高中英語閱讀課教學(xué)設(shè)計

時間：2023-03-16 02:14:21 英語閱讀我要投稿

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　　閱讀是一個綜合過程,能力的提高更是一個循序漸進(jìn)的過程。教師若能結(jié)合學(xué)生的認(rèn)知水平,合理、靈活地把上述教學(xué)設(shè)計運(yùn)用于閱讀課文教學(xué)中，以下是yjbys小編跟大家分享的高中英語閱讀課的教學(xué)設(shè)計案例，希望大家喜歡!

高中英語閱讀課教學(xué)設(shè)計

　　【高中英語閱讀課堂教學(xué)設(shè)計案例】

　　Warm-up Task(熱身任務(wù))

　　Goal: Attract Students’ attention immediately through listening task and try to get the main ideas of the news.

　　Input: Watch and listen to the two pieces of selected news in live.

　　Aids : Multi-media

　　◆Activities: (1) Do you still remember what happened to the USA on September 11th? (2) October 7th is also a great day to us Chinese. What’s the news?.

　　Forms: ( Individuals: Teacher Students );

　　Layers: Comprehensive Grasp the key words; Tell the main idea of the news.

　　Ways：Watching, Listening and Speaking

　　Links: 熱身任務(wù)中設(shè)計視聽兩則新聞活動為這節(jié)課的話題引入起鋪墊作用。

　　● Lead-in Task

　　Goal: Through brainstorming students recall as many resources as possible from which English news comes.

　　Input:Show Ss some English newspapers. List of famous English newspapers

　　Aids: English Newspaper;CAI

　　◆Activities: (1)Where do you usually get the news in your daily life?

　　(2)What kinds of newspapers can you find ?

　　(3)Do you know any English newspapers?

　　(4)Give the right Chinese names to the following:

　　Famous English Newspapers

　　The Washington Post; The Boston Globe; The New York Times;

　　The Times; USA Today; Daily Express; etc.

　　Forms: Individuals (Teacher Students for activity(1);(2);(3); Pair work for activity(4)

　　Layers: Comprehensive(simple response)

　　Ways :Activity (1)—(4) Listening, Looking and Speaking

　　Links:此項(xiàng)任務(wù)與活動設(shè)計起承轉(zhuǎn)、導(dǎo)入下步閱讀活動作用

　　(說明：通過學(xué)生回答,教師自然引入a special newspaper-China Daily.教師揭示并板書題。Unit 4 Lesson 15 China Daily并設(shè)疑：What do you know about it?)

　　●Reading Tasks

　　Task A： Reading ‘China Daily’ for understanding

　　Goal A： Students obtain more details from China Daily.

　　Input： Students are required to read the text.

　　Aids：CAI, Blackboard, Textbook.

　　◆Activities：(1)What sections are there in China Daily?

　　(2)Which section do you like best? Why?

　　(3)What do you think of advertisements?

　　(4)What does Sun Yao think of China Daily?

　　(5)Find out the sentences with the “–ing Form” in Sun Yao’s opinion. Set them into two groups according to the part of speech of the “ –ing forms”. Then find their friends from page20. 4 Practice.

　　Forms：Individuals (Teacher Students) for activity (1);

　　For(2), discuss in pairs and report their desk-mate’s interest and reason;

　　For (3), Discuss in groups of four then report their results

　　For (4), listen to the last part of the text.

　　Activity (5) should be two forms: Find our the “—ing Form” individually and finish 4 Practice in pair.

　　Layers：理解性: Activity(1)和Draw a family tree with different sections ; 控制性過渡到半控制性：解答(2)至(5)時，學(xué)生依照教師設(shè)定的任務(wù)進(jìn)行個體、雙人、小組活動如：imitate, practice, discuss, produce ideas,　etc.

　　Ways: Activity (1)--(3)Scanning; Speaking(talking, reporting); (4)--(5) Listening, Speaking and Writing.

　　Links：閱讀過程中的任務(wù)與活動是依照閱讀能力形成與發(fā)展的規(guī)律而設(shè)計的，這一環(huán)節(jié)不僅有承上啟下之功效，而且為完成‘真實(shí)性任務(wù)’打下伏筆。

　　(說明：通過以上學(xué)習(xí)活動，學(xué)生對課文‘China Daily’的內(nèi)容、版快設(shè)計、語言表述等都有一定的認(rèn)識與了解，也習(xí)得了相關(guān)的閱讀、語言學(xué)習(xí)策略。鏈接：Since you have learned China Daily, can you group the topics according to the sections of it?

　　Task B：Supplementary reading for reading skills

　　Goal： Review the contents and its’ relevant sections; Fast-reading and word-guessing skills; efficient dictionary application and independent learning strategies.

　　Input： WB. Page90 Ex.2; Hand out another 2 pieces of news from China Daily and one from internet as worksheets .

　　Aids：Worksheet、Teaching designs on the screen.

　　◆Activities：(1)Match the headlines from China Daily with the different types of sections in the family tree on the blackboard.(See Page 90 Ex.2);

　　(2)Can you guess the meaning of the word downing?

　　(3)What does the sentence “we have marched for 10 steps, and there are 10 more steps remaining for us to finish” mean?

　　(4)Can you make up a best title for the second news?

　　(5) Why did the US start air attacks on the Afghanistan Taliban according to the news?

　　(6)What do you think the news tries to tell us? ( Find out the supporting ideas or facts for(4)and (5) from the news.)

　　(7)What’s the function of the news? How to make your news popular, readable and reliable?

　　(Note: Work sheet omitted here because of the space)

　　Forms：Individuals for activity(1) (2) (3);Group work for (4); Individual and group work for (5)(6)(7)

　　Layers：The activity cycle is from comprehensive(閱讀新聞)to controlled and half-controlled(根據(jù)文章語境，小組活動用自己的語言回答問題)and to communicative one(借助文章觀點(diǎn)、個體的‘圖式’以及與他人合作時產(chǎn)生的新思想進(jìn)行積極與碰撞.。

　　Ways：Activity (1)Reading and speaking; (2)guessing; (3)skimming and guessing through language context，referring to the dictionary if necessary; (4) summarizing and inferring; (5)(6)discussing and reporting; (7)discussing and debating.

　　Links：活動承上起下，并按閱讀與邏輯思維能力形成序列而設(shè)計的。符合語

　　言學(xué)習(xí)規(guī)律。

　　(說明：從課文“China Daily”的學(xué)習(xí)，延伸到取自于(改編的)“China Daily

　　”中的兩則和網(wǎng)絡(luò)上一則的新聞學(xué)習(xí)活動，使學(xué)生加深了對“中國日報”版塊設(shè)計及內(nèi)容安排了解;也使他們認(rèn)識到獲取新聞的渠道、方法和制作要求;閱讀過程中的種種活動培養(yǎng)了學(xué)生的合作精神，習(xí)得了相關(guān)的閱讀策略如：猜詞、歸納、推斷等等能力;有助于學(xué)生語言綜合能力的發(fā)展，為學(xué)生完成“真實(shí)性任務(wù)”在語言、內(nèi)容和形式上打下了基礎(chǔ))

　　●Language-application Task after class

　　Goal(3) Reinforce what they have learned in this lesson; Work out a project in

　　English---Fulfill a real task。

　　Input：Provide Pingzhong Today in Chinese version just for reference.

　　◆Activities: (1)Finish off WB Exx.1.3.as assignments; (2)Design an English

　　newspaper“Pingzhong Daily” or “Pingzhong Today”，explain and display it.

　　Forms：Individuals for (1) ;Group of four for (2)

　　Layers:Interaction and development

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