Module 2 Unit 2 An Interview单元整体教学的设计.doc

附:Module 2 Unit 2 An Interview阅读课教学设计课题名称Module 2 Unit 2 An Interview阅读课科目英语教学对象高一（12）学生课时1课时设计者邱秀娟单位福建闽清一中 一、教材内容分析本案例是人教版普通高中课程标准实验教科书英语（必修二）第二单元第一课时的阅读课。对话内容为一篇虚拟采访，全文共576个词，介绍很多的奥运知识，行文生动有趣，学生对这一话题并不陌生。通过学习该对话内容，学生可通过对比了解古今奥运会的异同点；在学习与交流的过程中进一步拓展奥运知识，激发他们热爱奥运的热情。五、教学环境及资源准备1新课标教材2相关辅助教具：纸质题板和相关图片3. 专门为本课设计的多媒体课件4教学环境：多媒体教室。六、教学过程教学过程教师活动学生活动设计意图及资源准备Step I Warming up Greet the whole class as usualActivity 1 the Olympic Games quizwarming-up中的问题有一定的难度，如果用此活动来激活课堂会事与愿违。因此，教师一方面把问题式改为选择题式，另一方面，在保留原有部分基本问题外还加入一些学生学习感兴趣的问题，并制作成图文并茂的课件刺激多种感官，充分调动学生学习的积极性。 1.When and where did the ancient Olympic Games start? A. 776BC; in Greece B. 776AD; in Greece2.What events were there in the ancient Olympic Games? A. Running, jumping, shooting, throwing, wrestling, B. Table tennis, jumping, volleyball, swimming3.When did the ancient Olympic Games stop? A. 393 AD B. 398AD4. When and where did the modern Olympics start? A. In 1896; in Athens B. In 1896; in America5How many competitors from how many country competed in 1896? A. There were 311 competitors from 13 countries. B. There were 1131 competitors from 113 countries.Step 2 ReadingSkimming orScanning Activity 2 Pre-reading. Get the students to predict what the interview will be about. Give the students some instructions about Pausanias and Lily, and how to skim to find the specific information in an interview.predict既是学生阅读的技巧之一，也是调动学生思维、注意力、求知欲的捷径。要让学生在预设、搜索、求证、否定等过程中，加深对文章的理解。学生较少接触虚拟采访的文体，因此，既充满期待又有畏惧情绪。教师对文章任务和背景知识的简单介绍、以及阅读这类文章的技巧指导就显得尤为重要。Activity 3 Skimming or scanningRead the text fast and ask the students “What is the main idea of the interview?”(It is an interview between Pausanias and Lily, from which we can learn about the similarities and differences about the ancient Olympic Games and the modern Olympic Games.)帮助学生较好的把握阅读文章的中心内容是阅读课教学的重要目标之一。Activity 4 Careful-reading/ Furtherthinking1.Read the text carefully and write down the key words according to what they say separately.2.Read the text carefully and fill in the form.Differences;Similarities:这一任务旨在帮助学生更好的理解阅读材料，训练学生从繁杂的内容中发现归纳文章具体信息的能力。3.Tell the following sentences “T”or“F”4.Fill in the blanks in the summary of the interview在学生了解课文内容和理清线索基础上，分别完成“true or false”、以及在语篇中填词的练习，符合学生从整体到局部再到整体的阅读认知规律。3，4两项任务有助于学生更好的了解、把握文章整体，起到进一步巩固本课堂所学知识的作用Step3 ExtensionDivide the class into two groups . Group A take part in the discussion, and Group B takes part in the interviewDiscuss the following questions in groups and then report to the class.1. Cooperative learning2. Develop the students creative thinking ability.Activity 5 DiscussionWhy do so many countries want to host the Olympic Games while other do not?知识的积累是为了向能力转化。把学生分成两部分，一部分围绕“举办奥运会的利与弊？”展开讨论，另一部分学生围绕“What can we do for the Olympic Games？”进行采访。让学生在个人参与、同伴互导、互相观察的过程中，不断的自我提升。e.Activity 6 InterviewWhat can we do for the Olympic Games？Step 4 HomeworkFrom the interview we know many things about Olympic Games. After class you can surf the Internet to find more about the Olympic Games and make a poster according to Page 13.http:上网搜集资料、了解信息、制作海报等丰富多彩的作业形式，有助于学生激发学习兴趣，增长知识、开拓视野，发展智力和展现个性才能，并且让学生学会探究学习，经历探究过程以获得理智和情感体验、建构知识、掌握解决问题的方法，这是探究学习要达到的三个目标。随着电脑的普及，网络也成为人们生活的一部分。英语作业也可与网络结合起来，让学生能在网络上搜集整理英语知识，动手制作海报。这可大大激发学生的学习热情，提高学生的动脑、动手能力。Step 5: Assessment Activity 7 AssessmentMake out a form for the students to fill in. The form includes the following questions:1. Write down the names of sports youve learnt in this lesson.2. After the lesson, what do you know about the Olympic Games3. What are you satisfied with yourself during the class.4. Who made a deep impression on you during the class? Why ?5. What questions do you have?评价是课程实施的保障。只有通过评价才可判断教学目标是否实现；只有通过评价才能发现教学中存在什么问题；只有通过评价才能改进教学，促进学生的发展 ，提高课堂教学的有效性。教学流程图：homeworkPre-readingWhile-readingScanningSkimmingCareful readingFurtherthinkingInterviewExtensionDiscussionWarming up七、教学评价设计本课英语教学的评价主要通过课堂表现和语言知识技能两个方面来进行。课堂表现的评价主要包括是否积极参与讨论、学习策略和合作精神；语言知识技能的评价主要包括听、说、读、练。教学要面向全体学生，就是要按照大部分学生的是实际水平来授课，但每个学生在学习上又各有差异；因此，在课堂教学的过程中，教师要通过课堂观察、及时捕捉从学生传递来的有关课堂发展效果，包括：课堂活动效果、学生状况、师生互动状态、各种训练措施达到的效果等丰富多彩的信息，加强因材施教，以保证课堂教学效率的整体提高。这样的课堂教学过程就可以动态地监控教学的每个环节，达到形成性的教学评价。八、帮助和总结本课在教学中增加开放性的任务型活动和探究性的学习内容，使学生有机会表达自己的看法与观点、利于培养学生自主学习的能力。如让学生扮演新闻记者进行采访，可能更会激发学生的学习热情，这样既锻炼了学生交际能力，又提高了课堂效率。根据课堂的调控情况、师生互动情况，还可以考虑