牛津高中英語教學(xué)設(shè)計(jì)

陳洪梅

教材：牛津高中英語（模塊三）高一下學(xué)期

文檔內(nèi)容：教學(xué)設(shè)計(jì)—教案

單元：Unit 1 The world of our senses

板塊：Reading

課堂設(shè)計(jì)指導(dǎo)思想：

本課旨在幫助學(xué)生了解課文內(nèi)容，指導(dǎo)學(xué)生掌握更好閱讀這類故事的一些閱讀策略。通過聽、說、讀、寫等技能的綜合訓(xùn)練，提高學(xué)生對(duì)文章的理解能力和語言用活能力。

Teaching aims：

1.Improve students reading ability.

2.Enable students to master reading strategy of this kind of reading material.

3.Retell a story with a surprise ending.

Teaching procedures

Step1： Lead-in

Ask students to talk about the climate or the weather in the place where they live：

1.Do we sometimes have foggy days here？ When？

2.How do you feel on a foggy day？

3.What can you think of when the word “fog” is mentioned？ （Brainstorming）

4.Have you ever lost your way in the fog？ What would you do if you got lost in the fog？

5.Which city has the name of “foggy city”？

【設(shè)計(jì)說明】從課堂開始時(shí)的自由會(huì)話入手，自然地由天氣導(dǎo)入“霧”這個(gè)關(guān)鍵詞。展開頭腦風(fēng)暴活動(dòng)，讓學(xué)生充分發(fā)揮其想象力，由“霧”聯(lián)想到什么？再引出霧都倫敦---本文故事發(fā)生的地點(diǎn)，自然地導(dǎo)入課文。

Step 2： Reading Strategy

Guide students to read the Reading strategy for the article and teach them the elements of a story.

【設(shè)計(jì)說明】在閱讀課文前，先介紹此類閱讀文體的“Reading strategy”，會(huì)使學(xué)生對(duì)閱讀技巧的理解及把握更有效。

Step 3： First-reading （ppt8-10）

1.Ask students to go through the passage as quickly as they can and try to find the elements according to the reading strategy.

2.Ask students to find answers to the three questions in part A.

3.Ask students to finish D.

【設(shè)計(jì)說明】承接上面Reading strategy的介紹，第一遍閱讀就把尋找本文reading strategy的幾個(gè)要素作為閱讀要求，有利于學(xué)生對(duì)故事情節(jié)的了解。同時(shí)設(shè)計(jì)簡單問題和詞匯練習(xí)，為更深入地理解課文做鋪墊。

Step 4： Listening & Second reading

1.Listening to the text and read together with it.

2.Questions and answers.

3.Put these events in the correct order.

【設(shè)計(jì)說明】聽讀結(jié)合，再讀課文，深入理解課文細(xì)節(jié)。

Step 5： Deep understanding

Ask students to read the story again， and try to further understand the text.

【設(shè)計(jì)說明】選擇課文內(nèi)兩句句子，挖掘其深層含義，幫助學(xué)生學(xué)會(huì)透過文字表象理解其豐富內(nèi)涵，提升他們的理解能力。

Step 6： Post-reading activities

1.Retell the story Fog with the help of the following chart.

2.Discussion： 1）What is the personality of the old man？

2）What can we do to help those disabled like the old blind man？

3.Role play： Suppose you are the editor of a newspaper， try to interview Polly to know more about what happened to her.

【設(shè)計(jì)說明】設(shè)計(jì)三個(gè)類型練習(xí)，由淺入深的訓(xùn)練學(xué)生的口頭表達(dá)能力。以故事發(fā)展順序的路線圖作提示，復(fù)述課文，此乃第一層面的練習(xí)；分析人物個(gè)性，轉(zhuǎn)而引出我們應(yīng)該怎樣幫助殘疾人士為第二層面的練習(xí)；角色表演為最高層面的口語練習(xí)形式。

Step 7： Assignments

1.Write an interview between an editor and Polly.

2.Read the article in Part B in Reading on Page 95 of the workbook.

【設(shè)計(jì)說明】為彌補(bǔ)課堂時(shí)間有限，把課堂上角色表演的口頭表達(dá)形式轉(zhuǎn)化為書面形式，把寫這一能力培養(yǎng)放到課后。endprint