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2019-2020年中考英語 Lesson Plan for My Best Friend Dan教學設計 人教新目標版 課型 Reading—Reading for strategies 閱讀 策略 To learn to scan for details in an article. To learn about the ways to guess the meaning of a new word in the context. To form the habits of scanning and guessing the meaning of a new word in the context 知識 能力 情感 目標 1. To learn words and phrases like: nerd, turn out to be, give a speech, survive, tough, drop out of school, in shock; 2. To learn to scan for details in an article; 3. To learn to guess the meaning of a new word in context; 4. To understand the importance of friendship and try to help friends out when necessary. 難點 To learn the way to scan for information in reading; To understand a word by guessing the meaning with the help of clues in the context 教具 Multi-media facilities, Blackboard, Chalk, CAI 教 學 過 程 教 學 過 程 教 師 學 生 目 的 1.Warm up: A memory challenge Show a set of photos of some popular film or sport stars (including the teacher). Tell Ss to try to find out which two of them are close friends. Watch the photos carefully and try to find possible close friends out. Report after watching. 利用記憶大挑戰(zhàn)的形式來做本課的熱身活動，旨在讓學生一邊娛樂,一邊進入本課的主題—Friends. 2. Lead-in Ask Ss: Did you see me in the photos? Do I have any close friend among them? (No.) I want to make friends with you. And go to the topic of the lesson—Friends. Ask again: Who is your best friend, and what do you often do on weekends? Do you hang out with your friends / help your friends out? Answer questions and focus on the topic. Individually tell the class who his/her best friend is, and what they often do on weekends. Learn new words like hang out / tough time. 圍繞主題進行談話式的導入，可以拉近師生之間的距離，通過問答，適時介入課文中的生詞，組織學習并應用，為下面的閱讀活動解決一部分語言障礙。 3. Predict Show the picture of Dan and present the title My Best Friend Dan. Ask Ss to guess: Where is Dan? What is he doing? Why? Present the new phrase: give a speech Predict where Dan might be and what he might be doing by reading the title and the picture. Learn the phrase: give a speech 利用圖片，介紹本節(jié)閱讀文章的主角，并結(jié)合標題組織學生進行閱讀前的預測，讓學生展開想象。為閱讀的開展做好充分的準備。 4.Scan and number With questions on mind, get Ss to look at three more pictures about Dan. Ask: What is happening in each picture? Collect key words about the pictures. (give a speech / talk / walk / fall over) And ask them to number the order by scanning the story. Give one example of how to scan for key words. Check the answers and ask for reasons. Talk about each picture and learn how to scan after the teacher. Try to read quickly for key words by scanning. Number the pictures in order and tell how they do it. Report their answers. 結(jié)合文中提供的四幅圖片，激發(fā)學生的閱讀動機，讓學生帶著疑問開展第一次尋讀活動，但最為重要的是，活動前教師要做快速尋讀的示范并講解要領；閱讀中鼓勵學生做好劃線、圈點等標記工作，在核對過程中，逐一確認學生對所學閱讀技能的運用。 教 師 學 生 目 的 5. Read and choose Go on with the story about Dan, and encourage Ss to read again to find out how exactly Dan made friends with the writer. Get Ss to read the inplete statements in Exercise 4 and choose the correct ending. Demonstrate the way to scan for details again before Ss start. Check the answers and ask for reasons. During the analysis, introduce the way to guess the meaning of a new word (e.g. nerd) in the context. Teach new words or phrases when necessary. Think carefully about the teacher’s question. Learn more details by reading the inplete sentences in Ex.4. Scan the text and choose the possible ending. Try to circle key words or sentences to assure their answers. Report their answers and learn new words and the way to guess the meaning of a new word. 以Dan如何與作者成為摯友為線索，組織學生探究原因，獲取更多的細節(jié)信息，并依托練習4開展第二次尋讀。開展前教師要示范閱讀策略的運用，并提示學生在解題過程中要遵循先易后難的學習策略，提高閱讀效率。重點培養(yǎng)學生讀中圈劃重點信息的閱讀習慣，并在核對過程中進一步確認。另外，此環(huán)節(jié)中還介紹猜詞的閱讀技巧，進一步化解閱讀中的語言障礙。 6. Ask and answer Ask Ss to work in pairs and discuss some more questions to help understand the text better. Teach new words like survive the tough years, in shock in time. Check the answers in pairs. And finally sum up the story with the proverb：A friend in need is a friend indeed. Ask and answer the questions in pairs and help each other whenever they meet any difficulty. Try to understand more. Get to learn about the importance of friendship. 在兩次尋讀后，學生對文本有了進一步的認識，開展本活動的目的是讓學生對文本的意義及內(nèi)涵有深層次的理解和認識，讓學生學會交往，幫助朋友。 7. Sum up Go over the two reading strategies involved in the lesson—scanning and guessing the meaning of a new word in the context. Learn about the reading strategies. Remember the right ways to operate. 小結(jié)本課中學習與應用的兩項閱讀策略，再次提示操作要領。 8. Reading Practice: Make friends with stars Introduce the rules of the game and its challenge. If Ss choose their favourite star among the eight photos, they have to do the related reading practice ing after. If they succeed in acplishing the task, they bee friends with the star. Choose their favorite star and have a reading petition among Ss. Practise scanning skills and guessing the meaning of a new word in the context. 以“與喜愛的明星交朋友”為活動方式，組織學生應用本課所學閱讀策略去獲取信息，猜測詞義。讓學生學以致用，拓展并提升運用兩項閱讀策略的能力。 作業(yè) 布置 Read more texts, use scanning skill to help you get more information. Tell Ss to remember: you don’t have to read word by word sometimes. And when you don’t understand a word, try to guess the meaning in the context. 延伸本課學習策略的應用，讓學生在閱讀中養(yǎng)成并最終掌握兩項閱讀技巧。 課后反思: 省初中英語課堂教學評比活動的主題是 《展示初中英語課堂教學風采，探索培養(yǎng)學生閱讀能力之路》。通過參加本次活動，我相信每個參賽教師都學習到了許多東西，更加明晰了閱讀教學的要領和操作要求。就本人所抽選的閱讀材料及授課感悟，有幾點想法愿和各位同仁分享。 1、培養(yǎng)學生閱讀能力的關(guān)鍵：Francoise Grellet認為閱讀首先是“為了得到樂趣，為了獲取信息（Reading for pleasure, Reading for information.）?！?可見閱讀不只是為了學習詞匯、語法，更重要的是通過閱讀，獲取新的知識，提高認知水平，增強分析和解決問題的能力。當然，通過閱讀，學習者也可以得到必要的語言輸入（Language input）,從而擴大詞匯量，增強語感，提高語言水平。在平時的英語學習過程中，學生需要養(yǎng)成良好的閱讀方法和習慣，有效的運用閱讀策略，提高閱讀效率，達到閱讀目標，不斷培養(yǎng)和發(fā)展自己的閱讀能力。它是學生在英語學習中一項重要的學習技能和學習目標。然而，閱讀策略的指導及其運用能力的培養(yǎng)，則是發(fā)展閱讀能力的關(guān)鍵。今年省教研室提出的教研主題非常明了——探索培養(yǎng)學生閱讀能力之路，非常及時地為廣大教師提供了探究、交流的平臺。 2、閱讀教學課型的分類：根據(jù)閱讀教學的不同目的，我們大致可以將閱讀教學分為三類課型，即Reading for structure; Reading for strategy; Reading for writing。當然，課堂教學中也許我們無法將閱讀課型分的這么清晰、明了，它完全可以是三種課型中某一種或兩種的結(jié)合體。只是我們在不同課時的教學中，可以有所側(cè)重，從而突出這節(jié)課的教學主旨。這次活動的主題就是探索培養(yǎng)學生閱讀能力之路。因此，我給這節(jié)閱讀課的定位就是Reading for strategy，因此，教學設計中對于文本材料的立意處理比較一般，在After Reading 之后并沒有太多的升華和拓展（也許這也是很多老師認為本課存在的問題和缺陷）。我把讀后活動的重點放在了對于本課所學習的兩項閱讀策略（Scanning/Guessing the meaning of a new word in the context）的運用上。當然，非常遺憾的是，課中由于我沒有控制好前面一兩個教學環(huán)節(jié)的時間，倉促地結(jié)束了讀后的策略運用活動。沒有時間去展示最后一個教學活動及其設計意圖，課堂也缺少了應有的精彩和升華。 3、閱讀策略教學的迫切性：新課程標準規(guī)定（五級目標）：學生能讀懂供7~9年級學生閱讀的簡單讀物和報刊、雜志，克服生詞障礙，理解大意。能夠根據(jù)閱讀目的運用適當?shù)拈喿x策略。細致地說，通過初中三年的學習，學生在閱讀這一技能方面能夠做到：根據(jù)上下文和構(gòu)詞法推斷、理解生詞的含義；能理解段落中各句子之間的邏輯關(guān)系；能找出文章中的主題，理解故事的情節(jié)，預測故事情節(jié)的發(fā)展和可能的結(jié)局。 客觀地講，隨著新課程改革的深入開展，教師們通過學習新課標理念，已經(jīng)意識到了對于學生閱讀能力培養(yǎng)的問題，也在課堂中不斷地提示英語閱讀策略，然而結(jié)果卻是學生的英語閱讀策略沒能得到很好的發(fā)展，仍然停留在較為膚淺的層面。其中的原因，正如曹東老師在總結(jié)會上所提出的問題：“讓學生快速尋讀，他們是否就知道如何快速尋讀了？速度是從什么地方得以提升的呢？” 其實，老師所要做的就是喚醒學生的閱讀策略意識，關(guān)鍵在于老師能否做到細致到位的指導和垂范。如skimming策略指導中，認清閱讀目標后，開始讓學生尋找每段話的相關(guān)主題語句。并且明確的提示學生注意每段文章的首句或末句，這樣學生的閱讀速度才能真正的快起來。閱讀策略不但被提出來了，還真刀真槍的演練了一回，學生的閱讀技巧就得到了鍛煉和培養(yǎng)。正如劉兆義老師所言：學習策略的培養(yǎng)和訓練一定要滲透在學生親身參與、感受為基礎的教學過程中。 以上是個人的課后隨想，和大家一道探討。歡迎各位同仁批評指正。Email：shinehxx@126