Warming up、Pre-reading、Reading、Comprehending优秀教案内容

Unit1 Breaking records 阅读教学设计

教学内容分析

本课是是本单元第二课——“阅读课”，于是本单元的重点。文章的主题是“路永在前方”其内容介绍了世界吉尼斯的保持者阿西里塔福尔曼，他不是职业运动员，但其运动成就让许多运动员望尘莫及，本课通过阿里西塔福尔曼的成长经历以及获得这些成就的精神动力激励学生认识自我的潜力找到精神动力的源泉，实现梦想。

教学重点难点

（1）重点：1．了解记叙文的文体特点并以此指导阅读；训练skimming, scanning, careful reading等阅读微技能；3．对文章深层次的理解及细节的欣赏，认识及分析主人公的人物特征及人物性格。 （2）难点： 1阅读技能的训练；2．对记叙文的鉴赏能力及人物评价。

教学目标

①在阅读中体会并初步掌握生词、词组

句型

的用法 ②通过三读法让学生掌握速读、跳读、精读的要领

③了解吉尼斯纪录的相关知识、以及勇于挑战并打破纪录的杰出人物应具备的品质

教学方法：

问答法(question and answer) 讨论法discussion

辩论法（debate）

task-based method(任务教学法) 教学手段：①Multi-media computer; OHP(overhead projector); tape recorder; PowerPoint 学法指导

阅读是一种积极主动地吸收、思考、理解、接受信息和反馈信息的过程，也是一种复杂的智力活动。培养学生的阅读理解能力可分三个层次：表层理解、深层理解和评价性理解。表层理解是培养学生对文章表面信息的把握；深层理解是引导学生通过联想、推理、归纳等思维活动对文章主题或某一章节进行进一步的理解；而评价性理解建立在从整体角度对课文深层

理解的基础上，旨在引导学生联系社会实际或自身生活，对某一相关话题进行讨论，使学生进行发散性、创造性思维。通过一学期的阅读教学，学生已初步建立了阅读的基本技能—Skimming(略读)和Scanning(查读)，教师引导学生结合语境，采用推测、查阅或询问等方法进行学习。

Leading-in (discussion)

To show Ss pictures about some famous athletes to let them know something in common about these people--the key of success.

Some words may be used in this activity ：

Sports champion athlete winning breaking records challenge exciting confidence physical ability speed strength

Something in common： concentration confidence good physical abilities speed strength flexibility athletic skills strong will interest hard training

目的及依据：本环节通过看图讨论激发学生的学习兴趣激活已有的背景知识，使学生能运用已有的知识和经验思考本单元的中心话题。能起到温故而知新的作用。

Pre-reading

Task one ：to show students some pictures which occur in the text,

First，lets them to know the name of the activity and the way to do it,

Second, let the students experience one or more of this, such as somersaulting doing jumping jacks,

Third, thinking and discussing

① Would you consider each activity to be serious sports?

② Which activity would you like to try? Would you need to be fit to do any of them?

③ Do you think you could do any of them for any length of time?

（Indication：Different activity requires different physical fitness psychological personification such as coordination strength balance? concentration strong will devotion）

(读前部分设计依据及目的：本部分根据学生的认知规律而设计，首先让学生借助图片了解运动的名称及运动方式，其次，让学生体验其中一项或几项活动，体验后让学生思考问题

这种方式有浅入深由感性认识到理性思考了解文章当中提到的运动项目降低阅读难度，为下一步阅读理解做好充分的准备)

While reading

Task two Listening (scanning)(close your book 此处把快速阅读与听力整合在一起正大课堂容量加快课堂节奏) （提高学生的听力水平培养快速获取所需信息的能力）

Listen to the tape, after listening tick the topics that the author does not co ver

①physical skills needed for events ② number of records broken ③ his family life ④ kind of records broken ⑤ why he became a sportsman ⑥ countries he likes best⑦ place and date of birth (目的及依据，新课程理念要求让学生对语篇整体学习，为此首先让学生快速把握文章结构要点让学生从整体明白文)

Task three ：Skim the text and fill in the form

Explain some new words and sentences in the text （解决阅读障碍）

Task four ：Careful reading first look through the questions

①Where do you think Ashrita lives?

②How do you know

③Has he broken records in all seven continents?

④When did he first come across the Guiness book of the world records

⑤ What are some of his physical difficulties?

Post reading

Task five ： Discussion on Ashrita’s motivation

1）Why did Ashrita challenge the Guinness world records instead of taking part i n the Olympic games?

2）Why does he keep on trying to challenge different Guinness records?

3）Why didn’t he take part in a conventional sports instead of un conventional and funny one?

Task six： Discussion on Ashrita’s belief.

Work in group four or five each group may be for it or against it, choose one, and discuss with your group, (divide the class into two parts for-part and against part, then have a class report)

Summary and

homework

1）Write an article about the imagination about the outlook of Ashrita

2）Work in group to find more information about Ashria through internet as well as books about after class each group should try brief paper about Ahsrita.