基于单元整体设计视角的一节阅读课教学

1、    基于单元整体设计视角的一节阅读课教学    高敏摘   要英语教学注重单元整体设计视角下的教学观，阅读课教学要立足整个单元，在整体观下进行局部的课时设计。文章以“go for it！”教材八年级上册 unit 3 的reading教学为例，清晰地呈现单元整体设计视角下的教学设计思路和教学流程，探讨教师在阅读课教学中如何把握重点、化解难点，帮助学生提高分析问题和解决问题的能力。关键词教学设计;单元整体设计;阅读课教学    g633.41          &

2、#160; a            1674-6058（2021）10-0041-02一、教学设计思路（一）教材分析“go for it ！”教材八年级上册unit 3 的话题是谈论人的个性特征（personal traits），包括谈论人物的外貌（appearance）、性格特征（personality）。教学目标是让学生能运用一些短语句型（. than .;as . as）谈论人的个性特征，并能使用比较级进行简单的人物特征比较。学习策略是要学会关注比较级的特征，通过归类的方法学习和掌握比较级的构成。在文化知识方面，注重渗透中外青

3、少年对待友谊的态度和方法。本课时处于单元教学核心地位，仍然以交友话题为线索，展开好友标准的讨论和朋友之间的对比，既包括阅读文本中三个青少年对好友的讨论，也包括学生个体把自己和好友与文本中的人物进行对比。学生基于前期学习，对核心句型有了一定的认知。本课教学重点要从词汇、短语、句型，过渡到语篇阅读和书面表达能力训练。（二）学生分析八年级上册教材的编排，和七年级对比，难度直线上升。这个阶段恰好是学生的英语学习分化期。本课词汇量大、文本难度大，所以在教学设计中，我通过文本解析，帮助学生构建整体阅读观、科学理解文本。二、教学过程（一）导入环节我说：so many teachers here， but t

4、ake it easy. they are all my friends. they are as friendly as me.（以“朋友”导入，运用as . as结构。）today well keep on talking about friends. 我请课代表起立，说：yaqing is my little friend. she is helpful. as you know， she often helps me with your homework. she has good grades in english. though she is much younger than m

5、e， i love my excellent friend. 我过去温柔地拥抱她，课堂气氛变得轻松了。然后要引出重点逻辑关系词but。 我呈现一张照片，说：look at the picture. i have another best friend. she is the same age as me. she is a good listener. do we look similar？ 学生有的说yes，也有的说no。我说：ha！in some ways we are the same. we both like laughing. look， there are big smiles

6、on our faces. she is talented in music. i love songs， too. in some ways we are different. shes more outgoing than me， but i get up much earlier than her. why？学生们笑了，我继续说： im your teacher. we have to read english in the morning. 我追问：do you have a best friend？ what do you like about him or her？幻灯片呈现目标句

7、型：my best friend is . she is a good listener. she is talented in music. . is more outgoing than me， but i get up earlier than .學生们依据范例描述朋友，温故知新。（二）阅读过程（设置三读）一读快速高效。我说：most of you have best friends， so do the three teenagers. read the passage quickly，and write down the names of their friends.二读关注核心。我

8、说：should friends be the same or different？ read and match.然后分析第三段主题句中if的用法： as we all know，“if”has two kinds of meanings. if it rains tomorrow， ill stay at home.“if”here means “如果”. does “if” have the same meaning as “如果” in this sentence “i dont care if friends are the same or different.”？ ha！no， h

9、ere it means “是否”.这样就为后边解读as long as 作好了铺垫。三读分析细节。根据语段，我画出mind map框架图，采用三种方式分析段落：第一段，作者认为friends should be the same。 设置问题如下：what is jeff green like？ （板书答案：1.quieter;2. more serious; 3. shy）what is yuan li like？ （板书答案：quiet， too）推断出：they are both quiet. 我问：what does jeff green like？（学生轻松找出“he likes r

10、eading books.”。） so， what do they both like doing？ they both enjoy studying. 学生清晰理解了be like 和like，难点破解。第二段的topic sentence 是“its not necessary to be the same. ”。我设置挖空句型，让学生找不同。首先按人物分析：larry is taller; larry is more outgoing; larry plays tennis better; larry is much less hard-working. / huang lei is g

11、etting better grades at tennis; huang lei always gets better grades. 接着重点带学生理解“bring out the best in me”的 用法。我说：as we know， larry plays tennis better. but do you know why huang lei is getting better at tennis？ it is autumn now， its getting cooler and cooler. “is getting” means it changes gradually.

12、who helps him？ 学生迅速get 到是由于有larry的帮助。我再问： larry is much less hard-working. larry gets worse grades than huang lei. can you guess what huang lei is going to do？ 学生发现了“maybe i should help him more”。我说： huang lei wants to help larry. so they can bring out the best in each other. they can learn things f

13、rom each other. thats why huang lei thinks friends should be different. 把短语放进语境中理解，更容易领悟其含义。第三段的教学采用追问式：mary doesnt care if friends are the same or not. what does she really care？ （answer：true friend.）what is a true friend？（answer：a true friend reaches for your hand and touches your heart.）is carol

14、a true friend or not？ what is carol like？（answer：kind and funny.）我总结：maybe she is the funniest of the people mary knows. 比较级形式最高级含义的句型，通过同义转换破解。我连环式追问：what happened to mary last year？ what did carol do？ do you think carol is a true friend or not？ why？ 对于“a true friend” 的理解，轻松完成。我总结：up to now， we hav

15、e understood their ideas about friends. each of them has their special opinion. thats wonderful.（三）任务型阅读环节do you still have any problems？ if you say no， please help me solve some of them.我精选有代表性的五道题，每一道题都涉及独特的解题思路，限定思考和讨论的时间后，进行解析。1.jeff green thinks a good friend is like       

16、     .我巡视发现很多学生掉进陷阱，中考这类题型失分率最高。要教会学生遇到这样的题不失手，需要点睛之问。我問：what does jeff think a good friend is like？一个学生回答：books. 我反问：are you sure？ how do you know that？ 他读：i think friends are like books. 我没有下论断，问其他学生：do you agree with him？ if you do， put up your hand.有学生举手，我再问：who has different idea

17、s？ 有学生回答：a mirror. 太有趣，预设的两个错误答案都有了。我说：read again and tell me who thinks a good friend is like a mirror？ 学生们才反应过来：oh， jeffs mother， not jeff himself. 我说：so， a mirror isnt suitable here.我强调：jeff thinks good friends are like books， but my question is “what does jeff think a good friend is like”， its n

18、ot good friends are like .到此，学生明白：oh， its “a book”. 我及时小结：so， while you are reading， you should read carefully enough.2.why does jeff like reading books and study harder in class？答案被找到：because he is quieter and more serious than most kids.我说：yes， but how do you know that？ read again and tell me what

19、 the key words are. 學生回答起来有点卡，但也勉强得出：thats why he likes .我强调：so while youre reading， pay attention to these kinds of key words. its important for the answer.3.翻译：you dont need a lot of friends as long as they are good.我说：“as long as” is the difficult point in this sentence. do you know the meaning？ “as long as” has a meaning weve learned before. for example， this river is as long as that one. it means “和一样长”. does it have the same meaning in this sentence？ does it have a different meaning？ 学生答：只要。我强调：so while youre reading，