Warming up、Pre-reading、Reading、Comprehending优秀教案范文

Unit1 Warming up, Pre-reading, Reading教案（

新人教版选修9）

一、教学设计理念

1、运用任务型语言教学模式，训练培养学生对语言的综合运用，实现目标，感受成功，教学进度整体把握，教学形式不拘一格。

2、课堂以学生为主体，以任务为主线，重视体验参与，教师起到“设计者、研究者、促进者、协调者”的作用。

3、在教学中，突出交际性，进行情感和策略调整，以形成积极的学习态度，促进语言实际运用能力的提高。

4、正视个体差异，倡导过程激励，以多层次、多角度、多主体的结果与过程并重的评价方式激励进步。

二、学情分析

一方面，高三学生对周围的事物有自己的观点和看法，他们不满足于教科书上的知识，想获得更多的信息。在英语学习上，他们希望能学到知识性和趣味性兼有的内容，从英语学习中获得更多的知识和能力。另一方面学生对体育比较感兴趣，对吉尼斯纪录有一定的了解因此，应结合学生的实际情况，因材施教，激发学生兴趣，让学生主动学习，学有所获。

三、教学内容分析

(一)知识背景及新课程、新教材

本单元以世界纪录为中心话题，只要内容涉及以阿里西塔福尔曼为代表的几个世界吉尼斯纪录的保持者及其运动经历，重点讨论了创造吉尼斯纪录所必备的身体素质心理素质创新意思

以及挑战自我的决心和毅力语言和技能都是围绕这一中心展开的。

本课是是本单元第一课，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。

（二）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。

四、三维教学目标

（一）知识技能

通过本课的学习使学生能够提高阅读能力及对话题人物做出评价

（二）情感态度

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，认识到普通人通过不懈努力也可以创造、打破世界纪录

（三）学习策略（能力目标）

1.认知策略：

通过三读法让学生掌握速读、跳读、精读的要领

2.调控策略：

通过阅读让学生了解到阅读过程中与很多阅读障碍，要调整心态和注意力，通过读懂细节，推断隐含内容，要掌握大意。获取所需信息。

3.交际策略：

通过谈论体育项目、埃西里塔福尔曼等真实交际活动提高用英语交际的能力。

（四）文化意识：

了解吉尼斯的相关知识，加深对吉尼斯纪录的了解

五、教法分析

教学方法

：问答法(question and answer) 讨论法discussion 辩论法（debate）taks-based method(任务教学法) 教具教学手段：Multi-media computer 六、

具体教学步骤（Teaching procedures）

Leading-in (discussion)

Show Ss pictures about some sports events in Beijing Olympics; some ordinary people who break or set world records, to let them know something in common about these people: concentration, confidence, good physical abilities, speed, strength. Pre-reading

Task one

Show Ss some pictures which occur in Pre-reading. First, lets them to know the name of the activity and the way to do it. Second, let the Ss experience one or more of this, such as somersaulting doing jumping jacks. Third, think and discuss.

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?

Now class we will read a story about a man called Ashrita Furman who has broken Guinness records. While reading

Task two: Reading comprehensionⅠ

Quickly glance through the text. Tick the topics that the author does not cover

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 ⑧ his occupation ⑨ his education ⑩ his first Guinness record

Task three: Reading comprehensionⅡ

Careful reading first look through the questions

①Where do you think Ashrita lives? ②How old do you think he is?

③Has he broken records in all seven continents? ④When did he first come across the Guinness book of the world records？

⑤ What are some of his physical difficulties? A

walking with a bottle of milk on his head

B

standing on top of a Swiss ball

C

somersaulting

D

doing gymnastically correct lunges

⑥

Which one of Sri Chinmoy’s beliefs led Ashrita to attempting records?

⑦

Why was it amazing that Ashrita came third in the bicycle marathon in 1978? ⑧

Why did Ashirta believe he could accomplish anything after the bicycle marathon? ⑨

What happens in an event that prevents Ashrita from giving up? ⑩

Do you think that the events that Ashrita participates in are childish?

Why or shy not? Task four: Reading comprehension Ⅲ

Fill in the blanks. Task Five: Discussion Here are some of Ashrita’s beliefs. In groups, discuss whether you agree with them or not.

1. There is no limit to people’s physical abilities.

2. The body is just an instrument of the spirit.

3. You can use your spirit to accomplish anything. 4. There is only one perfect road. It is ahead of you, always ahead of you.

Get into groups of four and choose two sports. Find out what skills are needed for each activity. Share your ideas with the other groups in your class. Finally decide which activity you would prefer to train for and give a reason. Summary and homework

Task six: Self-assessment Task seven ①Surf on the Internet and find more about Ashrita. ②According to your imagination, use the words given on the screen to make a passage(within 50-100 words). 七、教学时间分配

导入部分用5 分钟;

读前部分用10分钟;

读中部分用25分钟;

两分钟总结本课内容, 3分钟课堂自测和布置作业。

八、课堂板书设计

将黑板划为左右两块，左边板书教学步骤，右边板书生词和短语。

九、教学反思

以任务型为教学原则，本案例的每一个任务都是围绕学习者“学”的角度设计的。通过小组活动，培养合作探究能力。学生的每一个活动都具有明确的目的指向和具体的操作要求,实现了英语在真实情境中的应用。本课以学生为主体、任务型教学主线，合作教学为原则，以多媒体为教学手段，突出交际性，重视读写的实用性，重视学习策略的培养、重视个体差异和结果与过程并重的评价方式。通过合作、探究，运用“三读法”让学生由表及里、由浅入深的进行表层理解、深层理解、评价性理解，培养学生阅读能力的同时，培养学生的听说写的能力。经过授课达到了预期的授课效果。