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学校 课题 Unit 8 Lesson 1 The Last Leaf
年级 高二年级 学科 英语
教材分析 新北师大高中英语选择性必修三的教材内容丰富，涵盖了多种文学形式和主题， 旨在提升学生的文学素养和语言能力。Unit 8 的主题“Literature”，聚焦于文学作品的学习，包括小说、诗歌、戏剧等，通过阅读和写作工作坊（Writing Workshop）等活动，培养学生的文学鉴赏能力和创作技巧。在 Unit 8 中，作业通常围绕文学作品的阅读和写作展开。例如，学生可能会被要求阅读《最后一片叶子》（The Last Leaf）并进行续写，或者分析小说《海底两万里》（20,000 Leagues Under the Sea）的文学特点和主题。这些作业旨在帮助学生理解文学作品的结构和主题，同时提高他们的写作技巧。Unit 8 的话题深意在于通过文学作品探讨人性、社会和文化等深层次的主题。例如，《最后一片叶子》通过一个关于牺牲和希望的故事，展现了人性的光辉和人与人之间的深厚情感。通过这样的文学作品，学生不仅能够提升语言技能，还能够培养批判性思维和审美情感。教学设计上，Unit 8 强调学生中心，鼓励学生通过讨论、写作和创作等活动，主动探索文学作品的深层含义。教师的角色更多是引导和协助，帮助学生构建知识框架，激发他们的思考和创造力。总的来说，Unit 8 的教学内容和作业设计都是为了让学生在提高英语语言技能的同时，也能够增进对文学作品的理解和欣赏，以及对更广泛社会文化议题的思考。
学情分析 此节课的班级学生为高二重点班学生，其英语读写能力通常较强，他们具备较好的词汇量和语法基础，能够阅读理解中等难度的英语文章，并能撰写连贯的英语短文。这些学生通常学习态度积极，有较强的学习动机，但可能需要进一步提升批判性阅读和创造性写作技能。教师在教学中应注重培养学生的深层理解能力，鼓励他们进行拓展阅读和多样化写作练习。
教学目标 1.语言能力目标：学生能够理解《The Last Leaf》的主旨大意，并能够通过讨论和写作表达自己对故事的理解。学生能够分析并讨论故事中的主要角色和情节发展，使用恰当的语言表达自己的观点。 2.文化意识目标：学生能够了解作者 O. Henry 的写作风格和文学价值。 学生能够认识到希望，奉献以及不同的人生价值在不同文化中的表现和意义。 3.思维品质目标：学生能够通过故事细节分析人物情感走向，发展批判性思维。学生能够探讨和评价故事中的主题和价值观，如奉献、希望和艺术的价值。 4.学习能力目标：学生能够运用适当的阅读策略（如预测、概括、分析，画故事地图）来提升阅读理解能力。 学生能够通过学习运用课堂上的语言技能提升微场景写作能力。 5.情感态度目标：学生能够通过对故事情节的理解和分析，培养学生对生命的热爱和对他人的关爱之情，尽所能的传播善意。 学生能够通过讨论和写作活动，表达对人性真善美的赞赏。
教学重难点 1.Recognize the plot line as well as the emotional line in the story. 2.Identify the life attitudes ofthe characters from the surprising but logical ending. 3.Make sense of the symbolic meaning of the last leaf. 4.Learn to apply the lesson of hope and devotion to real life.
教学准备 多媒体教学课件，畅言智慧课堂设备，学生平板机 课前导学案，课中导学案，课后作业学案
教学环节 教学内容 教师活动 学生活动 智慧课堂应用及分析 1.功能选择 2.应用价值 3.评价体现 时长
Lead-in (Discussion) Initiate a discussion on the Smart Classroom app that leads to the title of the article and predictions for the content of the story. Ask students about their personal feelings about seeing the falling leaves by the topic of seasonal change, guide students to focus on the text title and forecast text. Answer teacher’s question on their tablet computers and share ideas. 1.功能选择： 在线互动，发起课堂讨论 2.应用价值 提高学生参与度，每个学生有平等参与课堂的机会且参与方式便捷快速； 促进学生思维发展，激发深度思考； 教师及时了解学情，调整教学策略。 3.评价体现 参与度评价，思维深度，广度评价 2mins
Step 2 Pre-reading Learn more about O.Henry's background, especially his surprising but logical endings in all his short stories. 1. Send multiple choice questions about O Henry's personal information and style of works to students in their tablet computer 2.Add more background knowledge about the author, with particular emphasis on his unique story ending, to arouse students' interest in the way this article ends 1. Select answers to the questions sent by the teacher on the tablet based on the pre-study content; 2. Listen carefully to the teacher's supplementar y content and think about possible ways to end the article. 1.功能选择： 在线自由出题，发起课堂推送；数据收集与分析功能。 2.应用价值 个性化学习支持：学生在个人平板机上自主作答，不受其他同学的干扰。教师根据智慧课堂收集的学生作答数据和学情分析结果，能够有针对性地补充知识。 3.评价体现 （一）预习效果评价 准确性评价；深度评价 （二）学习过程评价 参与度评价，思维深度评价 （三）知识掌握评价：即时检测 2mins
Step 3 While- Reading Fast-reading: Based on the knowledge about the basic elements of the story, quickly read to obtain the basic elements of the story text and the division of the plot development. In the process, have a preliminary understanding of the reading and writing strategy: drawing the story map and draw one 1. It is required to answer the three basic elements of the story text according to previous knowledge, and it is required to quickly scan the article to find its background and character information 2. Introduce reading and 1. Answer the teacher's questions about the basic three elements of the story, and then quickly read the article to find out the time, place and characters of the story. 2.Analyze the four elements of the plot line 1.功能选择： 抢答功能,拍照答题,数据成果收集 2.应用价值 （一）提高学习效率抢答与快速阅读结合 情节线与故事地图辅助理解 （二）培养思维能力逻辑思维训练 （三）增强学习自主性自主分析与探索 3.评价体现 （一）知识掌握评价： 准确性评价；完整性评价 12mins
according to the plot line writing strategies: Draw a story map 3. Ask students to divide the plot lines of the story in general and draw a story map accordingly and find out the paragraph allocation of each element. 3. Learn to draw a story map （二）思维能力评价逻辑思维评价 （三）学习态度评价 参与度评价；自主学习评价
Step 3 While- Reading Detailed reading 1. Read and find out the specific text information corresponding to the plot line in detail; 2. Through the language description of the characters, infer the changes in their psychological emotions as the characters interact and the plot develops, and focus on the analysis of the story ending of the key characters, so as to understand the author's writing style and pave the way for the thematic analysis of the subsequent text stories 1. Ask students to read the plot line carefully, complete the sentence in the story map, and sort out the key information of the story plot 2. The key dialogues of the characters in the article are given, and the students are asked to infer and answer Johnsy and Mr Behrman's psychological emotions about the disease and the final outcome 3. Guide students to think about the author's writing style and the theme of the story based on the ending of the story 1.Complete the sentence keywords correspondin g to the story map; 2. Infer the psychologica l and emotional changes of Johnsy and Mr Behrman regarding the disease and their respective final outcomes 3. Observe the ending, reflect back on the author's writing style and reflect on the themes behind the story 1.功能选择： 资源展示功能,抢答功能, 2.应用价值 （一）深化阅读理解 情节梳理与关键信息把握人物心理探究 （二）培养思维能力 逻辑推理能力，归纳总结能力（三）个性化学习 3.评价体现 （一）知识掌握评价 准确性评价，完整性评价（二）思维能力评价 逻辑推理评价，归纳总结评价。 （三）学习态度评价 参与度评价，主动性评价 8mins
Step 3 While- Reading Deep thinking: 1. Discuss the questions extended by the voting story, and then deduce the theme of the story 2. By finding out the story clue words, analyze their linking effect on the plot development and the symbolic meaning of the theme idea 1. Ask students to think about the question: If you were Mr. Behrman, would you choose to help Johnsy Choose the answer by voting on the tablet, and finally lead to the discussion of life value according to the voting 1.Question to consider: If you were Mr Behrman, would you choose to help Johnsy And vote to choose their own answers 2.According to the voting results, understand the life values reflected 1.功能选择： （一）投票功能:便捷数据收集 （二）资源共享功能 2、应用价值 （一）促进学生思考与讨论观点收集与引发讨论 主题推断与思维拓展 （二）个性化学习与反馈独立思考与表达； 教师针对性反馈 （三）情感态度教育正面价值观传递 10mins
3. Encourage the promotion of love of life and care for others, and do everything possible to spread goodwill. situation; 2. Guide students through the clue word, the last leaf, and infer the story theme it represents. 3 Encourage students to be people who have hope for life, care for others, and do their best to pass on kindness behind the ranking 4. Listen carefully to the teacher's declaration of hope and dedication 3、评价体现 （一）思维能力评价 逻辑性评价；创新性评价（二）参与度评价 投票参与评价；讨论参与评价（三）情感态度评价 价值观理解评价
Step 4 Post Reading (Group Work) Learn to apply language skills (descriptive language) and draw a story map to develop the idea of continuing the original story 1. Show the use of descriptive language in some sentences, ask students to observe and summarize the rules, and respond quickly. 2. It is required to continue to write two or three sentences in the original text with similar descriptive language, take pictures and upload them on the tablet, and select the best group comment and analysis 3. It is required to draw a story map according to the original plot, conceive the follow-up plot line, take photos and upload them, and select the best evaluation and analysis of the group 1. Learn descriptive language, summarize the rules, continue to write two or three sentences of the original text in similar language, shoot and upload the story map according to the plot of the original text, plan the follow-up plot line, take photos and upload them 1.功能选择： （一）展示功能（二）抢答功能 （三）拍照上传功能 （四）分组功能 2、应用价值 （一）提高学习兴趣和参与度（二）培养语言能力和思维能力（三）促进个性化与协作学习 （三）情感态度教育正面价值观传递 3、评价体现 （一）知识掌握评价 规律总结评价；语言运用评价（二）思维能力评价 创造性思维评价；逻辑思维评价（三）协作学习评价 小组协作评价；全班协作评价 10mins
Step 5: Homework: 1.Finish the continuation in 150 words and make sure it is coherent with the original story. 2.Watch the second half of the film on your pad for the writing inspiration. 1.功能选择：资源推送功能 2、应用价值 （一）提高写作能力 限时训练效率;灵感获取与融合（二）培养自主与协作学习能力（三）增强学习兴趣 3.、评价体现 （一）写作成果评价 连贯性评价;内容质量评价（二）学习过程评价 自主学习评价;协作学习评价 1mins
板书设计 (
Strategy:Draw a story
map
) Unit 8 Lesson 1 The Last Leaf
Language Skill:Descriptive Language Adv. With+n/v-ing in+n.
教学反思 一、教学内容与流程 教学内容丰富，涵盖多方面知识与技能培养。但部分内容过渡不够自然。流程设计利用智慧课堂功能有序推进，各环节任务明确，但个别环节学生可能来不及消化。 二、智慧课堂功能运用 功能选择多样且贴合教学目标，提高学生参与度、促进思维发展。 三、教学效果 学生参与度整体较高，但仍有部分学生不够积极。学习成果方面，知识技能有一定掌握，但存在薄弱之处，情感态度教育效果有待深入持久。 四、改进措施 优化内容整合，完善功能使用，调整教学节奏，提高学生参与度，强化学习成果巩固

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