高中英语阅读课 .doc

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1、高中英语阅读课发 布 者：李华（首席专家） （发布时间： 2012-11-6 17:10:08）作业内容：以下作业任选一题：1、请根据本模块主题，提交自己执教过的一节教学设计或课堂教学文字实录，字数1500-3000字左右。注意文责自负，格式和要求请参考本培训平台提供的范例（点击下载范例）。 说明：经辅导教师及专家推荐并最终通过“学员优秀成果”评选的教学设计或课例，由广东省普通高中教师培训协作组统一颁发证书，并推荐自愿发表于中学生报.教育教学研究“高中教师培训优秀成果展示”专栏（国内统一刊号：CN44-0088）。2、请认真观摩本模块提供的视频课例，并简要说说你的收获和建议。字数要求500-8

2、00字。发现抄袭，零分处理。提交者：王锦霞 (韶关市 , 广东北江中学) （提交时间： 2012-11-16 19:56:16）答题内容：这是曾执教过的一堂阅读课，在我校迎接广东省普通高中教学水平评估暨国家级示范性高中验收确认时，为评估专家所上的一堂公开课。课题名称：Book 6 Module 2 Fantasy Literature Period 1-Introduction and Reading一、学生分析所任教班级是高二（1）班，一个物理实验班，共有54人，其中女生19人，男生35人。在英语学习方面，两极分化比较大，其中也有部分学生来自于农村或平行班，相对内向，语音语调不准，英语基础较

3、弱，不敢大胆开口说。但大部分学生对英语学习的热情很高，有一定的英语基础和较强的表现欲和表达能力。能积极参与课堂的活动，思维活跃，配合老师的教学，师生关系融洽。在课堂教学中，努力激发学生参与教学活动的热情，积极思考，相互讨论，共同协作。二、教材分析本课时所教的是外研版高二上学期使用的选修六Module2 Fantasy Literature 中Introduction and Reading部分的内容，是本模块的第一课时。Introduction中的内容都围绕Philip Pullman的小说His Dark Materials展开。第一项内容简介Philip Pullman的His Dark

4、Materials，借此引出话题a fantasy story；第二项内容学习短文中的生词和短语；第三项内容是对Philip Pullman的His Dark Materials以及其他的fantasy stories 进行深入讨论。Reading and Vocabulary是一篇题为The Cat That Vanished的fantasy story。故事选自于Philip Pullmans second book named The Subtle Knife in the His Dark Material trilogy。通过阅读此短文，学生可进一步理解fantasy story的含

5、义。课文设置了四个活动。第一和第四个活动考查学生对短文的理解程度；第二和第三个活动考查学生对文中词句的掌握和理解。三、教学目标题材内容和学习目的：本模块的主题是幻想小说。本课时是介绍和阅读课文节选自著名幻想小说His Dark Materials。要求学生掌握相关词汇，培养阅读文学作品的阅读技巧和叙述故事的技能，并提高对幻想小说和电影的鉴赏力。语言知识目标： Teaching Points: （教学重点）1. to get the students to participate actively in the discussion of some questions related to th

6、e story.2. to learn some useful expressions related to the story to understand and appreciate the vivid description.Important words and expressions:（重点掌握的词汇和表达）fantasy, hero, heroine, a series of, play a role, philosophical, rub ones head against., pad, keep ones eyes on, investigate, profoundly, al

7、ien, shudder语言技能目标：能听懂课文，理解文中有关故事情节的信息。 在阅读中能识别新学词汇，短语并推断其意义；正确理解His Dark Materials 和 The Cat That Vanished 的节选内容；在阅读过程中能根据文字表面意思对其深层含义做出正确合理的推断。能积极参与小说情节和特点的讨论，陈述自己的观点和理由。能够构思和续写小说。情感目标： 通过阅读幻想小说和观看幻想电影提高素养，愉悦自我。学习策略方面：学会选择题材、风格、难易水平都适合自己的英语课外读物，并通过制定和实施课外阅读计划不断提高自己的英语阅读水平和阅读英语文学作品的能力和鉴赏力。 文化意识方面：了

8、解英美国家较流行的幻想小说和电影系列，初步学会欣赏幻想小说，拓宽知识面，提高文学素养。四、教学策略 本课时主要以阅读教学为主线，以任务型教学模式培养学生的阅读理解策略。主要分为两类活动：一类活动的任务是扩大输入、阅读欣赏；这类活动以读为主，配一定量的题目，可以检查对教材的一般理解程度。另一类活动的任务是针对性地训练阅读技巧。这些技巧包括预测所读内容、抓主题大意、抓特定细节、根据上下文猜词义、推断隐含意义、辨识语段过程等。此外在阅读的基础上，贯穿听、说、写综合技能的培养。针对学生阅读理解障碍，在教学中遵循“循序渐进”的原则，进行知识的输入、技能的培养，和文化意识的渗透，及良好学习策略的指导。本课

9、时采用多媒体教学，给予学生更直观的感受，也加快教学的节奏。课前从网上或其它一些媒体下载与本课时内容Philip Pullman 和His Dark Materials相关的图片和资料。 五、教学过程I Organization for class II Teaching of the new lessonPre-task：Get to know Philip Pullman and His Dark Materials，which is the background knowledge of the Reading Part.Activity 1: Introduction- Lead in.

10、T: Have you ever read any fantasy novels or watched any fantasy films? What do you think of them?S: (students may talk about Harry Potter or the Lord of the Ring and so on.) 1) Northern Lights2) The Subtle Knife 3) The Amber SpyglassT: Give a brief introduction about Philip Pullman and His Dark Mate

11、rials by showing the picture of the Trilogy of His Dark Materials. 设计目的：做好阅读前的导入工作，即激活。通过问题引出本单元学习的话题fantasy literature。通过学生所熟悉的Harry Potter 和the Lord of the Ring 三部曲引出本课时的主题Philip Pullman 和他所创作的三部曲。用图片展示，激发学生的学习兴趣。 Activity 2： Introduction-Read the passage to catch the information AuthorPhilip Pull

12、manTitleHis Dark MaterialsHeroWill HeroineLyra WhyIts an exciting and philosophical novel.Typefantasy Introduction-Read and underline the words and phrases that show it is a fantasy story.Lyras scientist father makes it possible to enter other worlds.a war that could destroy the universe.witches, ta

13、lking bears and other strange creatures.设计目的：短篇文章的阅读，训练学生的快速查读能力。Activity 3： Revision of the introduction.Ask the students to fill in the blanks，using the words learned in the passage.Phillip Pullman, who is one of the famous _, wrote many _, including the story His Dark Materials which is _ _ _ boo

14、ks. It is said that the story will _ _ _ films in future.Generally speaking, there is a _ and _ in one film. And both of them _ _ _ _ _ a film.设计目的：把新词汇的学习和掌握放在语篇当中来训练，增强学生的语篇意识，并了解词汇的用法和词性，词形变化。让学生在用中学，在学中用。 While-task: Read “The Cat That Vanished”to train the students deeper understanding of the p

15、assage. Teach them how to read between the lines and read beyond the lines.Activity 1: Reading-Lead in -The Cat That Vanished which is an extract from The Subtle Knife. T: I have got good news to share with you. This December a blockbuster named “The Golden Compass” will be put on in the cinema. It

16、is the first one of the trilogy “His Dark Materials.”Then teacher play the trailer of this movie and ask some questions according to the video.设计目的: 播放三部曲的第一部影片的预告片,一则激起学生的学习兴趣,二则为本课时课文的学习交代一个前奏和背景.，加深对阅读对象背景的了解，同时也可放松读前的紧张心理。Activity 2： Reading-Reading SkillLearning to learnThere is some language i

17、n the passage which is above your present level of English. The activities are designed to help you understand the main ideas. Try not to worry is you dont understand every word of the passage. This is how most people read literary passages.设计目的：这是个阅读文学作品的学习方法的指导。在阅读中遇到很多的新单词怎么办？指导学生克服畏惧的心理，抓住文章的主题意

18、思。 Activity 3： Reading -Skimming -Ask students to do Activity 1- put the sentences into the correct order.Will decides not to return to his world.The cat vanishes.The cat comes up to Will.Will climbs through a hole.The cat behaves in a strange way.设计目的：让学生对所给的句子排序，这是训练学生阅读微技能-查读，即粗略地阅读全篇，这是为掌握大意梗概而设

19、计的，让学生初步了解故事发展的概要。 Activity 4： Reading-ComprehensionUnderstand the difficult sentences or expressions in Activity 31.the cat camp up to rub her head against his knuckles2. She padded across the road and towards the bushes3.keeping his eyes on the spot where the cat had been investigating.4. If you w

20、ere level with the patch so that it was edge-on, it was nearly invisible5. He was looking at something profoundly alien.6. He turned away with a shudderRead the passage to choose the best answers.1. The cat vanishes through _a_2. Will blinks because _c_.3. It is _c_.4. Will looks through the hole in

21、 the air _b_.5. Will does not go back to his world because _a_.设计目的：这两个练习是考察学生是否理解文章内容和行文中的精彩表达。这是阅读另一微技能-细读的训练。细读即详细、逐行地阅读，以掌握全部内容甚至分析语言特点等。让学生在教师的指导下自己对课文进行多层次的阅读和赏析。Activity 5： Reading-Give a very brief summary of the Reading part.设计目的： 对文章内容的学习做个小结概要，让学生学会归纳主题大意。用图展示，更增添生动，形象。 图示(略)Post-task：Thi

22、s is the output of the task. Students are required to have a further discussion and write another fantasy story based on the passage. Activity 1: Reading-Discussion1. How do you understand “ He turned away with a shudder: whatever this new world was, it had to be better than what hed just left.”? (P

23、air work) Then collect answers from students.2. “He stood up and looked around for the cat, his guide.” Do you think he can find his guide? What will happen next? Use your imagination to continue the story. (Group work. Continue the story one by one work in groups within five minutes. Give students

24、different roles to play according to the table below. Story-teller AStory-teller BStory-teller CD writer (note taker)设计目的：在以上语言的输入和语言赏析等活动的基础上，这个环节强调语言的输出。让学生分组讨论扩展性问题，增强学生的发散思维能力。同时让学生充分发挥各自的想象力，与同组的伙伴协作，共同续写这个幻想故事。培养学生自主，合作和探究的精神，并体现“在学中用，在用中学，学以致用”的指导思想。为了充分体现小组的合作精神，每个人有共同的任务，有不同的分工，“组内合作，组间竞争”。

25、 Activity 2: Show time- Ask students to present their interesting stories group by group.Ask each group to give a score to the story telling according to the evaluation below. Item(评价项目)评价标准分值分配评分(Group)ABCDContent内容主题鲜明，与标题相符，内容清楚、结构清晰、中心突出，合理展开、阐释充分、证据相关、逻辑性强，内容生动、不枯燥，能吸引听众注意力。50 Language 语言语言准确（发

26、音清晰，音调、音高合适，用词准确、相关），语言流利（注意连读、词重音、句重音、语调和节奏）。30 Skill技巧幽默感, 注意手势、眼神接触与身体语言，自信，有感情与气势；20 设计目的：通过上个环节让学生小组活动共同完成幻想故事的续写，这个环节给学生一个展示的舞台，也培养学生口语表达能力，每个小组派代表做Presentation，同时让各组的学生根据所给的评分标准对presenter 的表现打分，给予评价，教师做最后的点评，让学生在活动中运用语言，在活动中体会到成功，帮助学生获得自信和获得他人的认可。 III Homework.Try to understand the story with

27、 the help of your classmates. Help each other to get the idea of each sentence and underline the difficult ones you cant work out. Group 1Paragraph 1-4Group 2Paragraph 5-8Group 3Paragraph 9-12Group 4Paragraph 13-15设计目的：布置任务，让学生分组讨论课文中所遇到的语言点，特别是文学作品中一点难懂的语言现象。首先让学生自主学习，到向同伴的合作或探究学习，最后到老师的点拨指导。向学生提出这样的口号：“Learn from the book or the dictionary； Learn from your peers and get advice from the teacher”。