Unit1__Reading__教学设计 (2).doc

Unit1 Reading 教学设计1.教材内容分析普通高中课程标准英语教科书英语（5）（必修）Unit1 Great Scientists中的Reading：John Snow Defeats “King Cholera”。本单元的中心话题是“Great Scientists”，介绍了科学家如何以探索、钻研、无畏的科研精神验证未知的科学真理，使学生在科学家的故事中学到知识、尝到乐趣、获得智慧、受到鼓舞，从而早日成才。教师的任务就是帮助学生培养科学精神，使之成为具有科学精神和人文精神=的创新型人才。Reading部分介绍英国著名医生John Snow是如何通过考察、分析、探究的科学方法，发现并控制“霍乱”这种传染病的。通过阅读课文，使学生感悟科学家的周密观察、勇于探索、认真分析的科学精神，使学生了解发现的全过程具有其科学的严密性同时了解公共卫生保健常识，做到正确地求医问药。2学生学习情况分析传统的阅读教学模式是“自下而上”，是从生词短语单句理解段落理解全文理解的模式。这种模式比较强调阅读中的语言形式。所以，学生的语言知识较好，阅读技能较差。针对教材和学生特点以及教学要求，本课将侧重在培养学生的语言知识、语言技能、情感态度、学习策略和文化意识等素养的基础上使他们形成综合运用语言的能力。同时还要注意优化学生的学习方式，使他们通过观察、体验、探究等主动学习的方法，充分发挥自己的学习潜能，形成有效的学习策略，提高自主学习的能力。3设计思想本单元通过介绍John Snow、钱学森、哥白尼，让学生对科学家的生活有所了解和感悟。此外在学习语言知识、训练语言技能、提高语言交际能力的同时，加强了对学生的品格素养的培养，也陶冶了学生的情操。该课时是一堂阅读课，目的是让学生通过阅读，从语言材料中获取相关信息，并通过对信息的加工和处理，提高综合运用语言的能力。这符合普通高中英语课程标准的性质和理念。在功能、结构、话题的基础上，采用“任务型”教学模式，设计了许多易于操作的任务型活动。阅读模式多种多样，主要处理好教学的三个阶段，即读前活动（Pre-reading），读中活动（While-reading）和读后活动（Post-reading）。读前活动主要是导入话题（Lead-in），激活相关知识，预测文章内容，提高学生的学习兴趣。读中活动主要是通过Skimming, Scanning等活动理解课文，获取必要的信息，完成问题。读后活动主要是让学生结合所学知识，通过讨论、小组合作，发展与人沟通和与人合作的能力，提高学生收集信息、整理信息及传递信息的能力。注重激发学生的学习积极性和自信心，制作评价表，对自己所取得的成绩及所反映出的策略、态度、情感做出评价。利用网络资源，使学生更好地发挥其潜能。4教学目标知识目标:1. To learn about the stages in a scientific experiment.2. To learn about cholera.3. To know that the reading is written as stages in an experiment.4. To know about public heath medicine, which is a less well-known area of medicine.能力目标：1. To train reading skills of skimming and scanning.2. To help the students express their ideas freely.3. To link what they have learnt with their daily life.情感目标：1. To learn about how to treat a scientific experiment.2. To learn how to exchange ideas with others.5教学重点和难点1. How to help the students understand the text better.2. How to make the students more active in class.3. How to help the students link what they have learnt with their daily life.6教学过程(1) Greetings and learning goals (1min)设计意图 进行听课导航，让学生明确本节课的学习目标，提高学生的听课效率。You are expected to1acquire sub-skills of reading predicting, skimming, scanning, generalization etc.2learn to work together with your classmates and share the information collected.3learn to assess on what you and your classmates have learnt and adjust your learning strategies.(2) Lead-in (5min) 设计意图采用社会建构主义理论的观点，通过观看录像和根据SARS, AIDS 和 bird flu进行大脑风暴的活动，激活学生已有的知识和经验，思考该单元的中心话题。目的是充分尊重学生的自主性，调动学生的主观能动性，促进他们参与教学活动，并且通过思考，让学生了解疾病的一般常识，做好预防保健，学会生存。1)A short video of people fighting against SARS in 2003, people suffering from AIDS and bird flu in Asia in 2005.设计意图如何战胜疾病，是本课的话题。以视频导入，更为直观、形象，引起学生的兴趣，为课文的学习作铺垫。2) Brainstorming activity. What do you think of when you see SARS, AIDS and bird flu? 设计意图通过学生联想death, patient, hospital, infection，cure, search for the cause, experiment等词汇，唤醒学生的保健意识，意识到探究疾病原因的科学性与严谨性。(3) Pre-reading (4min)设计意图通过讨论，使学生初步了解得出科学观点所需的过程，为完成阅读奠定基础。Discuss in small groups the stages in examining a new scientific idea. draw a conclusion think of a method collect results make up a question find a problem analyse the resultsfind supporting evidence repeat it if necessary1. Do you know how to prove a new idea in scientific research?2. Do you think any have been omitted? Would you change any?3. Please put them in a logical order. Discuss whether everybody has the same order.4. Why is such a rigid structure necessary?(4) Reading (20min)设计意图这样做是为了让学生带着目的去阅读。一个高效独立的阅读者必须拥有高效的阅读策略，其中的阅读策略之一就是带着目的去阅读。带着目的去阅读最直接的好处就是有利于提高阅读速度，从而提高阅读效率。在此教学环节，通过层层递进的教学活动，引导学生逐步进入更深层次的学习境界，促使他们积极思维，大胆表现。1) Read the text fast and fill in the stages of an experiment at the top of each paragraph (2min).设计意图表层阅读理解，抓住文章主题和段落大意。一方面让学生了解课文的文体是实验报告，是按照实验的步骤写的。一方面检测学生阅读前活动的结论是否正确。检测学生的阅读能力和快速获取所需信息的能力。2) Read the text carefully and fill in the chart (3min).Scientific Report by John SnowThe problemThe causeIdea 1:Idea 2:The method The resultsIdea 1 or 2? Why?The conclusion设计意图让学生完成表格以达到对文章的初步理解。通过第二次阅读使学生更好地理解文章大意，并就课文材料进行找读，抓住课文重点细节。并且通过提问联系实际给学生自助、自悟机会，培养学生的发散思维和综合运用语言的能力。3) Read the text fast and write down what is the evidence or approach John Snow used in that stage (3min).Paragraph Stages in an experimentExample in this investigation1Find a problem2Make up a question3Think of a method4Collect results5Analyze the results6Find supporting evidence7Make a conclusion8Repeat it if necessary设计意图让学生完成表格以达到对文章的进一步理解，并且培养学生的逻辑推理和组织语言的能力，为加深对文章内容的理解打下基础。4) Group work. Skim the whole passage and try to work out the structures of the following sentences using context clues (2min).But he became inspired when he thought about helping ordinary people exposed to cholera.He got interested in the two theories.It seemed the water was to blame.设计意图让学生关注语言形式，学习语言知识。教师要指导学生不要孤立地记单词，要结合所读文章的上下文语境，留心单词的前后搭配。通过词性、前后搭配和上下文来确定词汇在课文中的意思。培养学生正确的词汇学习观念和多种方法策略。5) Answer the following questions (3min).What conditions allowed cholera to develop?Why do you think people believed that cholera multiplied in the air without reason?What evidence did John Snow gather to convince people that Idea 2 was right?设计意图为了弄清学生是否理解课文。第一和第二个问题是推理性问题，要求学生必须理解课文，而不是在课文中查细节。第三个问题要求学生先从课文中收集信息，然后再以逻辑的方式呈现信息。6)Discussion of style (7min).Group workGive students an article of description and an article of creative stories.Tell the students that this passage is written as a report. So it doesnt use informal language or vivid descriptions. It keeps to the facts. Encourage them to identify the differences between this and other kinds of writing. Let them compare it with a description, a creative piece and find similarities and differences between different kinds of writing.Divide the students into twelve groups of four. Groups 1-4 discuss the text. Groups 5-8 discuss an article of description. Groups 9-12 discuss an article of creative stories. After discussion, ask some group leaders to report their results.Possible answers (differences for example).ReportDescriptionCreative writing / storyFormal language with few adjectivesVivid use of words with similes and metaphorsVivid use of language and more informal styleNo speech except quotationsNo speech except to help the descriptionSpeech to show feelings, reactions etcNo emotionalEmotional to describe atmosphereEmotional to describe feelingsOnly one main characterNo charactersMay have several charactersFactual Not factual but imaginativeImaginative but can be based on factStructured according to experimental methodNot structuredBeginning, middle, endPast tense and passive voicePast tensePast tense设计意图让学生了解Report, Description和Creative story在写作风格上的异同点，为今后的写作指引方向。(5) Post-reading (12min)设计意图学生通过阅读获取信息和处理信息，获得了充足的语言输入（input）之后，要把原有的知识和阅读材料进行整合，构建新的理念，并对语言进行输出（output）。这一活动以小组活动形式，由十六个人一组一起完成，讨论完后由小组长汇报结果。三个话题任选，老师和同学共同给予评价。Discussion (Optional activity)1) Introduce an experiment in a physics class.2) Introduce an experiment in a chemistry class.3) Introduce an experiment in a biology class.Divide the class into three groups. Each group chooses a topic. Divide the topic into eight stages. Two students take charge of one stage. First, surf the internet for the unknown words. Second, discuss the chosen stage. Third, report the results to the other students of the same group. Finally, the whole group finishes the whole experiment. Then its time for each group leader to report their results. Others add something if necessary.(6) Summary and evaluation (2min)设计意图让学生对本节课学习过程、收获进行评价，目的是使学生在学习的过程中不断反思，肯定进步与成绩，找出问题，明确努力的方向，激发学生的学习积极性和自信心。1) Ask the students to summary what they have learnt in this period.2) Fill in the form.阅读习惯和策略问卷是否1我是否通过看标题、插图来预测文章的内容？2我是否在读第一遍时快速浏览文章，以便抓住文章大意？3我是否首先了解文章主旨后再获取细节内容？4我是否在阅读过程中不断验证自己的预测或推断？5遇到不懂的地方，我是否首先尽力根据各种线索如上下文推测其意思？6我是否留意了文章的篇章结构？7对于结构复杂的句子，我如何处理？A忽略