Reading 2: A brave young man教学设计思路

《牛津初中英语》七下Unit7 Abilities

Reading 2阅读的教学设计

扬州教育学院附属中学

何开朗

主题语境：人与自我——优秀品行与公民责任

语篇类型：新闻报道

授课时长：一课时（45分钟）

文本分析

本节课的授课内容是本单元的阅读板块，单元话题为能力(abilities)。文章体裁为新闻，报道了Lin Tao从火中救出邻居老人的故事，救人过程体现出故事主角沉着冷静、行动果敢的特点。文章符合新闻信息的结构：首段为导语，其余为新闻主体。虽为新闻，但文章的客观性低于一般新闻，作者对人物的褒贬倾向于外显。感叹句和正文多处评价性语言表明了对作者对Lin Tao的赞美之情。

学情分析

本班学生英语基础较好，学习态度较为端正，有预习的习惯。学生在长期的名著阅读中具备了获取细节信息的能力，部分学生具有一定的深度思考能力，能用英语自信的表达观点。但是大多数学生在理解和整合知识、逻辑推理和批判性评价方面的能力都比较欠缺。此外，学生对新闻体裁文体不甚了解，对文本要表达的深层主旨认识不足。教师预设预习内容有助于学生课上能顺畅地完成阅读任务。

教学目标

在本课时学习结束时，学生能够：

（1）理解故事情节，了解新闻结构；

（2）通过导语和四要素寻找新闻要点，通过词汇线索区分事实与观点，通过评价性语言把握作者态度并能客观评价写作基调。

（3）运用预测、判断、推理、质疑、评价等批判性阅读的策略；

（4）了解火灾求生常识，提高安全意识。

教学重点

学生通过阅读，了故事情节，获取文章体裁、新闻结构等信息，学习主人翁的优秀品质。

教学难点

新闻的首要任务是区分事实与观点。学生如果不能仔细区分文章的事实与观点，则易将作者的观点误认为事实。因此，教师针对这一特殊性必须设计训练学生批判性思维的阅读活动，引导学生以客观、公正的视角阅读和理解文章。

教学资源

教材、多媒体课件、学案、黑板和粉笔。

教学过程

步骤

Pre-reading

Ss learn the learning aims of the lesson. Then play a 创设情境，引出Step1 guessing game to direct Ss’

attention to the theme of the 主题。

story.

3’

IW

教学活动

设计意图

互动时间&模式

Step2 Ss learn some new words by pictures.

Ss read these new words While-reading

Step3 1st reading Ss read for the genre(体裁) and learn the structure of news. T invites Ss to answer two question: Q1:Where is the passage from? Q2: Which part tells you the key information in the news article? Ss read for five factors of news and the structure of the article. Five factors：WHO,WHEN,WHERE, WHAT,HOW. Part1：Before saving his neighbor.（Para2）

Part2：During saving his neighbor.（Para3）

Part3：After saving his neighbor.

（Paras4-6）

T invites Ss to read the first part of the text and answer one question: Q: How is the story organized? (Time order)

2nd reading Ss read for the details and understand the plot of the story. Before saving his neighbor.（Para2）

Task1: Read para.2carefully and fill in the table. During saving his neighbor.（Para3）

Task2: Read para.3 carefully and fill in the blanks. After saving his neighbor.

（Paras4-6）

Task3: Read paras.4-6 carefully and answer the questions. Q1: Which part of his body was burnt? Q2: How long did Lin Tao stay in hospital? Q3: What can you infer(推断) from the time? Read for the title The title of the story is ___________________.

It is similar (相似) to _____________in the story. Which is the better to be the title? A. A very brave young man.

B. What a brave young man! 3rd reading 1.Read for the appreciation(欣赏). How was Lin Tao praised from different sides? 2.Read for the title The title of the story is ___________________.

It is similar (相似) to _____________in the story. Which is the better to be the title? A. A very brave young man.

利用图片，创设语境，导入主题与关键词汇。

2’

IW CW

提取文章体裁类别、要素和结

10’

IW 构，了解新闻报道写作特点，为理解全文铺垫。

Step4 进一步梳理细节信息，概括、整合Lin Tao 施救的过程，让学生了解文本整体结构和大意。

通过题目的分析，让学生明白感叹句的妙用，深入了解作者对Lin Tao 的情感基调。

10’

IW GW

Step5

通过欣赏阅读，深入理解文本内涵，挖掘Lin Tao 精神品质：brave, clever, careful, clam，使学生在赏析过程中了解作

6’

IW GW

B. What a brave young man! 3.Read for thinking Q1: What question did people ask when visiting him? Q2: Were you afraid at that moment? ...but I didn't have time to think about it. A.the danger

B. the fear C. the fire D. the moment Q3: How did Lin Tao mainly feel when saving Mrs. Sun? A. surprised

B.afraid

C.excited

D. calm Post-reading

Step6

Tell facts and opinions and give reasons. 1.T presents a short passage to explain what sentences are facts or opinions. 2.Ss and T judge which sentences belong to facts and which express opinions. 3.Ss and T talk about the question:

Q1: What is the writer's tone towards Lin Tao ? A.

Negative (否定的).

B. Positive (肯定的). C. Neutral (中立的). Q2: Which is more objective(客观的)? A. A brave young man. B. What a brave young man. C. Young man saves his 79-year-old neighbour from fire. 者的观点，树立正确的价值取向和行为品格，润泽精神世界。

学生通过辨别fact or opinion了解新闻的首要任务是区分事实与观点写作特征，进一步巩固提升所学内容，加深故事主人翁Lin Tao的优秀品质的理解，对超越文本的问题回答，体现迁移创新的思维品质。

12’

IW GW CW Homework

Imagine you are Mrs Sun's family member or Lin Tao's family member and write a

diary about Lin Tao's story. You should include:

What happened to Mrs Sun? 2’

What action did Lin Tao take?

How did you feel when you heard the story?

What do you think of Lin Tao?

备注：Ss: Students

T: Teacher

IW: Individual work

GW: Group work

CW: Class work

Blackboard Design

What a brave young man! The structure of news

Five factors of the news

The structure of the story Title Lead Main body Ending

Who

when where what how(feeling) Lead---Para1 Main body: Before saving his neighbour (Para2) During saving his neighbour (Para3) After saving his neighbour (Para4-6)

新闻的首要任务是区分事实与观点

Facts---We can’t change them.

Opinions--Others’ ideas and feelings