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.docx
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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.docx
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重大版《高中英语》必修五第二单元HistoricalFigures阅读课例设计与反思
DesignofaLessonandEvaluation:
BasedontheReadingSectionofUnit2“HistoricalFigures”,Student’sBook5,SeniorEnglishforSchools
Contents
DesignofaLessonandEvaluation:
BasedontheReadingSectionofUnit2“HistoricalFigures”,Student’sBook5,SeniorEnglishforSchools
Abstract
Readingisaformoflanguageinput.Itisanimportantapproachtocollectinformation,developthinking,andacquireknowledge,whichcanbothbroadenstudents’horizonandhelpthemimprovetheirautonomouslearningability.Therefore,theteachingofreadingweighsmoreinforeignlanguageteaching.ItsimportancehasbeenrealizedbymoreandmoreEnglishteachersandresearchersrecently.Andthecultivationofstudents’readingabilityhasbecometheirfocusofconcern.
Thislessondesignisbasedonthereadingsectionofunit2“HistoricalFigures”,students’book5,publishedbyChongqingUniversityPress.Themainapproachesadoptedaretask-basedlanguageteachingmethodandcommunicativeteachingmethod.Throughanin-depthprobeintoareading-classinseniorhighschool,theauthoraimstoguideteacherstofurtherthinkaboutEnglishreadingteachinginclassroomswiththepurposeofimprovingtheirprofessionaldevelopment.Meanwhile,theuseofreadingstrategieshasbeenshowninthislessondesignwiththehopeofimprovingtheeffectsofEnglishreadinglearning.
Keywords:
unit2“HistoricalFigures”;readingskills;task-basedteachingmethod;cooperativelearning
重大版《高中英语》必修五第二单元“HistoricalFigures”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“HistoricalFigures”。
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“HistoricalFigures”;阅读能力;任务型教学法;合作学
习
1.Introduction
1.1Background
InChina,thereisaphenomenonthatmoreandmorepeoplebegintolearnEnglishwhentheywereyoung.English,asforeignlanguage,hasenjoyedalonghistoryinChina.AccordingtoWen(2016),English“istypicallytaughtasschoolsubjectsforthepurposeofcommunicatingwithforeignersorforreadingprintedmaterialsinthelanguage”(p.181).Meanwhile,withthedevelopmentofglobalization,Englishhasbecomeacommunicationtoolintheworld.Inotherwords,learningEnglishwellcanhelpusinheritculture,stimulateculturalcommunication.Therefore,itisobviousthatEnglishlearningisverypopularinChina.However,Wang(1999)reportedthat“intheprocessofEnglishlearninginschools,thereisanoveremphasisonthedeliveryoftheknowledgeaboutthelanguagewhileignoringthedevelopmentofstudents’languageability”(p.25).ItisnecessarytochangethesituationandtheformofEnglishlearning.
ThemaincenterofEnglishreadingteachingistomotivateandcultivatestudents’interestandtheirconfidenceinlearningthelanguage,helpthemdevelopgoodlearninghabitsandformeffectivelearningstrategies,facilitateautonomyandcooperativespiritinlearning,enablestudentstomasterbasicEnglishlanguageknowledgeandskillsinlistening,speaking,readingandwritingsothattheyformsufficientcompetenceinusingthelanguage.
AccordingtotheNewNationalEnglishCurriculum,inEnglishteaching,readinghastakeaveryimportantsection.However,insomeareasofChina,thereadingclassisstillstereotypical.Teachersemphasizethelearningoflanguageknowledge,suchassomeimportantgrammaticalpointswithoutfocusingenoughonthecultivationofstudents’languagestrategiesandlanguageskills.Asaresult,alotofChinesestudentscan’tfindeffectivelearningapproachesinEnglishreading,theycan’tunderstandthemainideaofreadingpassageinashorttime,meanwhile,theycan’tmasterthespecificinformationorimportantinformationinthepassage.Whattheycanlearnislanguagepoints,butlanguagepointsarenothelpfulforstudentstodevelopreadingskillsandreadingstrategies.So,thereisnodoubtthatthesituationofteachingreadingshouldbechanged.Englishteachersarethemainrolestoimprovetheimportanceofreadingskillsandtoteachstudentslearnreadinginaneffectiveway.
Allinall,readingissomuchapartofdailylifeforthoseofuswholiveinliteratecommunitiesthatmuchofthetimewehardlyconsidereitherthepurposeorprocessesinvolved(Harmer,1990).Therefore,forstudents,itisnecessaryforthemtograspreadingskills.Readingweighsmoreinforeignlanguageteaching.Indeed,itisaprocessoflearningEnglishwithagreatinfluenceonspeaking,listeningandwriting.Inaddition,readingisaformoflanguageinput,itcanhelpstudentscollecteffectivemessagesandpickupinformationwhichisuselessanddevelopthewayofthinking.Atthesametime,readingcanmakestudentsbroadentheirhorizon,makemorefriendsandfeelthedifferentculture.Themostimportantis,readingcanimprovethestudents’independentlearningability.
1.2AimsandSignificanceofthisLessonDesign
AccordingtotheNewNationalEnglishCurriculumin2011,theaimsofEnglishcourseistomakestudentsdevelopoveralllanguageability.Itcontainsfiveaspects,theyarelanguageskill,languageknowledge,languagestrategy,emotionalattitudeaswellascultureawareness.Sothislessondesignaimstomotivatestudents’integratelanguageability,developstudents’thinkingandformaactiveleaningattitude.
ThelessondesignhasaprofoundsignificanceforEnglishteacherstoconductresearchesonEnglishteachinginseniorhighschool.ItisachallengeforteacherstoapplyteachingtheoriesandteachingmethodsinEnglishclassroomteaching.ThispaperwillguideEnglishteacherstothinkaboutthemodeofteachingreadingfromtheoryandpractice.EnglishteacherscanknowhowtochangetheirteachingapproachesandwaysofthinkingtoguidestudentstostudyEnglishinamorejoyfulatmosphere.Itishelpfulforteacherstodeveloptheirprofessionalcompetence.
Fromthecourse,studentsareabletolearnsomereadingskillsandreadingstrategies,suchasskimmingandscanning.Then,studentswilldevelopotherskillssuchasspeakingandwritingintheprocessofreading,theywillhaveadeepunderstandingaboutreadingtheoriesandtheuseofreadingstrategiesandtheycanhavetheawarenessoftheimportanceofreadingandcanfindsomeeffectivewaystolearnbetter.
1.3OrganizationoftheDesign
Thispapercanbedividedintofourparts.Thefirstpartisaninterpretationofthelesson.Inthispart,therearesometheoriesconsistingofanalysisofthestudents,teachingmaterials,teachingmethods,learningmethods,teachingproceduresandtimeallotmentandlayoutoftheblackboard.Thesecondpartisadetailedlessonplan.Itincludesbackgroundinformation,teachingcontents,teachingobjectives,focalpoints,difficultpointsandsoon.Thethirdpartisanevaluationofthelessonplan,whichpresentsthecommentsfromotherobservers,strongpointsandweakpointsfromself-evaluation.Itcanmaketheteacherknowhowtoimprovethecoursetomakeitbetter.Thelastpartisaconclusionofthepaper,summarizingthecontentsofthedesignandgivingsomeintegratedsuggestionstothewholelessonplan.
2.InterpretationoftheLesson
Theauthordesignsthelessonbasedonthereadingsectionof“HistoricalFigures”fromseniorEnglishpublishedbyChongqingUniversitypress,students’book5.Inthislessondesign,thestudents,theteachingmaterials,theteachingmethods,thelearningmethods,theteachingprocedureandthelayoutoftheblackboardwillbeanalyzed.
2.1AnalysisoftheStudents
StudentsarethecenterofEnglishteachingandlanguagelearning.Inthispart,theauthorwillmakeabriefintroductiontostudents,analysisofstudents’languageability,students’characteraswellaslearningmanner.
2.1.1BriefIntroductiontoStudents
Thelessonisdesignedfor50studentsofGuiyangNo.3SeniorHighSchool.Thesestudentsaregradeeleven,fromclass2.Thereare27girlsand23boysintheclass,manyofthemgraduatesfromkeyjuniorhighschoolsinGuiyang.GuiyangNo.3SeniorHighSchoolisakeymiddleschoolinGuiyang,Afamousresearchaboutstudentmentalityshowsthatthestudyenvironmenthasaneffectonstudents’development.(Lu&Yang,2008,p.07).Becauseoftheinfluenceoftheenvironment,mostofthemarewillingtolearn,sorelatively,theyareeasiertoguideknowledgebyteachers.
2.1.2AnalysisofStudents’LanguageAbility
Mostofthemare16yearsold,someofthemhaslearnedEnglishatleast5years,theyhasreachedthelevel5oftheNewNationalEnglishCurriculumin2011.SotheyknowthebasicusageofEnglish,theycanreadsomesimpleEnglishstorybooksandmagazines.Ofcourse,thesestudentshaveclearEnglishlearningmotivation,activelearningattitudeandenoughconfidencetospeakwithothers.Theycanunderstandsomefamiliartopicsandexpresstheirownopinionstodiscusswithclassmates.Whentheyreadapassage,theyknowthemainidea,theprotagonistaswellastheplot.Sometimes,theymaymeetsomedifficultwordssothattheycan’tunderstandthesentenceclearly.Therefore,somereadingskillsandreadingstrategiesarenecessaryforthemtoputtouse.Theyalsoneedtocooperatewiththeirpartners,trytosolveproblemtogether.Intheprocessoflearning,theyshouldsummarizethelearningapproaches,makeuseofallkindsofeducationresources,strengthentheawarenessofculturedifference.Generallyspeaking,theirlanguageabilityisbetterthanthesamegradestudents.
2.1.3AnalysisofS
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- 高中英语 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 重大 必修 第二 单元 Historical Figures 阅读 设计 反思