Reading(1)：The search for happiness教学设计模板

Reading

The search for happiness 1. Knowledge aims: a. Learn some useful words and expressions. b. Train the students’ reading ability, introducing the important role of the two conjunctions however and but in reading by means of quoting the examples of these two conjunctions in the text. 2. Ability aims: a．Let students read the passage to develop their reading ability b．Cooperate with other students actively in their group and express feelings freely 3. Emotional aims: a. Encourage the students to learn to learn what happiness is. b. Broaden students’ minds

4. Teaching important and difficult points: 1.How to make the students understand the passage better. 2.How to help the students finish all the exercises. 3.How to help the students develop their creative, comprehensive and consolidating abilities. Part 3: Analysis of the students: 1. The students have known something about travel plans and adventure activities through the Internet and other ways. 2. They are lack of vocabulary.

3. They don’t often use English to express themselves and communicate with others. 4. Some Ss are not active in the class because they are afraid of making mistakes. Part 4: My teaching theories, methods and aids Before dealing with this lesson, I’ll do my best to carry out the following theories: Make the Ss the real masters in class while the teacher himself acts as director；

Combine the language structures with the language functions; Let the students receive some moral education while they are learning the English language. Teaching methods:

a. Question-and-answer activity teaching method b. Watch-and-listen activity c. Free discussion method d. Pair work or individual work method c. Task-approach teaching method Teaching aids: 1. a projector

2. a tape recorder 3. multimedia

4. the blackboard

Part5: Teaching procedures Step1 Lead in 1.

Greetings 2.

Ask students how much information they know about Sang Lan.

3.

Ask students to exchange the background information about Sang Lan they have found with each other. Step2 Pre-reading

Ask students to think about Sang Lan’s experiences and answer the following questions:

Different people find happiness and fun in different things. There are certainly no criteria assessing which way of being happy is the best. Do you think Sang Lan had had a happy life before she was injured?

Do you think Sang Lan has a happy life now?

What would you do if you had the same problem?

Encourage students to discuss freely their true feelings about Sang Lan’s stor

Step3 Fast reading

Ask the students to read the text quickly and answer the three questions in Part A. Step 4 reading strategy How to read an interview?

Step5 Careful reading 1.Fill in Sang Lan’s file.

2. Find the adjectives that are used to describe Sang Lan’s personality.

Step6 Further reading Read the interview aloud and finish the following tasks.

1.Judge whether the following

statements are true or false.

2. Finish the task-based reading. Step7 Pair work Making an interview

Step8 Homework

1. Review the passage

2. Find some important expressions and keep them in mind. Part 7 Blackboard design Module6 Unit2 Reading

The search for happiness

Part 8 Teaching reflection (教学反思) 本节课通过运用不同形式的教学方法，设置不同的任务，基本做到了把课堂让给学生，让学生在自主、合作、探究的气氛中愉快度过，既顺利完成教学任务，又促进其情感教育。

首先，课堂的导入是十分重要的，好的导入能够紧紧抓住学生的心理和兴趣，使课堂教学更具趣味性和艺术性。本节课上，通过给学生展示不同的残疾人的图片，引出残疾人快乐吗？这个话题。进而简单讨论一下快乐是什么？起到给学生热身的作用，以此引出今天的话题人物—桑兰

其次，教学内容设计要符合本班学生的实际情况，难度适中，尽量满足不同类型和不同层次学生的要求。在任务的设置中应充分考虑学生是否能够完成。本堂课的细节理解部分难度合适，大多数学生都能顺利完成。具体来

说在对文章的梳理过程中，朗读课文，配以在幻灯片呈现问题，让学生有目的性带着问题去听课文，朗读课文，解决问题。在此过程中，不同的任务设置激发了学生的学习兴趣和用英语表达的欲望。小组活动在竞赛中进行，使得小组活动既有合作又有竞争，增加了小组活动的有效性。最后，根据新课标的要求---学以致用，结合学生的实际生活引导他们讨论健康与美丽孰轻孰重，让学生在小组活动中通过分工合作和讨论探究来完成任务,从而树立并坚定她们的健康观念。在本课时的教学中也有很多地方值得我去认真地反思：

1．部分学生的语言基本功不够扎实，找不到恰当的词汇来表达自己的看法，导致有学生在讨论时夹杂着汉语，甚至有的学生不敢说出自己的看法，欲言又止，导致气氛没有预想的热烈。所以在平时的教学中，应该多呈现给学生更多的常用句型，让学生掌握常用句型。多多训练他们的口语，鼓励学生大胆开口。

2．要充分考虑到预设与生成的关系，特别是在预设阶段，要充分考虑到学生的实际，掌握学生的心理特点与认知过程，一步步地呈现给学生，由易到难，由浅入深，这样在生成阶段学生才会更好地掌握知识，不会出现冷场的现象。

4．本节课注重对课文的整体梳理和对材料的挖掘，未能对一些基础语言知识和句子结构的教授与分析。今后应该注意在分析篇章大意时可与语言知识结构的有机结合。