★新课标英语选修7第四单元阅读课教学设计

★新课标英语选修7第四单元阅读课 教学设计 散步教学设计免费下载洗衣歌教学设计免费下载汽车材料教学设计下载爱护水资源教学设计下载一师一优课教学设计下载 新课标英语选修7第四单元阅读课教学设计 榆林市第十中学 韩 伟 一、教学内容分析 本单元以Sharing为话题，旨在通过单元教学，使学生了解世界上很多地方依然贫穷落后，从而懂得同情，学会分享，激发学生的爱与奉献意识，倡导他们通过各种渠道力所能及地为贫困地区的孩子做出自己的贡献。 本节课为该单元的第一课时，教学内容以WARMING UP 和READING为主，属于口语交际与任务型阅读课。以扶困助贫话题，阅读内容选用了来自澳大利亚的青年志愿者Jo在巴布亚新几内亚-Papua New Guinea的一所偏远山区学校教学情况介绍，使学生通过各种阅读手段，完成任务型阅读，并适时地进行思想教育。 二、学生情况分析 所讲授的两个班级虽然已进入高二年级，但是他们的英语基础非常薄弱，在学完必修教材后，继续选修内容对他们来说已经非常困难了。好在他们对英语的热情还比较高，大多能以积极的态度对待这门课程。基本上具备了一定的英语听说读写能力，如果适当调整教材内容，对阅读任务进行分层次要求，对学生加以鼓励和引导的话，应该可以完成学习任务。 三、教学目标 1. 语言知识 词汇(a fortnight, be dying to do,a bush school,ieee,rectangular )、 语法(the attributive clause)、功能(I wonder how relevant chemistry is to the boys.I doubt whether I’m making any difference to these boys lives .)、话题(helping people in need,voluntary work,donation,charity) 2. 语言技能 重点训练口语交际与阅读技能 3. 情感态度 在以帮助弱者、志愿服务、奉献爱心为话题的背景下，培养学生的社会责任感和慈善意识。 4. 学习策略与文化意识 用不同的阅读技巧，完成阅读任务。了解异国文化习俗，培养跨文化意识。学习 和了解完全不同于我们的生活习惯的巴布亚新几内亚农村生活状况，开阔眼界，增强队异国文化的认识。 四、重难点及突破策略 1.对个人经历的讲述。学生会在口语交际模块中争先恐后地讲述自己的“志愿者活动”、“献爱心活动”等经历。 学生在运用英语进行口语表述时会存在很大的困难，教师应积极鼓励，建议大家放宽对一些细节方面的苛刻要求，使学生敢于大胆发言，在错误中进步和成长。 2.阅读较长篇幅的英语材料，理解起来有一定的难度。特别是对所描述的内容不很了解的话，就加大了理解障碍。 教师在这一过程中应起到鼓励、启发、引导和帮助的作用，配合学生的具体情况，尽量使它们完成阅读任务，收获一些成功的喜悦。 五、教学设计思路 英语教学主要任务之一是培养学生良好的学习习惯和学习兴趣，培养其交际和运用英语的能力。在教学本节内容中我努力创设和提供情景操练的机会，将真实生活话题搬进课堂，为学生创设语言交际的环境。结合我校刚刚举行过的慈善文化进校园及方光玉慈善基金启动仪式，使学生有话可说，并鼓励他们大胆使用英语表达自己的思想感情。本课的教学目标即训练学生的不同阅读技巧，又培养学生的献爱心意识，让他们懂得珍惜幸福生活，关心弱势群体。 一)思想及情感教育 首先结合Warming up的话题，讨论什么是 “志愿者”，学生是否参加过各种形式的志愿者活动，并鼓励他们积极参加有益的社会活动，尤其是结合本校慈善文化进校园活动的机会，进行思想教育。 (这方面的话题学生非常熟悉，如清理河滨白色垃圾，深入社区为民服务，积极参加植树造林等“志愿者活动”，为5.12地震灾区踊跃捐款，为农村贫困孩子捐款捐物等“献爱心活动”都是他们的亲身经历，所以在这一环节中学生应该非常积极而且也能顺利完成口语演练的教学任务。) 阅读内容介绍Jo在PNG志愿教学中的所见所闻。通过Jo 写给Rosemary的书信格式，作者描述了她在该地区的教学及具体设施情况和去某个学生家做家访的经历。学生在读懂文章大意的同时，了解到世界上还有许多地方相当贫穷落后，有 好多孩子需要人们关爱和支助，鼓励他们学习Jo的不畏艰险，扶贫助困的人道主义精神。 二)阅读技能训练 教学阅读内容时，既要注重学生的阅读技巧培养又要进行情感及思想教育。阅读技能训练按照“六步教学法”的指导思想，指引学生用不同的阅读方法，特别强调在阅读过程中获取和处理信息的能力培养，完成规定的各项阅读任务。 六、教学方法及学习策略分析 在教学过程中，教师的基本任务是“导”，即起组织和引导的作用。教师应注意和研究如何启发诱导学生积极主动地参与教学活动。教师在教学中应指导学生自学，掌握自学方法，培养分析问题和解决问题的能力。 学生在阅读过程中主要可采用对阅读材料略读、找读、理解大意、词义猜测、主要细节、图标信息等一系列的策略来更有效的完成学习任务。 七、教学 流程 快递问题件怎么处理流程河南自建厂房流程下载关于规范招聘需求审批流程制作流程表下载邮件下载流程设计 设计及时间分配 根据上述的分析，本节课采用了“自主，互动，探究”的学习方式，辅助以多媒体，达到较好的教学效果。教学流程如下: 第一步:话题引入(warming up)，用课件显示5.12图片，引出“志愿者”话题。 (大约3-4分钟) 第二步:探究活动(pre-reading)，设想自己可以去给汶川的小孩子们上课的情境;介绍主人公Jo 及PNG-Papua New Guinea的相关情况。可以考察理科学生对地理基础知识的了解状况，属于跨学科间知识的拓展延伸。(约5分钟) 第三步:研究学习(reading comprehension)，根据阅读内容，设计不同的任务，利用各种阅读技巧去解决问题,实现任务型阅读的目标。(18分钟左右) 第四步:巩固提升(consolation and discussion)，设计表格，加深对阅读材料的理解;问题讨论，表达个人不同的见解。(6-7分钟) 第五步:练习设计(practice and exercise)(3分钟左右) 第六步:小结与评价(conclusion and assessment)(4分钟左右) 整节计划中应留出3-5分钟的机动时间以处理在具体教学活动中可能出现的一些情况，如学生都在争取发言的机会、可能提出预想不到的问题去解决等。 八、教学案例 SHARING st---The teaching plan for the 1 period of Unit 4 BOOK 7,NSEFC Teaching and learning goals教学目标 1. Target language目标语言 a.Words and expresions volunteer,relevant, doorway, adjust, platform, softly, grill, privilege hear from, be dying to, up to, adapt to, for sure, the other day, come across, make a difference, shake hands with, stick out, dry out, dry up b.Key sentences „I’ve included some photos which will help you picture the places I talk about. P29 The other day I was showing the boys the weekly chemistry experiment when, before I knew it, the mixture was bubbling over every where. P29 Sometimes I wonder how relevant chemistry is to these students, most of whom will be going back to their villages after Year 8 anyway. P29 We walked for two and a half hours to get there — first up a mountain to a ridge from where we had fantastic views and then down a steep path to the valley below. P29 2. Ability goals能力目标 Students can talk about voluntary work and learn about PNG and Jo’s work in PNG as a volunteer teacher. 3. Learning ability goals 学能目标 How to read between lines and find the positive and negative aspects of doing something. Teaching and learning important and difficult points 教学重难点 Help the students read between lines and comprehend the passage completely by knowing logical relations between facts and reasons. Teaching and learning methods 教学方法 Speaking,skimming, scanning and task-based method. Teaching and learning aids 教学辅助设备 Computer ,projecter Teaching and learning procedures教学过程 Step ? warming up (show the picture of 5.12 earthquake in Sichuan,2008) T:Do you still remember the picture and the disaster? What did you do after it, I know we all did our best to help the people in trouble and most of us donated some money to make a difference. We call this “voluntary work”. Do you know the sign? What kind of voluntary work have you ever done? (3 minutes to talk about it ) Ask some to report their work to the class Now we know what is volunteer and voluntary work,if we are going to help the children therein Wenchuan as volunteer teachers,can you do a good job? (let them discuss it) Step II pre-reading T: Look at the map of the world and find the country named PNG Ask Ss to say sth. about it.Give help if necessary. Sa: PNG stands for Papua New Guinea. T: Where is it located? Sb: … (show the map on the screen) T: Jo is an Australian woman who works as a volunteer teacher in the PNG. She wrote a letter from PNG to her friend along with some pictures. Can you answer the questions in Pre-reading according to the pictures? (5 minutes or so) Talk about the differences of the classroom and students from what we know. Step III Reading 1.Skimming T: Now read the letter and try to get the general idea of it.. Try to find out“ who”is omitted in the blanks. ( show the form on the screen) ( 3-4 minutes or so) 1._______ is a young Australian women. 2._________ was dying to hear all about Jo’s life in Papua New Guinea. 3._________ walked a long way to get to the school. 4.________ became a lot more imaginative when teaching. 5._______ started jumping out the windows during a chemistry experiment. 6._________ visited a village that was the home of one of the boys, Tombe. 7._______ started crying “ieee ieee” to welcome them. 8._________ led us to a low bamboo hut. 9._________ was going to share the platform with Jenny and Jo. 10. _ softly talked to each other in their language Jo didn’t understand. 2.Scanning (5-6 minutes) Read the letter again and try to answer the following questions. (show them on the screen) 1.Why did Jo send Rosemary some photos? 2. Why was the high school called a bush school? 3. Were the boys and villagers friendly to Jo? How do you know? 4. Why was Science the most challenging subject for Jo? 5. Why did the boys start jumping out of the window? 3.Reading for information(7-8 minutes ) T: Now you’re to read the passage carefully to complete the tables below! Five minutes for you. (Ex.1 on Page 31, about the life in the village) Types of Made from ,the Diet Kau kau, and greens Houses roofs from Family Everyone seemed to be Possessions A few plates and cups Relationships a of Tombe’s and a couple of jars Cooking Heat stones first, and Agriculture Digging up peanuts with Methods then put them in an primitive tools; grow empty oil with kau kau kau, corn and greens kau, corn and greens. Cover them with leaves and leave them to steam Sleeping Newly made for Beliefs They believe there are Arrangements visitors in the father’s spirits that are usually room; the mother attracted by food usually sleeps in her own hut (The original exercise is rather difficult to do,so I changed it into the filling-blanks activity,which is accessible to them.) After the students have finished, check the answers. This activity will help the students to learn more about the life people are leading in PNG, therefore understand the importance of volunteers’ work. The information in italics is suggested answers. Step ? consolation and discussion Find the reasons for the these facts.(show the form on the screen) Facts Reasons 1. The boys jumped out of the 1. windows in the science lesson. 2. Jo wondered how relevant 2. chemistry was to the boys. 3. Tombe’s mother cried “ieee ieee” 3. when she saw Jo. 4.The tin can was standing upside 4. down on the grill. Then discuss the questions 1.What do you think of Jo’s work in the village school of PNG? 2.Why did Jo say it was a privilege for her to have spent a day with Tombe’s family? Step V exercises (show the exercises on the screen) 1. The purpose that the author wrote the letter is that ___. A. she wanted to tell Rosemary her teaching life in the high school B. she wanted to tell Rosemary her learning life in the high school. C. she wanted to tell Rosemary that she couldn’t get any money by teaching the poor students D. she wanted to tell Rosemary how happy she was in the small village 2. In a chemistry experiment the boys jumped out of the windows because they _____. A. were frightened by the bubbling mixture B. couldn’t stand the terrible smell of the mixture C. didn’t like doing chemistry experiments D. knew chemistry was not relevant to them 3. Which of the following is TRUE about Jo’s attitude? A. She is sure that all the boys will go to college in the future. B. She believes that chemistry is very useful to the boys. C. She is wondering if she can make any difference to the boys’ lives. D. She doesn’t like the simple life in the mountain village. 4. Why does Jo wonder how relevant chemistry is to the kids? A. Because she thinks chemistry is too difficult to learn. B. Because she thinks chemistry may make little difference to the kids’ life. C. Because the kids there hardly come across anything of chemistry. D. Because she thinks chemistry useless 5. By writing “The only possessions that I could see were…”, the author wants to tell us ____. A. Tombe’s family were kind-hearted B. Tombe’s family were guest-lovers C. Tombe’s family only used simple things D. Tombe’s family were too poor 6. Why did Tombe throw out the tin can? A. Because he believed the can attracted evil spirits. B. Because he believed any leftovers attracted evil spirits. C. Because he believed the can has no use at all. D. Because he believed the grill attracted evil spirits. 7. How did Jo feel after the visit to Tombe’s family? A. Happy B. Sad C. Worried D. Upset Step VI Conclusion and Homework (show the form to conclude the reading comprehension task) . It’s a(n) 1____ school — the classrooms are made from Jo’s high school 2________ and the roofs from grass. .There’s no 3____ and we don' t have any textbooks. Two and a half hours of walking Time to get there .A low bamboo hut with grass 4____ of the Description of roof the house . No windows . Narrow doorway .A newly made 6_____ for Jenny and me Jo’s first visit to sleep on to a village 5____the house .A(n) 7_______in the centre of the hut near the doorway .A few tin plates and cups and 8__ pots .Mukap 9_____ stones in the fire, and he placed them in an empty oil drum with kau Outside the house kau, corn and greens. .Hethen 10______the vegetables with banana leaves and left them to steam. Homework 1. Finish Exercise 3 on Page 31. 2. Read the passage again after class and find all the important words and phrases as well as all the attributive clauses in it. 九、教学 反思 小班合家欢主题反思小班合家欢主题审议反思小班合家欢反思恩怨历尽后的反思下载恩怨历尽后的反思下载 这节课是任务型阅读课，难度大，内容多。如果以传统的黑板，粉笔，课本形式，根本不可能完成这么多的教学任务。而且由于学生对所介绍的国家了解不多，可能导致其兴趣不浓或不能坚持到最后。但是我在多媒体课件的辅助下，基本上完成了本课的教学任务，实现了教学目标。在课堂上调动起了学生学习英语的积极性，训练了学生的读和说的能力。使学生既掌握了一定的异国文化知识又进行了有效的阅读技能训练。 不足之处在于由于个体差异的存在，不能完全考虑到各个知识层面上的学生状况，所以有的学生对个别问题不能真正理解或很好的回答，不能把握整篇文章的大意。另外有的学生只是感兴趣于课件上的一些图片信息，而忽略了对知识点的把握。在学生活动中，教师的指导作用还有待于进一步提升。由于时间关系，没有照顾到足够多的学生参与到个体活动中来。今后我将更加注重提高自身素养，提高课堂的教学质量，将新课程理念更好的应用于英语教学活动中。 十、板书设计 The relationship of the people in the reading passage Jo, An Australian Volunteer teacher In PNG RosemaryJennyA friend of Jo’s,Jo’s collegue,Eager to know Visits Tombe’sJo’s life in PNGfamily With Jo Tombe One of Jo’s students, Living in a remote village KiakMukap Tombe’s motherTombe’s father