朱剑潮英语教学设计作品阅读

JUNIORENGLISHFORGUANGDONGSTUDENT’SBOOK2Module9StorytimeUnit2Goldilocksrushedoutofthehouse.教材分析ThislessonisthesecondperiodofModule9.Itisareadinglesson.ThemainreadingmaterialisastoryaboutwhathappenedtoGoldilocksaftersheenteredlittlehouseintheforest.Atthebeginningofthelesson,theteachercanaskthestudentstotellthestoryofwhathappenedtoGoldilocksinunit1,toleadinthenewlesson.Next,theteachercangivetwominutesforthestudentstodiscussandguesswhatwouldhappentoGoldilocksaftersheenteredlittlehouseintheforest.Inthisstep,don’ttellthecorrectanswerandaskthestudentstoreadthestoryinthefollowingstep.Then,dothereading.Inthisstep,theteachershouldgivethestudentsenoughtimetoreadandunderstandthepassagebythemselves.Afterthat,theteachershouldtalkabouttheimportantwordsandexpressionsinthepassage.What’smoreimportant,thestudentsmustunderstandthepassagestructure“First…,Next…,Then…,Finally”andlearnhowtoapplyittotheirwriting.Finally,writeacompositionwiththepassagestructurelearnedintheabovereadingpassage.学生分析MostofthestudentsinthisclassaregoodatEnglish,buttheteachershouldmakeeverythingthathewantsthestudentstodoclearlyandactivelybecausethestudentsatthisagecanbeabsent-mindedeasily.Soduringtheteachingprocedures,theteachermustdesignsomeactiveandinterestingactivitiestoencouragemostofthestudentstojoinin.Theslidersshouldbeactiveandinteresting,too.设计思路Duringthewholeteachingprocess,IwillusetheTask-basedInstructionModelandtheCooperativeLeaningModeltoguidethestudentstolearnactivelyandhappily.Atfirst,Iwillmakethetasksclearlyandattractively.ThenIwillgivethestudentsenoughchancestoreadbythemselvesandcooperatewithotherstolearnthenewlessonandcarryoutthetasks.教学目标知识目标1.Learnaboutthepassagestructureoftellingastory.2.Reviseandhaveadeeperunderstandingaboutpasttense.能力目标1.Improvethestudents’readingabilitytofindoutsomeimportantdetailsofthetext.2.Improvethestudents’abilitytofindoutwhethersomestatementsaretrueornot.3.Improvethestudents’abilitytoanalyzeanddescribesomegraphsintheirownwords.情感态度目标1.Developthestudents’senseofcooperativelearning.2.Keepthestudentsawareoftheimportanceofenvironmentprotection.3.Stimulatethestudents’interestsinEnglishlearning.教学重难点1.Improvethestudents’readingabilitytofigureoutthestructureofthetextandfindoutsomedetailsaboutthepassage.2.Encouragethestudentstodescribethetwographsinthetextintheirownwords.教学方法Task-basedInstructionCooperativeLearning教学用具PowerPointsliders,taperecorderandsoon教学用时45minutes教学过程Step1:Leadingin(5minutes)Activity1:ShowashortvideoofdisasterscausedbyclimatechangingfromthemovieTheDayAfterTomorrow.Andthenaskthestudentstothinkaboutandanswerthefollowingquestions:1.Whatdoyouthinkwillcausethedisastersinthevideoandhowwecanavoidthesefromhappeninginourreallife?(Thestudentscananswerthequestionintheirownopinion.)2.Doyouknowwhatglobalwarmingisandwhatitseffectwillbe?(Globalwarmingmeansthatthetemperatureintheatmosphererisesgraduallyanditwillcausetheclimatetochangealot.)[设计说明]教师先以关于气候变化带来灾难的电影片段引出话题，可以引起学生的注意，激发他们学习关于全球变暖这个话题的兴趣。继而发问，让他们在看完了电影片段中的震撼场面之后，有更多的兴趣去了解什么是全球变暖和我们应该如何避免电影中的灾难发生。Step2:WarmingupandPre-reading(2minutes)Activity2:ShowthesixpicturesofWarmingupinthetextbookonthecomputerscreenandaskthestudentstolookatthemcarefullytofindoutwhatkindofenergysourcestheyareandwhethertheyarerenewableornot.Suggestedanswers:Picture1:windenergy/renewablePicture2:coal/non-renewablePicture3:petrol/non-renewablePicture4:nuclearpower/non-renewablePicture5:solarenergy/renewablePicture6:waterenergy/non-renewable[设计说明]通过直观图片创设情景，激发学生头脑中的相关图式。通过师生互动，巧妙地把学生的思维活动引导到课文的主题上来，明确能源的种类及特性，有助于培养学生爱护环境和保护自然资源的意识，并为后面的学习做好铺垫。Step3:Pre-reading(5minutes)Activity3：Discussion1.ReadtheshortpassageofPre-readingandanswerthefollowingquestions:（1）Whatisgreenhouseeffect?(Greenhouseeffectmeansthatsomegasesintheatmospheresurroundingtheearthislikeagreenhousethattrapstheheatfromthesunandkeepsitfromescaping,whichcausesthetemperatureoftheearthtorise.)（2）Givesomeexamplesofwhatkindofgasesaregreenhousegases.(Carbondioxide,Methane,watervaporandsoon.)2.Discussthefollowingtopic:Whatkindofthingswedoinourdailylifewillcausecarbondioxidecontentintheatmospheretoriseandwhatshouldwedotosolvethisproblem?(Wastedgasesfromtraffic,factoriesandfamiliescancausecarbondioxidecontentintheatmospheretorise,sowemusttryourbesttoprotectnaturalenergysources,reducetheuseoffossilfuelsandsoon.)[设计说明]阅读了该段说明文章之后，学生能够明确地知道什么是温室效应，温室气体主要有哪些。通过讨论，学生能够对日常生活中我们哪些习惯会引起温室效应、应如何减少温室气体排放等有深刻的理解。这样不仅能让学生对环境污染这个话题有深刻的理解，还能培养他们的环境保护意识。Step4:Reading(25minutes)Activity4:Listening.Askthestudentstolistentothetapeanddividethewholepassageintofourpartsbasedonthefollowingform.Readafterthetapeiftheylike.partsparagraphsMainwordsPartoneFromparagraph___toparagraph___ParttwoFromparagraph___toparagraph___PartthreeFromparagraph___toparagraph___PartfourFromparagraph___totheendSuggestedAnswers:partsparagraphsMainwordsPartoneFromparagraphonetoparagraph/Leadinthetopic.ParttwoFromparagraphtwotoparagraphfiveClimatechangeandthecauses.PartthreeFromparagraphsixtoparagraph/_TheargumentsoverglobalwarmingPartfourFromparagraphseventotheendPrediction[设计说明]听是常规训练，在平时的课堂教学中坚持听的训练有利于让学生在不知不觉中提高听的能力。在听课文的过程中要求学生划分文章结构，有利于培养学生迅速把握文章整体结构的能力，有助于完成后面的阅读任务。Activity5：FastReading.Askthestudentstoreadthepassagequicklyandanswerthefollowingquestions.(ShowthefollowingquestionsWhowrotethemagazinearticleandwhatisthenameofthemagazine?Whatarethenamesofthethreescientistsmentionedinthearticle?Whatdotheythinkaboutglobalwarming?Dotheyagreewithoneanother?Whatarethetwographsabout?Whatisthemaintopicofthearticle?Suggestedanswers:SophieArmstrongandEarthCare.Dr.JaniceFoster,CharlesKingandGeorgeHambley.Therearesomeverydifferentattitudestowardsthisissue.Somethinkitterriblewhileothersthinkitunnecessarytoworryabout.ThefirstgraphshowsthetemperatureincreaseofonedegreeHahrenheitbetween1860to2000.Thesecondgraphshowsthecarbondioxidecontentintheatmospherefrom1957to1997.Globalwarming/thewarmingoftheearth.[设计说明]细节理解题是高考阅读理解最重要占分最多的组成部分。快速阅读让学生利用寻读、查读等阅读方法，迅速找到文章中某些具体细节，这样不但可以培养学生寻读、查读等阅读能力，还能提高学生解答此类文章细节题的答题技巧。Activity6：IntensiveReading.Askthestudentstoreadthetextmoreslowlyandcarefullytofindoutwhetherthefollowingstatementsaretrueornot.(Showthefollowingstatementsonthescreen.)1.Thetemperatureinthelastcenturydidnotseemtoincreasemuch.()2.Everyonebelievesthatglobalwarmingiscausedbytheactivitiesofhumans.()3.JaniceFosterbelievesthatshecanmeasurethefutureglobalriseintemperature.()4.Theriseincarbondioxideiscausingasteadyincreasinginglobalwarming.()5.GeorgeHambleybelievesthatglobalwarmingwilldogoodratherthanharmtotheearth.()6.Itisclearwhateffectsofglobalwarmingwillbe.()Suggestedanswers:1.T2.T3.F4.T5.T6.F[设计说明]综合理解题也是阅读理解的重要组成部分，是阅读的高级层次，也是学生阅读理解最大的困难。因此在平时的阅读课堂教学过程中，教师要适当加入这类阅读任务。由于该班学生的英语基础较差，刚开始的时候我们可以适当降低阅读难度，以判断对错的形式来培养他们的综合理解能力。这有助于降低学习难度，增强自信心。Activity7：DescriptionsAskthestudentstolookatthetwographsonpage26andtellthewholeclasshowthetemperatureandthecarbondioxidecontentchangedovertimeandwhy.Showthesampleonthescreenandthenasktwoorthreestudentstogivetheirowndescriptions.Sample:Thefirstgraphshowsthetemperaturedifferencefromlong-termaverage.ThetemperaturesteadilyincreasedonedegreeCelsiusfrom1860to2000.Thesecondshowstheincreasingcarbondioxidecontentintheatmospherefrom1957to2000.Therisingoftheearthtemperatureisduetotheburningoffossilfuelslikecoal,naturalgasesandoiltoproduceenergy.Asweallknow,somebyproductsofthisprocesssuchascarbondioxide,methaneandwatervaporwilltrapheatfromthesunandcausetheearthtemperaturetogoup.Inaword,themorefossilfuelsweburn,themorecarbondioxidewillbeintheatmosphereandthewarmertheearthwillbecome.[设计说明]英语课堂教学要培养的能力不是单一的、孤立的，因此阅读课的课堂教学也应注意适当培养学生听、说、写等其它各项技能。看图作文是高中英语一项很重要的技能。仿照例子描述图表内容，有利于学生复习课文内容并对语言输入材料进行深加工，同时也可以培养他们的临场应变能力及创造性思维能力，为写作打好坚实的基础。Step5:Follow-up.(4minutes)Activity8：Giveaconclusionforthepassagetoshowthestudentshowtowriteapassageofdescribingascientifictopicandaskthestudentstowriteapassagefollowingtheexampleofthetextasanassignment.[设计说明]该阅读文章是一篇介绍科学话题为主的文章，在完成所有阅读任务之后，对该类文章的写作过程进行概括，并要求学生课后仿照课文写一篇介绍科学话题的作文。这不仅能够让该课堂的结构更完美，还能培养学生的读写能力。Step6:Self-assessment(2minutes)Activity9：Showthefollowingformonthescreenforthestudentsto