对一堂高中英语阅读课的教学设计及反思
一、教材分析
1. 话题:本阅读课是围绕整个单元的中心话题“Great women”而展开的。
2. 内容:阅读材料是一篇记叙文,描述的是作者Helen Thayer在她60岁生日之际独闯南极的冒险经历。文中描写了她在旅途中遇到的困难以及如何一次又一次的克服困难,排除险情和渡过难关的情景,表现了她危难时刻冷静、顽强和乐观的态度。
3. 目标:理解课文内容,理清篇章的组织脉络;引导学生学会概括主体的阅读技巧和根据主体理解文章细节的能力。 谈论“伟大的女性”,并运用课文中的词汇描述人物。
扫清课文中新词汇的障碍,并注意课文中出现的语言现象。
二、教学实践
step 1. Warming up
1.教学设计
1) 设计思路:以讨论日常生活的话题入手,上课开始就使课堂充满轻松和愉悦的气氛。以I had a dream last night that I visited a special place called ?Antarctica? which is always covered with snow. 直接引入,使导入部分具有“切入口小,切入主题快”的效果。
2) More information about Antarctica: its location, the
animals living there, and its beautiful scenery.设计思路:把全班学生分成两大组来设计关于Antarctica的问题。旨在学生之间设置“信息差”,有利于激发学生说的兴趣,在学生的相互交流中培养起发现问题和解决问题的能力。
3) Discussion: Why do polar bears never eat penguins?设计思路:有趣的话题能极大的激发学生的好奇心,使其发挥丰富的想象力。
2.部分教学过程
T: Well done! But now I have a question. As you know, penguins are very lovely. However, I know another animal called polar bear also lives in the snow. So what should we do to prevent polar bears from eating our lovely penguins:
S: It?s impossible. Polar bears live in the North Pole while penguins live in South Pole.
T: Oh? Really? Thank you! Now I?ll not worry about my lovely penguins.
3.教学后记
针对上述教学活动,我得出三点体会:
1)本活动在设计上符合学生的认知水平,能激发学生完成任务的兴趣和参与活动的热情,能使阅读前的三个 “Warming up activities”真正发挥热身的作用。这就为顺利开展之后的多个活动打下了基础。
2)上课开始就顺利切入主题,中间过渡自然,言语富有鼓励性和启发性,能使学生产生强烈的共鸣。
3)在另一个班级上课时,我又增加了另一个话题:Imagine you are traveling alone to the South Pole. What will you take with you? And why? 从而使学生讨论的积极性更高,充分发挥他们的想象力和创造力。
4.课后反思:如果既能利用好这个激活学生思维的话题,又不影响其它教学环节的顺利进行,那将会产生更好的教学效果。 Step 2Reading
1.教学设计
1) Background information: Introduce something about Helen Thayer
设计思路:大多数学生对Helen Thayer不很了解,有必要在阅读前给学生做些介绍。
2) Listening: Listen to the tape, and then tell us whether the following statements are true or false.
a) She celebrated her 50th birthday by traveling close to the South Pole.
b) She went to Antarctica with the dog team pulling her sled.
c) Everything went all right during the first few days. d) She had a special 60th birthday.
设计思路:听和读都是学生获取信息的有效途径。通过让学生边听边读可以培养其快速阅读的能力。通过有目的的听和读,让学生在了解课文大意的同时把握课文中一些细节性的内容。
3) Skimming: read the text more carefully and try to get the main idea for each picture.
设计思路:让学生进一步阅读课文,了解文章的内容,并能通过图片的提示用简短的词句归纳每幅图所包含的要点。
2.教学后记
1) 比赛是学生比较喜欢的学习方式。以竞赛的形式贯穿整个教学活动是该部分教学设计的亮点。在比赛过程中,学生反应积极,讨论热烈,思维活跃,竞争激烈,教学效果较好。
2) 只有通过阅读才能让学生理解课文内容,并形成一定的阅读技能。本环节通过判断,复述课文培养学生概括主题,捕捉细节的技能。
3) 教师应涉及合适的衔接语言,使各个教学环节过渡自然,让学生不知不觉进入良好的学习状态。
三、实践后的反思
1. 在教学实践中,我逐步体会到,阅读教学应处理好以下三种关系:
1)教师的“教”与学生的“学”之间的关系。教师应更多的关注教会学生学习方法,不只是灌输语言知识。
2)“乐”与“学”之间的关系。设计活动是要充分考虑学生的情
感态度,要设法让学生在快乐中学习,但要适度。
3)过程与结果之间的关系。人物型课文的教学要求教师在教学中不仅要关注学习的结果,还要关注学习的过程。学生完成任务的过程就是学生发现问题,分析问题和解决问题的过程。
2.我对这堂活动课进行了充分的准备,也征求了组内同行的建议。我深深地感到:学生的创造力是无限的,他们完全有能力用英语来表达自己的思想见解。教师应千方百计为学生创造情境,使他们在英语课堂上努力做到善“思”、好“说”、爱“动”。
我认为要做好以上三点,关键在于:设计内容要能调动他们的积极性;让他们在课余时间能够做好一定的准备;使他们养成互助与合作的好习惯。同时教师应始终贯彻教学需要艺术,需要机智,需要创新,基于教材又不拘泥于教材的新教学理念。
第二篇：牛津高中英语教学设计与反思
牛津高中英语教学设计与反思
单元：Unit1 School life
板块：Reading
靖江市第一高级中学 闻震宇
一·教学设计指导思想：
第一模块第一单元的主题为“School Life”, 整个单元内容的设计围绕高中生活这一主题展
开，本节课的教学内容为“Reading School life in the UK”课文理解。在这一部分，学生
将学会skimming &scanning阅读策略，并对英国学生的在校生活有所了解。
Teaching aims:
1. to read a magazine article about school life in the UK;
2. to learn to apply two basic reading skills: skimming and scanning;
3. to learn some expressions about school life;
4. to get some information about what school life in the UK is really like.
Teaching procedures:
Step1 Lead-in
Play the song of ‘High School Life’ and show students’ photos.
Can you guess the name of the song?
What can you think of when we talk about school life?
Now we are going to read a magazine article which is written by Wei Hua, an exchange
student. She has been studying in the UK for one year. She will give us a brief
introduction of her school life there.
Let’s first preview the words that will be used in the article, the definition of
the word is given, please match the meaning with the word.
Step2 reading
Before we read the article, we are going to learn the reading strategies: skimming
and scanning.
1. Reading strategy－scanning
We scan the text when we want to find certain information in a text quickly.
Apply scanning to finish PartC1.C2.
2. Reading strategy－Skimming
We skim a text when we want to get a general idea of what it is about.
Apply skimming to find the key sentences of the paragraph.
Find out the main idea of each paragraph and answer questions concerning the content
of each paragraph.
Part1:
School hours:
1. Was she happy with the school hours? ______________
2. School in Britain _______ around 9 am and __________ about 3:30 pm, while schools
in China begins before 8a.m. We believe that ___________早起的鸟儿有虫吃。
Part2:
Attending assembly:
1. Who was the girl sitting next to her on the first day?_____
2. The headmaster told them about ______ during assembly.
3. The best way to earn respect from the school was to _________and ___________.
Because____________________(知识就是力量）
Part3:
Teachers and classmates:
1. Who was her favorite teacher?_______.
2. Was it easy for her to remember all the Ss’ faces and names? Why ? ________.
Part4 / 5 / 6:
Homework and subjects:
1. The homework was not heavy, but why was it a bit challenging for her? _________.
2. Why did her English improve a lot? _________.
3. Did she enjoy cooking? How do you know? ________.
4. Do Ss have to learn all the subjects even if they don’t like them? ________.
Discussion: Do you think we should learn more foreign languages?
If you have a chance, would you like to learn a foreign language?
Part 7:
British food and her activities:
1. Why did she miss Chinese food a lot at lunchtime?_____.
2. She usually played on the school field. Sometimes ____. Sometimes _______.
Discussion: If you are abroad, what kind of Chinese food do you think you will miss?
Step3 Detailed reading
Read the text again carefully and find out the similarities and differences between
lives of British and Chinese students.
Step4 Consolidation
1. Task-based gap filling exercise
(1)___________ life in the UK
The (2)_____and (3)______
experience of school life in the UK On the first day, all students went to attend
(4)_______. During it, the headmaster told us about the rules of the school and the
best way to (5)________ respect from the school was to work hard and (6)_______ high
grades.
My(7)_______ teacher taught us English Literature.
Homework was not as (8)_______as what I used to get in my old school.
My English (9)______a lot as I used English everyday and spent an hour each day
reading English books.
Students can (10)______some subjects if they don’t like them.
2. Comprehension of the whole text.
Finish some multiple choices
Step4 Language focus
Showing some pictures (including attending class/school, attend a church, attend
assembly, attend a wedding) to indicate “attend”.
1. On the first day, all the students went to attend assembly.
(1) vt.出席，参加
(2) attend (on) sb. 照料某人，看护某人
attend to sb.
(3) attend to sth. 注意，专心干（某事）
Exercises concerning “attend”.
Distinguish the following four notions: “attend, join, join in, take part in”
1) He _______ the army in the year of 20xx.
2) How many of you will ____________ the coming sports meeting?
3) Who is going to ____________ the concert with me tomorrow?
4) Won’t you ________ us ______ the tennis match?
2. Students at that school have to study Math, English and Science, but can drop some
subjects if they don’t like them.
drop v. 放弃，落下，断绝（往来），减少，降低
Try to tell the meaning of “drops” in the following sentences.
1) It was so quiet that you could hear a pin drop.
2) His voice dropped. / He dropped his voice to a whisper.
3) Please drop me at the Post Office.
4) It is wise of you to drop the habit of smoking. _______
Drop n.滴；点; 下降；落下；下跌
a drop of water 一滴水
eye drops 眼药水 teardrops 泪珠 a drop in the price of wheat小麦价格下跌
e.g.1.The worldwide economic recession has led to ___________in people’s salary.
（下降）
2. I didn’t see any _________ on Liu Xiang’s face when he quit running in the Olympic
Games
Vocabulary extension
drop in / by顺便拜访
drop sb. a line 写封短信
drop in on sb. 造访某人 drop in at a place造访某地
1) The headmaster asked me to_________ him at his office. 校长让我去他办公室。
2) _____________ when you have time. 有空时写封信给我。
3) I want to ____ out of math class, which is too hard for me. 我不想上数学课，它对我来说太难
4) I missed Chinese food a lot at lunch time.
miss v. 思念, 想念; 错过，避免，躲过；未击中，未抓住，未达到（目标）
n. 小姐
missing adj. 丢失的，不在的，失踪的
miss a chance 错过一次机会
Exercises,
1）He fired at the tiger but missed (it). miss means: ___________
2）Her son has gone to the USA, and she misses him very much. miss means: ___________
3) He missed the 9.30 train and therefore missed the accident. miss means: ___________
4) We missed seeing the film when it was at the local cinema. miss means:___________
5. Going to a British high school for one year was a very enjoyable and exciting experience for me.
experience
(1) un. 经验，从经验中获得的知识和技能
(2) cn. 经历
(3) vt. 体验，经历
(4) experienced adj. 有经验的，经验丰富的
The _________________ mountain climber _________________a lot, and he gained much _________________ from his own adventurous _________________.
那个有经验的登山者经历了许多，他从自己的冒险经历中获得了许多经验。
Attributive clauses
I sat next to a girl. Her name was Diane.
I sat next to a girl whose name was Diane.
我坐在一个名叫Diane的女孩旁边。
All my classmates enjoyed the cake that I made.
All my classmates enjoyed the cake. The cake was made by me.
我的所有同学都喜欢吃我做的蛋糕。
Attributive clause定语从句
“a girl”& “the cake”——antecedent先行词
“whose”&“that”——relative pronouns关系代词
“whose name was Diane”& “that I made”
——attributive clause 定语从句
She was the teacher who taught us English Literature.
。
Step5 Discussion
What are the advantages and disadvantages of studying abroad?
Step6 Homework
1. Write a short passage about 100 words according to the discussion“What are the advantages and disadvantages of studying abroad?”
Prepare to interview Wei Hua.
二．设计说明
这节课是阅读课，主要训练学生的阅读能力，兼顾全面训练学生的听、读、说的能力。
三．案例分析与反思
英语阅读课最重要的是培养学生的阅读理解能力，用英语去完成任务，这节课达到了这样的目的。教学设计挖掘了文章的内涵和主旨，使各种有用信息渗透到英语教学之中；整个过程始终贯穿着培养学生的各方面能力，全方位开发学生的潜能。这种教学设计克服传统的教师讲、学生记的弊病，学生在教师引导下学会思考、学会分析、学会发现，学会表达，真正发挥了学生的主体作用和教师主导作用。课堂上能做到全面提高学生的英语能力，通过师生，生生的交流，合作，探究，取得很好的教学效果。