阅读教学案例分析.doc

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1、阅 读 教 学 案 例 -牛津高中英语1模块2单元Reading教学目标设计：1、介绍并理解成长的烦恼。2、通过讲述孩子和父母之间的问题来进一步培养学生的口语能力。3、使学生进一步了解同学和父母。4、在小组合作的时候培养合作能力与与人为善的秉性。教学辅助手段：CAI多媒体课件课堂活动方式：Teacher-class, individuals, pairs, groups教学课时：一课时教学程序：Step 1 PreviewAsk students to preview the text they are going to learn. And let students self-assess

2、themselves by filling in the form.75表1：自我评价表Name: _ Date: _ How long did you spend finishing it?Can you understand the passage easily?How many times did you read?69Did you consult dictionaries?Did you turn to reference books?Did you study with classmates?Did you use internet or library?How did you f

3、eel about the passage you read? Were you excited or dull?Which part is difficult to you? Three questions may be asked?Can you finish your report on your own?教师在前一天晚上让课代表收齐，以备教师对学生的阅读情况有所了解。为第二天的上课做好充足准备。益处：让学生学会自己评价自己，使其正确对待自我。通过自我评价来了解自己的进步，发现自己的不足，监控自己的发展，并在这个过程中养成自我反思的习惯，提高自我认识的能力，从而达到学会学习、自我提升阅读

4、效率的目的。教师也通过该自评表来了解学生的实际阅读情况，因材施教。Step 2 Lead-inShow students a Video about American famous play series “Growing Pain”, then let students discuss the following questions together in groups.(向学生展示一段美国著名的电视连续剧成长的烦恼的片段，然后以小组形式回答以下的问题。)1) Do you think your parents understand you?A.Yes B. No C. Dont know2

5、) Do you often quarrel with your parents?A. Very often B. Often C. Sometimes D. Rarely E. Never3) Do you and your parents often talk to each other or have fun together?A. Very often B. Often C. No D. Rarely E. Never4) Do you and your parents have common interests or hobbies?A. Yes B. No 5) Do they a

6、lways force you to do things you dont like to ?A. Yes, very often B. Sometimes C. Never6) Do they ask for your opinions over some family issues?A. Yes, very often B. Sometimes C. Never7) If you have some problems or feel upset, will you choose to talk to your parents?271A. Yes, I will B. No, I wont

7、8) What do you think of the relationship between you and your parents? A. Very close B. Not so close C. loose(疏远)益处：这份简单的问卷调查主要是激发起学生对于自己和父母关系的反思，教师利用问卷中的问题很自然地导入新课，过渡自然和谐。表2 ：小组内部互评表由组长或指定学生负责，组织小组反思填写。Name: _ Criteria to be assessedExcellentVery GoodGoodAdequateNeeds Much ImprovementAmount of coop

8、eration workAmount of materials referred Creative ideas brought inParticipate in group discussionAmount of questions raisedProgress made in activity益处：这种小组内部互评表使学生的主体地位更为突出，有利于组内学生之间的相互了解，取长补短，共同提高同学们的听说能力；更适合让学生获得合作学习的体验和技能，有利于认知、情感和目标的均衡达成；更有利于培养学生的社会合作精神和人际交往能力。Step 3 Analyzing the textGive stude

9、nts some questions about the text .学生分小组快速抢答进行比赛，教师作为裁判。1) Who are the main characters in the play?2) When parents came back, what did they see?3) How did they feel when they saw the room was in a mess?4) What was the name of dog?5) When parents were out, what happened to the dog?6) Why were the two

10、 boys angry?7) What was the room in a mess?8) Why didnt Daniel explain to his father?9) What did Eric say to Daniel when Daniel was very angry?10) What do you think Mom will do with the problem?表3：小组成绩表 33Group 1234Scores4321益处：这部分的成绩教师可以展示在黑板上，一目了然，学生之间互相竞争，从而提高学生的英语课堂积极性，进一步提高同学们的阅读理解能力和小组荣誉感。Step

11、 4 Acting out the play学生按小组表演该戏剧，其他小组的成员一起给正在表演的小组打分。取平均分为该小组的最后得分。另外，老师也可给出适当评价，主要以鼓励性语言为主。此部分是整堂课的高潮部分，作为教师，应该鼓励学生充满信心，积极尝试，运用好适当的情感态度，进一步培养学生用英语进行获取信息，处理能力和传达信息的能力，分析问题和解决问题的能力以及用英语进行思维和表达的能力。Step 5 Consolidation让学生利用自己的想象力给戏剧加个合适的结尾。学生们采取同伴互评的方法，最后抽取其中一位同学向全班同学展示。 表4：同伴互评表Name: _ Date: _ He/SheS

12、eldomSometimesoftenalwayslistens to their partners carefully.speaks clearly and fluently.responds to other peoples ideas.helps to organize the talk.helps others in the group.states his/her opinion briefly but completely.follows their reasonable suggestions.enjoys the discussion.Comments and suggesti

13、ons for improvement:益处：学生分组展示，体现合作，随堂进行。交流展示部分，通过创设情境，考察学生运用语言的能力，培养学生的交际意识。使英语口语不再是学生的负担，而是成为激发、保护学生学习兴趣的一种学习方式，同学们在检查别人的同时，也提高了自己。Step 6 Homework1) Find the important and difficult language points.2) Write what you discussed( Add an ending to the play) in the composition books.家庭作业的设计可以让不同学生根据自己的不

14、同感受，启发学生思考并激励学生发表自己的见解。写出心得，便可大大增强自信心，获得从未体验过的成就感和满足感。同时阅读与写作有机地融为一体，提高和培养了学生这两方面的技能。Step 7教师课后反思学生在这节阅读课上，表现出以往所没有的学习积极性： 都纷纷争相回答问题，并且每位学生都参与到活动中，发挥自己的特长，每位学生在英语课堂上也都有机会最充分地展示自己的才能，而在活动过程中，也体现出了很好的分工合作，涌现出一些领导者，如在进行戏剧表演的时候。在课堂上，学生真正地成为了认知的主体，学习的主人。当然，它的要求也是颇高的，需要学生在课前充分的预习，以及强烈的表演欲，如果没有充足的时间也是无法完成的，这些也都是我们所要研究和解决的问题。益处：教师课后反思也是评价主体多元化的一种体现，教师通过对学生行为和教师行为在课堂教学中的表现回顾，进一步调整自己的课堂教学行为，改进课堂教学，有力地促进了课堂教学的优质、高效。5