Writing名师教学设计1

教案设计

课题名称：高中英语阅读文本解读

教

材：选修六模块三

授课班级：高2016级14班

授课教师：鞠友琴

授课时间：2018年5月7日星期一

Module 3 Roy’s Story 一、教学内容

本模块题材内容为人际关系、友谊。朋友在每个学生的人生中起着重要作用，每个学生都会有一些关于友谊的美好回忆和对好朋友的理解与认识。友谊贴近学生生活，能够引起学生的学习兴趣，令他们在快乐中获得知识。本课时主要是阅读，通过介绍Roy的故事，帮助学生形成正确积极的友谊观，并获得相关的语言技能。

二、学情分析

教学对象为高二学生。英语基础较好，语言表达能力较强，但同时逻辑性理解能力欠佳。鉴于本堂课需要对文本浅层和深层的解读，找出各信息点之间的关联，探究文本隐藏性信息的意义。授课教师设计由浅入深的教学活动，引导学生逐渐构架课文中Roy的故事脉络，以及与友谊前后变化的关系。

三、教学目标

（一）

知识与技能目标

引导学生通过快速阅读和细节阅读的方式，获取信息，整合信息，分析判断，最终形成积极的友谊观，同时并获得相关话题的词汇，短语和句型。

（二）

情感与价值目标

帮助学生知道如何形成正确积极的友谊观，并且懂得在今后的生活中如何处理朋友间的问题来维持友谊。

四、教学重难点

1.

引导学生掌握如何阅读一篇记叙文。

2.

教学设计如何引导学生发掘本文的多条叙事线。

3.

教学内容与友谊观的关系。

五、Teaching procedures Teaching procedures

Lead-in Teacher’s activities 1. Show two pictures of friendship and friends for life. 2. Ask students to describe their best friend using some words. 3. Ask students the question: if your best friend did something wrong, would you remain friends or Students’ activities 1. Find the topic

2. Describe their best friend using some words. 3. Think about the question. purpose 1. to lead in the topic of friendship 2. to lead students to talk about the qualities of their friends 3. to lead in the passage Roy’s Story

would your “friend ship” sink?

Text comprehension 1. Skimming: ask students to read the text quickly to get how the text is developed. 2. Scanning: guide students to read the text again by asking some questions: What was Roy like? How did Roy and Daniel become friends? What happened to Roy? How did Daniel react? In Daniel’s mind, who might steal the

￡500? 3. Retell how Roy changed. 1. Guide students to draw a mind map of the change of their friendship through group work. 2. Ask students to present their mind map. 1. Set a question: what should we do, if Roy were your friend？

2. Ask students to show their groups’

ideas 1. Read the text and find the way that the text is developed. 2. Read the text again and find out the correct answers to the questions. 3. Retell the change of Roy with the help of details they get. 1. to lead students to grasp the structure of the text through different reading strategies. 2. to enable students to consolidate the information they get.

Mind map 1. Work together in the group to draw the mind map. 2. Present their mind map. 1. to strengthen students’

ability to study in group. 2. to develop students’

ability to express themselves.

Discussion 1. Share their ideas in 1. to help students to the group develop a positive 2. Show their ideas to value of friendship. the class

summary 1. Show Marx’s words 1. Read the sentences 1. to help students to of how to keep true together to understand know how to keep friendship the meaning. true friendship 五、教学反思

通过这节课，教师起了比较好的引导启发作用，带领学生进行了浅层和深层文本解读。通过任务型阅读教学法，让学生带着问题和目的进行阅读。在教学PPT中准备了故事发展的彩色配图，让学生更能身临其境。学生也通过自己的自主学习和小组讨论完成了对文章文本的

解读。通过学习，学生的阅读技巧和阅读能力有所提升。尽管在陈述中表达还不够流畅，但大胆地变现了自己。

不足之处在于对文本的深层解读还不够充分，学生的阅读主动参与性还激发不够。教师活动多于学生活动，这些都有待于进一步提高。