阅读课教学设计

1、 阅读课教学设计一、理论依据和指导思想义务教育英语课程标准中谈到“阅读和写作能力培养”时提到了几个基本理念：一是面向全体学生，关注语言学习者的个体差异性；二是整体设计目标充分考虑语言学习的渐进性和持续性；三是强调学习过程，重视语言学习的实践性和应用性；四是优化评价方式，着重评价学生的综合语言运用能力。基于这四个基本理念，依据学生的个体差异，按照课标总目标和分级目标，循序渐进的设计各个教学环节，树立“以学生发展为本”的教学思想，在“读”的教学中形成以学生为中心的教学模式。让学生通过参与、体验、观察、讨论等形式去完成文章的阅读学习，在对学生的最终学习评价中也以培养学生的综合语言运用能力为原则。二、

2、学情分析经过一整学年的英语学习，学生掌握了一定的词汇和语法知识，具有一定的听、说、读、写能力，在八年级阶段，学生的这四种能力将得到全面强化与深化，学生的学习重点将是语言结构知识的扩展与语言运用能力的强化。为此在阅读教学设计中应把握这个原则，通过任务型教学来帮助学生做到用所学语言来“做事情”描述自己的英雄。由于学生在语文课中已学过有关白求恩的课文，因此在文章内容的理解上学生应该不会存在太大的困难。三、教学内容分析这篇阅读文章以“My Hero”为话题，介绍了作者心目中的英雄白求恩大夫的生平事迹，属于人物传记类的文章。这类文章通常是按照时间顺序来讲述人物的生平，故事性强，内容较易理解，学生也比较感

3、兴趣。此外学生在语文课上也学过有关白求恩的课文，因此对于这个人物的事迹并不陌生，在教学的过程中只要把握住时间这条脉络去引导学生阅读文章，通过文章的阅读和学习，让学生学会怎样去描述自己心目中的英雄。四、教学目标知识目标：词汇：掌握下列单词和短语：hero, Canadian, front, injured, invent, treatment, medical, local, perform, operation, save, spite, give ones life to, look after, the First World War, so that, stop to rest, in

4、spite of, in the end, take care of语法：理解并掌握下列语法知识：不定式用作动词的宾语和目的状语的用法；see/make带上宾语和宾语补足语的用法句型：理解并识记下列的句子：Norman Bethune is one of Chinas most famous heroes. / He gave his life to helping the Chinese people. / He saw many soldiers die in the war. / He also wrote books so that doctors could learn about

5、new treatments. / Dr Bethunes work with the Chinese soldiers made him a hero in China.能力目标：能够读懂人物事迹的文章，掌握文章大意及细节，并能运用文章的结构和写法来介绍自己的英雄事迹。情感目标：通过学习白求恩大夫的生平事迹，让学生感情到白求恩舍己为人、无私奉献、忘我工作的精神，并在自己的实际生活中努力践行这种精神。五、教学重难点教学重点：掌握重点词汇、句型和语法，理解文章大意及结构教学难点：如何引导学生通过文章的学习来介绍自己的英雄事迹六、教学过程Step1. Pre-readingTask: Look a

6、t some pictures of Dr Norman Bethune and talk something about the hero.T: Show some pictures of Dr Norman Bethune; ask “Who is he? And what do you know about him?” and teach some new words at the same time.Ss: Look at the pictures; learn some new words and talk something about the hero.设计意图：本活动采用了Re

7、ad-Pair-Share的策略，通过让学生读图与同伴交流图中人物信息，并在全班展示分享的形式来激活学生原有的关于白求恩的背景知识，达到激发学生阅读文章的目的。Step2. While-readingTask1: Fast reading and find out the main idea of the passage.T: Show the question and ask Ss to read the passage. Then, check the answer.Ss: Read the passage quickly and discuss the question with oth

8、ers and give their answer.设计意图：通过跳读的方式，帮助学生从文章的整体结构来把握主旨大意，使学生掌握跳读的阅读技能。Task2: Careful reading and fill in the following table.TimeThings Dr Bethune didIn 1890 In 1916 In the First World War Later In 1938 T: Show the table, help the students understand the requirement. Then, ask Ss to read the passa

9、ge and check the answers.Ss: Read the passage carefully and fill in the table, then share their answers with others.设计意图：本活动采用了Read-Pair-Share 策略与 Locating information 策略相结合的方式，让学生先个体阅读完成表格的填写，然后与同伴交流，最后在班上展示分享，在展示过程中要告之所填信息的出处。通过这一活动，让学生进一步理解文章的细节，掌握信息定位法在阅读过程中的使用。Task3: Careful reading and decide

10、whether the following sentences are right or wrong.( ) 1. There were a lot of doctors in China so Dr Norman Bethune neednt work hard.( ) 2. Chinese doctors could learn new treatments from Dr Bethunes books.( ) 3. Dr Bethune worked very hard, but he also stopped to rest.( ) 4. Dr Bethune died because

11、 of the war.( ) 5. Dr Bethune is Chinas hero because he helped the Chinese people and saved many people.T: Show the questions; ask Ss to read and understand the questions. Then, check the answers.Ss: Read and understand the questions. Finish the exercise by discussing. Then, show their answers and e

12、xplanation.设计意图：本活动采用Locating information 策略使学生通过锁定文中相关信息来判断所给信息的真实性，从而提高学生判定、推理和理解的能力。Step3. Post-readingTask1: According to the table filled in While-reading (Task2), retell the passage.T: Show the requirement of the task and the table finished in While-reading (Task2); ask Ss to retell the passag

13、e.Ss: Prepare for the retelling by themselves; retell the passage.设计意图：通过信息图表让学生复述课文的主要内容，既能加深学生对课文的理解，又能提高学生综合运用语言的能力。Task2: Discussion1: What can you learn from Dr Bethune?T: Show the discussion; ask Ss to share their opinions.Ss: Discuss the question with their partners; show their opinions.设计意图：

14、通过讨论的形式，让每个学生在参与活动的过程中挖掘出文章深层次所体现出来的一种精神品质。通过学生自身的理解、体会和归纳，让学生真正感受英雄人物的人格魅力及其所体现来的精神品质，使学生受到鼓舞和激励。Discussion2: According to the passage and the table done in While-reading (Task2), how do you introduce your hero?T: Show the question; ask Ss to discuss and give them help if necessary.Ss: Discuss the question with partners; give their answers.设计意图：通过讨论的形式，让学生把握文章的体裁和结构进而能够运用该结构去仿写类似的文章。通过合作、交流、探讨的形式，培养学生观察、理解、归纳的能力。Step4. HomeworkWrit