论文部分内容阅读
一、教材分析
1.教学内容
外研社 Book 7选修 Module 3 Reading and vocabulary 《Oliver Asks for More》
2.教材处理
这是一堂根据新课程标准,结合本人对阅读教学方法的实践积累和思考进行设计的一堂阅读课。该课创造性地选择了授课内容,采用“整体感知—细节理解—归纳总结”教学模式,进行了一次实验和探究。
该课的中心话题围绕小说《Oliver Twist》中Oliver在孤儿院提出多要soup这一场景展开,内容引发学生对贫穷孩子生活的关注和思考。该课旨在启发学生去归纳总结如何描写小说中的人物,让学生学会描写故事人物。同时,提供一次实际运用英语表达交流的机会,增强使用英语的信心。
二、学情分析
笔者首先考虑为什么和怎么上这节课,使教学目标的设计实在可行。 笔者的授课对象是中上水平的小英才层次班,英语基础好,大部分学生的思维活跃、学习热情、表现欲望和合作精神都比较强。但怎样使得一节课对学生今后的学习有所思考和帮助,也是笔者要考虑的问题。综上因素,根据学情,笔者采用活动式的教学方法;同时注意运用与本堂课内容相关的语言材料吸引学生,提高学生学习的兴趣,同时便于设题。兼顾设计内容简单化,便于调动全班学生的积极性,在互动中实现教学任务和目标。
三、教学目标
1.巩固学生阅读技巧,提升学生阅读能力;
2.根据小说人物描写,归纳整理并学会描写小说人物;
3.增强社会责任感,关注和谐社会的发展。
四、设计理念
英语学科素养中的文化品格素养要求学生对中外文化的理解和对优秀文化的认同,是学生在全球化背景下表现出的知识素质、人文修养和行为取向。通过本课的学习,学生能获得文化知识,理解文化内涵,比较文化异同,吸收文化精华,形成正确的价值观念和道德情感,自信、自尊、自强,具备一定的跨文化沟通和传播中华优秀文化的能力。
五、教学手段
多媒体辅助教学。
六、教学过程
Step One: Lead-in
Enjoy a poetry—— To the Oak Tree
Show pictures of novels
Watch a video about Oliver Asks for More
【设计说明】:由优美的诗歌《致橡树》导入,学生一起模仿诵读开头片段(英文版)活跃课堂气氛,激发学习兴趣;同时,引入话题“Literature”,开始引導学生去头脑风暴出各种文学作品,然后重心放在小说上,展示一些小说图片,最后展示小说《Oliver Twist》。通过观看《Oliver Twist》电影片段Oliver Asks for More这一场景进入到课文。
Step Two: Fast-reading
Skim the passage and finish the following tasks:
Task 1 Answer the question: What did Oliver ask for? And why?
Task 2 Choose the best summary according to the passage.
【设计说明】:通过观看电影片段后,老师提出问题并让学生带着问题快速浏览课文去找到答案;同时在浏览文章后归纳文章大意,与此同时老师用PPT展示出三个选项,学生选出最佳选项。(在归纳过程中学生可相互讨论。)
Step Three: Detail-reading
Read the passage carefully and do the following:
How does the writer describe the characters?
They seemed to have excellent____, so they tried to eat every bit of soup and when they finished the soup, they would sit______ the pot with _____. They became quite ____.
He was ____for his age. He was afraid that if he couldn’t have another bowl of soup each day, he might ___the small boy sleeping next to him. The tall boy had a _____look in his eye.
He was ____. When Oliver asked for more, his face became ___ . He stared in____and ____to the pot for support. His voice was____ . “What?” he said.
He was desperate with ____. He ____from the table and ___towards the master.
“Please sir, I want some more.”
【设计说明】:老师展示如上文章细节,并要求学生再仔细读文章,补充完整以上细节后,让学生讨论每段文字描写了文中人物哪些方面?在此前老师,让学生分别关注每段中所填入的词汇并对它们进行分类,帮助归纳。最后展示答案: Summary— how to describe a character:
appearance; expression; action; speech
Step Four: Group work: Read the passage again to complete the sentences.
(1)On special holidays the boys were allowed to eat __________________________.
(2)The warden’s face became very pale because _____________________________.
(3)When Oliver repeated his words, the warden _____________________________.
(4)In order to punish Oliver, the managers _________________________________.
(5)The managers did not want Oliver to ___________________________________.
【设计说明】:展示以上习题,学生再次阅读文章并通过相互讨论和你问我答形式完成答案。最后逐一抽学生核对答案。设计练习加以强调和巩固。
Step Five: After-reading
Role- play: Try to act out the scenes of Oliver Asks for More
In groups, students practice acting out the scene. Then invite several groups to act in front of the other students.
【设计说明】:通过学生分组表演让学生在体验、实践、参与和交流中发展语言运用能力。引用這一活动,激起学生的表现欲和求知欲。
Step Six: Homework
Read the passage once again to get a better understanding of the scene;
Read the other parts of the novel Oliver Twist.
六、课后反思
1.教学内容
外研社 Book 7选修 Module 3 Reading and vocabulary 《Oliver Asks for More》
2.教材处理
这是一堂根据新课程标准,结合本人对阅读教学方法的实践积累和思考进行设计的一堂阅读课。该课创造性地选择了授课内容,采用“整体感知—细节理解—归纳总结”教学模式,进行了一次实验和探究。
该课的中心话题围绕小说《Oliver Twist》中Oliver在孤儿院提出多要soup这一场景展开,内容引发学生对贫穷孩子生活的关注和思考。该课旨在启发学生去归纳总结如何描写小说中的人物,让学生学会描写故事人物。同时,提供一次实际运用英语表达交流的机会,增强使用英语的信心。
二、学情分析
笔者首先考虑为什么和怎么上这节课,使教学目标的设计实在可行。 笔者的授课对象是中上水平的小英才层次班,英语基础好,大部分学生的思维活跃、学习热情、表现欲望和合作精神都比较强。但怎样使得一节课对学生今后的学习有所思考和帮助,也是笔者要考虑的问题。综上因素,根据学情,笔者采用活动式的教学方法;同时注意运用与本堂课内容相关的语言材料吸引学生,提高学生学习的兴趣,同时便于设题。兼顾设计内容简单化,便于调动全班学生的积极性,在互动中实现教学任务和目标。
三、教学目标
1.巩固学生阅读技巧,提升学生阅读能力;
2.根据小说人物描写,归纳整理并学会描写小说人物;
3.增强社会责任感,关注和谐社会的发展。
四、设计理念
英语学科素养中的文化品格素养要求学生对中外文化的理解和对优秀文化的认同,是学生在全球化背景下表现出的知识素质、人文修养和行为取向。通过本课的学习,学生能获得文化知识,理解文化内涵,比较文化异同,吸收文化精华,形成正确的价值观念和道德情感,自信、自尊、自强,具备一定的跨文化沟通和传播中华优秀文化的能力。
五、教学手段
多媒体辅助教学。
六、教学过程
Step One: Lead-in
Enjoy a poetry—— To the Oak Tree
Show pictures of novels
Watch a video about Oliver Asks for More
【设计说明】:由优美的诗歌《致橡树》导入,学生一起模仿诵读开头片段(英文版)活跃课堂气氛,激发学习兴趣;同时,引入话题“Literature”,开始引導学生去头脑风暴出各种文学作品,然后重心放在小说上,展示一些小说图片,最后展示小说《Oliver Twist》。通过观看《Oliver Twist》电影片段Oliver Asks for More这一场景进入到课文。
Step Two: Fast-reading
Skim the passage and finish the following tasks:
Task 1 Answer the question: What did Oliver ask for? And why?
Task 2 Choose the best summary according to the passage.
【设计说明】:通过观看电影片段后,老师提出问题并让学生带着问题快速浏览课文去找到答案;同时在浏览文章后归纳文章大意,与此同时老师用PPT展示出三个选项,学生选出最佳选项。(在归纳过程中学生可相互讨论。)
Step Three: Detail-reading
Read the passage carefully and do the following:
How does the writer describe the characters?
They seemed to have excellent____, so they tried to eat every bit of soup and when they finished the soup, they would sit______ the pot with _____. They became quite ____.
He was ____for his age. He was afraid that if he couldn’t have another bowl of soup each day, he might ___the small boy sleeping next to him. The tall boy had a _____look in his eye.
He was ____. When Oliver asked for more, his face became ___ . He stared in____and ____to the pot for support. His voice was____ . “What?” he said.
He was desperate with ____. He ____from the table and ___towards the master.
“Please sir, I want some more.”
【设计说明】:老师展示如上文章细节,并要求学生再仔细读文章,补充完整以上细节后,让学生讨论每段文字描写了文中人物哪些方面?在此前老师,让学生分别关注每段中所填入的词汇并对它们进行分类,帮助归纳。最后展示答案: Summary— how to describe a character:
appearance; expression; action; speech
Step Four: Group work: Read the passage again to complete the sentences.
(1)On special holidays the boys were allowed to eat __________________________.
(2)The warden’s face became very pale because _____________________________.
(3)When Oliver repeated his words, the warden _____________________________.
(4)In order to punish Oliver, the managers _________________________________.
(5)The managers did not want Oliver to ___________________________________.
【设计说明】:展示以上习题,学生再次阅读文章并通过相互讨论和你问我答形式完成答案。最后逐一抽学生核对答案。设计练习加以强调和巩固。
Step Five: After-reading
Role- play: Try to act out the scenes of Oliver Asks for More
In groups, students practice acting out the scene. Then invite several groups to act in front of the other students.
【设计说明】:通过学生分组表演让学生在体验、实践、参与和交流中发展语言运用能力。引用這一活动,激起学生的表现欲和求知欲。
Step Six: Homework
Read the passage once again to get a better understanding of the scene;
Read the other parts of the novel Oliver Twist.
六、课后反思