科学解读阅读文本,促进学生有效阅读

1、科学解读阅读文本，促进学生有效阅读学校：青浦区颜安中学执教教师：孙安美一主题思考:阅读是一种技能。但学生往往不能有效地阅读，因为他们缺乏阅读方法，或方法不够科学。这一节课将引导学生探索如何有效阅读。二. 教学内容的选择和处理： 教学内容：牛津英语9A Chapter 5 Fishing with birds教材处理：由于教学内容的取材是一篇篇幅较长的文章，因此本节课在教学内容的处理上，将阅读文本分解成不同形式的练习材料，化繁为简（“little by little”）以避免学生对英语阅读理解的畏难心理。并不断变换任务类型与策略方法，逐步激发学生的阅读兴趣。教学重点：1 帮助学生掌握科学的英语阅

2、读方法进行有效阅读2 帮助学生思路清晰地描述（描绘）人、物及事件；训练学生的英语逻辑思维能力。教学难点：不同层次学生在有限时间内将习得语言知识内化输出并自如运用。三. 教学目标与方法知识目标：1 通过解读文本，了解描写传统技能的结构框架（描写人、描绘物等）。2 帮助学生根据音标划分音节拼读、拼写单词，习得并运用相关词汇。能力目标：1. 引导学生探索科学方法进行有效阅读。2. 训练学生的听说能力和英语逻辑思维能力。情感目标：1. 对学生进行民族精神教育，引导学生关注并传播中国传统文化。2. 强调学好英语的重要性。教学方法：1. 思维训练与英语语言训练同步；内容结构、背景知识与语言符号同步。2.

3、任务驱动，有效地调动学生参与课堂教学的积极性。四. 教学设计的基本思路：本节课注重从语言知识的听说训练入手，设计不同形式的任务。以英语语言的基本要素音标为突破口，培养按单词音节拼写单词、科学记忆单词的习惯。通过科学解读文本改进学生的阅读品质，培养学生有效阅读的能力。并逐步培养学生运用英语语言的能力以及逻辑思维能力。任务一：（背景图示。主题导入：直观导入式）播放鸬鹚捕鱼的录像片段引出本节课的课题：Fishing with birds。同时渗透背景文化知识。任务二：（结构图示。整体把握: 段落处理式）整体感知阅读文本，了解文章结构。通过浏览性略读快速总结出文章四部分的段落大意，引导学生探索有效的阅

4、读方法。任务三：（内容图示。细节理解: 图表式）将文本解读成四个主题鲜明的图表，引导学生进行有效阅读。Sub-task 1: Describing a person：Wang DaminWhile-task proceduresSub-task 2: Depicting animals: CormorantsSub-task 3: Fishing with cormorantsSub-task4: Considering the challenge of cormorant fishingJobAgeHeightBuild Health ConditionSub-task 1: Describ

5、ing a person：Wang DaminSub-task 2: Depicting animals: Cormorantscormorantssize/length 1._ 2. about _ longcolour _be good at(skills) 1._ 2._ under wateruse of large feet They are used to _ the cormorants_ through the water.distance they dive down _ metrestime to stay under water up to _First, reaches

6、 , stops.Next, is tied , not swallow .Then, pushes , jumps bangs .After that, swim down catch , bring back to .Finally, are removed thrown into .Sub-task 3: Fishing with cormorantsSub-task4: Considering the challenge of cormorant fishingIn the past,At present,In the future,Cormorant fishing (is prob

7、ably more than a thousand years old, so it) was _.Few young people _ this type of work in the modern world.Perhaps _ in the world.任务四：(两纲教育。运用拓展: 答记者问式)将学生分成两队：联合国教科文组织（UNESCO）代表队和王小民队。设置情境：UNESCO来到桂林考察中国非物质文化遗产，专访王大民了解有关用鸬鹚捕鱼的技术。然而王大民不会讲英语，幸好前不久他教了孙子王小民这门技术。于是王小民（学生）向UNESCO讲述爷爷、鸬鹚以及爷爷用鸬鹚捕鱼的过程。通过两队问

8、答互动对本节课所学进行输出反馈，同时进行民族精神教育并强调学好英语的重要性。Teaching Plan Date: October 21, 2009Teacher: SamTopic Fishing with birdsTeaching objectivesLanguage objectives1. To help the students understand the structure of describing a traditional skill, through reading the text.2. To know about cormorant fishing.Ability

9、objectives1. To guide the students to explore scientific methods for effective reading.2. To improve the students ability of listening and speaking and the ability to think logically in English. (Divergent convergent and creative thinking.)Emotional objectives1. To guide the students to care about a

10、nd develop Chinese traditional cultures.2. To guide the students realize the importance of learning English.Teaching aidsMultimedia教学过程与设计说明:StepsTeachers activitiesStudents activitiesPurposesPre-task preparation1. Show the students a short video about fishing with cormorants, and ask the following

11、questions.(1) What did you see in the video?(2) What do we call the birds in the video?(3) Have you ever seen such kind of fishing method before?Enjoy the video and think about the questions:S1: FishermanS2: RaftS3: Birds (cormorants)Spell the new word “traditional” as well as read it.直观导入文章主题，激发学生的

12、学习兴趣，渗透用鸬鹚捕鱼的背景文化知识。While-task procedure1. Ask the students to look at the picture and the title, let them guess what this passage is about.2. Ask the students to skim each paragraph in a limited time, and get a general idea of each one.3. Ask the students to read P1, then say one sentence about Wan

13、g Damin. 4. Ask the students to depict cormorants after listening to the recording. 5. Ask the students to circle the verbs which show the process of fishing with birds. 6. Ask the students to work in groups of five, and find out the five steps of fishing with birds.7. Ask the students to remember t

14、he five steps of fishing with birds by heart.8. Ask the students to read P4.Predict the main idea of the passage by looking at the title and the picture.Read paragraph 1 to 4 and choose the best answer on the screen. Read P1, and say something about Wang Damin.Listen to the recording and complete th

15、e table. Read P3 and circle the verbs. Divide Damins fishing trip into five steps according to the key verbs showing on the screen, and each member of one group should say one step out without looking at his book. Close the books and say out the steps of fishing with birds from the first step by add

16、ing one each time according to the key verbs.Read P4, and finish the flow chart on the screen.通过课题和图片让学生预测文章的内容，引导学生探索阅读技巧。让学生快速浏览段落，选出段落大意，了解文本框架。通过解读文本，学会描述人物。听录音，学生训练听力能力的同时，学会描绘动物。找出大民捕鱼过程中所有的动词，可以加深学生对大民用鸬鹚捕鱼过程的理解，同时为后文的复述作铺垫。根据关键动词，让学生将大民捕鱼的过程分成五个环节。用信息递减的方法，让学生在讲述捕鱼环节过程中，每人每次增加一个环节，以此训练学生的逻辑思

17、维能力。根据流程图，让学生关注事件的时间线索。Post-task activity1. Ask the students to prepare for an interview about fishing with birds.2. Ask students to summarize the reading skills we mentioned today.Think about the following questions:(1) Could you say something about your grandpa Wang Damin?(2) Could you say somethi

18、ng about your grandpas cormorants?(3) Could you say something about your grandpas fishing trip?Skill I: The title and the picture.Skill II: The first sentence or the last one, and the word or phrase which appears many times.Skill III: Verbs which come across the whole event.Skill IV: Time clue 让王小民（

19、学生）回答UNESCO代表的问题，以此对本节课所学进行输出反馈，同时进行民族精神教育并强调学好英语的重要性。总结本节课提到的阅读方法。Assignment1. Read the whole passage for at least 3 times.2. Write a letter to a friend and say something about fishing with cormorants.3. Describe a person, and depict an animal after class.教学后记：这节课的各项教学目标基本达成，但是由于借班上课教师与学生不熟导致课堂气氛不是

20、很和谐，影响了课堂教学的顺利完成（延迟了5分钟下课）。课堂沉闷和班级风气有一定的关系。有些学生比较内敛，遇到问题虽然在思考，可能心中想到的答案是正确的，可是他就是不举手，从而影响学生与教师的互动。久而久之，整个课堂也就变成了一潭死水。但是这不是推脱课堂沉闷的借口，鲁迅先生说：“长歌当哭，是必须在痛定之后的”，学生不愿“举起手来”究其根本，是学生与课堂有距离感。首先，设问产生距离。中学生的表现欲望很强，对老师提出的问题，一般会认真思考，力争正确地回答出来，好在同学面前表现一番。但是老师的问题如果范围太广或者超过学生所能解决的范围，那课堂氛围就可想而知了。显而易见，提问太宽泛，学生根本无从思考；相反，提问若能让学生找准回答问题的方向，学生才有话可说。即使不能说全，也可以通过小组合作探究的方式，得出合适的答案，缓解“冷场”。其次，教学语言产生差距。就中学生而言，教学中的幽默、抑扬顿挫，对活跃课堂气氛、调动学生兴趣，都是需要的。讲课方法和内容的新鲜，不仅有利于调动学生学习兴趣，让学生有兴趣听下去，而且能寓教于乐，甚至让学生的思维跳跃到教师之前，使课堂生动活泼，饶有兴趣。就像孔子说的：“知之者不