Module6Unit2Thesearchforhappiness阅读教学设计.docVIP

Module6 Unit2 The search for happiness 阅读教学设计玉祁中学 何艳红一确定教学目标的依据从教材分析，本文是一篇主题为幸福的电视采访。受采访的布来恩博士是研究幸福方面的心理学家，他在其中举前体操员桑兰为例，桑兰是一个年轻有为并很有潜力的前体操员，在跳马等项目上多次获得各类大奖，但不幸的是，她却于1998年7月21日在纽约友好运动会上意外受伤，从此再也无法行走。尽管如此，桑兰并没有向命运低头，而是乐观得、坚强的笑对人生。这个事迹足以让每个人感动和学习，对中学生更是一篇难得的情感教育素材，当代中学生多为独生子女，从小衣食无忧，缺乏苦难的磨练，他们也许会经不起生活中的一些小挫折，本人希望借这篇阅读文能与学生一起去体会、学习桑兰的事迹，让学生从中有所启迪。根据英语新课程标准要求，学生通过学习英语，发展英语听、说、读，写的语言技能，从而促进心智，情感，态度与价值观的发展和综合人文素养的提高。高二学生在英语阅读（这篇为采访）中获取、处理，传达信息的能力从中也会进一步得到提高。二教学目标1知识与技能通过阅读，让学生掌握阅读采访的策略，以及提高在阅读中的跳读、细读的获取信息的能力，设计相关环节让学生处理信息及传递信息，让学生体会幸福的真谛。同时掌握有关词汇，扩充学生词汇量（在课堂交流以及课文情景中学习新单词，这要在学生预习背诵的基础上），并完成有关课文的口头练习。2过程与方法本课采用多媒体教学，信息技术与英语学科教学有效整合，不仅增加了课堂容量，而且增添了课堂的趣味性、直观性，为进一步激发学生学习英语的兴趣创造条件。学习内容上，根据学生认知特点，由易到难展现；内容挖掘上，由浅入深；创设情景，进行任务型教学，鼓励学生参与课堂讨论，合作探究；教师是课堂的组织者，参与者，积极倡导以学生为主体的教学理念，构建和谐、民主、平等的课堂文化。3情感态度与价值观 教书在于育人，学语言更要注重情感，处于高中阶段的学生正处于人生观、世界观成型的关键时期，教育工作者应该尽一切所能帮助、促进他们形成积极的人生观和科学的价值观。通过本篇文章的阅读，学习桑兰的感人事迹，让学生感悟幸福的真谛，学习桑兰那种面对困境的乐观和不屈，永远做生活的强者。没有情感的教育是不完整的教育。三教学重点与难点 1教学重点：进一步发展学生英语听说读写的综合语言技能，培养学生的获取、处理，传递信息的能力。 2教学难点：如何把琐碎的采访处理的连贯以及如何挖掘课文四教学过程设计Task 1 sing an English songIf you are happyIf youre happy and you know it clap your handsIf youre happy and you know it clap your handsIf youre happy and you know itnever be afraid to show itIf youre happy and you know it clap your handsIf youre happy and you know it stomp your feetIf youre happy and you know it stomp your feetIf youre happy and you know itnever be afraid to show itIf youre happy and you know it stomp your feetIf youre happy and you know it wink your eyeIf youre happy and you know it wink your eyeIf youre happy and you know it never be afraid to show it If youre happy and you know it wink your eye课前教学生唱这首节奏轻快，旋律熟悉英文歌，易调动学生的情绪，以最快的速度把学生带入英语学习的预热阶段，与此同时让学生在脑海里形成“happy”这样一个信息包，为上课的主题作好准备。老师带着学生一起唱效果会更好。 T: Are you happy,now? Ss: Yes. T: What is happiness? How can we find happiness? Do you want to be happy all the time? Ss: Yes.T: Taday, lets search for happiness.这时，标题打出。Task 2 reading strategy of an interview interviewer interviewee questions topic? answers T:Do you often watch TV? Have you ever watched some interview programmes?.用学生熟悉的杨澜访谈的图片及设计几个小问题过渡到采访-文章的体裁上来，同时在这里让学生讲讲采访的要素，学生掌握了采访的要素也间接掌握了阅读采访的策略。这一导入设计直入本篇采访上来 T: Well learn an interview in this period. Who is the interviewer? Who is the interviewee? And their topic? 接下来让学生快速阅读，抓住采访的三要素。在阅读教学中，教师要有倾向地培养学生学习策略，把学生的注意力集中在主要的，重要的信息上，在规定时间里有效地完成教学任务。Task 3 skimming Interviewer interviewee happiness Dr Brain a psychologist host_ _ 在介绍本文的要素时，口头上学习和巩固了与采访有关的一系列新单词。 Task 4 say something about Sang Lan A gymnast Born : In Ningbo In 1981 T: When Dr. Brain is interviewed on happiness, he takes a brave girl as an example. Dou you know who she is ?Do you know something about her?让学生在下面先小组交流一下有关桑兰的信息再集体交流，不仅仅给学生创造了说英语的条件，也为接下来讲桑兰的感人事迹埋下伏笔. T: Dou you want to know more about her?Ss: Yes.Task 5 scanning (Line20-33) 1.When did Sang Lan begin learning gymnastics ? Six years old. / In 1987.2.When did she start winning competitions ? In 1991.3.How did her teammates describe Sang Lan ?Energetic, happy and hardworking.She was happy and successful.简单设计三个问题，规定时间，训练学生快速获得具体信息的能力，帮学生掌握桑兰出事故前的情况。为了让学生更深刻了解桑兰是个刻苦、勤奋，上进并且前途无量的孩子，特意设计几个小问题与学生对话，如，在回答第一、二个问题的时候问问学生“How old was Sang Lan then? How old were you then?” 同时得出这时的桑兰是幸福、成功的。T: Although Sang was so young, she had won many competitions. She was so excellent that she was chosen to take part in the Goodwill Games.在顺带介绍友好运动会的同时，播放一段跳马的录象再现桑兰当年的跳马英姿。 “T:What do you think of the event? Ss: Dangerous.”这样就可以顺利过渡到1998年7月21日 桑兰在纽约友好运动会上意外受伤，此时教师的语音、语调，表情都要注意与此时的感情基调一致。给学生听一段课文并让学生写出有关事故的信息。 通过听的方式获取相关信息，学生的综合语言能力得到提高。 一张幻灯片 AccidentTime: 1998Place: New YorkResult: fell broke would never walk again 一张幻灯片T: Imagine if you were Sang Lan, what would you do?这个问题的设计为了引起学生的思考，让学生好好体会桑兰当时的处境：一个以跳马而自豪以跳马为生命的十七岁的运动员，突然之间无法站立，再也无法回到她心爱的运动场上。生活似乎跟她开了个很大的玩笑；命运是何等得残忍。 S: I would be very sad.T: Will you cry for Mama?如果老师点班上比较文弱的男生回答这些问题，大家可能会哄堂大笑，但是笑的同时我们都会隐隐觉得鼻子有点酸，都能够从心底里感受桑兰的失望与痛苦。这里老师与学生真诚地交流互动，抓住学生的情感，为下面的情感教育铺垫。T: Did she cry? 对于下面桑兰出事故后的信息，本人设计一个竞赛活动，把学生分成两大组，给时间他们阅读，看看哪组找出的信息最多，每一个信息得5分。呈现信息时，鼓励学生自主站起来回答，发挥他们的主动性和积极性，在这个活动中学生通过合作与竞争体验成功。同时在教学上跳出条条框框，使教学任务更具开放性。活动之后可以在把重要的信息展现出来，下面的四个问题最好不要出现在屏幕上，教师口头上把他们带出来。 Questions: (Line39-65)1.Did she cry in hospital ? How did she feel when the doctor told her that she would not be a gymnast?2.How has Sang Lan adapted to her new life?3.What does she like to do and what does she believe ?4.In her opinion, whats the secret to happiness ? 一张幻灯片1Did she cry in hospital ? No,she didnt. How did she feel when the doctor told her that she would not be a gymnast ?She felt happy to be alive. She felt lucky to have the rest of life. She was able to overcome disappointment. She was proud of what she had accomplished.She remained cheerful in hospital. 一张幻灯片2.How has Sang Lan adapted to her new life? She is still happy now.几个重要问题的答案呈现的同时，把桑兰的情感状态同时打出来，以便学生从情感这条主线整体上把握。 一张幻灯片 3.What does she like to do and what does she believe ? She likes to think about positive things and stay optimistic. She believes that keeping busy helps her to stay positive. 4.In her opinion, whats the secret to happiness ? The secret to happiness is to think about good things, and to focus on goals.这两个问题足层深入，慢慢挖掘文章的内涵。解决问题的时候，教师还要给学生留有足够的时间和空间对文本信息进行搜索、整理，归纳。让学生形成独立思考问题的习惯，发挥学生的主观能动性，从而培养学生自主学习的能力。 一张幻灯片 hopeful;happy;energetic;brave;positive;confident;admirable; optimistic;dedicated;hard-working Why did Dr Brain take Sang Lan for example ? She is always happy with life even in difficult times. 到此桑兰的事迹已学完，那么桑兰究竟是一个怎样的人呢？我们可不可以用一些形容词来描述她？这个环节的设计首先复习巩固了有关的新单词，让学生在用中掌握生词。其次，回答了Dr. Brain拿具有说服力的桑兰做例子的原因，为下文进一步挖掘文章准备。 In 1981 born In 1987 began In 1991 started In 1998 accident Now new life Task 6 Please introduce Sang Lan to your friends Begin like this:Sang Lan can always find happiness even in difficult times.She was End like this: She is . We should learn from her.为了培养高中生的综合语言应用能力，最终达到学有所用的能力，教师要创设情景，设计学生感兴趣的话题，让学生在尽可能在真实的条件下，运用所学进行语言交流，这里让学生介绍桑兰给朋友，给出开头和结尾以及关键词，中间让学生去组织、创造语言，并且复习巩固了主要内容。Task7 DiscussionT:Sang Lan is happy and we can see her beautiful smiles even in her very difficult times. T:Besides Sang Lan, there are many other strong-willed people who are also happy. Can you name some? 1. What do you think happiness is from them? 2. How can we be happy? 一张幻灯片 1. What do you think happiness is from them?Stephen HawkingsBeethovenZhou Zhou Helen Keller设计任务挖掘主题让学生接受情感教育：四位名人的图片呈现，直观切具有极强的说服力，对本文主题的延伸起推动作用。原来幸福、快乐的不仅仅是桑兰一个人，在这个世界上，很多人都遭遇过挫折、失败、困境，但他们还是理解了幸福，找到了幸福，笑对人生。幸福是一种感觉，是一种积极乐观的态度，更是帮助他人，为人类作出贡献。 一张幻灯片 2. How can we be happy?A happy person is one who loves people and is always ready to help others.A happy person is one who always thinks about good things and focuses on goals. A happy person is one who is always proud of his achievements. A happy person is one who is always happy with life and smiles at life even in difficult times. 学应有所用，学习了桑兰，体会了幸福，我们接下来应该如何去做，如何让我们的所学指导我们的生活实践呢？设计贴近生活的讨论，让学生在课堂上用英语进行交流，深化了主题，这样我们这节课就不仅仅是一节课了。Task 8 enjoy a little poemHappinessBirds are happy,