Reading(1)：The search for happinessppt配用优秀获奖教案

牛津高中英语M6U2Reading教学设计

郴州市汝城县一中

朱婷

Thoughts on the design:(课堂设计指导思想)

高中英语阅读课文具有题材广泛、体裁各样、语言知识丰富等特征，是各单元教学的核心部分，也是培养学生阅读能力的主要渠道。本节课旨在突破传统阅读教学模式中单纯的把课文作为向学生传授语法及语言知识的载体的教学方式, 而是通过不同阅读活动阶段，采用不同阅读理解模式(自上而下的模式采用交互作用模式)以求不同阅读教学目标的实现,提高学生的阅读速度、阅读理解能力和语言水平. 同时, 兼顾“知、情、意”: 知——阅读策略的学习及运用以及课文中所蕴含的文化知识的输入；情——师生间的情感互动、学生的情感融入与兴趣的激发，以及情感体验的过程；意——人文精神和人生意义的体悟与提升。

Teaching aims: (教学目标) 1．Make sure that student understand the text; 2．Help the students develop the ability of reading interview; 3．Make sure that students grasp the main idea of the text by retelling the text; 4．Enable the students to talk about the topic of happiness. Teaching procedures: （教学步骤）

Step 1

Lead-in 1. Watch the video about an interview of Sang Lan and ask the three question:

⑴

“

Who is she?”

⑵

Do you think she is an example of happiness? ⑶

What’s the form of this talk? Answer: ⑴

Sang Lan.

⑵

Yes.

⑶

Interview 【设计说明】

通过播放采访桑兰的录象让学生在了解桑兰的事迹中清楚访谈节目这种形式并引入本文主题——寻找幸福。

Step 2 Reading

strategy: reading an interview Fill in the following form: ⑴

People (at least 2) :________

& _______ ⑵

Steps in reading an interview:____________________

Answer: ⑴

interviewee& interviewer ⑵①

Read the topic interviewer introduces in para. 1

②

Who is interviewed

③

Read each question carefully ④

Read interviewee’s response, including background information of the topic. 【设计说明】通过对阅读策略的讲解，使学生掌握采访题材的要点，很好的为学

1

生接下来的自主阅读指明方向。

Step 3 Fast-reading 1．Read the passage quickly and answer the question: ⑴.What’s the topic of the TV interview? ⑵.What is the name of the psychologist?

⑶.What are the questions? Answer: ⑴.Happiness. ⑵.Mr. Brain. ⑶.Can you tell us a little bit about Sang Lan and who she is ?

How old was she when the accident happened?

How has she adapted to her new life？

2．Search for the details:

Sang Lan’s experience 1981 ______________ 1987 ______________ 1991 ______________ 1998 ______________ 2008 ______________ Answer: 1981. she was born 1987.began learning gymnastics. 1991.start winning competitions 1998.an accident during Goodwill games 2008.maybe she will play table tennis in the special Olympics for disabled people. 【设计说明】快速阅读中采用自上而下模式，侧重培养快速阅读理解能力。“自上而下的模式”是哥德曼（Goodman）1971年提出的阅读理论模式。这一理论反对把阅读看成是对一系列词句的知觉，认为阅读者不必使用全部文本中的提示，他们在文章中挑选和选择足够的信息来作出预测，用他们自己的经验和有关客观世界的知识去验证他们的预测。按这个模式，阅读者在阅读过程中不是逐字、逐句地去理解，而是结合自己的预测，在文章中找出有关的信息，来验证自己的预测。该模式有利有弊，弊在对学生语言基础知识的掌握不利，容易造成学生语言基本功不扎实。然而，由于强调整体篇章理解，在阅读时采取跳跃式搜索、猜测等方法，所以有利于培养学生快速阅读理解能力。

在本课中，学生通过阅读策略的学习已掌握采访题材中的重要要素，可采取略读法、跳读法快速找出第一题的答案，真实感受采访题材的形式。第二题主要培养学生利用查读法按时间线索快速找出答案，了解桑兰的生活事迹，为进一步理解文章做准备。这部分主要强调“知”——阅读策略的学习及运用以及课文中所蕴含的文化知识的输入。

Step 4

Careful-reading 1. Read the passage carefully and finish the Ex.C1

True or False

⑴. The topic of the TV interview was the story of Sang Lan.

⑵. Dr Brain studies happiness.

⑶. Sang Lan became a gymnast when she was eleven years old.

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⑷. Sang Lan was injured in China in1998, while practicing for the Goodwill Games.

⑸. Before her accident, Sang Lan’s best event was the vault.

⑹. Sang Lan broke her legs and will never walk again. ⑺. Leonardo DiCaprio visited Sang Lan in the hospital. ⑻. Sang Lan believes doing no work keeps her happy. Answer: 1 F

2 T

3 F

4 F

5 T

6 F

7 T

8 F

2. Ask the students to describe Sang Lan's personality.

brave

considerate

courageous

Personality of Sang

Lan

determined

hard-working optimistic

【设计说明】精读中采用交互作用模式，侧重培养阅读理解综合能力. 语言心理学的图式理论认为，阅读过程是读者通过视觉器官接受以文字符号形式输入的外部代码，再结合大脑中的内部代码（即图式）进行编解码认知加工，从而理解并提取信息的过程。根据鲁姆哈特（D·Rumelhart）1977年提出的交互作用模式，这个过程实际上也即是读者大脑中自下而上与自上而下认知加工交互作用的过程。阅读的关键在于理解，尤其是深层理解。交互作用模式对提高学生的英语阅读综合能力能起关键的作用。

在本课中采用全文阅读，逐段阅读，合段阅读等阅读方式对文章进行深层次理解,并通过判断对错题对阅读效果进行检测.在对桑兰性格概括中, 采用了学生发言、教师总结和师生一起讨论归纳等双边活动形式中很好的体现了“情”——师生间的情感互动、学生的情感融入与兴趣的激发，以及情感体验的过程。

Step 5 Post-reading

1．Listen to the tape and find out the long and difficult sentence.

Eg. Everyone (who saw her),

from nurses to famous visitors like Leonardo from the film

主语

定语从句

介词短语

介词短语

Titanic ,

(who went to see her in the hospital to cheer her up) , all said

(she

was

非限制性定语从句

谓语

宾语从句

in good spirits). 2．Retell the passage acording the following

three times

3

Before going to hospital ·

being successful in her sport when she was young ·

being described as energetic, happy and hard-working ·

working towards something special ·

trying to make her parents proud

While staying in hospital ·being in good spirits ·thinking about what she could do to get better ·being proud of the things she had accomplished ·feeling happy to be alive, and lucky to have the rest of her life to learn new things After leaving hospital ·studying journalism at Beijing University ·hosting a sports show about the 2008 Beijing Olympics ·looking forward to playing table tennis in the special Olympics for disabled people in 2008 ·thinking about positive things and staying optimistic ·believing that keeping busy helps her stay positive. 3．Discussion. What is happiness? Life is a gift, life is happiness, each minute might have been an age of happiness. ----Tostoevsky.

【设计说明】采用自下而上模式，侧重培养知识综合运用能力. 自下而上模式是指阅读者在阅读过程中从最小的单位——字母和单词（从底或下层）识别开始，逐步弄懂（在顶或上层）较大的语言单位——短语、分句、句子和语篇的意义。按照这个模式去理解阅读过程，教师在教授阅读课时主要任务就是帮助学生解决语言上的障碍，即弄清词、短语和句子的意义。

在本课中通过长难句分析深化知识，采用复述课文对所学知识进行运用，展开话题讨论贯穿“意”——对人文精神和人生意义的体悟与提升。

实践证明，把阅读课教学活动分成三个阶段，不同阅读活动阶段采用不同阅读理论模式以实现阅读课教学的最终目的这是非常必要的，也是非常恰当的。它不仅使学生的综合能力得到了训练，也充分体现了素质教育的基本要求。

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