第三阶段研修Reading教学设计样例.docxVIP

第三阶段研修自主学习因材施教 实施教学Reading(I)教学设计Unit2, Module2 Wish you were thereReading An adventure in Africa无锡市青山高级中学 顾秋霞Teaching objectives:To cultivate the students ability to find specific information by scanning;To let the students get a general idea and a brief understanding of the given reading material;To help the students express their points of view freely by using what they learn in this lesson;To nurture the students love of nature and broaden their horizon in terms of travelling.Note: The above objectives are expected to be achieved mainly by listening, speaking and reading practice.Teaching steps:Step 1. Warm-upProvide students with chances (a handful of minutes) to talk about the trips they have ever made and any information they have already known about Africa, thus galvanizing the students into an enthusiasm for more knowledge about Africa as well as adventurous travelling. The topic of this lesson is presented in the meantime.Activities:1. Showing the students “My album, My adventure”.2. Slide shows: pictures of various places of interest3. Questions: In which continent can you find these beautiful places? What do you know about Africa?Step 2. Fast readingStudents read the passage quickly and find out what places the writer is going to visit. Meanwhile, they are also supposed to get a general idea of the passage. In this way, the ability of skimming is developed.Activities:1. Read the passage quickly and circle the places Toby is going to visit. 2. Put the events in the correct order according to Tobys plan. Step 3. Careful readingSs read the passage carefully and find out answers to the given questions. Help the Ss analyze the structure of the reading material and encourage them to express their opinions under the teachers guidance.Activities:1. Describe the activities included in Tobys plan for his adventure.2. Find out the missing information: Travel through _ by _: Camp and sleep on _: See _ on clear nights3. Answer the questions: What is Toby gong to do here? What will Toby have to wear? Why?4. True or false: Toby and his brother will live alone in Kenya. Toby will eat and drink whatever he likes. Toby will see and take photographs of the wild animals.5. Blank filling: They are going to climb Mount Kilimanjaro. Mountain climbing can be very _. Many people feel _as the air gets _, so they will get enough _. Step 4. Summary and consolidationSum up what information the Ss have already got. Chances are given to retell the reading passage.Activities:1. Competition: Match Tobys planned activities with correct places. 2. A brief summary: Retell Tobys travelling plan.3. Discussion: What do you think of Tobys adventure? Why do you think so?4. Discussion: What do people need to make an adventure successful?Whay?Step 5. Knowledge extensionSs work in pairs and make a travel plan. The students are supposed to report the plan in front of the class.Homework:Make a plan for your own adventure.M2 U2 Reading I 教学反思本节课是高一模块二第二单元的reading1，是提高学生学英语的阅读能力最好的素材。阅读教学在我国的英语教学中占有十分重要的地位，它是发展其它语言技能的基础和前提。阅读教学的任务不仅仅是教会学生理解所学的课文材料，更为重要的是通过有效的阅读活动的开展，对学生进行学习方法的指导和阅读技能的训练，教会学生如何运用恰当的阅读策略开展阅读活动，从而提高语言学习的能力。一、读前在教授reading 之前，教师首先要钻研教材，认真备好课，目前使用的新教材篇幅长，信息量大，内容多。课前教师应该精心准备每个教学步骤，合理安排教学内容的详略比例。并给学生介绍文章的背景知识。接着，进行新课导入。导入技巧起了非常重要的作用。比如，本课用了“My album, my adventure”及“Show some pictures of beautiful places”等步骤把学生导到课文主题上来了, 并一下子把学生们吸引住了。这样一来，学生在积极的状态下，通过讨论接触新的内容，在很自然地导入新课的同时，又培养了学生的想象力和表达能力。二、读中 由于是高一年级的新生，他们的阅读技巧，阅读能力还有待于提高，再加上学生水平的参差不齐，因此教学内容要安排得有条理性且富有层次性，要体现由浅入深、由易到难、循序渐进的原则。并做到课堂设计的一切活动都要有它的目的性和可操作性，这样学生就不会无所事事。注重具体语境中对学生进行语言能力的培养，注重主体参与，启发、诱导学生主动学习。如鼓励学生大胆地使用英语，对他们学习过程中的失误和错误采取宽容的态度；创设条件让学生能够探究他们感兴趣的问题并独立找到答案。教师也可以从旁引导，培养学生自主学习的能力，这也体现了“学生是学习的主体，教师起主导作用”的原则。三读后通过 “Competition”、“Group work: A brief summary” 、“Think over the questions”、“Discussion”等环节让学生将所学知识在语言环境中实践，实现了英语教学的交际功能。Reading(I)课例评析M2 U2 An adventure in Africa Reading (I)陈素娟 启东市大江中学一、教学背景本节课的教学对象是高一学生，英语基础知识和听说读写技能都处于一般水平，部分学生对英语学习兴趣不浓。因此，通过让他们积极参与实践、学习和使用英语，调动他们学习英语的兴趣，是本学期英语学习的主要目标。二、教材分析 这是本单元的第二课时，在第一课时“Welcome to the unit”中已经通过多媒体向学生展示了许多值得去探险旅游的世界各地及探险活动，如登山、冲浪漂流等；并就“Adventure”，同学们进行了热烈讨论，学生对探险旅行有了一定的了解,获得了一定的背景知识。本节阅读课是关于Toby写给她的好友Aihua的一封便信，告知 暑假她和他哥哥去非洲的旅行计划。本课时运用多媒体、图片等增加课堂容量，提高课堂效率和学生积极性。通过设计有助于提高学生的阅读概括水平与分析问题能力的练习，指导学生提高阅读速度和把握作者写作思路；及通过练习设计提高学生运用语言解决问题的能力，变学习语言为运用语言。三、教学评价 这堂由无锡市青山高级中学顾秋霞老师上的课（借班上课）无疑是一节成功的课。具体表现在教师素质、教学目的、教学设计、教学过程、教学效果等方面都表现得淋漓尽致，并取得了非常不错的效果。(一).教师素质教师教态亲切自然，和蔼可亲，有亲和力。通过“My new friends”、“Im always dreaming of coming to Suqian.”、“I like your voice very much.”等言语拉近了与学生间的距离。且整个过程中教师语言优美、自然、不做作，让人感觉很舒服。这也是个很有经验的教师。当学生较难完成任务时，教师迅速改变做法。如让学生复述时教师明显地感觉到了学生的困难，就迅速调整策略，变成“One student, one sentence”。这也是个很有耐心的教师，在整堂课的教学中，她不急不躁并不断鼓励学生完成设置的任务。(二).教学目的整节课目的明确，要求具体，符合大纲要求和学生实际。通过导入“My album, my adventure”激发学生的阅读兴趣，为学生在阅读中获得成就感打下基础。快速略读环节设计培养了学生在阅读中抓主要信息的能力，而其后教非洲名字并介绍关于这些地区的进一步信息是为下面的阅读作铺垫。通过练习、游戏、复述、讨论等环节培养了学生综合运用语言的能力。(三).教学设计 这节课的设计有很多亮点或值得我们学习的方面。第一，在新知识的呈现上顾老师做得巧妙自然，有逻辑性，一环紧扣一环。如教师从Free talk、Lead-in等环节过渡到本课的教学内容中就用了简洁明了的对话、问题，感觉很自然。第二，整个教学过程中，教师充分关注了学生的学习过程。教学内容也安排得有条理性且富有层次性，体现了由浅入深、由易到难、循序渐进的原则。第三，教师开展了有效的教学活动。本节课的课堂设计的一切活动都要有它的目的性和可操作性。如在快速阅读中，教师明确地作了这样的要求“Read the text quickly and circle the places Toby is going to visit”。操练到位，保证了课堂练习的数量和时间而且讲究练的方法，提高了练的质量。使学生对所学知识做到懂、熟、会。第四，挖掘了德育因素。这一点在整堂课的结束时做得特别好，使整节课有了升华（尽管花时较少）。教师这样说道“I think life is like an adventure.When we are living our life, we need to prepare for our adventure on our way of life. I can see you are brave enough, confident enough.Wish all of you a very successful and happy adventure”.第五，教师设置的任务形式多样，多角度地培养了学生的能力，并使整堂课不啰嗦、不枯燥。如在Careful Reading中针对四个不同的地方设置了四个不同的练习。分别是：1. Find out the missing information; 2. Answer some questions；3. T/F； 4. F