课外阅读教学设计.doc

北京市中小学“京教杯”青年教师教学设计大赛 教学基本信息课题名称课外阅读The Dog of Pompeii 是否属于地方课程或校本课程否学科英语 学段 第五学段年级高二授课日期2016.9.18教材课外阅读 教学设计参与人员姓名单位联系方式设计者韩晶玉北京市通州区运河中施者韩晶玉北京市通州区运河中导者邢国锋北京教育学院通州分他参与者侯晓玲丁蓓北京教育学院通州分院北京教育学院通州分院1362109925313522079794指导思想与理论依据1.普通高中英语课程标准（实验）指出:“高中阶段的英语课程要有利于学生的个性和潜能的发展，使他们通过观察、体验、探究等积极主动的学习方法，充分发挥自己的学习潜能；提倡关注学生的情感，使学生在学习的过程中提高独立思考和判断的能力，发展与人沟通和合作的能力，树立正确的人生观、世界观和价值观，增强社会责任感，全面提高人文素养。”该项要求对本节课的启示：通过问题引导学生对文章人物的关系进行分析，并体会文章语言之准确和优美，这锻炼了学生的独立思考和判断的能力；课上进行小组合作和分享，使得学生能够更加深刻的体会到人物之间的珍贵情感，通过体验和探究的学习方法，发挥了学生的学习潜能，培养了沟通和合作能力，最终使学生反思自己，并逐步树立正确的人生观、世界观和价值观。2. 根据普通高中英语课程标准（实验）语言技能六级至八级目标中学生除教材外，阅读量分别应累计达到18万、23万和30万词。语言技能八级目标中提到学生要能在老师的帮助下欣赏浅显的英语文学作品。3. 北师大王蔷教授在“全国首届中小学英语阅读教学学术研讨会”中指出：“阅读不是被动获取信息的过程，而是在获取信息的同时与个人生活经验建立联系，对文本信息进行重新阐释和意义建构。英语阅读教学实践也应给学生提供提高阅读素养的机会。”因此本节课在以教材为依托的教学内容设计之外，选取了英语简写本小说文章，能够很好的激发学生的阅读兴趣，使学生在阅读过程中不断对自己进行提问和反思，帮助他们培养阅读素养，提高思维品质和文化品格，最终达到学科育人目的。教学背景分析1. 教学内容本节课是对人教版高中英语选修六单元话题UNIT5 THE POWER OF NATURE 的延伸和提高，有利于帮助学生在话题背景和语言储备的基础上体会文学语言之美，感受人与动物之间的美好情谊。本篇文章The dog of Pompeii讲的是一个住在意大利庞贝古城的盲眼孤儿和他的狗的故事。文章记叙了在辉煌富庶的庞贝古城，孤儿盲童Tito和他的小狗Bimbo相依为命的日常生活。Bimbo每天给Tito寻觅三餐，他们虽然居无定所但过着平静温暖的生活。然而维苏威火山的突然喷发将传奇的庞贝古城彻底埋葬，巨大的灾难也将Tito推向死亡，最终Bimbo的不离不弃帮助Tito脱离了重重险境最后获救，而舍身救主的Bimbo却在义无反顾的返回城内为晕倒的Tito去寻找食物的时候与庞贝古城一同被埋葬在尘嚣之下。通过小狗Bimbo在日常和灾难中对盲童Tito的照顾、牺牲与责任感，引导学生体会人与动物之间的美好情感。The dog of Pompeii是一个关于忠诚、牺牲与爱的故事。倒序的写作手法极大的激发了学生的阅读兴趣，充满了神秘色彩的庞贝古城、失明的孤童和无法“说话”的忠犬让故事充满了悬念。作者生动传神的细节描写，耐人寻味的词语运用传神的表达出人物之间的关系，让读者身临其境；扣人心弦的故事情节，跌宕起伏的人物情绪让读者感同身受。文章阅读量适中，语言难度适中，其文学色彩浓郁，赏析度高。2.学生情况1）自然状态：学生来自北京市通州区示范高中的高二文科普通班，共24人。学生英语学习热情较高，课堂表现较为活跃。2）已知起点：学生经过高一一年课外阅读的训练，大部分学生已经养成了阅读英语读物的习惯，阅读兴趣也有了明显的提高。按照计划，本学期除了继续要求学生进行文学作品阅读之外，教师要在阅读教学中开始引导学生进行深入文本分析和讨论，分享阅读收获，以期达到学科育人，知行合一的目的。此外，通过前一节课对于北师大版选修六Unit 16 Lesson 1 Pompeii: The City That Became A Time Capsule课文的阅读，学生对于庞贝城及维苏尔火山爆发的背景知识已有了解，这为本节课阅读做了背景铺垫，扫清了部分阅读障碍，让学生能够更好地理解文本内容。3）存在问题：学生虽然能够读懂文章内容，但是缺乏对文本深入理解的能力，又因为文章内容分散，因此需要教师通过问题引导学生整合信息，并挖掘文本的深层含义。此外，学生在通过赏析语言分析人物间关系的能力方面有所欠缺，需要教师加以引导。3. 教学方式 讨论式、探究式、启发式、交流展示式4. 教学手段 黑板、多媒体5. 技术准备 课件、图片、阅读材料 教学目标By the end of the class, the students will be able to: 1. talk about Bimbos behaviors in daily life and in disaster;2. comment on Bimbos behaviors and give reasons in own words;3. voice opinions on their relationship with friends or family members in life.教学重难点Emphasis：learn the content of the text and analyze the relationship between the main characters；Difficulties：delve into profound meanings of the text and voice personal opinions. 教学流程示意 教学步骤及活动 目标达成 导 入 谈论庞贝 图片介绍 复习背景知识 激发阅读兴趣 一遍阅读 聚焦雕塑 通读全文 激发阅读兴趣 了解故事梗概 二遍阅读 分析行为 赏析语言 体会情感 总结关系(日常) 分析人物关系 赏析故事语言 三遍阅读 分析行为 赏析语言 体会情感 总结关系(灾难) 分析人物关系 赏析故事语言 读 后 回答问题 分组讨论 评价故事人物 反思个人生活 作业教学过程教学阶段教师活动学生活动设置意图技术应用时间Lead-in1. Ask a question to let students talk about Pompeii.“What have you learnt about Pompeii?”2. Show a photo of a dogs skeleton and introduce its basic information, including its name, where it came from and where it is now.1. Recall the content of the article Pompeii: The City That Became A Time Capsule and introduce Pompeii.2. Watch a picture of a dogs skeleton and learn its basic information of it.1.复习话题背景知识，为阅读做好铺垫。2.通过照片引入主人公，介绍Bimbo雕塑，引发学生阅读兴趣。多媒体课件3First read-ing1. Ask a question to guide students to read the part of A Skeleton to learn more information of Bimbos skeleton. “Whats the assistants comment on the skeleton?”2. Ask a question to guide students to read the whole story. “What happened to Bimbo?”1. Read the part of A Skeleton and answer a question to learn more information of Bimbos skeleton.2. Read the whole passage to answer a question about the basic information of the story.1.阅读故事开头，了解Bimbo雕塑的更多信息。2.通过问题激发学生继续阅读的兴趣，从而了解故事大意。多媒体课件板书6Second read-ing1. Ask questions to let students read the part of Tito And His Dog and collect evidence to show the relationship between Tito and Bimbo in groups of four. “Whats the relationship of Bimbo and Tito?” What Bimbo did can prove their relationship? Please collect as much evidence (words, phrases, sentences) as possible to show their relationship.2. Help students appreciate key language (i.e. never leave, sit quietly) to analyze Bimbos behaviors in daily life.3. Help students summarize Bimbo and Titos relationship.1. Read the second part of the story and find out evidence of showing the relationship between Tito and Bimbo, then share opinions in groups:(each member of a group should find out at least a word, phase or sentence and analyze what relationship it convey between the two characters)2. Appreciate key language to analyze Bimbos behaviors in daily life.3. Sum up the relationship between Bimbo and Tito and put forward new words if possible.1.通过提问，让学生再次阅读，搜集Bimbo行为的信息，从而分析两个主人公在日常生活中的关系。2.为更好分析人物关系，赏析故事语言，体会语言之美和准确。3.通过总结，引发学生思考人物关系。多媒体课件板书15Third read-ing1. Ask a question to let students read the part of A Nightmare and collect information of Bimbos behaviors in disaster. “How did Bimbo help Tito in the disaster?”2. Ask a question “What did Bimbo try to tell Tito by doing so?” to let students have a discussion in groups of four on appreciating key verbs showing Bimbos behaviors.3. Ask two questions to help students better understand Bimbos behavior: “Why was there a cake in Bimbos mouth?” “Why couldnt Tito be comforted?”4. Help students summarize Bimbo and Titos relationship1. Read the third part of the story and underline the information of Bimbos behaviors in disaster.2. Discuss in groups to appreciate key verbs that show Bimbos behaviors:(first, the whole group choose at least two verbs ; then every member shares opinions on what Bimbo try to convey by doing so)3. Answer questions about Bimbos skeleton and analyze the sentence showing Titos feeling when he was rescued to better understand the relationship between Tito and Bimbo from each ones .4. Sum up the relationship between Bimbo and Tito and put forward new words if possible.1.通过提问，让学生第三次次阅读，搜集Bimbo行为的信息，更好分析两个主人公在灾难中的关系。2. 回顾故事开头对于雕塑的介绍，首尾呼应，更好体会Bimbo行为的深层含义。3.为更好分析人物关系，赏析语言中的用词，体会语言之美和准确。4. 通过分析文章中的最后一句话，从Tito的角度分析两人的关系。多媒体课件板书7Voice your opinions1. Ask students to answer a question. What do you think of Bimbos behavior? Voice your reasons.2. Ask another question and let students discuss in pairs. When you are needed by your family members or friends, what would you do in life? Show the assessment form and give comments to each presenter.1.Present personal perspectives to Bimbos behavior individually. (The answer should include an adjective to describe Bimbo and the reason why you think so.)2. Reflect on own relationship with friends and family members and share opinions in pairs.3. Read the assessment form and voice opinions in class individually.1.评价Bimbo的行为，检测学生的阅读体会和感受。2.通过小组讨论，反思日常生活中如遇朋友或亲人需要帮助时，自己改如何做。培养学生的思维品质和人文品格，达到读书育人的目的。多媒体课件板书8Home- workAsk students to write down their opinions on the question. When you are needed by your family members or friends, what would you do in life?.Write an article about own reflections on what to do to friends or family who are in need in life.通过文字形式，将讨论环节的观点整理、记录。检测本课的学习收获和体验。多媒体课件1学习效果评价设计评价方式本节课主要采取表现性评价方式，对学生的学习成果进行评价，具体评价体现在以下两个个方面： 1.学生发表对于小狗Bimbo的评价时，教师随时关注学生的见解，并且对学生的见解进行随时的评价。评价方式随机并且多样。例如，评价学生的见解独特，表述方式新颖，或者对学生的见解进行补充和进一步的提问质疑等。 2.分组进行阅读收获分享时，教师通过量表的内容，评价学生对于整堂阅读课的收获和感受以及对于个人生活中人际关系的思考。总之，本节课是对学生学习过程中的表现、所取得的成绩以及所反映出的情感、态度方面的发展做出评价。其目的是激励学生学习，帮助学生及时而有效地调控自己的学习过程，使学生获得成就感，增强自信心，培养合作精神。评价量规 GradeContents Excellent GoodOKState personal opinions clearlyIntroduce at lea