M2 U1Reading 教学设计

1、Lesson Type： reading Date： Nov 19, 2014NSEFC Module 2 Unit 1： Cultural Relics- In Search of the Amber RoomTeaching DesignTopicModule 2 Unit 1： Cultural Relics- In Search of the Amber RoomAnalysis of the teaching materialsThe reading passage is a narration which describes the amazing history of the A

2、mber Room. 1. The text is organized in a typical form of a narration(time, characters and countries), so study of writing style and structure is necessary and important to help the students understand the whole passage 2. There are many details in the passage. So a table about the brief introduction

3、 of the Amber Room and matching the characters with the events are designed to help the students scan for the details purposefully.3. The passage, with its clear structure and vivid details, is a good material to train the students ability to retell the story in the form of a dialogue 4. The title a

4、nd some sentences indicate the writers opinion of the missing Amber Room. The students are expected and encouraged to voice their opinions of the writers attitude with evidence in the article, which leads them to express opinions with reasons in a logical way.Analysis of the studentsThe class is mad

5、e up of 41 students of ordinary English level , most of whom are passive to express themselves in English and are unwilling to participate in class activities in the form of group discussion and pair work . And also some of them have difficulties in expressing their ideas grammatically correct and l

6、ogically clear. When reading a passage, the students tend to focus on the details rather than the structure, which results in their incompetence of getting the main idea of the passage, the attitude and intention of the writer. The students also find it difficult to retell what has been read in a lo

7、gical and detailed way.Teaching aimsKnowledge objects：1. Lead the students to know about the history of the Amber Room by skimming , scanning and careful reading2. Lead the students to study the typical style and structure of a narration.3. Lead the students to learn to use some useful vocabulary an

8、d sentences orally in the given situations and consolidate them in writing.Ability objects：1. Help the students improve their abilities to skim for general information, scan for details and sum up the main idea of a reading passage.2. Help the students improve their ability to give opinions with rea

9、sons about what they read in a logical way.3. Help the students improve their ability to retell what they read with the help of some key vocabulary.4. Train the students critical thinking. by having a discussion about two open questions.Emotion and attitude objects：1. Encourage the students to work

10、as a member of a team.2. Arouse the students interest and realization in protecting the cultural relics.Teaching keys1. Train the students abilities to skim for general information and scan for details.2. Train the students ability to retell what they read with the help of some key vocabularies.Teac

11、hing difficulties1. Train the students ability to give opinions with reasons about what they read in a logical way.2. Train the students critical thinking.Teaching approach1. Task-based teaching 2. Communicative Approach 3. Co-operative Approach Teaching toolsWorksheets, blackboard and the multimedi

12、a teaching systemTeaching procedurePhaseTeacher activity The students activityPurposegameGuess the words according to the pictures Have a competition between the groupsLead the Ss to go over some of the key vocabulary in the readingLead-in Introduce the topic and show the learning targets to the Ss.

13、Predict what the text is about from the title and the first sentence of the passageLead the Ss to focus their attention on the title if a passage has one to get the main idea.While-readingAsk the Ss to skim the passage to finish 2 tasks1) .Match the main idea of each paragraph with the content.2) Ge

14、t the general idea of the passage.Help the Ss to focus on the structure of the passage to get the general idea .Ask the Ss to scan Para.1 to find the detailed information about the Amber Room according to the given tableScan Para.1 to underline the detailed information and then design the questions

15、to ask each other according to above tableTrain the Ss understanding of the detailed information and the ability to think in EnglishAsk the Ss to scan Para.2-5 to find out (characters , years and countries) in the passage and show them a sample dialogue.Scan Para 2-5 to find out the three clues, mat

16、ch the characters and the events and then retell this part in the form of a dialogueTrain the Ss to scan over a text quickly to locate specific information .and their ability to retell what they read with the help of some key vocabulary.Ask Ss to answer the questionsScan the passage to find out the

17、facts to support their ideaLead the Ss to use some reading strategies (guessing the meaning of the word; inference; voicing their opinions with reasons aboutwhat they read in a logical way.) to understand the passage deeplyRead through the passage again, then finish the following form.The amazing hi

18、story of the Amber RoomEvents (about the Amber Room)whenwhowherehowbe madecausegive/ giftprocessbecome wondersget lostrebuildresultcharacteristics of the passage1.Writing style(体裁）_2.Clue（线索）_3.Tense（时态）_Post readingAsk the Ss to have a discussion about the open questions Discuss the two open questi

19、ons in a group of 4.Train the students critical thinking.HomeworkTell the Ss to fill in the blanks of the summary of the passageConsolidate what they have learned about the text by writing down the key words of the summaryTrain the Ss ability to write down the key words and learn how to write a summ

20、ary.of what they readAsk the Ss to finish an introduction to Nansha Humen Fort Site withthe given Chinese and English vocabulary Make use of some English vocabulary to finish writing an introduction to Nansha Humen Fort Site.Train the Ss ability to imitate the writing style of the reading passage an

21、d to consolidate the important vocabulary in the passage.【设计说明】作为阅读课, 我们首先要解决的问题是 “读懂”, 为了实现这个目标，阅读策略的指引是必不可少的，但策略是手段，策略运用的最高境界是“无策略”。作为一个过程，积累是非常重要的。阅读策略的指引也应滲透在每一个阅读活动中。阅读技能有共性的东西，也有个性的时候，设计本教学内容时，我们考虑了标题和图的特点以及文体的变化，设计了阅读的一些微技能。为了培养学生的阅读兴趣,我们改变了传统的ABCD选择题的阅读检测形式,尽量利用开放性的问题,通过 “读前(pre-reading)”、”读

22、中(while-reading)”、”读后(post-reading)”的活动培养学生的阅读技巧和策略,并提高学生的综合语言运用能力。为了培养学生的英语自主学习能力，我们尽量通过“任务”的设计和不同活动方式，让学生真正“动”起来。设计任务时，我们充分考虑了学生的差异，让学生都能有机会表现自己，以享受学习成功带来的快乐。我们把学习的主动权还给学生，根据阅读课的特点，我们保证学生的阅读时间和思考的空间。利用PPT,显性呈现阅读课的特点和学习任务,保证课堂的容量和高效率。【教学反思】1.新课程标准明确指出: “学生是课堂学习的主体”,提倡以学生自主合作、探究为主要方式，把学习的主动权交给学生、通过同

23、学间和师生间的互动、互助、讨论交流、沟通等，提高个人的学习效果，达到团体学习目标的教学目的。为了实现这一理念，我们必须为学生创造一个气氛和谐的环境，让学生在课堂40分钟里，敢想，敢说，敢做，在师生共建的和谐氛围里，通过一系列的活动，让学生体验到探究的过程,体验到师生合作学习及生生合作学习的乐趣和有效性。2.作为阅读课,老师的主要任务是帮助学生读懂文章和熟练运用阅读技巧。学生的有效性表现在:1)They have a clear purpose in reading ;2)They read phrase by phrase, rather than word by word;3) They concentrate on the important information,skim the rest, and skip the insignificant parts;4)They use different speeds and strategies( skimming, scanning,