Roysstory教学设计1.docx
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Roysstory教学设计1.docx
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Roysstory教学设计1
Roy'sStory
授课内容
Roy'sStory
授课课型
Reading
教材版本
外研版(2004年)选修6Module3
教学材料
IrememberthefirsttimeImetRoy.Hewasstandinginthecentreofagroupofboys,andhewastellingajoke.Whenhereachedthefinalline,everyoneburstoutlaughing.Roylaughedtoo.Aloudhappylaugh."Popularboy,"Ithoughttomyself.MynameisDaniel.IwasfromthenorthofEngland,butmyfatherhadbeenofferedabetterjobinLondon,andourwholefamilyhadmovedthere.Iwas12and,havinglostallmyoldfriends,Ifeltshyandlonelyatmynewschool.
Therewere33studentsinmynewclass,andmostpeopleweren’tveryinterestedinashynewboy.Roywasoneofthefewpeoplewhowerekindtome.Heofteninvitedmetojoinhisparticulargroup,andasaresult,Istartedgettingtoknowpeople.RoyandIbecomegoodfriends.Wetrustedeachotherandwecouldtalkaboutpersonalmatters,thingsthatwereimportanttous.
Fiveyearslater,RoyandIarestillinthesameclass.Butjustunderayearago.Roy’sfatherwasknockedoverbyacar.Hediedafewdayslater.Thefamilyhadtomovetoamuchsmallerhouseinordertomanagefinancially.Roy,whohadalwaysbeenveryclosetohisfather,changedcompletely,becomingsilentandmoody.Hehadalwaysbeenaclever,hard-workingstudentbutnowheseemedtoloseallinterestinhiswork.Hestartedlosingfriends.Thesedays,RoyandIseeeachotherfromtimetotime,butwenolongerclose.
Aboutthreemonthsago,agroupofuswereplayingfootballtogetherafterschool.Havingleftsomethinginthecloakroom,Iwentinsidetogetit,andfoundRoygoingthroughthepocketsofpeople’scoats.Inhishandhehadawallet---andIknewitwasn’this!
MymouthfellopenandIjustlookedathim.Roywentbrightred.“I’llputitbackrightnow,”hesaid,andhedidso.Iturnedroundandwalkedoutwithoutsayingaword.
IreallyhopedthatRoywouldexplainwhyhehadbeenstealing,butinsteadhestartedavoidingme.Atthesametime,smallamountsofmoneystarteddisappearingfromstudents’lockers.IwonderifthethiefwasRoybutdecidednottosayanythingtoanyone.Ihopeitwasn’thim.
Lastweekourschoolhadabigfairinordertoraisemoneyforacharity.Itwasverysuccessfulandbytheendoftheday,wehadmadeabout$500.Ourclassteacher,MrWhite,cameandchattedtoagroupofusthatincludedRoy,andheldupaboxforustosee.“There’s$500inhere,”hesaidwithasmile.Buttooursurprise,thenextmorning,weweretoldthatthemoneyhadbeenstolen.Mr.Whitehadlefttheboxinaclassroomforafewminutes,andwhenhecamebackithaddisappeared.Theheadteacheraskedanyonewhothoughttheymightknowsomethingaboutthethefttocometohim.
Thisweekend,havingthoughtaboutthesituationforawhile,IdecidedtoaskRoyaboutthetheft,andthismorningIwenttoseehim.Roywasout,andIwentupstairstohisbedroomtowaitforhim.Itwasacolddayandhisjacketwaslyingonthebackofachair.Iputitonandputmyhandsinthepockets.IcouldfeelalotofpapernotesandIpulledthemout.
Itlookedasiftherewasabout$500there.IwassosurprisedthatIjuststoodthere,holdingthenotesinmyhands.Atthatmoment,thedoorswungopen,andRoywalkedin.
教学设计
一、Topic:
InterpersonalRelationships--Friendship(ManandSociety)
二、Texttype(语篇类型):
narration(说明文)
三、TeachingPhilosophy(教学理念):
依据《高中英语新课程标准》中提出的理念:
“高中英语课程应根据高中学生认知特点和学习发展需要,在进一步发展学生基本语言运用能力的同时;……逐步培养学生用英语进行思维和表达的能力;为学生进一步学习和发展创造必要的条件”。
成功的英语课堂教学教师应该为课堂内创设更多的情景,让学生有机会使用已学过的语言材料。
通过给学生创设问题情境,图文并茂,充分调动学生的积极性,使学生自主学习,让学生成为问题的发现者,然后学生与学生进行合作性的探究,让老师成为问题的点拨者。
并根据语篇文本特点,设计和实施一堂阅读理解及词汇认读课。
四、内容分析:
本节课内容为外研版选修第六册Module3的第二节课Reading&Vocabulary,学生学习内容为“Roy’sstory”。
该语篇生词量适中,“Roy’sstory”话题能吸引学生兴趣,但故事情节不完整,因此在具体教学设计时,教师将本节课学生学习任务定为理解文本,同时兼顾少量词汇的学习。
五、学情分析:
文章整体难度对高二下学生来说基本适中,学生已经储备了一定的英语基础,能较好的带头展开话题讨论,各抒己见,但文本内容的时空与场景跨越幅度比较跳跃,既有描写,又穿插感叹。
因此,本人结合学生的实际生活,对教材整个模块做了整合,采用多媒体教学,通过创设多种情景活动,使学生积极参与课堂活动,激发学生交流和学习兴趣,希望学生处于积极思考、主动探究的状态中,创造充满活力的课堂气氛。
六、教学目标:
1、通过学习本课,学生能基本了解文章结构,理解语篇所述故事,通过对故事的理解,从中体会到朋友的真正含义,不是隐瞒而是帮助解决问题。
同时,对语篇中出现的生词,做到能够认读。
2、基本把握阅读故事所需要的阅读技能;能够在朗读的过程中加入自己的理解和情感;能够口头表达自己对语篇传达信息所持的观点与见解。
3、在教师的引导下,通过学生的思考和互动讨论,从文本的阅读过程中体会到朋友的真正含义。
七、教学重点:
掌握并能够运用所学生词及短语;帮助学生能够准确理解语篇内容,提高阅读理解能力。
八、教学难点:
引导学生对文章进行深度思考和挖掘。
同时,在教学过程中自然融入以上“认读词汇”的学习。
九、教学方法及学法:
1、教学方法:
Situationalteachingmethod;Thegameteachingmethod;
Activitymethodofteaching;Pairworkandgroupwork;consolidation
2、学法:
Learningalone;Cooperativelearning;Activities;Discussion
十、教学准备:
Students’worksheet,aprojectorandamultimediacomputer
十一、教学环节(Teachingprocedures)
Proce-
dure
Teacher’sActivities
Students’Activities
Purposes
KeyCompetencies
Step1Warming-upand
Pre
-reading
1.Showthelearninggoals.
2.Brainstorming:
Showpicturesanddiscusswhatgoodfriendsare(loyal,sharing,caring,
reliable,selfless
honest,responsible
understanding…)
3.Showsomeproverbsaboutfriendship.
(1)Afriendinneedisafriendindeed.
(2)Friendshipislovewithunderstanding.
(3)Betteranopenenemythanafalsefriend.
(4)Withoutconfidencethereisnofriendship.
1.Readthelearninggoals.
2.Lookanddiscusswhatgoodfriendsare.
3.Answerthequestion.
4.Readtheseproverbsaboutfriendship.
1.Tomake thestudents try
toexpressthem
-selvesfreely.
2.Help them
describe the
pictures,using
theadjectives
they’velearned.
语言能力:
获取并概括信息。
Step2
While
-reading
(1)Part1
1.Leadstudentstopredictthepassageaccordingtothepicture.
(Guess:
WhathappenedtoRoy?
)
2.Leadstudentstoreadthepassageandputthe
sentencesinthecorrectorderaccordingtothepictures.
3.Presentdifferentreadingtasksaboutthepassage.
(1)Findoutpersons&time.
(2)Thereare_8__paragraphsinthetextandwedividethewholetextinto_4__parts.Thenmatchthemainideasandeachpart.
(3)Whathappenedinthefollowingtime?
【thefirsttime,fiveyearslater,aboutthreemonthsago,
lastweek…thisweekend】
(4)Answerthequestionsaccordingtothepassage.
A.WhatwasRoylikebeforehisfatherdied?
B.WhatkindofrelationshipdidRoyandDanielhave?
C.HowdidRoychange?
Andwhy?
D.WhatsurprisedDanielthathappenedinthecloakroom?
E.HowdidDanielknowwhohadstolenit?
4.Checkanswersandofferthestudentsnecessaryhelp.
1.Predictthepassage.
2.Readthematerialandfinishthetasks.
3.Learnthereadingskills.
1.Topredictwhatthetextismainlyaboutandunderstandthegeneral
meaningofthepassage.
2.Tograspthelogicrelationsbetweenparagraphs.
语言能力:
获取、概括信息。
Step2
While
-reading
(2)Part2
1.Askthestudentstosharetheirownquestions.
(1)Wordsandphrases
(2)Passageunderstanding
2.Checkanswersandofferthestudentsnecessaryhelp(presentnewwords).
1.Sharetheirownquestions.
2.Finishthetasks.
1.Todevelopreadingskills.
2.Togetafeedback.
3.Tomakesurethatstudentsunderstandthepassage.
语言能力:
获取、概括信息。
Step3
Post
-reading
【Mindmapping】
1.Askthestudentstodrawtheirmindmapsingroupsabouttheirunderstandingofthepassage.
2.Invitethestudentstosharetheiropinionsandideas.
3.RepeattheRoy'sstoryaccordingtothemindmapping.
1.Discussanddrawthemindmapsoftheirownwitheachother.
2.Sharetheirideas.
Extendedtask:
1.Todevelopthestudents’creativespiritsandability.
2.Tousewhatthey’velearnttosolveproblems.
3.Tohelpthestudentshaveadeeperunderstandingofthewholestory.
思维品质:
利用思维导图分析、概括并整合信息,描述阐释意义。
Step4
Competi-
tion&
Summary
Chooseanyletterthestudentslikefrom"FRIEND",thenanswerthequestions(6groups,thetasksof2lettersarethesame).
A.Matchwordsandphraseswithdefinitions.
B.ReadParagraphs4~8andfillintheform.
C.Fillintheblanksaccordingtothetext.
1.Chooseanyletterthestudentslikefrom"FRIEND"anddotheirtasksingroups.
2.Answertheirquestions.
Toconsolidatewhathasbeenlearnt.
语言能力:
整合运用语言进行表达;描述阐释意义;提出自己的观点。
Step5
Discussion
Discuss:
"IfyouwereDaniel,whatwouldyoudotohelpRoy?
"
Discussthequestioningroups.
Todevelopthestudents'thinking.
文化品格:
联系现实生活,思考人类与社会的关系。
学习能力:
自主学习,合作学习。
Step6
Home-
work
1.Singthesong"AuldlangSyne"followingthevideo.
2.Assignthehomework.
(1)Compulsory:
Readthewholepassageagainandagain,andtryyourbesttoretellit.
(2)Optional:
Pleasewriteyourownendingstothestoryinyourexercisebook.
Singthesongtogethertohelpthestudentshaveadeeperunderstandingoffriendship.
2.Toextendtheirknowledge.
教学反思(Post-lessonReflection)
Inprinciple,Iadaptsituationalteachingmethod,thegameteachingmethod,activitymethodofteaching,pairworkandgroupworkandconsolidationinthislesson.Alltheactivitiesthatfocusononemaintargetareorganizedinatask-cyclewithanoutcome---followingthestagesmentionedinthetexttosolveareal-worldproblem.Thetaskcycleconsistsofaseriesofminortasks,eachofwhichservesoneprimaryfocusonenablingthelearnertoreachhigherandhigherlevelsofcommunicativeperformance.Consequently,studentsfromdifferentEnglishlevelscanparticipateintheclassroomactivitiesalltheway,andsotheyarechallengedtoachievethemaingoalIsetforthembymeansofdifferentleaningstrategies.That’sjustwhatweteachersshouldtakeintoconsiderationwhenwedesignourclassroomteaching.
1.Thetaskssetinameaningfulcommunicativeclassroomenablethestudentsto
processlanguagewhichisbeinglearnedorrecycledmorenaturally.
2.Thecomputer-assistedteachingaidscontributetoimprovingtheefficiencythislesson,byincreasingtheinputofinformation.
3.Thepost-readingtaskpr
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