高中英语阅读教学设计案例(1).doc

设计教师：深圳市龙华中学 张兆玉教学年级：高二课题名称：Unit3 Inventors and InventionsThe problem of the snakes教材版本：NSEFC BOOK8授课时间：40分钟（）Syllabuses Objectives It is required in the New Syllabuses that senior students should develop reading skills to read for information, to read for language knowledge and to read for pleasure. Senior Two students are supposed to achieve 8-graded objectives in the aspect of reading skills proposed in the New Syllabuses.（）Target materialWith the development of science and technology today, a variety of inventions and creations have come out from every aspect of our life. The thinking qualities and patterns of a person play an important role in his or her lifelong development. Thats why modern education needs to develop the learners creative thinking.The unit theme is about “Inventors and Inventions”, which covers “the difference between Invention and Discovery”, “the stages in producing an invention” and “the patent application criteria.The 3A (“Awareness-Autonomy-Authenticity) teaching principle is embodied in the teaching design. The teacher is to help the students express their own ideas and opinions about a creative smart thing, and describe an invention.() Academic levelSenior Two students, active in thinking and curious about everything, have already got lot of knowledge in science and technology from their science subjects. They are very familiar with the topic. They have the ability to communicate with each other about the target material, but they still have some difficulty expressing their own thoughts and describing an invention. Therefore, I can stimulate the Ss interest in this topic, and they will be motivated to accept the challenge to learn and use language to achieve these goals.The core task in this lesson is to read the passage “The Problem of the Snakes”. I ask the students to collect from the Internet some information about “inventions” before this lesson as a pre-lesson activity.（）Teaching objectivesLanguage-knowledge：1) To grasp the general idea and specific details of this text.2) To familiarize the Ss with the use of the past participle3) New words and expressions in the text.Language skills：Reading skills including the following and also follow on activities for speaking and writing about an invention.1) To develop the ability of reading for specific details.2) To grasp the logic links between paragraphs of the text.3) To learn to guess meanings in context. Learning Strategies：Cooperative learning by means of pair or group work. Affective objectives: Students are challenged to think creatively，to identify the difference between discovery and invention, and to experience the enjoyment in making an invention. Cultural awareness： To challenge the students to solve a real-life problem and share experiences with others in the process. To learn to be imaginative and creative.（）Teaching Strategies: Teaching approaches:1) The Communicative Approach: This lesson contains activities where learners communicate and where tasks are completed by means of interaction with other learners. There is extensive use of pair, group and mingling activities, with the emphasis on completing the task successfully through communication with others.2) The Task- based Approach: I offer the student opportunities to do somethingto acquire information and knowledge, to process information and to apply knowledge to solve an authentic problem. In this lesson I create a need to learn and use language. Students are assigned several tasks to complete in order to achieve a specific outcome. Learning Strategies:Language is acquired as learners actively engaged in attempting to communicate in the target language. All the activities I designed are intended to provide various personalities opportunities to do things actively and to motivate students to fulfill their potential to achieve the goals by using English in a communicative classroom. Thats what the Learning-by-doing principle requires.Teaching Aids: Students worksheet, a projector and a multimedia computer（）Teaching procedures:ACT.Contents and lesson stepsAimsLead-in1）Hand out each student a worksheet.2）Show pictures of TV set, PC, cell pone, DNA, etc on the Screen.3）Students in pairs discuss and identify the difference between discovery and invention. To introduce the unit topic.To focus the Ss interest on it.Pre-reading1. Let the Ss identify the stages that inventors follow to invent.2. 4 students in a group work out a suitable order, using their previous knowledge about science experiment.To predict what the text is mainly about and how an invention is produced. Fast-reading1. Allow the Ss to read the text quickly and grasp the main points.2. Check their prediction.3. The teacher gives instructions and shows the outline on the screen.Find a problem (Paragraph 1) Do research(Paragraph2)Think of a creative solution(Paragraph3)Test the solutions several times(Paragraphs.456)Apply for a patent(Praragraph7)General meaning.To make preparations for the next task-to read for details.To grasp the logic relations between paragraphs.Careful-reading1. Let Ss read for details about some questions about the text.2. Students work in groups of 4 and do Q-A multiple choices.3. The teacher gives instructions on how to guess meanings of new word and how to read for details. 4. Students help each other to deal with some difficult points.5. Be available to help as the Ss work through the multiple choices.To develop reading skills.To get a feedback.Problem-solving Show 3 real-life problems on the screen （Ex. 2 Page 22）；1Let 4 students in a group discuss their reactions about a problem.2. Then choose one to work on and design a device for the solution.3. Individually write an description.4. Swap their descriptions and encourage comments5. The teacher selects 2 different solutions to one problem and put them on the projector. Let the class judge according to the patent criteria which is better and give reasons.Extended task: To develop the students creative spirits and ability.To use what theyve learnt to solve problems in daily life. Home-work1) Explain complex sentences in simple English referring to a dictionary.2）Surf the website： and learn about those important inventions that have shaped our life.To consolidate what has been learnt.To extend their knowledge.（）Post-lesson ReflectionIn principle, I adapt communicative and task- based approaches in this lesson. All the activities that focus on one main target are organized in a task-cycle with an outcome- following the stages mentioned in the text to solve a real-world problem. The task cycle consists of a series of minor tasks, each of which serves one primary focus on enabling the learner to reach higher and higher levels of communicative performance. Consequently, students from different English levels can participate in the classroom activities all the way, and so they are challenged to achieve the main goal I set for them by means of different leaning strategies. Thats just what we teachers should take into consideration when we design our classroom teaching.1) The tasks set in a meaningful communicative classroom enable the students to process language which is being learned or recycled more naturally.2) The computer-assisted teaching aids contribute to improving the efficiency this lesson, by increasing the input of information.3) The post-reading task provides the students an opportunity to solve a problem in an authentic situation and use what they have learned to do something by communicating with others4) All the activities, arranged in the pattern: inputting informationprocessing informationoutputting information, are meant to strengthen the integrated skills.附学生课堂活动工作单：（Students worksheet）:Task oneStudents in a group work out two rules that help your classmates decide what a discovery is and what an invention is:A discovery is _.An invention is _.Look at the list and work out a suitable order that inventors usually follow to make an inventionTask Two Applying for a patent Finding a problem Doing researchTesting the solution Thinking of a creative solution Deciding on the invention1_ 2_3_ 4_5_ 6_Task Three Summarize the main ideas of each part in the outline of the text below:)Reading for general meaningParagraph 1Paragraph 2_Paragraph 3 _Paragraph 4,5,6 _Paragraph 7_)Reading for specific informationRead the passage carefully and choose the best answer:1) Whats the problem that the writer came across?A. Snakes come near her house now and then.B. Snakes seem to have made their home near her house.C. How to catch the snakes without harming them.D. Her mother felt upset.2) Why do you think the writer felt she had a chance to distinguish herself by inventing something to catch the snakes but not harm them?A. Because she is self-confident.B. Because she felt she would be able to find a creative solution to the problem for her mother.C. Because her mother would praise her if she solved the problem successfully.D. Because she would become an inventor if she solve the problem.3) Why did the writer not use powders to solve the problem?A. Because it was an old thought pattern to used powders.B. Because that would harm or even kill the snakes.C. Because that would damage something else near the house.D. Because she wanted to invent something new.4) Which are the three possible approaches that the writer thought of to catch the snakes except_.A. Removing their habitat.B. Attracting them into a trap using male or female perfume or foodC. Using the natural enemy of snakesD. Cooling the snakes5) Why did cooling the snakes make them less active?A. Because they are small reptilesB. Because they are cold-blooded and become sleepy when it is coldC. Because their body temperature changes with the heat around them D. Both B and C.6) In which order did the writer carry out the process of cooling the snakes?a. took the bowl from the ice-cream maker.b. Placed the frozen bowl over the snakes habitat.c. Prepared some ice-cubes to keep the bowl cool.d. Covered the bowl with a bucket and left everything overnighte. Frozen the bowl.A. a-e-c-b-d B. a-e-b-c-dC. e-c-b-d-a D. e-a-c-d-b7) How many attempts did she make to in order to make her solution efficient?A. 2 B. 3 C. 4 D. 58) Why do you think she failed for the first time?A. Because it was in the morning that it was not cool enough to make the snake well asleep.B. Because the snakes woke up in the morning.C. Because there was a hole in the wall.D. Because the snakes were crawling too fast for me to catch.9) What two factors (因素) that helped the writer solve the problem successfully?A. her creativity and intelligence.B. her knowledge about reptiles and efforts to improve the solution.C. the ice-cream maker and the small fishing net.D. her carefulness and the desire to distinguish herself.10) Getting a patent for your invention has the following advantages except that_.A. You are able to prove that you are the first to make the invention and protect your invention.B. You are recognized as a real inventor.C. You are able to get a qualification as a patent officer.D. You can make money if you sell your inventions to others.11) According to the last paragraph, which of the following inventions can get a patent?A. A computer program and a new plant varietyB. A game your teacher designed in your PE lessonC. A smart way you find to work out a certain math problemD. A environmentally friendly bus you designed12) According to the last paragraph, the criteria for a patent include the following items except_.A. Your product needs to be smart something that helps to make peoples life easier and better.B. The product you make needs to be really different from everybody elses.C. Your invention proves to be a copy from others productD. Your product has nothing in common with something else that already exists in the world.)Read for language knowledge1 Read the passage carefully and guess the meaning of some new words and expressions using the context clues. Then do the multiple choice below.13) The word “approach” in the second paragraph can be replaced by_.A. arrival B. method C. movement D. request14) The habitat to an animal or plant is what the _ to us humans.A. home B. house C. village D. farm15) The word “abruptly” in the sentence “They abruptly disappeared into a convenient hole in the wall.” means _.A. fast B. quickly C. suddenly and unexpectedly D. completely15) The word “overnight” in the fifth paragraph means the sam