Reading(1)：The search for happiness教学评价实录

Teaching plan

for Module6 Unit2

Reading The Search For Happiness（1）

湘潭县四中罗金海

1. Teaching goals 1）knowledge and ability goals：

1. Enable the students to talk about the story about Sang Lan. 2. Enable students to read with questions and answer some questions aiming at the main idea and detailed information by skimming and scanning the passage. 3. Finish a variety of exercises which helps students further understand the text and improve students’ ability to gain and deal with information.

4. At the same time，learn and grasp reading strategy— reading an interview.

2）emotional attitude and value：

1. In reading the passage，students will meet with an interview from a TV programme related to happiness to sublimate their understanding of happiness.

2. Lay emphasis on developing students’ ability to work together and inquiry learning ability. Through group work, encourage students to take part in discussion. Build a working-together class so that students can care for each other 、

help each other forward and form an active outlook on life and values. 2.Teaching important and difficult points

Important points：

1) Develop students’ ability to gain、

deal with and pass information.

2) Learn and discuss Sang Lan’s moving story,

describe one’s comprehension to happiness in one’s own words

3) Learn how to read an interview. Difficult points：

1）How to arouse the enthusiasm of learning English and make them take an active part in discussion and interview；

2）How to sublimate the discussed topic and make students set up correct outlook on life and values. 3. Teaching aids

a multimedia.

Teaching procedures

Step1: Lead-in 1.

Listen to a song“If you are happy” to create a happy atmosphere.

Then have a free talk: What is happiness to you? First the teacher shares his/her happiness, then get some students to share their happiness.

Guess:

Maybe studying hard and making progress every day is the greatest happiness to you.

1

设计意图：用自己和儿女、家人的生活照等家庭照片谈自己的happiness，然后让学生谈自己的happiness，师生共同分享快乐，引发学生兴趣，拉近师生距离。

2.

Ask students: In difficult situations, can you still enjoy happiness? How can you search for happiness? 3. Show students some pictures of Sang Lan and tell them Sang Lan is such an example who can still search for happiness in difficult situations.

Play a short play and make students know about Sang Lan.

设计意图：以提问的方式提出一个学生有点困难回答的问题，从而引出本节课要阅读的对象，然后用英文段视频向学生展示Sang Lan寻找happiness的过程，让学生有一种敬佩的情绪去积极参与课堂活动，进一步了解SangLan，实现本节课的一个教学目标。

Step 2 Reading strategy

Tell students we will read an interview from a TV programme related to Sang Lan. Ask: What is an interview and how to read an interview? Students look through reading strategy and get the following information: First Find out

1)___________ Scan ____________ 2)_____________(who and what he/she does) Then Read ____________ Finally, Read ____________ 设计意图：本课的阅读策略是了解访谈类文章的结构。通过阅读，指导学生运用阅读策略“如何阅读访谈类文章”，并将这种策略运用到实践中去，以便能更好地理解文章，从而培养和提高阅读能力。

Step 3 Put reading strategy into practice Task 1 : Scan the first Part ( L1-10) and get the following information.

the topic

the interviewee who: ______________ what he/she does: _____________________ 设计意图：将阅读策略的第一步付诸实施。让学生快速阅读文章第一部分，找到topic 和interviewee的信息。

Task2: Read each question

Students find the following questions: 1. (L20-21) Can you tell us a little bit about Sang Lan and who she is? 2. (L38) That must have been difficult for her. She must have been very sad. 3. (L51) How old was she when this happened? 4. (L53) How has Sang Lan adapted to her new life? Discuss the second question ( L38) and explain it, the real question may be: 2

Why is her story so special? 设计意图：实施阅读策略的第二步。让学生跳读文章，找到host所提的四个问题，从而了解整个interview的大概内容。尤其是第二个问题，它不是以提问的方式提出来的，所以引导学生阅读下一行，找到真正的问题。

Task3: Read the answer .

Students read the passage carefully and find the answer to each question. They can discuss how to answer these questions in complete sentences in groups. Q1.

(L20-21) Can you tell us a little bit about Sang Lan and who she is? Before the accident In 1981 was born

In 1987 ______________ In 1991 ______________ In 1998 broke __________ and would never _________ again Q2.

(L38)

Why is her story special?

While injured and in hospital Situation Sang Lan’s response Nurses and famous people being ______________ Her teammates being __________________ The doctors being able to _____________ In a word,

not crying about what she had lost and not feeling __________ but thinking about ____________________________________

and feeling ______________ and _____________

Q3. (L51) How old was she when this happened?

Q4. (L53)

How has Sang Lan adapted to her new life?

After leaving hospital In 2007 ___________________________ with a degree in broadcasting In 2008 ______________________________ about the 2008 Bejing Olympics Now ______________________________ for disabled people

Get some students to give their answers in complete sentences according to the given clues. 设计意图：实施阅读策略的第三步，仔细阅读interview，找到每一个问题的相关信息。然后小组讨论如何用自己的语言用完整的句子进行回答，培养学生阅读文章的能力，小组合作的能力以及语言表达的能力。

Task4: Further understanding

Discuss : What is happiness to Sang Lan? 3

her happiness Before her accident

After her accident

设计意图：由老师的happiness和学生的happiness引发学生思考Sang Lan的happiness，快速回顾前文，整体认识SangLan，找到她在事故发生之前和之后的happiness。

Task5: Your opinion about SangLan

Get students to think over: 1.

In your opinion, what kind of person is Sang Lan? Sang Lan is a/an ________________ person. Get students to use some adjectives to describe Sang Lan. 2.

When your life feels unbearable, what will you do?

Collect their opinions. 设计意图：文章阅读之后，学生对SangLan有比较清晰的认识。此时让学生谈谈对SangLan的评价，从而让学生掌握如何用形容词来描绘一个人的个性。同时，不是每个人的人生都是一帆风顺的，在这个世界上，很多人都遭遇过挫折、失败、困境，但他们还是理解了幸福，找到了幸福，笑对人生。幸福是一种感觉，是一种积极乐观的态度，更是帮助他人，为人类作出贡献。让学生接受情感教育，在思想上得到升华，向Sang Lan学习，学习她乐观的生活态度，对本文主题的延伸起推动作用。

Step4 Make an interview 1.

Show students a film poster about Invisible Wings and some pictures; 2.

Students enjoy a video to know about Lei Qingyao. 3.

Show students how to make an interview; 4.

Students make an interview in groups. 5.

Every two students represent their groups to report their interview. Students can begin their interview like this: Interviewer: Sister Qing Yao, nice to meet you! Are you happy? Interviewee: Yes, very happy. Interviewer: I have seen the filmInvisible Wings. It’s moving. I hear you starred it. When did you star it? Interviewee: In 2007. Interviewer:

Interviewee:

Interviewer:

Interviewee: 4

Interviewer:

Interviewee:

Interviewer:

Interviewee:

Interviewer: Thank you, Sister Qingyao. Your courage is admirable. From now on, I must learn from you. Whenever my life feels unbearable, I will think about how you rebuilt your life. 设计意图：在认识SangLan的基础上，用雷庆瑶的图片和短片引出另一位有代表性的励志偶像，并设想雷庆瑶来校接受采访的一个场面，让学生充满激情，投入到小组讨论的环节，积极思考要采访的种种问题，憧憬着雷庆瑶给他们的完美回答，激情演绎与雷庆瑶的采访。既培养学生合作的能力、语言表达的能了以及表演的能力，同时让学生在思想上得到更进一步升华，更坚定了他们在未来生活中面对困难不畏难、勇于攀登的勇气和决心。

Step 5 Present some tips to students on how to search for happiness: 1. Set

goals and reach them 2. Smile more and make friends with people around you 3. Be ready to help others 4. Have a young heart 5. Take exercise to keep healthy 6. Enjoy

the family 7. Breathe some fresh air 8. Be in Harmony with all living beings 9. Have a good sense of humor 10. Maintain high confidence 11. Remember money is not everything 12.……

设计意图：赠送给学生追求快乐的小贴士，希望学生对快乐的认识更加清晰，在今后的人生风雨中能快乐的生活。

Homework:

Write down their interview.

Preview language points.

5

教学评价

做“实”高中英语阅读教学

应该说，阅读教学在英语教学中已经有着比较成熟的教学模式，要做到更大的突破有比较大的难度。这一节课重在“实”这一块突破。

1.

联系现“实”生活。本堂课以分享my happiness引入，向学生展示自己的融洽的同事、积极向上的学生、其乐融融的朋友、尤其是自己幸福的家庭生活照片，迅速拉近师生距离，高效投入下一阶段的教学活动当中。

2.

阅读策略落到“实”处。教学设计中，引入阅读策略后，坚持以阅读策略为主线，以时间为辅线，引导学生学以致用，真正掌握并能熟练运用Reading an interview这一阅读策略。

3.

“实实”在在让学生投入到阅读活动中。在运用阅读策略让学生找出4个问题之后，学生开始找问题的答案。在此，给学生足足留有10分钟以上的时间，让学生充分阅读，找到需要的信息进行整合，满足习题答案的要求。同时，学生还有充足的时间讨论，如何用自己的语言用完整的句子来回答这几个问题。

4.

回归现“实”生活当中来。教学设计中，有两处体现了这点。第一，桑兰故事学完后，有这样一道题：When your life feels unbearable, what will you do? 学生必须要展开想象并联系生活实际，思考人生。另一处就是interview环节，学生通过小组讨论如何采访雷庆瑶的过程中，无形中就在讨论着如何在大难面前不低头，直面人生，挑战人生。

新的高考要求学生要有掌握篇章结构的能力，可以适当设计相关的题目。同时，阅读题型设计以填空为主，略显单调。

6