Learning about Language含PPT的教学设计及点评

教材分析

1、教学内容

本课教材是以Olympic Games有关的9个问题导入，让学生用已有的知识和经验回答问题，激发学生学习兴趣。然后过渡到古希腊的一位作家来到现代采访一位中国女孩的一篇采访对话式的阅读文章。旨在通过本课教学使学生知道奥运会的起源，宗旨以及比赛项目等相关知识，让学生了解古代奥运会和现代奥运会的异同。

2、教材处理

根据《新课程标准》编写的人教版教材具有话题广泛、活动设计灵活、语言信息量大的特点。因此，教师要灵活且创造性使用教材。笔者在教授本单元之前，让学生在课外先收集古代和现代奥运会的相关信息，以便教师在呈现问题时，学生能轻松答题。接着笔者针对课文呈现出具体问题，以达到对课文的深层次理解。然后，对古代和现代奥运会的特点进行比较归纳，以便更深刻地理解课文。最后升华主题：讨论假设你为古希腊作家Pausanias或者这位中国女孩，你们相遇时，关于举行完毕的2012伦敦奥运会，你俩会谈论什么内容呢？总之，让学生在阅读和讨论的基础上用英语总结他们的观点，使之更紧扣学生所学知识，以便培养学生整合信息和表达观点的能力。

三、

学情分析

1．学生个性和英语水平差异大，教学设计要有梯度，由浅入深，注意层次性。教师要抓住学生的心理，

激发学生的学习兴趣，让他们在学习中学会参与，在参与中学会学习。

2．根据学生的心理特征，采用视、听、说的教学方法，从感性认识入手，逐渐上升到理性认识，培养学生运用英语进行表达的能力。

四、教学目标

知识与技能：通过课前收集奥运会信息，培养学生收集、分析、整合信息的能力；

能力与方法：通过阅读短文，了解古代和现代奥运会的异同，提高学生阅读能力和语言表达能力；

情感态度与价值观：渗透爱国主义教育，增强主人翁意识。

五、教学重点和难点

①掌握重点词汇和短语：honest, medal, gymnasium, stadium, admit, replace, prize, take place, a set of, interview, take part in ,compete for/with, be admitted to ②培养学生的阅读策略：skimming, scanning, careful reading以及快速获取信息的能力。

六、教学设计

1、总体思路

本节阅读课共分3大步骤（阅读之前，阅读之中，阅读之后），又细分为9个具体的教学活动（谈论影像；词汇学习；小组讨论；听录音看课文；读课文作判断；读课文答问题；读课文并填空；专题讨论；作业）这些教学活动均围绕课文主题“古代奥运与现代奥运”展开，各个具体活动环环紧扣，训练的侧重点各不相同，但训练综合程度逐步加大，逐渐实现从语言的输入转化到语言成果的输出，提高学生综合运用语言的能力。

2、教学过程

Step Ⅰ：Pre-reading Activities

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Activity One: Talk about the last Olympic Games

Show the students the video of the opening ceremony of the 30th Olympic Games held in London in 2012 and ask them to talk about this great event. 设计说明：

（1）观看影像谈论2012年伦敦奥运，引入课文主题；体现出了“巧引”二字。

（2）通过谈论伦敦奥运，让学生熟悉奥运词汇，从而为课文学习做好铺垫。

Activity Two Words Study Match the words with their definitions: （

）1. ancient A. to accept and agree （

）2. competitor B. a round flat piece of metal given to the winners

（

）3. admit C. a building for sports （

）4. medal D. a special hall or room that has equipment for physical exercise

（

）5. host E. a very long time

（

）6. stadium F. instead of another person or thing （

）7. prize G. someone who takes part in a competition

（

）8. replace H. something that is given to someone who is successful or bravery

（

）9. gymnasium I. someone who is good at or often play sports

（

）10. athlete J. to provide the place and everything that is needed 设计说明: 该步骤使学生复习巩固所学的重点词汇，同时为接下来的阅读扫清障碍

Activity Three: Group Discussion Teacher divides the students into several groups of 4-6 students each to discuss all the questions in Warming Up and Pre-reading. Each student gives the answers that he or she knows. One of the students in each group writes down the answers. At last the teacher asks one group to report their results and other groups ready to supplement. 设计说明:

（1）课前，让学生事先收集相关的奥运知识，培养学生收集，分析，整合信息的能力。

（2）通过小组讨论，分工、合作、培养学生自己分析问题，解决问题和语言表达能力。教师简明扼要地对教学要求及目的适当进行讲解，体现出了“精讲”二字。

StepⅡ: While-reading Activities

Activity Four: Play the recorder

设计说明: 通过播放录音，让学生跟着录音进入课文，要求学生注重模仿正确语音语调，以达到初步了解文章的目的。

Activity Five: Read the text quickly and answer the following questions“T”or “F”

1. Athletes from all over the world are admitted as competitors every two years. 2. The Winter Olympics are usually held two years after the Summer Olympics.

3. The Winter Olympics include these events: running races, horse riding, skiing

and ice-skating. 4. Many competitors joined in the Olympic in ancient Greek including slaves and

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women.

5. It is a great honor to host the Olympics as to win an Olympic medal. 设计说明：

通过快速阅读课文，培养学生skimming 略读策略

Activity Six: Read the text carefully and answer the following questions. Q1: How often do the Olympics take place? Q2: Where is the 2008 Olympics to be held?

Q3: What is the spirits of the Olympics Games? Q4: Why do the people take part in the Olympics Games? Q5: How many sports are there in the modern Olympic Games? 设计说明: 通过仔细阅读课文，培养学生scanning细读阅读策略

Activity Seven: Read the text more carefully and fill in the blanks with proper words and phrases.

Ancient and modern Olympics

The same

The difference

Events in the Winter Olympics

Events in the Summer Olympics

When are the Summer Olympics held ?

Who can take part in the Olympics ?

Who can not take part in the Olympics ?

Prizes

Beliefs

设计说明：

通过阅读之中的4个教学活动，培养学生略读，精读等阅读策略，培养学生对课文表层理解→深层理解→比较异同→归纳总结，以致学生对课文进行了全面理解。学生小组活动，对古代奥运会和现代奥运会的异同进行对比区分讨论，体现出来“恰议”二字。

Step Ⅲ

Post-reading Activity

Activity Eight : Topic Discuss

2012 London Olympics have been held . If you were Pausanias or the Chinese girl, what would you talk with your partner ?

设计说明：

（1）该教学步骤培养学生想像思维，表达能力，以达到由语言输入至语言输出的过程。培养了学生对于知识的灵活运用的能力，即“活用”二字。

（2）同时进行德育渗透，培养学生主人翁意识，增强民族自豪感。

Activity Nine: Homework

Read the whole text again and fill in the blanks and then retell it.

The Olympic Games are the biggest sports meeting in the world. There are two kinds of Olympic Games. One is the Summer Olympic Games, and the other is the Winter Olympic Games. Both of them are held every four years. All countries can take part if their athletes reach the standard to be admitted to the games.

Women are not only allowed to join in but playing a very important role. A special village is built for the competitors to live in , a stadium for competitions , a

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gymnasium as well as seats for those who watch the games . It’s a great honor to host the Olympic Games . The olive wreath has been replaced by the medals . But it’s still about being able to run faster , jump higher and throw further .

设计说明:

（1）该步骤通过填写重点单词和短语，旨在复习与巩固本课所学重点知识。

（2）复述有利于培养学生综合语言运用能力。

七、课后反思

《新课程标准》指出：在高中英语教学中，培养学生综合语言运用的能力关键是培养学生的阅读能力。通过“巧引”引入主题，然后在大量阅读实践活动中培养学生阅读能力。培养学生阅读技能不仅要充分挖掘快速阅读能力的潜力，而且要提高精读的速度和精确性。只有熟练掌握英语阅读技能的学生才能高效率地阅读。这就需要教师的“精讲”，通过这样的教学，不但可以激发学生的阅读兴趣，满足学生的学习成就感，而且可以培养学生发现问题，解决问题，用英语思维进行思考，交际的能力，从而学生能够形成自己的想法，无论对错，进行“恰议”作为教师，我们在教学中应该挖掘教材潜力，选择合适的教学方法，充分调动学生的积极性，使得师生达到最终的目标“活用”。以上就是我们经常强调的达成生成的自我评价-优评。

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