1、重大版高中英语必修五第二单元Historical Figures阅读课例设计与反思Design of a Lesson and Evaluation:Based on the Reading Section of Unit 2 “Historical Figures”, Students Book 5, Senior English for SchoolsContentsDesign of a Lesson and Evaluation:Based on the Reading Section of Unit 2 “Historical Figures”, Students Book 5, S
2、enior English for SchoolsAbstract Reading is a form of language input. It is an important approach to collect information, develop thinking, and acquire knowledge, which can both broaden students horizon and help them improve their autonomous learning ability. Therefore, the teaching of reading weig
3、hs more in foreign language teaching. Its importance has been realized by more and more English teachers and researchers recently. And the cultivation of students reading ability has become their focus of concern.This lesson design is based on the reading section of unit 2 “Historical Figures”, stud
4、ents book 5, published by Chongqing University Press. The main approaches adopted are task-based language teaching method and communicative teaching method. Through an in-depth probe into a reading-class in senior high school, the author aims to guide teachers to further think about English reading
5、teaching in classrooms with the purpose of improving their professional development. Meanwhile, the use of reading strategies has been shown in this lesson design with the hope of improving the effects of English reading learning.Key words: unit 2 “Historical Figures”; reading skills; task-based tea
6、ching method; cooperative learning重大版高中英语必修五第二单元“Historical Figures”阅读课例设计与反思内 容 摘 要阅读是语言输入的一种形式，也是学生搜集处理信息、发展思维、获得知识的主要途径之一。阅读可以扩宽学生的视野，提高学生自主学习能力。由此，阅读可谓是英语教学的重要内容。近年来，英语教师和研究者愈发意识到阅读教学的重要性，更多关注并竭力培养学生的阅读能力。本阅读课课例设计的教学材料选自重大版高中英语必修五第二单元“Historical Figures”。笔者采用了任务型教学法、交际型教学法，旨在通过深入探讨高中研究阅读课型教学，引导英
7、语教师更深层次地思考英语阅读教学，进而提高教师的专业发展能力，并且帮助提升学生对阅读策略的了解与运用，提高他们的英语阅读学习效果。关键词：第二单元“Historical Figures” ;阅读能力；任务型教学法；合作学 习1.Introduction1.1 BackgroundIn China, there is a phenomenon that more and more people begin to learn English when they were young. English, as foreign language, has enjoyed a long history
8、in China. According to Wen (2016), English “is typically taught as school subjects for the purpose of communicating with foreigners or for reading printed materials in the language”(p. 181). Meanwhile, with the development of globalization, English has become a communication tool in the world. In ot
9、her words, learning English well can help us inherit culture, stimulate cultural communication. Therefore, it is obvious that English learning is very popular in China. However, Wang (1999) reported that “in the process of English learning in schools, there is an overemphasis on the delivery of the
10、knowledge about the language while ignoring the development of students language ability”(p. 25). It is necessary to change the situation and the form of English learning. The main center of English reading teaching is to motivate and cultivate students interest and their confidence in learning the
11、language, help them develop good learning habits and form effective learning strategies, facilitate autonomy and cooperative spirit in learning, enable students to master basic English language knowledge and skills in listening, speaking, reading and writing so that they form sufficient competence i
12、n using the language. According to the New National English Curriculum, in English teaching, reading has take a very important section. However, in some areas of China, the reading class is still stereotypical. Teachers emphasize the learning of language knowledge, such as some important grammatical
13、 points without focusing enough on the cultivation of students language strategies and language skills. As a result, a lot of Chinese students cant find effective learning approaches in English reading, they cant understand the main idea of reading passage in a short time, meanwhile, they cant maste
14、r the specific information or important information in the passage. What they can learn is language points, but language points are not helpful for students to develop reading skills and reading strategies. So,there is no doubt that the situation of teaching reading should be changed. English teache
15、rs are the main roles to improve the importance of reading skills and to teach students learn reading in an effective way. All in all, reading is so much a part of daily life for those of us who live in literate communities that much of the time we hardly consider either the purpose or processes inv
16、olved (Harmer, 1990). Therefore, for students, it is necessary for them to grasp reading skills. Reading weighs more in foreign language teaching. Indeed, it is a process of learning English with a great influence on speaking, listening and writing. In addition, reading is a form of language input,
17、it can help students collect effective messages and pick up information which is useless and develop the way of thinking. At the same time, reading can make students broaden their horizon, make more friends and feel the different culture. The most important is, reading can improve the students indep
18、endent learning ability. 1.2 Aims and Significance of this Lesson DesignAccording to the New National English Curriculum in 2011, the aims of English course is to make students develop overall language ability. It contains five aspects, they are language skill, language knowledge, language strategy,
19、 emotional attitude as well as culture awareness. So this lesson design aims to motivate students integrate language ability, develop students thinking and form a active leaning attitude. The lesson design has a profound significance for English teachers to conduct researches on English teaching in
20、senior high school. It is a challenge for teachers to apply teaching theories and teaching methods in English classroom teaching. This paper will guide English teachers to think about the mode of teaching reading from theory and practice. English teachers can know how to change their teaching approa
21、ches and ways of thinking to guide students to study English in a more joyful atmosphere. It is helpful for teachers to develop their professional competence.From the course, students are able to learn some reading skills and reading strategies, such as skimming and scanning. Then, students will dev
22、elop other skills such as speaking and writing in the process of reading, they will have a deep understanding about reading theories and the use of reading strategies and they can have the awareness of the importance of reading and can find some effective ways to learn better. 1.3 Organization of th
23、e Design This paper can be divided into four parts. The first part is an interpretation of the lesson. In this part, there are some theories consisting of analysis of the students, teaching materials, teaching methods, learning methods, teaching procedures and time allotment and layout of the blackb
24、oard. The second part is a detailed lesson plan. It includes background information, teaching contents, teaching objectives, focal points, difficult points and so on. The third part is an evaluation of the lesson plan, which presents the comments from other observers, strong points and weak points f
25、rom self-evaluation. It can make the teacher know how to improve the course to make it better. The last part is a conclusion of the paper, summarizing the contents of the design and giving some integrated suggestions to the whole lesson plan.2. Interpretation of the Lesson The author designs the les
26、son based on the reading section of “Historical Figures” from senior English published by Chongqing University press, students book 5. In this lesson design, the students, the teaching materials, the teaching methods, the learning methods, the teaching procedure and the layout of the blackboard will
27、 be analyzed.2.1 Analysis of the Students Students are the center of English teaching and language learning. In this part, the author will make a brief introduction to students, analysis of students language ability, students character as well as learning manner.2.1.1 Brief Introduction to Students
28、The lesson is designed for 50 students of Guiyang No.3 Senior High School. These students are grade eleven, from class 2. There are 27 girls and 23 boys in the class, many of them graduates from key junior high schools in Guiyang. Guiyang No. 3 Senior High School is a key middle school in Guiyang, A
29、 famous research about student mentality shows that the study environment has an effect on students development.(Lu & Yang, 2008, p.07). Because of the influence of the environment, most of them are willing to learn, so relatively, they are easier to guide knowledge by teachers.2.1.2 Analysis of Stu
30、dents Language Ability Most of them are 16 years old, some of them has learned English at least 5 years, they has reached the level 5 of the New National English Curriculum in 2011. So they know the basic usage of English, they can read some simple English story books and magazines. Of course, these
31、 students have clear English learning motivation, active learning attitude and enough confidence to speak with others. They can understand some familiar topics and express their own opinions to discuss with classmates. When they read a passage, they know the main idea, the protagonist as well as the
32、 plot. Sometimes, they may meet some difficult words so that they cant understand the sentence clearly. Therefore, some reading skills and reading strategies are necessary for them to put to use. They also need to cooperate with their partners, try to solve problem together. In the process of learning, they should summarize the learning approaches, make use of all kinds of education resources, strengthen the awareness of culture difference. Generally speaking, their language ability is better than the same grade students.2.1.3 Analysis of S
