Warming up、Pre-reading、Reading、Comprehending教案设计

高中英语教学设计

Module10 Unit5

Enjoying Novels

the rise of English authoresses in the 19th century (Reading) Zhijiang N0.1 Senior High School

Yuan Cuifen

一、Analysis of the teaching material 本单元的中心话题是“英国文学”和“小说欣赏”。Reading部分主要介绍了简·奥斯汀、勃朗特三姐妹、乔治·艾略特等为代表的19世纪英国女性作家的创作时代背景和文学成就。文章结构紧凑，脉络清晰，是典型的三段式。

按照《国家英语课程标准》要求，现行的英语课堂教学模式是以学生为主体的课堂，鼓励学生以参与的方式掌握，应用英语语言知识的能力。阅读教学强调理解信息，培养思维，提升策略，关注体验。英语阅读核心素养，就是运用合适的阅读策略解读文本、发展思维，提升语言水平。核心素养涉及内容、思维、语言和策略四个方面。而学生的阅读素养可以界定为：学生通过体验阅读过程，理解、运用、反思阅读材料的素养。

本阅读材料为精读课文，学生能根据语境猜测词义，能找出主题句，能准确地把握文章细节，能应用不同的阅读技巧完成不同的阅读任务。

本课强化阅读过程，引导学生体验文本内涵，文本承载的意义如何被解读。对教学文本进行多元解读的不单是教学方法与策略、还有开阔并培养学生的文化视野、言语感悟力和审美情趣。教什么(学什么)，怎么教(怎么学)和为什么这样教学(最终学生能做到什么)是笔者一辈子都在追求的目标。

二、Analysis of the students

在高一、高二两年英语学习的基础上，高三学生已经掌握了一定的阅读技能，思维上有较强的独立性，通过老师的引导和提示，一般能够从文字资料中获取主要信息和基本内容，能根据阅读目的运用适当的阅读策略完成阅读任务。

但一些学生根据上下文猜测词义，分析信息和处理信息的能力还欠缺，尤其是归纳总结能力。然而他们学习比较认真，好胜心强，渴望在班集体里得到他人的认可，在乎别人对他们的评价。他们求知欲旺盛，思维比较活跃；其中部分学生的基础较好，能主动配合老师，愿意开口讲、动笔能力强。他们有着高中生独立、爱表现自我的特点。因此，只有设置使他们感兴趣的活动，因材施教，才能让他们投入到课堂活动中来。

三、Analysis of teaching objectives

1) Knowledge objectives:

By the end of the class, students are able to have a general idea of English authoresses in the 19th century; clearly understand their efforts; acquire some key words and structures with the teacher’s help. Also, students are able to have a clear mind of their representative works,the themes and the reasons for success.

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2) Ability objectives:

Students are able to know the skill of connecting their background knowledge with reading materials and read for specific information. Students at high levels are able to easily appreciate different novels mentioned in this passage; students at a poor level are able to distinguish different authoresses and their representative works.

3) Emotional objectives:

To stimulate students’ interest in novels through vivid pictures and thought-provoking activities, to develop students’ awareness of pair work and group work, to help students become independent and critical thinkers and to foster students’ love and passion for life by appreciating novels.

4) Focal points:

To help students comprehend the reading material in an easy and logical way. To improve students’ ability as well as skills in reading comprehension.

5) Difficult points:

How to engage each student in different activities. How to help students

think critically and independently.

四、Teaching methods

Task-based Language Teaching,

Multimedia-aided Language Teaching,

Communicative Language Teaching and Questioning Strategy.

五、Learning strategies

Making predictions, Skimming, Scanning,

Critical thinking.

六、Teaching procedures

StepⅠ Leading in Brainstorm: say something about the students’ favorite novels 设计意图：

从学生熟悉的话题入手，学生更愿意主动参与，激发学生的学习兴趣，为后面更好的理解课文作铺垫。

StepⅡ

Reading 1. Analyze the title

▏Tip 1 : Focus on the title

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the rise of English authoresses in the 19th century

设计意图：

培养学生通过标题获取信息并预测阅读内容的能力，也激发学生进一步阅读以验证预测。

2. Skimming for the gist

▏ Tip 2 : Focus on the structure Part 1

The literary themes and achievements of the 5 authoresses.

(Para. ___)

Part 2

The important role the 5 authoresses played in English (Para._____)

literature compared to Dickens.

Part 3

The times and the society where the 5 famous (Para.____)

authoresses lived. 设计意图：

培养学生运用略读技巧skimming速读课文，在限定的时间内完成阅读任务，构建文章的整体框架，培养概括主旨的能力。

本篇课文是说明文，结构层次清晰，设计的任务是让学生连线，归纳大意，了解其框架结构，同时总结文章的体裁及写作特点，引导学生理解作者想要表达的主要观点，理解作者如何证明自己的观点及作者如何得出结论。

3. Scanning for details

▏

Tip 3 : Focus on the key words Author/ Authoress

设计意图：

Representative

Theme in the novel works

Reason for success 高中英语阅读课的核心是：在阅读和交流中关注文本内容，在交互活动中关注学习策略，在评判思维中提升语言水平。

Scanning培养学生快速寻找有效信息的能力；培养学生根据信息进行判断的能力；同时培养学生把握文章细节的能力。

围绕“女作家之崛起”这一中心，按“最邻近发展区”的概念建立框架，本环节设计了表格:作家—代表作—作品主题—获得成功的原因。

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Part 1 1. What was the consensus in society in 19th century? 2. ________ authoresses are mentioned in para.1;

they are_____________________________________

Part2

①At this time the only respectable career for a woman was to marry, so the

dilemma of her heroines' was also to marry but for love.

a happy marriage / an unhappy marriage

②The three Bronte sisters adopting this practice...

what does “this practice” mean?

Why do they adopt this practice?

③Her novels examined the morally ambiguous concessions people make in their lives in order to succeed.

④Why is Charles Dickens mentioned in the last paragraph? A.Because many females writers imitated his writing style. B.Because the text intends to emphasize the authoresses’ contributions to the

19th century literature by comparison. C.Because he produced more works than any of the authoresses. D.Because his style is similar to that of the authoresses. 设计意图：

深度阅读是为了达成深度理解而层层深入的阅读，本环节的第二个任务是在完成第一个任务的基础上，通过不同形式的设问将学生引入深度阅读，开启学生的思维；其中设题形式包括part1:事实细节题；part2:推理判断题和猜测词义题，信息能并在文中找到依据。

4. Further reading Ⅰ. Critical thinking Why did so many authoresses write about marriage and love according to the

text? 设计意图：

让学生理解并整合观点和信息。本环节设计的问题是为什么这么多的女作家都写到

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了婚姻和爱情，让学生进一步理解这些女作家们如何通过作品写“心中所想”，写“心中所愿”。

Ⅱ. Appreciate sentences

▏Tip 4 : Apply what we've learnt

These women having produced works of the highest quality, any survey of

the 19th century English literature must include them.

The three Bronte sisters adopting this practice, Mary Ann Evans did the same

and wrote under the name of George Eliot.

设计意图：

学生通过对特定文本的理解与拓展，体验语言，建立起语言形式(词汇、句法、篇章结构等)与文本所承载的意义(信息、作者观点与态度、作者的感受等)的联系。

本环节设计的任务是引导学生体验本文两次出现的独立主格结构，提高学生语言运用的丰富性。看图模仿造句，学以致用。

StepⅢ

Creation

▏Tip 5 : Inspiration from the text

Which of the novels mentioned in this passage would you like to read ? Give your reasons.

设计意图：

阅读起点不仅仅是语言感知，同样重要的是话题知识；阅读过程不仅仅是信息处理，同样重要的是体验感受；阅读终点不仅仅是语言运用，同样重要的是思维能力。

本课从小说导入，分析小说作家为过程，结尾处学生结合课文内容并根据自己对这几部小说的了解，谈谈课后会读哪部小说。

学生用本课学的introduction---body---conclusion展开自己想表达的主要观点，同时运用举例的方法证明自己的观点。

StepⅣ

Assessment

Self-assessment

①I have learned the reading strategies:

_______________________________________________________ ②Did I take an active part in the class activities?

_______________________________________________________

③Did I communicate and cooperate with others actively?

_______________________________________________________

④Did I gain confidence in myself and applaud myself?

_______________________________________________________

⑤What shall I do to improve myself after class?

_______________________________________________________

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Group assessment

group leader_________

date___________ names

设计意图：

对学习效果的评价包括个人自评和小组互评。评价让学生看到自己前进的足迹，进而享受成功的喜悦，增强学习的信心和力量；同时也让学生发现自己的不足，明确努力的方向。让学生养成终身学习的意识。

participation

more English or more pronunciation Chinese

fluency rates

Rates: Excellent

Ok

So-so

Bad StepⅤ

Homework

▏Tip 6 : Use what we've learnt Supposing your friend Li Hua were interested in the works written by

English authoresses in the 19th century, recommend one classical novel to

him and give your reasons.

Dear Li Hua,

It's my great pleasure to recommend________ to you.

...

XXX 设计意图：

运用本节课所学知识，结合高考题型，训练学生写一封推荐信。

Yours,

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