高中英语牛津高中英语M6U4Reading.doc

高中英语 牛津高中英语 Module 6 Unit 4 Reading: The UN- bringing everyone closer together一、 教案背景众所周知，教学设计是课堂教学实施前必须的准备工作，而教案的设计又是其中的关键部分， 直接决定着教学效果。新课程背景下，英语教案的设计要突破传统侧重知识重点和难点的讲解、测练题的选取和教学步骤的安排，呼唤关注学生知识技能、情感态度的统一，是学生|在双基、过程与方法、情感态度和价值观都得到发展“。新课程呼唤与至相应的英语教案设计。笔者认为，新课程英语教案设计应体现以下几方面的理念：1. 结合学生实际情况。新课程的英语教案设计应张扬学生的主体作用，既要考虑学生生理和心理特征，也要依据学生的认知水平、情感态度、学习方式和班级学习氛围等因素，设计英语教案，有的放矢地教育学生。 2. 整合信息技术。教学媒体引入英语教案设计，无疑使英语教案设计更加丰富多彩，体现了新课改的一大特色。教师在引入信息媒体整合英语教案时，要了解这些教学设备的操作及其运用水平，结合自己运用教育技术的能力，整合视听技术，力避运用教育技术容易走向的误区，设计丰富多彩的英语教案，活泼课堂。 3. 增强师生互动对话，凸显学生主体地位。根据我国新课程的三个发展（为了全体学生的发展，为了学生的全面发展，为了学生的个性发展），新课程的实施要求教师转变理念，摒弃教师本位主义，直接与学生全面对话，突破单纯的知识灌输，在英语教案设计中以学生为重心，创设情景，让学生在各种学习活动中体验学习。在与新教材进行对话的前提下，教师在设计英语教案时应根据学生的实际情况，精心设计情景，这有助于调动学生的感官注意力，吸引学生，使学生全身心参与，体验知识，发现问题，解决问题，生成能力。教师在英语教案的设计中应服务学生，侧重学生，构设引导血色很难过动口、动手、动脑的“导火线“，促使学生解放自我，挑战教师，敢于与教师就知识发生碰撞，发表不同意见，提出独到见解。二、 教学课题牛津高中英语 Module 6 Unit 4 Helping people around the world 课时2 Reading: The UN- bringing everyone closer together三、 教材分析（一）知识背景本课是本单元的第二课时“阅读课”，为本单元的重点。该篇文章是一篇演讲稿，向学生介绍有关联合国的信息和联合国大使的工作和职责。学生在训练阅读技能的同时，也了解演讲稿的文体特色和从演讲者的言辞中判断演讲者对事所持有的态度。（二）教学重点难点（1）重点：1. 训练skimming,scanning, careful reading等阅读微技能；2. 了解演讲稿的文体特色；3. 把握文章的框架结构，能运用给定的句型发表各自的观点。（2）难点：1. 能够通过演讲者的言辞来判断演讲者对事的态度和看法；2. 了解助人为乐的真正含义，并能用英语明确表达观点。四、 教法分析教学方法：交际法(Communicative language teaching)；合作学习法(Cooperative learning)；CALL教学技巧：问答 (question and answer)；讨论(discussion)；采访(interview)等教具教学手段：多媒体辅助教学；PowerPoint；黑板等五、 教学过程Teaching aims: By the end of the class period, students will be albe to 1. know about some information about the UN by reading the whole passage.2. express their own opinion or attitude when delivering a speech by practising reading strategy.3. have the awareness of helping people around in a correct way by dealing with the case.Teaching procedures:Step one: Lead-inListen to a short speech made by Yang Lan and try to think:“What do you think of Yang Lan?”“What does her speech mainly talk about?”“According to her speech, whats her opinion about the Beijing Olympic Games?” (设计意图：在这个步骤中，教师很别出心裁地引用了一段杨澜申奥演讲。该段mp3语音语调清晰，语速适中，不仅使学生的听力能力得以锻炼，培养了学生的语感，更重要的是教师引导学生从演讲中的用词和演讲者语气中判断演讲者对话题的态度和想法，由此直接导出所教文章的阅读策略，为学生接下来对文章的阅读做好了策略上的铺垫。这个步骤实现了教学目标中的技能目标：学会判断演讲者对话题的态度和想法。)Step two: Reading comprehension1. PredictionIf you have the chance to deliver a speech on this topic, what will you talk about?（设计意图：学生预测文章中会提到有关联合国的哪些方面，培养学生的发散思维，也为下面学生对文章主要内容的掌握埋下伏笔。）2. Read the first paragraph quickly and try to find out:What is Tang Ning?What did she talk about in her speech?What s her opinion about or attitude towards the UN and its work?3. SkimmingGo through the whole speech quickly and silently, trying to find out:Paras ( ): Some information of the UNParas ( ): The work Tang Ning has done for the UN 4. ScanningGo through paras1, 2 &5. Find out some detailed information about the UN mentioned in the speech. Definition: Origin: Members: Purposes: The jobs the UN is involved in:5. Careful readingHow does the UN try to help people all over the world?What happened at the UN meeting held in 2000?6. Careful readingGo through Paras 3&4 and find out:What did Tang Ning do as a Goodwill Ambassador to give help?She visited these countries so that the television and press will _ and _ her visits, _ will increase peoples _ of the work of the UN and _ people working on the projects and _ local peoples _ to the situation.What did she see there?（设计意图：在训练各种训读技能的同时，学生通过浏览全文，可以轻松把握文章的段落结构和细节内容，为下面的“鲁豫有约”做好铺垫。第5步中教师运用网络信息，补充了有关联合国的基本知识，拓宽了学生的知识面，达成了该堂课的知识目标。更值得一提的是在第6步中教师巧妙自然地设计了两个问题：1 Why did Tang Ning choose to visit Africa? 2 Why did those women in Africa choose to deal with the economic problem on their own instead of waiting for others help? What can we learn from them? 这两个问题使学生能够对文章有进一层次地思考，而不是仅仅停留在文章内容的表面。）7. Further understanding1) As you know, the UN touches the lives of people everywhere. (L16)What is the meaning of “touch the lives of people”?A. The UN is involved in helping people all over the world and with peoples all aspects of life.B. The UN makes people all over the world moved to tears.C. The UN works with people around the world.D. The UN does a better job than people throughout the world do.2) There are lots of such programmes and funds under the umbrella of the UN, and these have helped millions of people across the world. (L40-42)What does the phrase “under the umbrella of” mean? (paraphrase)（设计意图：通过两个较难理解的短语让学生进行思考和意译，一方面是对学生是否真正理解了文章进行检测，另一方面，教师鼓励学生通过上下文来猜测词意，让学生从做中学，有利于学生词汇掌握更加牢固。）Step three: Rish taking (Date with Ru Yu)According to the information provided by the speech, make an interview with your partner. A: Tang Ning (who has just returned from Africa)B: Ru YuOne possible beginning:B: Hello, everyone. This is “Date with Lu Yu”. Today our honored guest here is Tang Ning, who has just returned from Africa as a Goodwill Ambassador for the UN. Now lets welcome Tang Ning.A: Hello, everyone present here. Nice to meet you Lu Yu.B:A:（设计意图：教师有创意地引用了“鲁豫有约”使学生对文章的内容巩固强化。这个课堂活动不仅活跃了课堂，而且鼓励学生学以致用，为学生创造了表现的舞台。）Step four: DiscussionHelping people around the worldHelping people around usHow to give correct help?Case: In Qingyang High School,Student A: an external studentStudent B: a boarding studentStudent B is not satisfied with the school food, wanting to borrow As student card to go out of school to have lunch.Should Student A lend a hand to Student B? Why or why not?Useful words and expressions: In our opinion, its good for student A to lend a student card to his schoolmate. The reasons are as follows: firstly, Secondly Last but not least. As far as we are concerned, student A might as well not lend a hand to his schoolmates. Our reasons can be listed as follows: For one thing, For another, Whats worse（设计意图：教师由自做的一段视频引入，让学生直观形象地体会到了全世界人民的互帮互助，由此转到