traditional agriculture. The question was so general that the students didn’t know how to answer it. After class I thought about how to improve it. Since I want the students to feel that  modern agriculture is much more efficient, I can ask which kind of agriculture is more productive and the students will naturally come up with the answer. 2.Due to the uneven foundation of the students, it would be better to adopt multi-level teaching. Although I have taken into consideration the uneven foundation of the students, I have not thought much about the specific issues. For example, in the last writing part, I did a demonstration on the blackboard, but didn’t explain the difficult points sentence by sentence. Students with upper and middle grades could finish the tasks by themselves, but it would be too difficult for students with scores of only 20 or 30. Therefore, in the future, when assigning exercises, I can take a layered approach, so that every student can gain something, find confidence and the joy of learning English. In the future, I will insist on being guided by the new curriculum standard, work harder in teaching and make myself better. 編者按 　　杜老師的教學設計，充分提現(xiàn)了她對于新課程標準的深刻理解和精確運用。將一篇傳統(tǒng)的閱讀文本，整合成培養(yǎng)學生聽、說、讀、看、寫等綜合能力的教學材料，通過Warming up的大量輸入，為后續(xù)閱讀部分提供了充足的背景材料，進而為課后輸出打下堅實基礎。整節(jié)課環(huán)環(huán)相扣，深入淺出，內(nèi)容豐富，充實，值得我們學習借鑒。