Reading(1)：The search for happiness教案公开课一等奖

Reading

The search for happiness (Period One) 湖南省株洲市第一中学

易春玲

Ⅰ. Analysis of the students’ learning condition （学情分析）

高二学生虽然经历了高一英语学习的适应期，学会了一些英语语言知识，掌握了一定的学习方法，但1302班是文科班，学生基础较差，学习习惯不好，阅读能力较弱，知识面狭窄等。在平常的教学过程中，我虽然对学生进行了一些阅读策略的指导，但是阅读技能的提高仍是一个长期的过程。

Ⅱ. Analysis of the teaching material（教材分析）

本课通过The search for happiness这篇文章的阅读，懂得如何阅读interview，在掌握一定技巧后，学会理解文章大意以及文章的基本框架。让学生在学习过程中弄懂文中的重难点。通过小组合作的模式，让学生通过自主学习的方式去探求新知识。模块六的文章篇幅比较长，长句难句较多，学生阅读起来有困难，所以在设计教学过程中，我尽量设计一些容易且概括性较强的题目，同时尽可能多使用一些教学手段，来提高阅读的趣味性，让学生乐于阅读，享受阅读.

Ⅲ. Teaching objectives（教学目标）

By the end of the class, the students will be able to 1. know how to read an interview; 2. understand the passage well; 3. know how to face life in a positive way. Ⅳ. Important points and difficult points （重难点）

1. to read a long text with interest. 2. to get the main points as quickly as possible. 3. to have a discussion about the happiness talked about in the text. Ⅴ. Teaching aids （教具）

Multi-media, video,timer,Stu’s Quiz box, textbook, blackboard Ⅵ. Teaching methods （教学方法）

Task-based teaching approach

Ⅶ. Teaching procedures （教学过程）

Before class Make sure you know the following words and phrases, including their meanings and pronunciations. surround _____________

a physical disability _________ catastrophe _________ gymnastics ___________

Goodwill Games __________

equipment _________ gymnastic mat __________

appreciation ___________

specialist __________ Accomplish ____________ disabled people __________

unbearable __________

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In class Step 1 Lead-in

1. What is happiness to you?

Enjoy a short film from Tudou dubbed by the students.

【设计说明】本单元的主题就是幸福，我利用会声会影软件将土豆视频配上英文发音和字幕，制作出了一部小电影，作为CCTV记者凌晨的采访。在观看完小电影之后，记者将继续采访老师和几位学生：幸福是什么？从而引出引入课文的阅读。

Step II Reading Strategy How to read an interview An interview takes place when one person asks another person questions on a______. The __________usually introduces the topic first. When reading an interview, it is important to scan the first __________to find out the topic. Take note of who is being interviewed and what he/she does. Try to think about the kind of ________on the topic the interviewee might have. Then carefully read each question and try to fully understand it before reading the answer. Often the interviewer will ask the interviewee to review the __________of the topic.

【设计说明】学生通过学习此环节，可以更清楚地了解interview的基本阅读策略。此处使用浪劲听力生成器，把一大段阅读文章转换成听力材料，能让学生更好地抓住关键词，掌握interview的阅读技巧。

Step III Fast-reading Activity One: Read the text quickly and try to answer these questions. 1. What’s the topic of the TV interview? 2. How did Sang Lan’s teammates describe her before the accident?

【设计说明】学生通过快速阅读，理解文章大意、了解基本框架，感受“幸福”的真正涵义。

Step IV Careful-reading I. Read the sentences below and decide whether they are true(T) or false(F) according to the TV interview. 1.Dr. Brain studies happiness. (

) 2. SangLan became a gymnast when she was eleven years old.(

) 3. Before her accident,SangLan's best event was the vault.(

) 4. SangLan was injured in China in 1998,while practising for the Goodwill Games.(

) 5. Sang Lan broke her legs and will never walk again.(

) 6. Leonardo DiCaprio visited SangLan in the hospital.(

)

【设计说明】此处设计限时细读练习，目的在于训练学生通过把握题干关键词，到文章中查找细节信息的能力，以及通读全文后判断文章主旨的能力。

II. Read the text and fill in the numbered blanks by using the information from the text with NO MORE THAN 3 WORDS for each answer.

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The search

for 1._______

Understanding of happiness ◆To some happiness is being surrounded by 2.____________

◆To some

happiness means 3. ___________in something ◆To those who are injured or 4.________ happiness means a day without suffering or being alive. ◆5. _________

Sang Lan

◆Profession a gymnast before injured ◆Personal Catastrophe

She hit her head and broke 6.___________

◆

7. _____________ to life after the catastrophe She felt thankful to be alive and lucky to have the rest of life to learn new things. ◆ 8.___________

To advocate better treatment for disabled people.

◆ Opinion

9._________ helps her stay positive.

We should think about how the disabled people

rebuilt their life whenever our life feels unbearable. Example of finding happiness Idea of the Idea of the host host 10.________

10.________ Different people have different understanding of happiness. 【设计说明】学生通过表格填空练习，再一次从整体上把握文章主要内容。另外，让学生通过课文在课堂上练习高考题型也是对课本的合理开发与运用。

Step V

Review the text

Complete the passage by filling in the blanks with proper words or phrases ( NO MORE THAN 3 WORDS

).

When Sang Lan got to the Goodwill Games held in New York, she felt very happy. She was a devoted athlete, who had spent many years practicing her sport. Her best event was the 1._________. She hoped to win this event at the games. However, during a practice vault, a coach changed the way the equipment was 2.___________, but Sang Lan was not 3.___________the change until it was too late. She hit her head, fell to the ground and 4.____________. Her mistake could 5.____________ her her future happiness. She 6.___________ a top hospital, and doctors said she would never walk again.

While in hospital, Sang had many visitors, 7.___________

Leonardo DiCarprio, from the film Titanic. Sang won the sympathy and admiration of people across the world with her good attitude and beautiful smile.

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Sang returned to China, and 8._____________ Peking University. She also 9.____________ a sports programme about the 2008 Beijing Olympics. Sang Lan works hard at everything she does. She enjoys learning new things and has a good 10.___________ towards life. With her positive thinking, she is a role model for young people nationwide.

【设计说明】此环节的设计目的就是让学生通过自己对课文的挖掘，深层次的去获取更多的信息。另一目的是通过平时的练习加强对高考题型的了解以及应考技巧。

After class Step VI Homework 1. Finish off all the exercises Pages 20-21. 2. Write a short passage about happiness and e-mail it to my class blog

http://blog.sina.com.cn/1310 english.

.

Ⅷ. Reflection（教学反思）

教学成功之处是采用了一些现代化的教学技术将一堂阅读课进行了加工。

引入部分利用一个电影片段吸引了学生的注意力，课中大胆地把课文内容进行加工处理，制作成一个小电影，让学生在放松的同时抓住文章的关键词，在娱乐中学习，达到了让学生乐于阅读和享受阅读的目的。

不足之处是对于阅读课文的处理没有很多新意，阅读练习形式不是很丰富，读后作业有待探讨。

Ⅸ. Analysis(课例评析) 课堂设置基本合理，完成了教学任务，基本达到课前设计目标，上课能注重学生阅读技能的培养。但是在每个环节的衔接还有待加强，在讨论这一环节上还应调动更多学生的积极性，注意课堂用语的多样性。

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