高中英语学习活动观背景下的阅读课教学设计3课件

1、基于英语学习活动观的阅读课教学设计-以人教版教材为例第三课时 案例分析030201描述英语学习活动观的阅读教学设计的步骤总结基于英语学习活动观的英语阅读课设计要点识别英语学习活动观的三类活动及其作用教学目标新课标修订组负责人梅德明：核心素养下的英语课程改革授课单元为高一人教版教材unit 4 Earthquake。 听力部分为地震知识及如何自救。语法为定语从句，侧重从句对事物的描述说明作用。阅读部分A night the earth didnt sleep 叙述了发生在唐山的大地震。教材分析阅读部分A night the earth didnt sleep 叙述了发生在唐山的大地震。主题是灾难

2、。人们在不同阶段的感受贯穿全文。【What】本文为记叙文，以时间顺序描述了震前、震中的景象和震后的救援工作。【Why】本文主要叙述了唐山大地震前发生的一些异常现象，地震发生后对整个城市造成的毁灭性破坏，以及随之而来的救援工作。本文的阅读和学习可以帮助学生认识到：如果学生能够了解并认识地震前的预兆，就能做好准备，让更多的人获得求生的机会并减少损失。【How】文字难度中等，重点词汇主要灾难及救援等，如crack, burst, injure, destroy, ruin, trap，shelter. 使用定语从句描述地震的场景和人们的感受。文章的题目A night the earth didnt

3、sleep 用了拟人的修辞, 符合记叙文的特征，值得学生思考品味。【From-text-to-Ss】 学生通过本篇文章的学习可以体会到灾难事件的可怕及给人们带来的痛苦，同时也能看到政府对灾民的救助和对灾区的重建。学生还可以从中学会预测地震的相关知识，对灾难有防患意识，面对灾难不要丧失希望，对灾民有救助之心。也能体会到政府对人民的关爱，从而达成育人目标的落实。文本分析基于英语学习活动观的六要素的文本解读主题语境：人与自然灾难事件语篇类型：记叙性文章语言知识： 语音：运用音标知识学习多音节单词的发音，运用恰当的重音,语调,节奏等比较连贯和清晰地表达意义,意图和态度等 词汇：涉及主要灾难及救援等，如

4、crack, burst, injure, destroy 语法：涉及定语从句描述地震的场景和人们的感受等句式语篇：记叙性文体的生动性、条理性、连接性 语用：地震的描述，人物情感变化表述的逻辑性、生动性等。文章标题的拟人用法的意义。文化知识：对待灾难的态度；语言技能： 读、说、看、写学习策略：梳理相关词族；借助网络查找信息；合作实施项目研究等 高一的学生，具备基本的阅读能力和一些简单的阅读技巧及方法。但学生在高中英语学习中第一次接触 “灾难”的话题，学生不熟悉此话题。学生英语基础比较好，学习态度也比较认真，学习热情很高。学生已经基本具备在阅读中获取细节信息的能力，但是多数学生在理解和整合知识、

5、逻辑推理和分析论证观点以及批判评价方面的能力还比较欠缺。学情分析At the end of this period, students will be able to：collect and summarize the facts of the earthquake in Tangshan sort out information and make a mind map to give an explicit report of the earthquake.analyze the reasons why the earthquake caused so much damage.reflect

6、 what they have learnt from reading the article to present the earthquake with a role play.guide students to think about the feelings and behaviors of different people in this pare Tangshan earthquake and the recent earthquakes and evaluate the role people play in face of disaster.学习目标 (90mins)学习活动(

7、90mins)Pre-readingWhile-readingPost-readingwatch pictures of Earthquake and recall relevant knowledge Recall the worst Earthquake in ChinaCollect facts about Tangshan Earthquake(main idea for the three parts of the text) Draw a mind map to organize the detailed informationSum up the reasons why the

8、earthquake caused so much damage Role-play a “Dialogue” program to present the earthquakeExplore what is behind the title of the textCompare Tangshan Earthquake with the recent earthquakes What are these pictures about?Do you know any earthquake happening in China? Which one was the most terrible?(设

9、计意图：感知与注意)Pre-readingWhile-reading1st reading: read the text and collect facts about Tangshan EarthquakeQuestion1: What words are about facts? Suggested answers: time, place, people, and figuresWhile-reading2nd reading: Draw a mind map to organize the detailed information Question2: What do you know

10、 about Tangshan earthquake? Suggested answers: Strange things happened before the earthquake. The earthquake caused great damage. Rescue team helped to rebuild the city. (设计意图：概括与整合文章主要信息)While-reading3rd reading: analyze the reasons why the earthquake caused so much damage. Collect evidence from th

11、e text to support your opinion. (设计意图：阐释，分析，判断)Role play: (group of four: every one has a role to play)Present a program “Talk” : earthquake in TangshanOne program host/hostess(to interview)One survivor of the earthquakeOne solider in the rescue teamOne audience who watched the earthquake on TV设计意图：

12、内化与运用文本知识，探索文本主题Post-reading设计意图：批判与评价 A night the earth didnt sleepHow does the title relate to the text?Beside the earth, who didnt sleep?Post-readingTangshan Earthquake happened in 1976, more than 40 years ago. What could have been different if the earthquake happened in recent years? Post-readin

13、g设计意图：想象与创造030201教材分析&文本分析（what，why，how，from text to ss；英语学习活动观的六要素) &学情分析教学过程中三类教学活动设计及意图描述教学目标设定&教学流程设计步骤03主要学习活动教学环节主要活动内容设计意图读前观看有关地震的纪录影片，讨论问题：What happened? If you were experiencing that, how did you feel? 然后思考并回答：“Do you know any earthquake happening in China? Which one was the most terrible?

14、”导入主题，激活已知，铺垫背景知识，引出地震这一话题。读中1读标题猜测大意；浏览全文，获取关于唐山地震的事实性信息，如：time, place, number of victims等运用认知策略，提取主要信息和事实。2带着问题研读课文并开展探究活动，如：What happened before the earthquake? Draw a flow chart to note down the unusual things before the earthquake. 画思维导图，围绕主题形成的新的知识结构并开展描述。梳理细节信息， 概括、整合震前，震中和震后的情况。3三读课文：分析唐山地震后果严重的原因，要求必须引用文中信息作为依据。概括，整合信息，建立信息间的关联，形成新的知识结构。读后1以不同的身份（主持人，灾民，救援人员，电视观众），以课文中对地震内容的描述和震后政府的救助活动作为依据，来呈现“对话”节目。把本课所学的内容通过访谈的方式进一步内化，进行初步的语言输出和运用。2小组讨论： 反思文体特征，阐释文章标题A night the earth didnt sleep的内涵。用了拟人的修