Canada教学设计-.doc

陕西省基础教育教学成果评选参评作品例谈高中英语阅读教学设计2013年4月例谈高中英语阅读教学设计人教版高中英语必修三第五单元 Canada “The True North”阅读课内容摘要 本文从阅读教学教学任务设计的要求入手，结合具体教学案例 ，从教学理论和实践的角度阐述了阅读教学环节读前、读中、读后三个阶段的设计，以期提高学生的阅读能力。关键词 高中英语，阅读课，教学设计，阅读教学 ， 阅读技能设计思想普通高中英语课程标准（实验）明确指出，“高中英语课程的设计与实施有利于学生优化英语学习方式，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，形成有效的学习策略，提高自主学习的能力，要有利于学生学会运用多种媒体和信息资源，拓展学习渠道，形成具有个性的学习方法和风格” 根据这一指导思想，结合高中学生的认知特点和学习发展需要，英语教学扩大学生接触异国文化的范围，帮助学生拓展视野，促进其心智、情感、态度与价值观的发展，并使学生在英语学习的过程中，提高独立思考和判断的能力，发展与人沟通和合作的能力，增进跨文化交际的能力，树立正确的人生观、世界观、价值观，增强社会责任感，全面提高人文素养。阅读课在英语教学中占主导地位，以培养学生的阅读能力为主要目标，并使学生在阅读方法、阅读速度、阅读技巧和阅读理解的准确度和深度方面得到提高。教材分析本单元的中心话题是加拿大李黛予等人在加拿大的旅游经历，学生通过学习，初步了解加拿大的一些基本情况。教师先以几张有关加拿大的图片和一张加拿大地图来引入话题，通过热身（warming up）部分有关加拿大的小测验活动来激发学生的学习兴趣，并结合标题和图片预测阅读内容。读前(pre-reading)的三个问题涉及自身的旅行经历和对加拿大的了解，这些问题与文章主题紧密相关，通过讨论和画概念图活动，为更好地理解文章打好铺垫。阅读部分是一篇游记，记述了李黛予和刘倩去加拿大看望表兄妹的旅途见闻。阅读阶段设计了预测、略读、寻读、细读等环节，通过在地图上标出旅游路线，在细节捕捉中运用了拼图式阅读法，以小组合作的形式获取事实性信息，培养学生的归纳概括能力。根据学生认知连贯性，把教材中的warming up 作为reading的导入部分，把pre-reading、reading和comprehending整合在一起，作为一堂精读课。接着通过讨论If someday you go to Canada, where will you go? why?对课文进行适度拓展，并落实情感态度及价值观目标，最后引导学生使用自我评价表使其学会反思学习内容、学习行为和学习效果，从而达到优化学习方法的目的。教学目标1. 知识与技能：使全体学生学会略读、寻读、预测等策略，捕捉文章的重要信息，提高对文章的深层次理解及分析能力，掌握阅读微技能，提高学生的自主性阅读理解能力。2. 过程与方法：充分运用任务性语言教学法及拼图式阅读法指导阅读教学，以任务贯穿教学主线，引导全体学生进行自主学习、合作探究。3. 情感态度与价值观：通过阅读理解，了解加拿大的基本情况，包括地理环境、各大城市特点以及人文活动，从而激发学生学习英语的兴趣和欲望；通过对课文的学习和小组讨论等形式，帮助学生养成团结协作的品质；帮助学生在学习过程中了解东西方文化差异。教学重点和难点1. 培养学生用英语获取信息、处理信息、分析问题和解决问题的能力,提高学生概括文章大意的能力。2. 为全体学生进行有效性阅读策略的点拨与指导，如略读、寻读、预测等。教学过程Step 1 Leading-in and Warming up1. Show some beautiful Canadian pictures. Enjoy them with students.2. Show a map of Canada to students, let them find some big cities, then find out how many Great Lakes there are in Canada.3. Make a quiz Show the following on the screen.How much do you know about Canada?1. What language(s) do Canadians speak?A. English B. English and GermanC. English and French D. English and Spanish2What is the capital of Canada? A. Vancouver B. Toronto C. Calgary D. Ottawa3. What is the national animal of Canada? A. Beaver B. Grizzly bear C. Polar bear D. Penguin4. What is the Canadian leader called? A. President B. Prime Minister C. Governor D. King5. How many Great Lakes are there in Canada? A. 4 B. 3 C. 5 D. 6Let students work in pairs and answer this quiz to see how much they know about Canada.设计意图：通过看图片、看地图引导学生讲出加拿大一些情况，使学生对本节课的话题有所了解，并对了解加拿大产生兴趣。Step 2 Pre-reading1. Let students discuss the following questions:1) Would you like to take a trip to Canada?2) If you take a trip to Canada, what do you think you might see there? Then instruct them to draw a concept map. 3) What three words would you use to describe Canada?2. Have students turn to page 34 of the textbook, look at the title of the reading passage and the pictures and predict what the passage is about.places (where will you go?)How will you go there?Suggested answers: scenery (what will you see?)what will you do?trip to CanadaWhat will you hear about during the trip？Does it cost a lot?设计意图：使学生产生了解加拿大的兴趣，并通过概念图的形式列出旅游要素，为更好地理解文章做好铺垫。Step 3 Reading1. Fast readingAsk students to skim the reading passage and then answer the following questions:1) What is the passage mainly about?2) What is “ The True North”?3) How many cities are mentioned in the text? What are they? And mark them on the map and tell their route.4) The text is organized in order of _.A. time B. space C. importance D. preferenceSuggested answers:1) The passage is about a trip of two girls, and it tells us some information about Canada.2) “The True North ”is the train that goes across Canada 3) Five. They are Montreal, Vancouver, Calgary, Thunder Bay and Toronto.Their route ：Vancouver Rocky Mountains Calgary Wheat-growing province Thunder Bay the Great Lakes4) A设计意图：通过相关信息来归纳大意，旨在培养学生的归纳总结能力。抓住文中人物的行踪也就抓住了行文的线索。2. Skipping Skip the passage and divide it into several parts and tell us the main idea of each part.Part 1 (1) The girls went on a trip to Canada.Part 2 (2) Danny Lins brief introduction to Vancouver.Part 3 (3-5) What they saw on their trip across Canada.设计意图：设计识别篇章结构和概括段落大意的两个结构，有助于学生深层次理解语篇结构和主题思想，并且发展学生的自主学习能力，使学生真正成为学习的主体。3. ScanningWork in groups and match the smaller headings with the detailed information.Thunder BayCalgaryRocky MountainsVancouverThey managed to catch sight of some mountain goats and even _ and an eagle.The city is at _the Great Lakes. It is a busy _.Its Canadas _ city, surrounded by mountains and the _._ from all over the world to come to _ in the Stampede.Suggested answers: a grizzly bear , most beautiful, Pacific Ocean, the top of ,port, cowboys ，compete.设计意图：信息匹配任务有助于学生明确文章的思想脉搏，培养学生通过寻读（scanning）快速查找信息的能力。通过合作学习来完成阅读任务，有助于降低学习的难度，集思广益，增强自信心。4. Detailed-readingUse the information in the passage to fill in the table(P35,Ex2).Distance from east to west coastOceans on east and west coastsPopulationWhere most Canadians liveLocation of largest fresh water supplyKey point about VancouverKey point about CalgaryKey point about Thunder BaySuggested answersDistance from east to west coast5,500 kmOceans on east and west coastsAtlantic Ocean-east; Pacific Ocean-westPopulationslightly over 30 millionWhere most Canadians livewithin 320 km of the USA borderLocation of largest fresh water supplythe Great LakesKey point about VancouverCanadas warmest part / Canadas most beautiful city /some of the oldest and most beautiful forests in the worldKey point about Calgaryfamous for the Calgary StampedeKey point about Thunder Baybusy port city at the top of the Great Lakes设计意图：此活动设计的目的是让学生带着问题细读文章，加深对课文重点细节的理解。在此过程中，注重调动学生学习的自主性和合作性。Step 4 Dealing with language pointsHelp students analyze some difficult, long and complex sentences and guess the meanings of some new words and expressions. Encourage them to try to deal with the language points in the context. Give them explanations if necessary.设计意图：让学生在学习过程中发现问题，在老师的帮助下解决问题，培养他们自主学习的能力。Step5 DiscussionLet students think about and discuss the question.If someday you go to Canada, where will you go?why?设计意图：拓展课文内容，对以知信息进行补充