英语阅读课翻转课堂教学设计

英语阅读课翻转课堂教学设计翻转课堂颠覆了传统课堂中知识传授与知识内化两个阶段。笔者在一次高中英语阅读课翻转课堂的实践中，以学生为主体，以学定教，设计课外学习材料，并根据学生自主学习情况设计课堂教学，在课堂上完成了知识内化。以下为笔者的教学设计：一、背景描述（一）教学对象学军中学高三（7）班学生。该班为理科班，学生高二时参加省英语会考成绩全部为A，具有较强的自主学习能力。他们基本功扎实，自主合作和探究能力较强，喜欢富有个性的教学设计，不满足于教师对教学内容的简单重复与重现。但高三学生课业压力大，学习时间紧，全班仅6人因不在学校参加晚自习可回家利用网络手段学习，其余41人几乎不能接触网络。（二）教学内容阅读材料“The333Story”选自英文版《心灵鸡汤》，属励志类记叙文，讲述了身为广播公司领导的主人公，通过开会激发员工出点子的方式完成为遭受龙卷风袭击的灾区筹款计划的故事。该文共有720个单词，对高三学生而言有13处生词、词组，阅读理解难度偏大。（三）教学目标1.语言知识目标。学习并运用以下词汇：单词：smash，conviction，executive，valid，objection，compatible，anchor。短语：astringof，becommittedto，comeupwith，figureout，fastandfurious，getthecredit。2.语言技能目标。进一步提高阅读理解能力，如学习用准确的语言概括故事主旨，分析故事中戏剧性变化的原因，分析故事主人公的性格特征，理解故事的启示，并能与同学合作将故事改编成一个小剧本，呈现一个小话剧。3.学习策略目标。独立思考与合作学习相结合。4.情感态度目标。引导学生正确认识并学习主人公身上的优良品质，即富有同情心，乐于助人，且不惧困难，坚定不移地朝目标前进。5.文化意识目标。让学生了解当代社会人与人之间是密不可分的，学习西方国家的公众意识、志愿者精神。（四）教学重点、难点1.教学重点。让学生概括故事大意，分析故事中戏剧性变化的原因，分析故事主人公的性格特征，概括故事的启示。2.教学难点。让学生通过课外自主学习，合作完成话剧创作，并提出文章中的不理解之处。（五）教学模式本阅读课采取“翻转课堂”教学模式，即课外学生自主学习完成知识传授，课内师生讲解讨论作业、检测学习效果并巩固知识以完成知识内化。基于教学对象在校期间无法接触网络在线学习的现实情况，笔者放弃了制作微视频让学生课前自主学习的设计，而是采用设计任务式导学案让学生在课外自主学习并分组合作完成导学案中任务的方式。二、导学案设计【Part1】FinishthefollowingtasksbeforeclassI.ReadingComprehensionReadthetextfor2to3timesandanswerthefollowingquestions.A.Whatdoes333meaninthestory？B.Thetwounderlinedsentencesinthepassageshowadramaticchange.What’sthechange？Howdidittakeplace？C.HowdoyoulikethemaincharacterBobTempletoninthestory？Washeagoodbossornot？Why？D.Concludethemainideaofthestory.（Pleaseincludethefollowingelements：when，where，who，what，whyandhow.）E.Discusswithyourgroupmatesaboutthedifficultiesyouhaveinunderstandingthestoryandthedifficultiesinansweringtheabovequestions.Ifyoucannotsolvethemwithyourgroupmates，pleasewritedownthedifficultieshere：.II.VocabularyComprehensionMatchthefollowingwordsandexpressionswiththecorrectsynonymsorparaphrases.Ⅲ.ARolepalyAdaptthemainpartofthestoryforaminiplaywhichis3-5minuteslongingroupsoffourandroleplayittwice.Theminiplayhereincludesthefourbasicfactors：scene，character，dialogue/linesandaction.YoucanrefertotheplayPygmalioninUnit4，Book8）.【Part2】Supplementalmaterialforclass（Youdon’thavetoreadthispartbeforeclass.）CARLAZUZ，CNNANCHOR：Hi，I’mCarlAzuz.WelcometothespecialeditionofCNNSTUDENTNEWS.Today，we’refocusingexclusivelyontheOklahomaCityareaandthedevastatingtornadothattorethroughthereonMonday.Thisiswhatweknowsofar.Thetornadotoucheddownnearthetownof_______，justbefore3P.M._______.Residentshadabout16minuteswarningbeforeithit.Fromthere，itmovedtothecityof_______.Andthat’swherethestormdiditsworst.Youcantellfromthisvideo，itwasgigantic.Officialssaiditwas_______wide，andthepaththattookacrossNewCastleandMoorewas17mileslong.Thatpathwasoneofdestructionanddevastation.Homesandbusinessesflattened，alocalhospitalseverelydamaged，twoelementaryschoolstookdirecthits.AsofTuesdayafternoon，authoritieshaveconfirmed_______fromthistornadoincluding_______children.Morethan_______otherpeoplewereinjured.TherescueeffortstartedimmediatelyMondayafternoonandcontinuedthroughthenight.三、课堂教学设计课前两天，笔者将导学案发给学生学习，并将班级分为每组6人共8组，让学生独立自主学习后进行小组合作完成任务，次日收回以批改学生作业并收集问题进行反馈。批改后发现，词汇匹配题学生基本全对，无须讲解，学生能完成主旨大意概括、故事情节分析、人物性格分析题，但大部分学生对故事概括、情节分析题理解存在偏差，在人物性格分析方面也需要予以价值观引导。学生们还在作业中反馈了自己在理解文章时碰到的困难，如：Whatdoes“toraise3milliondollars3daysfromnowinjust3hours”mean？Whatdoes“That’showwecan.Thatstays.”mean？Whatdoes“thebiggestnames”mean？Is“fastandfurious”amistake？Shouldwechangeitinto“fastandfuriously”？等等。对于改编剧本排练话剧的任务，学生在两天内通过小组合作展开，积极性较高，每个小组都有了自己的剧本并排练了两次以上。基于以上学生自主学习后的反馈，笔者对课堂教学设计如下：【Step1】Leadin&Warmingup1.Watchavideoclipaboutatornadoandfillintheblanksinthesupplementalmaterialforclass.2.Answerthefollowingquestion.Question1：What’sthenewsreportabout？Question2：Facedwithsuchdevastatingtornado，therescueeffortstartedimmediatelyMondayafternoon.Wouldyouofferyourefforttohelpthepeopleinthedisasterarea？Question3：Whatcanyoudotohelpthepeoplewhoaresufferingifyouarea_____（doctor，painter，computerspecialist，lawyer，constructionworker，photographer...）？Chooseonejobforyourselfandthinkofthewaystohelpothersthroughusingyourownskills.（Ask4studentstosharetheirthoughts）.【Step2】Mainideaandminiplay1.Checkthebeforeclasstask：what’sthemainideaofthestory？AfteraterribletornadohitBarrienearTorontoonaFridaynight，BobTempleton，vicepresidentofTelemediaCommunications，decidedtoraise3milliondollarsin3hourswithin3businessdaystohelpthepeopleinBarrie.Hediscussedtheplanwithhisexecutivesandfinallysucceededindoingit.（When，where，who，what，why，how）2.Presentationoftheminiplay.（Ask2groupstopresent.）【Step3】ReadingComprehension―tosolvetheproblemsstudentsraised1.Meaningof“333”―raisingthreemilliondollarsinthreehourswithinthreebusinessdays！Businessday：workingday―fromMondaytoFriday.Inthreehours：theradioshowlastedlessthan3hours.2.Whatdoesthesentences“That’showwecan.Thatstays.”meaninthe12thparagraph？A.That’sthereasonwhywecandoaradioshowacrossCanada，soitremains.B.Thatisarealstrongobjection.C.TheideaofdoingaradioshowacrossCanadabelongstothesideof“howwecan”，soitshouldstay.D.TheideashowswhywecanhelpthepeopleinBarrie.3.Thetwounderlinedsentencesinthepassageshowadramaticchange.What’sthechange？Therewasnothingbutsilenceintheroom.（Paragraph5）Atthatpoint，itwasabsolutelyamazinghowfastandfuriousthecreativeideasbegantoflow.（paragraph13）Whydidthishappen？Istheword“furious”amistakehere？Shouldwechangeitintofuriously？（No，fastandfuriousisanidiom.）4.WhatdoyouthinkofBobTempleton？WasBobTempletonagoodbossornot？Why？（Hewasagoodboss/leader.Warm-hearted/willingtohelpthepeoplewhoaresuffering/shouldersocialresponsibility/inspiring/determined...）Weneedastrong-willedleaderinahardsituation.【Step4】WriteyourownParagraph151.The14thparagraphistheendofthestory；however，itisnottheendofthearticle.Authorsusuallywouldliketosaysomethingphilosophicaloreducationalorinstructiveaftertellingastory.Ifyouweretheauthor，whatwouldyouwriteinthe15thparagraph？2.AskstudentstosharetheirParagraph15ingroupsanddecidethebestonein