Roys-Story--教学设计.doc

Roys Story教学设计课题： Roys Story科目： 英语教学对象： 课时： 1课时教师： 单位： 一、教学内容分析 本模块题材内容为人际关系、友谊，并引入了与此有关的词汇。要求学生理解上述内容并掌握有关的词汇，培养积极的友谊观及相关的语言技能是本模块的重要 内容。那么在本课时的学习中，重点内容在于reading&vocabulary, 因此我要把教学的重点放在阅读技能的培养和词汇学习上。二、教学目标 Be able to use some reading skills to get the basic structure of the passage. Be able to use the words and expressions in the passage to tell a story of your own friend.三、学习者特征分析高二学生英语基础较好，语言表达能力较强，而且具有强烈的表达欲望。但是逻辑性不强，对文章结构深层次的理解还很欠缺，需要教师的引导。四、教学策略选择与设计 本课采用学案导学的模式，以话题为中心，以学案为载体，一步步引导学生对涉及的问题进行自主学习，小组合作。并在本课结束前对学生的学习状况进行检验，巩固提高。五、教学重点及难点 教学重点：To learn some reading strategies. 教学难点：To organize the new words and phrases in a proper way and speak it out.六、教学过程教师活动学生活动设计意图1 导入Interview：1 Do you have a friend in this class?2 Will you help your friend if he/she is in trouble?3 Imagine, if you find that your friend stole money, what will you do?Discuss in groups and answer the questions通过这三个问题引起学生思考，激发学生的学习兴趣，导入新课。二引导学生自主学习及核对答案Task1:Word studyMatch the words with their meanings.Check the answers 自主学习Finish the questions:1 financial 2.moody 3 theft 4 charity 5 cloakroom 6 fairA. an organization that gives money or help to people who need itB. a room where you can leave your coat, bag, etc. C. often angry or unhappy D. something organized by a school to make moneyE. connected with money. F. Stealing.在阅读课文之前，为学生设计了词汇连线题，使学生在课后预习的基础上，再进一步复习这些词汇，以扫清阅读中的词汇障碍。教师给出时间线索Task2: Find the time lineI was twelve Five years later About three months ago Last weekFind the time line Scanning the passage and then find the four important messages通过时间线索把握全文的整体脉络，同时这一环节的设计是为了让学生知道时间线索在记叙文中的重要作用，在完成这个任务的过程中，我指导学生使用scanning 的阅读技巧，培养阅读能力这也是本节课的教学重点之一。指导学生快速阅读的方法Task3: Fast-reading Decide the main idea of each paragraph by yourselves quickly.Fast-readingskimming&scanningPart1(para1-2) Part2(para3) Part3(para4-5) Part4(para6-8) I found Roy stole the500 raised for a charity by accident. I got to know Roy and made friends with him. Unhappy things happened to Roy and he changed completely. I found Roy stole other studentswallets.这是快速阅读的第二个任务，在学生已经掌握本文的时间线索之后，就可以很容易的把文章分成这四个部分，学生在此快速阅读，运用连线题掌握每一部分的大意，培养学生归纳总结能力。三、指导学生合作学习：Task4:Careful-reading (key words)Ask the Ss to read the passage carefully and answer the questions. Please pay attention to the key words while reading.Careful-reading (key words)Part1:I was twelveWhats my first impression of Roy?What kind of relationship did Roy and I have?Part2:Five years laterWhat happened to Roy?How did Roy change?Part3:About three months agoWhat happened in the cloakroom that surprised Daniel?Part4:Last weekWhat happened to the 500?Who found the lost money? Who stole it?以时间线索和段落大意为基础，在设计好的问题的引导下，让学生细读课文，掌握文章的故事情节，同时，指导学生在回答这些问题的过程当中注意通过运用找关键词的方法快速找答案。形成良好的阅读习惯，掌握阅读的基本技巧。与此同时，在这一步骤中的问题参考答案里，我也把重点的短语用红色字体突出出来，帮助学生抓住重点，突破难点。那么学生在找答案的过程当中，我要引导学生在学习中注意小组合作，提高学习效率。组织小组讨论Task5:Post-reading1. Do you think it is good to cover(掩盖) your friends shortcomings?2. What kind of people should you make friends with? 3. How can you help your friend if he or she makes a mistake?Post-readingDiscuss in groups and answer the questions.I think my friend should be.在以上任务完成的基础上，学生对文章已经有了深刻的理解，也就是已经基本完成了语言学习的输入阶段，为了帮助学生练习语言表达能力，我设计了三个可供学生基于本文来讨论的问题，通过这三个问题的小组讨论，学生不但能够对文章加深理解，而且可以运用刚刚学过的知识表达自己的观点和看法，达到语言输出的目的组织学生复述课文，任务分配四检验提高：1 retell the storyHelp Ss to finish their preparations.1 retell the storyeg.When I was twelve, I met Roy, he was outgoing, popular and friendly. We became good friends and trusted each other. Five years later. About three month ago. Last week.本节课内容的学习已经基本完成，为了使学生进一步提高能力达到语言运用的目的，我设计了课文复述环节，以任务四为参考，引导学生小组合作完成这一活动。2. Ask ss to fill in the blanks.Fill in the blanks.The first time I met Roy, he was standing in the center of a group of boys, 1_a joke. When he reached the final line, everyone 2_out laughing. Roy gave a loud happy laugh, too. I thought he was a 3_ boy. Roy was one of the few people who were kind to me. We 4_ each other and we could talk about personal matters. Five years later, Roys father was 5_6_ by a car, and died a few days later. After that, Roy changed competely. We are no longer close. About 3 month ago, I found Roy going 7_the pockets of peoples coats in the cloakroom. He started 8_me. At the same time, small amounts of money started disappearing from students lockers. Last week our school had a big fair to 9_ money for a charity. We successfully made about500. But to our surprise, the money was stolen. This morning I went to see him. I found a lot of paper 10_in his pockets.当然，在培养学生自学能力的同时，也绝对少不了教师的正确引导。为了使学生更加准确全面的抓住本文的学习重点，并且达到对文章总结巩固的目的，我设计了课文填空，填空的内容就是本课的重点词汇、短语、句型。这一任务也是为了最后作业中的写作任务做铺垫。五、作业Please write a story of your good friend.课后完成作业经过本课的学习的我设计了写作的作业，让学生把学习到的知识进行整合，落实到笔头上，写出自己的文章来。以此完成语言学习从输入到输出的全过程。七、教学评价设计1 检验提高内容一是小组合作完成的课文复数，因此要求学生展示成果，并互相评价，选出最优秀的学习小组。2 检验提高填空部分为学生自己完成的测试题。能够顺利的完成这些小题，证明学生已经完全掌握了本课的知识，有利于学生的自评和互评。3 教师要对表现好的学生进行表扬，对于表达不够流畅的学生进行指导和改正，完成教师评价，使学生的学习有据可依。八、板书设计 Roys StoryMain structure of the pasaage:I was twelve Five years later About three months ago Last weekWhat a good friend should be like? Loyal, kind, generous.How can you help your friend if he or she makes a mistake? I think I will.九教学反思今天在高二、四班上了一节新授英语阅读课，通过这节课，对新课程理念下的高中英语教学有了新的认识。下面想谈谈本次课在得、失、效，改四个方面一些反思。一得：在课堂教学过程中，能够运用新课程标准中的理念，以学生为中心，以发展学生能力为重点，在教学设计中强调了情感、态度、价值观的教育。根据对教学设计中根据教学的实际情况，随时调整教学方案，注意临场发挥，出现引人入胜的闪光点。这节课课堂节奏快，信息量大，通过对英语文章的阅读， 重点培养学生快速查找文章大意和复述主题思想的能力。本节课用几个与学生息息相关的问题引出话题，导入主题，从而调动了全体学生的情绪；教学考虑学生实际，授课过程中注意充分调动学生积极性，课堂时间抓得较好，教学任务顺利完成。在整节课中，学生共开展了七项活动，五次阅读课文。整节课能使学生听