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1、課例設(shè)計(jì)參賽作品 層層深入 步步為營(yíng) ——Book 3 Module3 Canada —— “ The True North”教學(xué)設(shè)計(jì) 甘肅白銀市平川中恒學(xué)校 司喜強(qiáng) 2011.4.25 層層深入 步步為營(yíng) — Book 3 Module 3 Canada —“ The True North” 教學(xué)設(shè)計(jì) 甘肅白銀市平川中恒學(xué)校 司喜強(qiáng) 內(nèi)容簡(jiǎn)介: 本課內(nèi)容為人民教育出版社出版的New

2、 Senior English For China Student’s Book 3高中教材“必修3(模塊3)”第5單元的Reading 部分。本單元的話(huà)題是加拿大——李黛予等人在加拿大的旅游經(jīng)歷。通過(guò)本節(jié)內(nèi)容的學(xué)習(xí)，可以使學(xué)生初步了解加拿大的一些基本情況，包括地理環(huán)境，城市特點(diǎn)以及人文活動(dòng)等。教材通過(guò)旅游經(jīng)歷介紹風(fēng)光特色,幫助學(xué)生學(xué)習(xí)有關(guān)方向及位置的表達(dá)法，使用描繪地貌、自然現(xiàn)象的詞語(yǔ)做回憶、寫(xiě)游記、介紹風(fēng)光。教師可在充分利用教材的基礎(chǔ)上,結(jié)合學(xué)生的實(shí)際情況設(shè)計(jì)教學(xué)活動(dòng),旨在幫助學(xué)生有效地掌握閱讀技巧、閱讀策略。同時(shí)了解英語(yǔ)中游記式記敘文的寫(xiě)作特點(diǎn),并引導(dǎo)學(xué)生通過(guò)語(yǔ)境學(xué)習(xí)掌握詞匯、語(yǔ)法知識(shí)。

3、 目標(biāo)定位: 本節(jié)課為高一下學(xué)期的教材內(nèi)容,盡管學(xué)生已經(jīng)有了數(shù)年英語(yǔ)學(xué)習(xí)的基礎(chǔ)，但在閱讀方法、閱讀技巧和閱讀策略的形成和運(yùn)用方面還遠(yuǎn)遠(yuǎn)不夠,高中一年中教師幫助學(xué)生學(xué)會(huì)有效、高效的閱讀是閱讀課教學(xué)的主要任務(wù)。針對(duì)這一需求，本節(jié)課側(cè)重訓(xùn)練學(xué)生利用不同的閱讀方法,獲取信息、整合信息、處理問(wèn)題，解決問(wèn)題，并且在對(duì)文章充分理解的基礎(chǔ)上,借助語(yǔ)篇排除詞匯、語(yǔ)法障礙,提高語(yǔ)言運(yùn)用能力。 一、語(yǔ)言知識(shí)目標(biāo) 1.初步理解、掌握課文中關(guān)于方向及位置的表達(dá)法，使用描繪地貌自然現(xiàn)象的詞語(yǔ)做回憶、寫(xiě)游記、介紹風(fēng)光。學(xué)習(xí)分析課文中的長(zhǎng)難句子,初步感知課文中的同位語(yǔ)語(yǔ)法現(xiàn)象。 2.了解英語(yǔ)游記式記敘文的寫(xiě)法,能運(yùn)

4、用已有知識(shí)和新學(xué)詞語(yǔ)仿寫(xiě)自己的旅游經(jīng)歷。 二、閱讀技能目標(biāo) 1.能獲取和處理文章相關(guān)信息。 2 理解文章的主旨大意,分析作者意圖。 3.能借助語(yǔ)境排除詞匯、語(yǔ)法障礙,理解語(yǔ)篇意義。 三、學(xué)習(xí)策略目標(biāo) 1.能使用速讀、略讀、查讀、預(yù)測(cè)、猜測(cè)詞義等閱讀策略。 2.能利用圖片、題目及段落主題句、段預(yù)測(cè)文章主要信息。 3.利用聯(lián)想、推理和歸納等手段分析和解決問(wèn)題。 四、情感態(tài)度目標(biāo) 培養(yǎng)學(xué)生熱愛(ài)自然,熱愛(ài)生活,關(guān)心異域文化，提升自我人生品味。 五、文化意識(shí)目標(biāo) 了解加拿大的文化、地理、環(huán)境，風(fēng)土人情等基本情況,對(duì)比中國(guó)文化,培養(yǎng)包容和尊重異國(guó)文化的個(gè)性品質(zhì)。 方法選擇 本節(jié)

5、課以圖式驅(qū)動(dòng)模式為主要閱讀方式,重視背景知識(shí)在閱讀過(guò)程中的作用,盡力激活學(xué)生已有的話(huà)題知識(shí)、語(yǔ)篇知識(shí)、策略知識(shí),引導(dǎo)學(xué)生通過(guò)猜測(cè)、預(yù)測(cè)、驗(yàn)證預(yù)測(cè)等方式與文本交互對(duì)話(huà)。同時(shí)也借助任務(wù)型教學(xué)途徑,設(shè)計(jì)各種語(yǔ)言實(shí)踐,促進(jìn)學(xué)生的語(yǔ)言應(yīng)用,培養(yǎng)綜合語(yǔ)言運(yùn)用能力。閱讀活動(dòng)分為讀前、讀中、讀后三個(gè)階段,通過(guò)激活學(xué)生的背景知識(shí)、明確閱讀目的、訓(xùn)練閱讀技巧。 教學(xué)流程 環(huán)節(jié)一 Lead in Activity: Talking about the map of Canada and answering some questions Question 1. If you take a trip to C

6、anada, what do you think you might see there? (The teacher asks the students to look at the map of Canada on page33 or in PPT), Question 2: If you have a chance to take a long journey across Canada some day, what means of transportation would you like to choose? By plane, by train or by car and why

7、? Question 3: What do you think the writer would choose to travel across Canada in the passage? 【設(shè)計(jì)意圖】 這個(gè)活動(dòng)可有效地利用教材資源。通過(guò)觀(guān)看圖片激發(fā)學(xué)生學(xué)習(xí)興趣,進(jìn)一步接近要學(xué)習(xí)的內(nèi)容,特別是通過(guò)問(wèn)題3讓學(xué)生產(chǎn)生一種閱讀期待預(yù)測(cè),教師可及時(shí)地導(dǎo)入本課話(huà)題,認(rèn)識(shí)本節(jié)課的總?cè)蝿?wù)。 While-reading 環(huán)節(jié)二 Predicting for possible information Activity: Reading the Title and Making Prediction

8、on the Literary Form 1. The students read the title Canada—“The True North” and discuss the kind of literary form they think the passage can be. And the students may find it a narration. The teacher then goes to encourage the students what they may expect to read in a narration. Possible answers:

9、 Who/where/What/how… 2. The students read the first paragraph of the passage and find out the questions about “who, where, what and how…”quickly. Answers: Who―Lidaiyu and her cousins Where―Canada What―were on a trip to Canada How― fly to Vancouver and the take the train from west to east acros

10、s Canada. 【設(shè)計(jì)意圖】 通過(guò)閱讀文章的題自,判斷文章的文體,根據(jù)文章的文體預(yù)期文體是一種很好的閱讀策略,高中學(xué)生在漢語(yǔ)學(xué)習(xí)過(guò)程中接觸到了很多不同的文體知識(shí),英語(yǔ)教學(xué)中教師要考慮到學(xué)生的認(rèn)知水平,將其有效遷移到英語(yǔ)學(xué)習(xí)中。這對(duì)于閱讀,乃至寫(xiě)作能力的培養(yǎng)很有幫助。同時(shí),判斷和預(yù)測(cè)能激發(fā)學(xué)生的探究動(dòng)機(jī),使其產(chǎn)生強(qiáng)烈的學(xué)習(xí)期待心理,這種心理會(huì)促使學(xué)生帶著濃厚的興趣學(xué)習(xí),借助于已有的語(yǔ)篇知識(shí)、話(huà)題知識(shí)儲(chǔ)備,進(jìn)行判斷、預(yù)測(cè),然后通過(guò)交流,討論修正預(yù)測(cè),使思維層層跟進(jìn),閱讀步步深入。 環(huán)節(jié)三. Skimming the passage and getting general ideas. T

11、he students skim the whole passage and complete the following. 1) What does the expression” the True North ” refer to? A. the name of north Canada B. the name of a train which crosses Canada from coast to coast. 【B】 2) Which place is the warmest in Canada? A. Toronta B.Vancouver C.

12、Calgary D. Thunder bay 【B】 【設(shè)計(jì)意圖】Skimming (略讀) 是一種令師生樂(lè)此不疲的閱讀方法,在平時(shí)的教學(xué)過(guò)程中,老師不可不強(qiáng)調(diào)它, 考試中,此法更為學(xué)生得分之法寶。 環(huán)節(jié)四 Skimming for topic sentences Activity: Reading the text to find the topic sentences or the topic paragraph. Students read the text quickly and silently to find the topic sentence or top

13、ic paragraph if the passage has. And the teacher guides the students on how to conclude the main idea of each paragraph: Paragraph One is the topic paragraph of the whole passage: Li Daiyu and her cousins’ trip across Canada. The teacher should remind the students that in the rest part of the readi

14、ng, the topic sentence and the topic paragraph are not clearly marked, but readers themselves can make a conclusion according to the content. 【設(shè)計(jì)意圖】 引導(dǎo)學(xué)生快速瀏覽文章,主題句、段重點(diǎn)理解,初步了解文章內(nèi)容。要求學(xué)生使用默讀的方式,注意信息處理的層次,關(guān)注主題句、主體段。 環(huán)節(jié)五 Scanning for details Activity: Reading the text, focusing on some detailed infor

15、mation The students read the text again, based on what they have known of the whole passage, to obtain required specific information. The teacher gives some guidance on how to focus on what is necessary information, and ignore what is unnecessary information. And then the teacher asks the students

16、 to judge the following sentences and say they are true or false. 1) Li Daiyu and her cousin were on a trip to visit their friends. (F)(cousins) 2) The reason for their taking the train from west to east was that they could slowly appreciate the scenery along the way. (T) 3) Their friend

17、Danny Lin was a friendly girl. (F) (man) 4) It is more than 5,000 kilometers from west to east across Canada. (T) 5) Vancouver is a city with mountains around it. (T) 6) They set off their journey on an autumn morning. (F) (afternoon) 7) Cowboys from all over the country come to join the Stamped

18、e. (F) (world) 8) All the riders on the Stampede have a gift for riding. (F)(many) 9) On the third day, the girls realized that Canada was an empty country. (T) 10) The most part of Canadian’s population is near The USA border. (T) 11) Canada is a country with the richest fresh water recourses i

19、n the world. (T) 【設(shè)計(jì)意圖】scanning(查讀)是根據(jù)一定的目的去有針對(duì)性地搜尋自己想要的信息，直奔所要信息而不關(guān)注其它信息的閱讀方法, 這種方法也叫skipping（跳讀）。這11個(gè)問(wèn)題可依此閱讀方法得以解決。 環(huán)節(jié)六 Reorganizing information for further understanding Activity 1: Doing comprehensive exercises to get trained in organizing information, using flexible strategies to

20、reorganize information. 1) How does the write arrange the narration of paragraph? Is it the writer’s direct description? (Possible answer: The major information is presented though the mouth of Danny Li. ) 2) “Many of them have a gift for riding wild horses.” In the sentence, the word “gift” me

21、ans: A. present B. power C. natural ability D. a thing that is very easy to do or cheap to buy【C】 3) “They were back in the urban area.” In the sentence, the word “urban” means: A. connected with a town or city B. connected with country C. of the outside of a town or city D. of the

22、 inside of a town or city【A】 4) The writer and her cousin went through several beautiful places. According to the passage, the right order of them should be: (①the Rocky Mountain ②Vancouver ③Calgary ④Thunder Bay ⑤the Great Lake ⑥ Lake Superior) A. ①-②-③-④-⑤-⑥ B. ②-①-③-④-⑤-⑥ C. ②-①-④-③-⑤-⑥ D. ②

23、-③-①-④-⑤-⑥ 【B】 【設(shè)計(jì)意圖】 在學(xué)生對(duì)文章閱讀兩遍之后,再讓學(xué)生進(jìn)行這樣的閱讀練習(xí),學(xué)生借助前面閱讀和練習(xí)建立的對(duì)文章的理解,進(jìn)一步整合信息,這個(gè)過(guò)程有效地訓(xùn)練著學(xué)生推理、對(duì)比、總結(jié)、歸納等邏輯思維能力,實(shí)現(xiàn)課程標(biāo)準(zhǔn)提出的“著重提高用英語(yǔ)獲取信息、處理信息、分析和解決問(wèn)題的能力;逐步培養(yǎng)學(xué)生用英語(yǔ)進(jìn)行思維和表達(dá)的能力”。這個(gè)過(guò)程中,學(xué)生可繼續(xù)回歸文章,進(jìn)一步閱讀,歸納整合 Activity 2: Making a conclusion on the useful words or expressions of describing directions or location

24、. Possible answers: …be on the Atlantic Coast… …from west to east across Canada …going westward… …cross the Rocky Mountains …live within a few hundred kilometers …went through a wheat-growing province …sail up the Great Lakes …rush across … through southwest toward … 【設(shè)計(jì)意圖】游記類(lèi)記敘文中有關(guān)方向及位置的

25、表達(dá)法是學(xué)習(xí)的主要目標(biāo)之一。 環(huán)節(jié)七 Summarize the appositive clauses in the passage The students mark all the appositive clauses in the passage 【設(shè)計(jì)意圖】在語(yǔ)境中學(xué)習(xí)語(yǔ)法,有助于學(xué)生建形式和意義的關(guān)系,改變了傳統(tǒng)的脫離語(yǔ)境、孤立學(xué)習(xí)語(yǔ)法的教學(xué)方式,這符合“發(fā)現(xiàn)式”語(yǔ)法教學(xué)思路。在這個(gè)環(huán)節(jié)中,學(xué)生充分體驗(yàn)學(xué)習(xí)的過(guò)程,感悟知識(shí),促進(jìn)了自主學(xué)習(xí)、自我探究能力的培養(yǎng),提高了學(xué)習(xí)能力。 環(huán)節(jié)八 Enjoying beautiful language Activity :The st

26、udents work in teams and pick out the well-chosen words and well-organized sentences used by the writer and give reasons why they think they are good. 【設(shè)計(jì)意圖】 高中一年級(jí)學(xué)生,已經(jīng)具備了近兩千個(gè)單詞的詞匯量和基本的語(yǔ)法水平,英語(yǔ)閱讀不能僅局限于信息的獲取與加工,教師要引導(dǎo)學(xué)生學(xué)會(huì)賞析語(yǔ)言中的優(yōu)美的詞、句,以及高級(jí)的修辭方法,并鼓勵(lì)學(xué)生有意識(shí)地運(yùn)用于聽(tīng)說(shuō)讀寫(xiě)活動(dòng)以便不斷更新語(yǔ)言,提高英語(yǔ)素養(yǎng)和英語(yǔ)表達(dá)水平。 環(huán)節(jié)九 Reading for

27、 Fluency The students follow the tape to practice the pronunciation and get enough fluency 【設(shè)計(jì)意圖】 通常在閱讀課教學(xué)中,教師不會(huì)采用朗讀的方式,因?yàn)殚喿x課的是培養(yǎng)學(xué)生通過(guò)默讀獲取信息,處理信息,較快速地建立讀者與文本的交流。而閱讀后的朗讀往往更指向語(yǔ)音、語(yǔ)調(diào)及其他發(fā)音技巧的訓(xùn)練,并且速度較慢,這不僅可以提高學(xué)生朗讀的流利性,而且也可加深對(duì)文章的理解。 環(huán)節(jié)十 Thinking critically Activity: Discussing The teacher offers the s

28、tudents two discussing topics. Get them to work in teams and to choose either of the topics. Encourage all of them to voice their opinions, and then choose two teams to report their opinions to the whole class to discuss: 1) What do you think a good piece of writing should be like? 2) What should

29、 be the ideal relationship between human beings and nature? 【設(shè)計(jì)意圖】 在學(xué)生充分閱讀文章之后,設(shè)計(jì)了這個(gè)讀后活動(dòng)。第一個(gè)問(wèn)題是對(duì)學(xué)生的作文能力的培養(yǎng)；通過(guò)對(duì)問(wèn)題二的回答,學(xué)生要作深度反思，努力構(gòu)建人與自然的和諧關(guān)系，保護(hù)環(huán)境，建設(shè)美好家園。 環(huán)節(jié)十一Assignments 1. Write a passage, introducing one of your traveling experiences. 2. Search on the internet to find same information about how

30、 traveling will be like in the20th century. 【設(shè)計(jì)意圖】 通過(guò)課文學(xué)習(xí)和讀后討論,學(xué)生了解了游記式記敘文的寫(xiě)作特點(diǎn)，積累了一些描述交通和自然風(fēng)光的詞匯和句子,作業(yè)一提供給學(xué)生一個(gè)練習(xí)的機(jī)會(huì),促進(jìn)學(xué)生的知識(shí)的再生和運(yùn)用,有助于培養(yǎng)學(xué)生用英語(yǔ)進(jìn)行思維表達(dá)的能力。作業(yè)二要求學(xué)生自己主動(dòng)探究,自主學(xué)習(xí)的能力。 總體設(shè)計(jì)反思 本課設(shè)計(jì)的最大特點(diǎn)是充分體現(xiàn)了學(xué)生的主體地位,教學(xué)設(shè)計(jì)從學(xué)生出發(fā),充分尊重學(xué)生的認(rèn)知特點(diǎn)、年齡特征、心理需求,充分調(diào)動(dòng)學(xué)生的內(nèi)在動(dòng)機(jī),激活已有學(xué)習(xí)經(jīng)驗(yàn),并以此為生長(zhǎng)點(diǎn),讓學(xué)生感知、體驗(yàn)、生成新的知識(shí)。 另一個(gè)特點(diǎn)是教學(xué)

31、環(huán)節(jié)的設(shè)計(jì)層次分明,銜接流暢自然。整個(gè)的教學(xué)活動(dòng)分讀前、讀中、讀后3個(gè)階段、11個(gè)環(huán)節(jié),并且每個(gè)階段的設(shè)計(jì)思路明確,讀前活動(dòng)知識(shí)的激活和語(yǔ)言準(zhǔn)備,讀中活動(dòng)突出閱讀技能、閱讀策略的訓(xùn)練,讀后活動(dòng)的應(yīng)用和話(huà)題的拓展。整個(gè)環(huán)節(jié)的設(shè)計(jì)由淺入深,由表及里,層層深人,步步為營(yíng)。閱讀活動(dòng)從整體到部分最后回到整體,理解的層次也由讀懂到讀深、讀透。任務(wù)式驅(qū)動(dòng)閱讀模式的采用也是這節(jié)課的一個(gè)特點(diǎn),教學(xué)過(guò)程多處體現(xiàn)了猜測(cè)、查讀,略讀等技法的使用,從而使閱讀過(guò)程成為學(xué)生與文本交互對(duì)話(huà)的過(guò)程,因而學(xué)生在閱讀中也能始終保持探究的欲望和學(xué)習(xí)的興致。 2011.4.25 9