各位老師, 大家好! 今天我說課的內(nèi)容是高二英語下冊Unit20, reading部分.該部分主要側(cè)重于閱讀能力的培養(yǎng),教給學生多種靈活多變的閱讀方法.引導學生開展任務型閱讀,以任務為依托,激發(fā)學生參與主體,從篇章中準確,高效地獲取知識與信息.
一,教材內(nèi)容分析(Analysis of the teaching materials)
高二英語新教材的編寫依然以單元為單位,但每個單元打破了呆板的塊狀設計,換之于流暢的線型流程,為課堂教學的靈活組織留下了更大的空間.整個教材體現(xiàn)了Communicative Curriculum的指導思想.每個單元以功能為主題,話題為支撐,結(jié)構(gòu)為平臺,任務為載體,意義交流為目的,充分體現(xiàn)了語言運用的基本思路,為任務型課堂教學構(gòu)建了框架,注重提高學生用英語獲取信息,處理信息,分析和解決問題的能力,發(fā)展學生與人溝通和合作的能力.
本單元的中心話題是"考古學",內(nèi)容涉及石器時代,青銅器時代,漢朝,唐朝等古代的飲食起居,文化娛樂,生產(chǎn)工具等,并重點介紹了英國的巨石陣和中華文明的起源.語言技能和語言知識都是依據(jù)"科學成就"這一中心話題設計的.
"讀前"(Pre-reading)部分提供了三個與本單元的主題有關的問題,通過啟發(fā)學生對中國皇帝陪葬的猜測和思考,運用自己已有的文化背景知識和語言知識,來猜測英國史前巨石柱王的情況,并且通過閱讀驗證自己的猜測.
"閱讀"(Reading)部分介紹了人類考古史上的一個重大發(fā)現(xiàn)the King of Stonehenge in England.這個發(fā)現(xiàn)使得考古學家相信那個時期的人們已經(jīng)和歐洲其他地區(qū)有貿(mào)易和文化交往.
"讀后"(Post-reading)部分設計了三個問題.第一題考察學生對文章內(nèi)容的理解,要求學生在課文中找出在墳墓里挖掘出來的objects 和 materials.第二題教會學生一個重要的考古方法,也培養(yǎng)了學生分析和判斷的能力.要求學生根據(jù)課文信息找出青銅器時代的英國人民和歐洲其他國家和地區(qū)的文化和貿(mào)易交往.第三題是練習是拓展性問題.要學生討論建造the Stonehenge所需的技術(shù),科技,發(fā)明和工具.
Moral education(德育滲透): Man's history is made up of two parts--- written history and buried history. It is comparatively easy for man to read written history, but it is rather difficult to read buried history consisted of unearthed relies. (人類的歷史由兩部分組成:文字歷史和被埋葬的歷史.解讀文字的歷史對于人類而言要相對容易一些,而要讀懂由出土文物所構(gòu)成的歷史就要困難得多.
寫作技巧:
1,主題明確 本文主題是考古界的重大發(fā)現(xiàn)——巨石王墓.
2,層次分明
全文共分三個部分:
(1)2002年5月3日,英格蘭考古重點發(fā)現(xiàn);
(2)從四個方面說明此項考古發(fā)現(xiàn)為什么具有重要意義;
(3)當?shù)乩习傩諏奘醯脑u價.
二,學生情況分析(Analysis of students)
本單元的設計與實施是建立在學生經(jīng)過近兩年新教材學習基礎之上.學生已經(jīng)逐步的適應了在活動與任務中學習英語以及如何處理語言知識與活動開展的關系.并且,他們也已經(jīng)形成并培養(yǎng)了一定的小組合作學習及自主學習的能力.
就打算授課的班級來看,主要的問題是中下層次的學生較多,但由于本課具有的故事性特點,這些學生參與教學的積極性是可以得到調(diào)動的.對這部分學生,首要達到的是教學目標(一),其次是目標(二),如果目標(一),(二)達到了,也就可以基本實現(xiàn)目標(三).對于中上層次的學生來講,實現(xiàn)本課的目標是較容易的.就整個班而言,初讀課文的理解程度大約在40%,在相關教學材料諸如老師準備的教學輔助材料,教學中采取的步驟等的幫助下第二遍閱讀的理解程度可以達到60%,到完成本課教學后,對課文的理解程度可以達到85%以上.
三,教學目標和要求(Teaching aims and demands)
根據(jù)《英語新課程標準》(實驗稿)關于總目標的具體描述,結(jié)合高二學生實際和教材內(nèi)容,我將教學目標分為語言知識,語言技能,學習策略,情感態(tài)度,文化意識五個方面.
1,語言知識 (Knowledge)
詞匯(Vocabulary):能理解,內(nèi)化,運用以下生詞—a emperor, pin, find, clay, arrow, bow, cushion, spare, technical
短語(Phrases and expressions): date back to, have a hand in, in terms of , in the eyes of, dig up, remind of , belong to, look like, must have done, may have done,
2. 語言技能 (Skills)
讀:獲取關于考古的相關信息,且進行skimming, scanning, careful reading, generalization; inference等閱讀微技能訓練.訓練通過尋找關鍵詞,主題句等方式更快速并準確的確定文章的段落大意,理清文章的總體框架與脈絡.繼續(xù)運用已經(jīng)掌握的基本猜詞技巧猜測部分單詞,并在上下文體驗中感受某些佳句給讀者帶來的深層含義.
3,學習策略(Strategy):
認知策略:在學習過程中,善于抓住重點,做好筆記,并能對所學內(nèi)容進行整理和歸納.
資源策略:能夠有效地使用圖書館,網(wǎng)絡等方式查閱有關考古的資料進行信息處理的能力,獲得更廣泛的英語信息,擴展所學知識.
4,情感態(tài)度(Affect):
1)讓學生了解考古學的重要性.
2)能在多種英語學習情境中感受,分享用英語交流的成功與喜悅
3)讓學生學會用辨證和積極的態(tài)度對待文物挖掘.
5,文化意識 (Cultural awareness):
通過學習,了解一些中外著名的考古遺址,從而拓寬他們的文化視野,加深對中外文化遺產(chǎn)的理解和掌握.并且意識到是人民創(chuàng)造了歷史,創(chuàng)造了奇跡.
四,教學原則和教學方法(Teaching Principles and Methods):
根據(jù)我們幾年來"第二語言習得論"和"整體語言教學"的理論和實踐,同時滲透當前教學改革,課程改革等的先進理念.
1,以任務型教學 (Task-based Language Teaching)作為課堂教學設計之理念,具體采用情景教學法(Situational Approach),整體語言教學法(Whole Language Teaching)等教學方法.從一定程度上說,人們使用語言是為了完成各種各樣的任務,而任務型的教學活動就是讓學習者通過運用所學語言來完成各種各樣的交際活動.學習者通過表達,溝通,交涉,解釋,詢問等各種語言形式來學習和掌握語言,實現(xiàn)目標,感受成功.
本節(jié)課的主要任務有三個:
Task 1: Reading for the main idea of each part.
Task 2: Discussing and filling the blanks
Task 3: Reading and copying
2,在教學中突出交際性,注重讀寫的實用性;同時適時進行情感與策略調(diào)整,以形成積極的學習態(tài)度,促進語言實際運用能力的提高.
3,堅持"教師為主導,學生為主體,任務為基礎"的教學原則,在課堂教學的不同環(huán)節(jié)教師應扮演自身作為"設計者,研究者,組織者,促進者,協(xié)調(diào)者"的角色.
4,貫徹"教中學,學中用"策略,真正使學生學以致用.
五,教學重點與難點(Teaching difficult and important points)
Teaching important points:
Improve the students' reading ability.
Help the students learn about the King of the Stonehenge by reading the passage.
Teaching Difficult Points:
How to help the students understand the passage exactly.
六, 教學設計步驟(Teaching procedures)
Step 1 Greeting Greet the Ss as usual
Step 2 Reading
Pre-reading Show a picture of Terra-Cotta Warriors.
What objects were kings and emperors in China buried with
Describe the kinds of objects kings and emperors in China were buried with.
Objects: jade articles Servants tools china silk pottery wives of emperors
articles for daily life money animals jeweler warriors clothing weapons
Why were dead kings given these objects after they died
To show off their power and wealth.
To be given to him for his use in the next life
To continue their luxurious life in the nether(地下的) world.
根據(jù)圖式理論,影響學生閱讀理解的圖式包括語言圖式,內(nèi)容圖式和修辭圖式.進行讀前活動,可以充分地調(diào)動學生大腦中已有的內(nèi)容圖式,為后續(xù)的閱讀活動做出鋪墊.為吸引學生的注意力,增加趣味性,活躍課堂氣氛,選取了Terra-Cotta Warriors圖片組織學生觀賞.
Task 1: Reading for the main idea
Fast-reading
1. Scan the text and write down which objects were found in the grave of the King of Stonehenge: tools of a hunter or warrior a bone pin a leather coat two copper knives two gold earrings two clay pots tools and materials to make arrows a bow a dozen arrows a cushion stone
Show the pictures of skull, copper knife, gold earrings, arrowhead, and clay pot.
2. Which materials were found
Materials: gold, fur, stone, clay, pottery, copper, bone
3. Please finish Ex 1 in Post-reading (P76) according to the information:
tools of a hunter or warrior, a bone pin, a leather coat, two copper knives, two gold earrings, two clay pots, tools and materials to make arrows, a bow, a dozen arrows, a cushion stone
4. Please find out the main idea of each part.
Part 1.Para (1-3) description of the finds
Part 2.Para (4- ) 6 The relationship between the man and Stonehenge
Part 3.Para (7) The importance of the King to the development of early history of Britain
Careful-reading
Later ask students to go through the whole passage quickly to find out correct answers to the following questions:
1. The magnificence of finding a grave of a man shows that _________.
A. Stonehenge was built by nature B. it was ET who built Stonehenge
C. it was a man who built Stonehenge
D. Stonehenge was moved from some other place
2. What is the main idea for the first paragraph
A. The finding of a grave of a man near Stonehenge.
B. The finding of Stonehenge.
C. The Stonehenge man was found.
D. The man who built Stonehenge was found.
3. His grave is the richest of any found from that period because __________.
A. there are two gold earrings
B. there are a lot of things for his use in the future life
C. there is something that is interesting
D. there is a lot of things which can tell us stories
4. What are the most amazing things are ____.
A. the weapons he carries in his hands B. the metal money was found near him
C. the two gold earrings in the grave D. the same stones as part of Stonehenge
5. The find of two gold earrings tells that ____.
A. it was first found in Britain B. it was first found in Stonehenge
C. it was first found in Europe D. it was first found in the world
6. The find of the grave shows _________.
A. Stonehenge has a long history B. Stonehenge is a place of interest
C. Stonehenge attracts more and more people D. Stonehenge is a place
Suggested answers: 1-6 CADCAA
掃讀:定位,理解事實細節(jié)是一個重要的閱讀微技能,是進行歸納,推理,判斷等高級閱讀技能理解的基礎.在學生通過略讀了解了文章的大意和篇章結(jié)構(gòu)之后,指導學生進行掃讀來獲取文章的細節(jié)信息,并在此基礎上,總結(jié)本文中使用的說明方法.
Task 2: Discussing and filling the blanks
Post-reading
Talk about the inventions and kinds of science they must have had, based on the reading passage.
activity
knowledge, science, inventions and tools
Travel to Scotland
Roads, maps, geography, etc.
Construction of Stonehenge
Architecture, physics, etc.
Hunting
Weapons, bows, arrows, etc.
Trade with Europe
Maps, ships, languages, geography, markets
Making copper knives
Skills, copper, model, etc.
此類文章信息多,經(jīng)過梳理后并不雜,易于學生掌握關鍵詞,為下步的Retell打好伏筆.
Step 3 Listening to the passage and try to follow it in low voice.
Decide if the sentences below are true or false.
1. When the King of Stonehenge died, he was about 50years old.
2. From tests on his teeth, it is certain that he spent his childhood in English.
3. The most amazing find was two gold earrings.
4. Stonehenge was begun around 2300BC.
5. In terms of technical development, people were going from the Bronze Age to Stone Age at that time.
6. It has been proved that the copper knives came from Spain and Western France.
Suggested answers: F F T F F T
Step 4 Task 3: Reading and copying
Now it's time to read the text again and copy down all the useful expressions.
Step 5 Summary and homework
In this class, we've learnt about the King of Stonehenge by reading the passage and also learnt some useful expressions and sentence patterns. After class, you need to do more exercises to master them freely. Studying archaeological discoveries can help us learn about he life of people during different periods, so if you have time, go to visit the local museums or surf the Internet to learn more about archaeology. At last, don't forget to prepare for the next period----language study. So much for today.
指導學生可以借助網(wǎng)絡,圖書館,電影,電視甚至筆友或向報紙編輯求助獲取相關信息,培養(yǎng)和發(fā)展學生適合自己的資源策略,懂得通過各種渠道獲取信息和培養(yǎng)一定得的文化意識.
七,板書設計(Design of the writing on the blackboard)
Unit 20,reading
the main idea of each part.
Part 1.Para (1-3) description of the finds
Part 2.Para (4- ) 6 The relationship
Part 3.Para (7) The importance
date back to in terms of tend to do sth. what is /was called
what people call/called
Useful expressions from the text
date back to around 2,300BC, with his face to the north, z bone pin, carry sth on one's breast, gold earrings, be made of, a second smaller copper knife, a cushion stone, work metal, a variety of reasons, tend to do sth, a member of a powerful class, the construction of Stonehenge, be linked to sth, have a hand in, pull up, in term of, technical development, Stone Age, Iron Age, through trade and cultural links, the skills to make metal, be of high status, in the eyes of, local people
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