m2unit1reading.doc

作者：jolyn 文章来源：本站原创 点击数： 319 更新时间：2007-12-1 Unit 1 Tales of the unexplainedPeriod 2 Boy missing, police puzzledBy Xu Xiaoling Oct. 25th, 2007Learningaims:(1) To learn more about UFOs and the general idea of a news story(2) To master how to read a newspaper article effectively(3) To improve listening, reading, speaking and translating abilities(4) To arouse interest in the unexplained worldThe important point:How to read a news storyThe difficult point: How to improve students integrating skills in foreign language learningTeaching methods: Question-and-answer, task-based activities, discussion and cooperationTeaching aids: A computer, projector, tape-recorder and blackboardTeaching procedures:1、Greet the whole class as usual2、Brainstorming(1)Appreciate some pictures (Pyramids in Egypt, UFOs, Stonehenge, Yetis and the Loch Ness Monster)Question: Do the five pictures have something in common? (Give some adjectives to describe them: unexplained, unsolved, unknown and mysterious)(2)Deal with UFOsQuestion 1: Do you know what the three letters UFO stand for?Question 2: Have you ever had the chance to see a UFO?Question 3: Do you think there are any creatures in UFOs?Question 4: Where do you think the creatures come from?3、TasksTask one: Skimming for general ideas(1)Look at the title and the three photos first and then complete Part A on page 2 Question 1: What is the article about? Question 2: Who is missing? Question 3: Do the police know what happened to Justin?(2)Read the first paragraph together and answer the questions below Question 1: When and where was the boy missing? Question 2: What caused the boys sudden disappearance? Question 3: Why did people show interest in his disappearance?Task two: Scanning for specific information(1)Invite four students to read paragraphs 1-4. (Others can correct any mistake in it)(2)Read paragraphs 5-7 together as loudly as possible(3)Finish Part C1 on page 4Task there: Studying new words(1)Finish part D and check the answers between partners(2)Complete some extra exercisesWe cant rule out the possibility(排除这种可能性) that she was murdered.The police are convinced that they can find convincing evidence(他们能找到确凿的证据).Great changes have taken place in China(我们国家发生了巨大变化) in the past twenty years.The enemy was searchingthe boy for(搜身寻找) some maps of defense works.It is said that the wind has caused/caused the fire to(致使) grow stronger and stronger.His little brother shows great interest in(对很有兴趣) drawing.A lot of students were late for school due to the storm (由于风暴的原因) .We will look into the matter(调查那件事情) together.4、Summary (1)Finish Part E on page 5 (2)Read the whole passage together5、Discussion (Groups of three or four) Topic: What do you think really happened to Justin Foster?6、Assignments (1)Read the text for three times (2)Underline the important words and phrases【教学反思】 前不久， 我校为促进我们新教师的专业成长，特举办了“创新杯”青年教师课堂教学大赛。我们高一英语的课题是必修二Unit 1 Tales of the unexplained的Period 2 Boy missing, police puzzled。我的教学反思归纳起来，主要体现在以下三个方面： 一、教学观念的反思有很多老师认为，只有进行“应试教育”才能帮助学生考好试，进行“素质教育”就不能有针对性地应考。他们认为“素质教育”和“应试教育”是相互对立的。所谓“应试教育”，就是为了考试而进行的教学,即考什么就教什么，采取题海战术的教学方式。在这种模式下，教师教学的重点只放在“有希望”的学生身上。而“素质教育”就是全面培养学生技能，使学生的听、说、读、写、译各方面能力都能得到全面发展，每一个学生都被老师公平对待。 事实上，本人认为“素质教育”和“应试教育”不是相互对立的。 所以，就以上两种教育模式的各自特点，我在教学中进行了以下尝试：第一、开展形式多样的任务型教学，使每个层面的学生都有事可做。比如：在新课开始时，请学生们看图片与课文标题，回答几个很简单的问题、请学生阅读相关段落、为学生们创设情景开展小组讨论等等。这些活动的开展有利于调动所有的学生参与其中。第二、在教学目标的设计中，我就明确提出“To improve listening, reading, speaking and translating abilities”，旨在提高学生的听、说、读、写、译各方面能力。学生的这五种语言技能是相互影响的，任何一个方面发展不好都会影响其他几个方面的发展。 二、关于处理现行牛津版高中新教材的问题自从使用新教材以来，师生普遍认为教材偏复杂。就是英语基础较好的学生也难掌握得很好。到底应该怎样处理才恰当?我想这需要根据具体的情况而定。教师应该根据不同的情况适当降低教学难度，有选择性地使用教材内容，这应该是我们的共识。比如说，单词不一定要求学生都去记、有些活动不一定都要开展。总之，如果不顾学生的实际情况的话，最后只能是事倍功半，欲速则不达。因此，教师应学会如何整合现行教材，使之更适用于我们当今的高中学生。故我在设计本课时，将Part C2的习题删去了。因为此题在文中答案完整集中，不能起到训练学生归纳性思维的作用。 三、英语教学中的“语言点”问题目前英语教学中，很多老师运用“语言点”教学法，认为英语学习就是语法学习。没有把培养学生学习英语的良好习惯作为一项任务，从而把学生训练成“考试的工具”。常常听到老师抱怨：才讲的语言点学生又忘了，这个语言点讲过多少遍，结果还是记不住。这种现象非常普遍。一方面，讲得太多，学生无法全部记住。有时语言点多达几十个，而且好多语言点都是来自字典、资料，甚至连我们老师也无法记住，怎么可能要求学生记住呢？毕竟学生要学的不只是英语一门功课。另一方面，