Warming up、Pre-reading、Reading、Comprehending教案和学案内容

Book 10 Unit 4

HOW TO BECOME A SUCCESSFUL READER

拼图式阅读课教学设计

一、教学背景分析

(一）教学内容分析

本单元的话题是“语言学习策略，如何改进听、说、读、写的技能”，是与学生切身实际相关的话题，所教学的内容主要为课文阅读部分“如何成为一个成功的阅读者”。笔者通过整合热身和阅读的内容，设计了Pre-reading activities和Reading activities两张学案，以课文文本为主要载体，计算机辅助教学，使学生学习了解语言学习策略，如何改进阅读的技能。这个话题与学生的英语学习息息相关，因此激发和调动了学生的学习积极性与主观能动性，结合相关语境帮助学生学习和掌握有关“学习策略”词汇，并培养学生建立结构化知识的意识，提高学习效率，进而提升文本的精神内涵，挖掘文本蕴含的价值观和正能量：成为一个成功的阅读者，成为一个终生的阅读者和学习者。

（二）学情分析

《高中英语课程标准》指出高中英语应强调进一步发展学生综合语言运用能力的基础上，着重提高学生用英语获取信息，处理信息，分析问题和解决问题的能力。英语学科的学习能力可以在阅读中窥见一二。在英语的学习中，很多学生对于“如何成为一个优秀的阅读者”有诸多困惑，甚至认为这是学习中一个非常棘手的问题。这篇阅读文本为他们提供了很好的启发。且00后的学生，充满活力和思维活跃的一代，活动参与热情比较高，运用拼图式阅读的学习方式，提高了他们的学习兴趣和效率。

（三）教学目标分析

基于拼图式教学模式（Jigsaw reading）展开课堂教学：

1.知识与技能训练：按照语篇8个段落，对应分为8个reading materials，分别设置为8个小语篇的阅读任务，培养学生的阅读能力。此阅读文本是典型的议论文，每个段落都鲜明地提出了论点并辅之形象生动、有说服力的论据来解释说明。学生阅读文本，提炼出每段的论点（即main idea），概括出其论据，引导学生建立“结构化”知识，更重要的是发展学生的元认知能力，即学生控制、掌握学习过程，适时调整学习策略的能力，并学会自主学习，挖掘“一个成功的阅读者的秘诀”，成为一个高效学习者。

1)

Students can learn the useful words and expressions as follows: efficiently,successful,practice,technique,apply to. Sentence structures:To be a successful reader,we are supposed to……/If you want to become a successful reader，it is necessary for you to……

2) Students can comprehend the text by inputting activities : a.To understand the general idea and the writing style of the text. b.To read the text to find out the key sentence and the supporting facts of each para.. 3)Students can work out the structure of the passage after reading the whole passage.

2.学习策略运用：以探究体验式学习，合作讨论策略方式，通过分组合作并自主学习完成任务。

Students can adopt the following 3E strategies with team work:

1）Exploration to acquire background information; 2）Engagement to scan, skip,and study the text actively in classroom activities; 3）Evaluation to discover & discuss from peers during the activities 3.思维品质培养：从文章的标题入手，基于议论文文本的鲜明特点，分组完成每个段落的学习任务，先找出段落的中心句，概括出本段的标题即论点，再进行文章的研读，寻找论证论点的有力论据。一层一层，利用关键词或其他属性特征理清各级主题的相互关系，用记忆、阅读、思维的规律记忆链接，把阅读的文本转换成一个“框架”，培养学生的逻辑思维，引导学生建立“结构化知识”，强化学习效果。

4.文化品格塑造：挖掘文本的情感态度和价值观，通过文本中一个优秀的阅读者的各种做法，启发学生们反思自己以往的阅读习惯和思维，向“优秀者”学习，做一个终生的阅读者和学习者。

三、教学重难点

教学重点：运用阅读各种微技能，体验探究学习策略和合作讨论策略，进行语言习得输入和输出。

1)

Students can learn the useful words and expressions as follows: efficiently,successful,practice,technique,apply to. Sentence structures:To be a successful reader,we are supposed to……/If you want to become a successful reader，it is necessary for you to……

2) Students can comprehend the text by inputting activities : a.To understand the general idea and the writing style of the text. b.To read the text to find out the key sentence and the supporting facts of each para.. 3)Students can work out the structure of the passage after reading the whole passage.

教学难点：引领学生对文章的赏析，解读，培养学生逻辑性，批判性和创造性思维的思维品质，建立结构化知识，从而进一步提升：价值升华，精神激励，情感共鸣，品格塑造等。

四、教学设计思路

课堂教学以拼图式教学模式来组织教学。学生首先分为8个专家小组，抽签选择阅读的小语篇（即一个段落），通过阅读，合作完成A1Careful reading的任务，最后每组派代表来做presentation，其他组做好笔记。这个过程重在沉浸式语言习得为主，也使学生很好地将自主学习与合作探究有机地结合起来，使学生的课堂合作更加有效，课堂教学效率最大化，即学生的语言输入和输出最大化。在A2Further reading中，学生们回到自己的Home groups，经过A1的阅读的输入和输出后，讨论总结出本篇文章的篇章结构以及全文的主旨大意。并且解决Task3中的每个细节问题，培养了学生阅读的技能、发现问题和解决问题的能力，最后在A3Homework --Reflection and Improvement，是对于本节阅读课的延伸，希望学生们能解决了“英语阅读”的困惑，学以致用，改变以前不当的阅读习惯与思维，提高英语阅读技能。

五、教学过程

Step 1 Look back In pairs interview each other to find out your partner’s English study habits. Then make a graph to show the result. 【设计意图】：通过对搭档的调查，绘制饼状图，激发同学们对于平时的英语学习习惯的思

考，即对于英语学习中“听说读写”技能的练习是如何分配的。

Step 2 Prediction Please read the three pictures and the title and predicate what the author will tell us in the following passage.

【设计意图】：结合文本的标题和图片，对于文本的内容的读前预测，这是阅读教学的惯常性步骤，也呼应了文本中的“读前预测”的技能。

Step 3 Reading activities A1:Careful reading --Jigsaw reading Directions：Work in expert groups. Each group will receive one of the following tasks. Finish the task by reading the related paragraph in the text. After that, the representative(代表)of each group should take turns to have a report in class. Meanwhile, others should take notes. 【设计意图】:拼图式阅读——将文本切割成8个小语篇，分组进行文本的阅读，降低了长篇文本阅读的难度，使学生很好地将自主学习与合作探究有机地结合起来，学生的课堂合作更加有效，课堂教学效率最大化，即学生的语言输入和输出最大化。并且8个小语篇提出了8个小论点，每个小语篇都是一篇议论文的浓缩，在找出论点和论据的过程中，更好地帮助学生感知议论文的写作手法，培养文本结构化意识。更重要的是发展学生的元认知能力，即学生控制、掌握学习过程，适时调整学习策略的能力，并学会自主学习，挖掘“一个成功的阅读者的秘诀”，成为一个高效学习者。其中，学生代表在做presentation的时候，有老师提供的warm tips 的提示，这是基于学生的学习实情，降低presentation的难度，更好地练习运用表示劝告与建议的句型，这也是教师在课堂中反复运用的句型，达到语言输出的优质化。

Reading material 1 

Most people agree that the best way to improve your skills in any endeavour is to practise, practise and then practise some more. This applies equally to playing sports or becoming a good musician, painter or doctor. Of course, natural talent also plays a part in high achievement, but learning the correct techniques and then practising them will improve anyone's performance.

Task 1 First，the whole group read the paragraph loudly. Key sentence: Title: Supporting facts：

Reading material 2 

The same principle applies to competent readers. There are certain techniques you can learn and then it is up to you to practise, practise and practise. The texts you choose to practise with should not be too difficult or you will soon get frustrated and bored. One way to test whether a text is at the right level is to read the first page. If the percentage of new words is higher than 3%, you will not be able to read the text easily and so will probably not enjoy it.



Reading will also be more enjoyable if the subject interests you or you believe it is

useful. For example, suppose in biology you were studying how plants reproduce, then you could find an English text about this on the Internet. That way you would be practising reading in English as well as studying biology.

Task 2 First，the whole group read the paragraph loudly. Key sentence:

Title: Supporting facts：

Reading material 3 

If you wanted to become a champion high jumper but your jumping technique was all wrong, even if you practised for a long time, you would probably never become really good at it. It is the same with reading. Some methods of reading are more efficient than others, so it is a good idea to use the same techniques as good readers do. Some of the techniques of good readers are discussed below.

Task 3 First,the whole group read the paragraph loudly. Key sentence: Title: Supporting facts:

Reading material 4



It is much easier to understand a text if you already know something about the subject or the organization of the text before you start. This is why there are pre-reading activities before many of the reading texts in this book. Some pre-reading activities ask you to recall your knowledge about the subject, some teach you a few of the new words you will find in the text, some ask you to glance at the way the text is organized. When there are no pre-reading questions, a good reader asks himself or herself pre-reading questions such as:

●

What is the title of this text?

●

What do the sub-headings / pictures / diagrams / captions tell me about the text?

●

What is the text going to be about?

●

What do I already know about this topic?

Task 4 First,the whole group read the paragraph loudly. Key sentence: Title: Supporting facts:

Reading material 5

While reading, a good reader thinks about the content and asks questions or makes comments in his or her head. For example:

●

That's interesting / important!

●

I didn't know that! What does that mean?

●

I don't agree with that.

●

Yes, I read the same thing in another book.

●

I wonder what the author will say next.

Task 5 First,the whole group read the paragraph loudly. Title: Supporting facts:

Reading material 6

Think about the way you read different types of text in your own language. As Francis Bacon once said, “Some books are to be tasted, others to be swallowed, and some few to be chewed and digested.”

For some purposes you need to read every word of the text. For other tasks such as finding certain facts you can read much faster, slowing down to read more carefully only when you see a sentence that might be relevant to your task. You will read more efficiently if you keep in mind the purpose for your reading and then read in a way that will best help you to achieve this purpose.

Task 6 First,the whole group read the paragraph loudly. Key sentence: Title: Supporting facts:

Reading material 7



Read the sentences in the box below and then see how many of the questions beneath the sentences you can answer. At this stage, do not look up the unknown words or phrases.

Tom picked a tamarillo from the tree, cut it in half and scooped out the pulp. He tasted it, and found it was delicious.

1 Does Tom like tamarillos?

2 Do you have to cook tamarillos before you eat them?

3 What kind of food is a tamarillo?

As your purpose for reading these sentences was to answer the questions, you can achieve your purpose even though you probably don't know what “pulp”

or “tamarillo”

is. However, you can guess from the context that a tamarillo is _____________ and its pulp is _____________.

Task 7 First,the whole group read the paragraph loudly. Q1:Can you fill the blank to make the paragraph complete? However, you can guess from the context that a tamarillo is _____________ and its pulp is _____________.

Q2:The author wants us to believe his opinion by__________ A. explaining

B.analyzing some cases

C. making an example

D.asking some questions

Q3:What is the skill the author want to share with us?

Reading material 8



We can all improve our reading. All it requires is plenty of practice using the right techniques. One way to know what techniques to use is to study the techniques that good readers use and then adopt them in your own reading. Very soon you will have developed reading skills that will help you with all your reading.

Task 8 First,the whole group read the paragraph loudly. Key sentence: Title:

Q:Please make a formula(公式）to tell us how to become a successful reader: A successful reader=(with)______________+(plus)______________ 

Warm tips：

You can show your presentation in this way：



The key sentence of this paragraph is that……So we can get the title“……”.That is to say,to be a successful reader,we are supposed to……（If you want to become a successful reader,it is necessary for you to……）,because/just like/For example……（supporting facts）

Do you think so?Maybe we can try to apply it to our later reading practice.

A2:Further reading --Jigsaw reading Directions：Work in home groups. All the members of expert groups go back to their home groups.Discuss and finish the following tasks together. 【设计意图】:经过A1沉浸式语言的习得，学生能够读懂文本，也能建构出文本的“框架”，此时总结出文章的篇章结构和提炼出主旨大意，并且解决Task3的细节题，是对文本的深化，对于A1更深入的输出，更有助于学生建立结构化知识。其中，学生回到Home groups，进行互帮互助，互相学习和促进，调动了学生在阅读教学中的学习动机，激发了学生思考问题

和解决问题的能力，也对学生的社会交往能力和语言交际能力有积极的影响。

Task 1：

Scan the text again and which of the following best shows the structure of the passage?

Cp：Central point

P：Point

Sp：Sub—point（次要点）

C：Conclusion Task 2:Suppose the author of this reading passage was asked to make a poster advising students how to improve their reading skills.If he could only write three sentences on this poster,what do you think the three sentences would be? _____________________________________________________________________________________________________________________________________________________________________________________________________________________ Task 3: Complete the sentences in your own words. 1.If there are more than 3% new words on a page of text,__________________________ 2.Before you start reading a text in detail,______________________________________ 3.You will understand what you read better if ___________________________________ 4.While reading ,a good reader______________________________________________ 5.Learning and practicing efficient techniques will _______________________________ 6.The key to success in reading is frequent practice plus__________________________

A3:Homework --Reflection and Improvement Task :Look back the surveys we have done before class and reflect on your former reading habits.Please set down what you have been inspired or how you want to improve the reading practice after this class.

附件：Pre-reading activities 六、教学反思

本节课是高二英语的选修10的阅读课，基于学生的学习实情出发，以及文本的阅读难度，采用了拼图式教学模式，教学目标依托核心素养四个维度展开，从知识本位走向素质本位，知识线和思维方法线结合，建构起以学生为中心的生本课堂，教学环节环环相扣，能力与品质的培养并行，知识和素养潜移默化，培养学生的自主学习，成为一个终生的阅读者和学习者。具体表现为：依据文本资源，运用计算机互联网和电化教学手段，进行听说读写看综合训练，习得相关的知识，形成语义场和语块；拼图式阅读引导学生建立“结构化”知识，更重要的是发展学生的元认知能力，即学生控制、掌握学习过程，适时调整学习策略的能力，并学会自主学习，缓解了学生的阅读焦虑，调动了学生在阅读教学中的学习动机，激发了学生思考问题和解决问题的能力，也对学生的社会交往能力和语言交际能力有积极的影响，真正实现以学生为主的生本课堂；文本的解读和价值挖掘，提炼文章的价值观，促进情感教育逐渐升华，激励和启发学生成为一个高效的阅读者，一个终生的阅读者和学习者。

还需改进的是由于教学内容安排过密，未能对学有困难的小组以及组员给予充分的指导、提示与点拨，有些学生课堂参与度不高，这些问题在实际教学中还需要不断地磨合。总之，

教是为了不教，授之以鱼不如授之以渔，教学永远在路上。