阅读课反思 (2)

1、 阅读理解教学的探讨 听黄君频老师的课有感教材分析：教师所执教的内容是八上Unit 4. How do you get to school ? Section A 3a&3b部分。3a是reading的教学，而3b则侧重于对本单元重点句型的综合呈现和运用。根据教材的编排意图，执教教师的教学流程如下：磨课一：1. Free talk : Hello, guys! Hello, boys and girls! I want to know you first: a. Where do you live? b. How do you get to school? c. How long do

2、es it take?(T leads in far and teaches it.) How do I get to school?(T uses CAI to show a simple map of her home and school and leads in bicycle to teach.)2. Practice the conversations.A:(CAI presents a simple map about the distances between Yuecheng and other places around.)Ss work in pairs and 3 pa

3、irs to show out.A: How do you go to school?B: I go to school by/ I take/ride the to school.A: How long does it take?B: It takes about A: How far is it?B: Its B: (CAI presents a picture of Dongta Park , some different ways of transportation, different people and different times.) (In the show time :

4、a. T: a boy and a girl ?Ss: No.T: Oh! Maybe you dont like that. Thats OK.b. T points out : Its & It takes)C: (CAI presents other ways of transportation for Ss to practice)Ss works in pairs again but this time , they should try to use the basic sentences like this:How long does it take you to get

5、 from your home to school?How far is it from your home to school?D: (Ask Ss to make conversations according to the information given in 3b)(During the show time ,T points out “How long does it take you?” , not “your” )3. Reading.a. T leads Ss to get some information from the picture in3a.Two kinds o

6、f transportation: bus & bicycleb. T asks Ss to read the article carefully to answer the 3 questions in 3a.c. T draws a simple map about home, bus station and school.d. T gives some easy questions orally for Ss to answer quickly.e. T leads Ss to retell the article according to the map on the Bb.f

7、. T points out the different usage of ride & take.4. Expanding.CAI: What is Green Transportation? Cars and buses make our life fast and convenient.(T teaches it.) Bicycles and Walking make our earth cleaner and make our body healthier.5. Homework.If you can, would you like to try a new way to ge

8、t home next time? How do I get home next week ?课后评价：教师的课堂呈现思路清晰，条理清楚，重难点落实到位。细致的单词教学、句型的层层深入由简入难、小语言难点的突破以及环保理念green transportation 的涉及，都让学生透过语言学习的途径，学会用细节观察、处理问题的态度和能力。 但是根据包老师的“乐清市阅读理解教学研究活动”的精神，这节课的重点呈现不在conversation的练习上，而是要把重点放在reading & writing上。这无疑对我们的设计提出了很大的挑战，这种要求其实跟我们的教材设计本意也相违背。但我们努力尝

9、试。磨课二：在磨课一的教学流程的基础上，我们的闪光点在于：1. 在conversation的free-talk结束后，Miss Huang 利用山区孩子和城市孩子的上学方式的截然不同，让学生积极进行guessing game 活动，引导学生在情感上体会生活和环保的理念。并且删去所有的其他用于conversation 的活动，紧留磨课一里的2部分作为conversation 的小组对话训练呈现。以节省时间做好reading.2. Reading 的教学呈现：Fast reading: Read and answer:a. How far is it from his home to school

10、?b. How does he get to school?(Reading tip:教师引导学生学会通过找数字和数量单位进行快速反应)Careful reading: Answer more questions:a. When does Lin Fei get up/ go to school?b. What does he do before going to school?(Reading tip:教师引导学生学会通过看疑问词进行快速反应) Multiple choice:a. How long does it take Lin Fei to get to school?b. When

11、does the class probably begin?(教师的问题设计能让学生对文章进行深入的思考)3. 因为时间的问题，只能把writing 作为homework 进行处理。课后评价：a. 课型从conversation &reading 成功过渡到了reading, 但是writing 是作为homework的。b. “山区孩子和城市孩子的上学方式的截然不同” 的引入和后文的green transportation 遥相呼应，很让人动心。c. 对reading的教学环节设计很有深度，应对个别的问题设计再进行适当的调整。磨课三：在磨课二的教学流程的基础上，我们的闪光点在于：1.

12、 直接利用山区孩子和城市孩子的上学方式的截然不同简单复习conversation.2. 对reading的问题设计进行了更精简的处理。3. writing:a. Two pictures about heavy traffic和 a video 进行对比，引出green transportation, 引导学生作文“How does Tom get to school?b. Post-reading的作文框架设计非常有利于学生的作文书写和提高。磨reading & writing课型的反思：1. 阅读理解的核心教学是让学生弄懂文字材料所说明的事实，作者的写作目的、观点和意见。要根据材料所提供的信息去理解，也要结合材料以外的常识去理解；要理解具体的事实，也要理解抽象的概念，要理解某句、某段的意思，也要理解全文的逻辑关系，并据此进行推理和判断。2. 课内的re