初中英語閱讀課理解和設(shè)計(jì)課件

1、閱讀課的要求課例背景介紹閱讀教學(xué)分析教學(xué)過程設(shè)計(jì)教師課后反思 閱讀課的要求 三級(jí)（7年級(jí)）能正確地朗讀課文;能理解并執(zhí)行有關(guān)學(xué)習(xí)活動(dòng)的簡短書面指令;讀懂簡單的故事和短文并抓住大意;能初步使用簡單的工具書;課外閱讀量應(yīng)累計(jì)達(dá)到4萬詞以上。英語課程標(biāo)準(zhǔn)對(duì)學(xué)生的閱讀提出了循序漸進(jìn)的要求 四級(jí)（8年級(jí)）能連貫、流暢地朗讀課文；能理解簡易讀物中的事件發(fā)生順序和人物行為；能從簡單的文章中找出有關(guān)信息，理解大意；能根據(jù)上下文猜測(cè)生詞的意思；能理解并解釋圖表提供的信息；能讀懂簡單的個(gè)人信件、說明文等應(yīng)用文體材料；能使用英漢詞典等工具書幫助閱讀理解；課外閱讀量應(yīng)累計(jì)達(dá)到10萬詞以上。 五級(jí)（9年級(jí)）能根據(jù)上下文

2、和構(gòu)詞法推斷、理解生詞的含義；能理解段落中各句子之間的邏輯關(guān)系；能找出文章中的主題，理解故事的情節(jié)，預(yù)測(cè)故事情節(jié)的發(fā)展和可能的結(jié)局；能讀懂相應(yīng)水平的常見體裁的讀物；能根據(jù)不同的閱讀目的運(yùn)用簡單的閱讀策略獲取信息；能利用詞典等工具書進(jìn)行閱讀；課外閱讀量應(yīng)累計(jì)達(dá)到15萬詞以上。對(duì)閱讀要求及內(nèi)涵的理解直接影響英語教學(xué)實(shí)踐 目前閱讀教學(xué)的大部分時(shí)間都消耗在機(jī)械記憶上,沒有真正學(xué)到語言，更沒有領(lǐng)會(huì)所讀內(nèi)容和交流技巧。 全面改觀英語閱讀教學(xué)需要深入研究閱讀的概念及其培養(yǎng)途徑，真正提升閱讀教學(xué)的理解力、執(zhí)行力和實(shí)踐力。 課例背景介紹教材的指導(dǎo)思想就是強(qiáng)調(diào)學(xué)習(xí)過程，體現(xiàn)語言學(xué)習(xí)的漸進(jìn)性、實(shí)踐行和應(yīng)用性。教學(xué)需

3、要通過創(chuàng)設(shè)具體語境，設(shè)計(jì)循序漸進(jìn)的語言實(shí)踐活動(dòng)，讓學(xué)生在“用英語做事情”的過程中獲得語言知識(shí)、發(fā)展語言運(yùn)用能力。教學(xué)需要關(guān)注語言學(xué)習(xí)策略和教學(xué)策略的培養(yǎng)，幫助學(xué)生提高英語學(xué)習(xí)效率。學(xué)生學(xué)習(xí)過程需要有體驗(yàn)、實(shí)踐、參與、探究和合作等方式感悟、發(fā)現(xiàn)并總結(jié)的語言學(xué)習(xí)規(guī)律。 閱讀教學(xué)分析讀前活動(dòng)讀前活動(dòng)讀中活動(dòng)讀中活動(dòng)讀后活動(dòng)讀后活動(dòng) 教學(xué)過程設(shè)計(jì)（一）Unit 3Unit 3Go for it 7BGo for it 7BHow do you get to school?How do you get to school ?Is it easy or difficult for you to get t

4、o school ?教師通過提問，讓學(xué)生復(fù)習(xí)之前所學(xué)的各種交通方式。教師通過提問，讓學(xué)生復(fù)習(xí)之前所學(xué)的各種交通方式。通過問題：通過問題： Is it easy or difficult Is it easy or difficult for you for you to get to school?to get to school? 引出詞匯教學(xué)。引出詞匯教學(xué)。各種交通方式的復(fù)習(xí)，未打開思路，閱讀鋪墊未達(dá)成各種交通方式的復(fù)習(xí)，未打開思路，閱讀鋪墊未達(dá)成。villageHow do they get to school ?vldwalk to schoolHow do they get to s

5、chool ?There is a small river between their school and the village.btwi:n How do they get to school ?cross the river to schoolcross the bridge to schoolkrs brdtake a boat to schoolPre-reading 1 環(huán)節(jié)分析環(huán)節(jié)分析 借助圖片，設(shè)置情境，引出詞匯village, walk to school, 及句子There is a small There is a small river river between t

6、heir school and the village. between their school and the village. take a boat / bridge / cross the river to school的教學(xué)。How do they get to school ?There is no bridge.The river runs too quickly for boats.There is a very big river between their school and the village.How do they get to school ?ropewayr

7、pweWhat is it used for ?（有何用處）？（有何用處）？ 展示兩張湍急河流的圖片，引出文本中句子教學(xué)展示兩張湍急河流的圖片，引出文本中句子教學(xué): There is a very big river between their school and the village. There is no bridge. The river runs too quickly for boats. 展示溜索圖片，讓學(xué)生猜猜并完成新詞匯ropeway的教學(xué)。思考繩索的用處，逐漸引入主題。 Crossing the River to School how to get to school.

8、 B. how to have a dream.Look at the title（標(biāo)題）（標(biāo)題） and guess What the passage is about ? 讀標(biāo)題，猜測(cè)文本主題。實(shí)現(xiàn)閱讀策略的教學(xué)。讀標(biāo)題，猜測(cè)文本主題。實(shí)現(xiàn)閱讀策略的教學(xué)。Pre-reading環(huán)節(jié)小結(jié)： 本環(huán)節(jié)，展示圖片，設(shè)置情境，引入文本主題，完成重要詞匯、短語和信息的學(xué)習(xí)。表面看，似乎為之后的閱讀做了充分準(zhǔn)備。 實(shí)質(zhì)上只完成了教師的教學(xué)設(shè)計(jì)思路，學(xué)生被動(dòng)接受。文本內(nèi)容被提前講解，學(xué)生的自主閱讀、自主發(fā)現(xiàn)權(quán)利被剝奪，完全失去了閱讀的意義。How?They go on a ropeway to cross

9、 the river to school.take a ropewayWhy ?They go on a ropeway to cross the river to school.There is a very big river between their school and the village.The river runs too quickly for boats. There is no bridge.“I love to play with my classmates. And I love my teacher. Hes like a father to me.”fredLi

10、angliang is only a 11- year- old boy go on a ropeway to cross the river to school every day.Are they afraid ?dreamWhat is their dream?The students and villagers want tovld(r) 問題：How do they get to school? 找答案 They go on a ropeway to cross the river to school. （用動(dòng)態(tài)的圖片解釋） 問題：Why do they go on a ropewa

11、y to cross the river to school? 找答案 引出Liangliang, 通過問題：Are they afraid? 閱讀第二段, 找原因。齊讀Liangliang說的話，引出問題：Whats their dream? 最后一段找答案。 讀前環(huán)節(jié)已預(yù)先處理和講解文本中的新詞匯、重難點(diǎn)，學(xué)生失去新鮮感，喪失了閱讀興趣。 用問題呈現(xiàn)重難點(diǎn)，找答案，完成整個(gè)閱讀過程。學(xué)生機(jī)械回答問題，沒有真正感悟文本。 本環(huán)節(jié)看似行云流水，學(xué)生似乎也對(duì)答如流，實(shí)際上只是通過預(yù)設(shè)的問題引導(dǎo)而出，并非通過閱讀內(nèi)化的有感而發(fā)。 While-reading 環(huán)節(jié)小結(jié)環(huán)節(jié)小結(jié)Is it easy o

12、r difficult for them to get to school ? 播放一段農(nóng)村孩子上學(xué)視頻，配上凄美音樂，讓學(xué)生感受他們上學(xué)之路的艱辛，再次拋出問題：Is it easy or difficult for them to get to school? 與 warming-up環(huán)節(jié)相呼應(yīng)。 看似是加深學(xué)生的感受，問題也首尾呼應(yīng)，但學(xué)生仍然直白回答問題，無法表達(dá)文本真正內(nèi)涵，與之后的復(fù)述環(huán)節(jié)顯然是脫節(jié)的。 從閱讀本質(zhì)看，不僅沒有提升學(xué)生的閱讀能力，更糟糕的是讓閱讀成為走流程，讓學(xué)生失去閱讀興趣。Is it easy or difficult for you to get to sch

13、ool ?Compared to yourself, who are easy to get to school? Why ?Can their dream come true?tru: 要求學(xué)生談?wù)労⒆觽兩蠈W(xué)難易理由。由于教師之前各環(huán)節(jié)太多的指定和介入，學(xué)生沒有機(jī)會(huì)真正自主完成文本閱讀，嚴(yán)重限制學(xué)生的思維，導(dǎo)致學(xué)生對(duì)文本內(nèi)容不熟悉，更談不上深刻的理解，學(xué)生的回答大同小異，運(yùn)用的詞匯幾乎只有easy和difficult。完全沒有達(dá)成閱讀課的目標(biāo)。Retell the storyCrossing the River to SchoolHow do you get to school ?For m

14、any studentseasyFor the students in a small villagedifficultHow?Why?Liangliang 教師呈現(xiàn)思維導(dǎo)圖，學(xué)生按既定思路復(fù)述，課文復(fù)述中規(guī)中矩，看似內(nèi)容完整，但是字里行間卻感受不到他們內(nèi)心的觸動(dòng)。 如：“Students in big cities ride bikes to school. Students in small villages go on a ropeway to cross a river to school, because there is a big river between their scho

15、ol and the village. 讀后環(huán)節(jié)應(yīng)鼓勵(lì)學(xué)生將所閱讀的內(nèi)容與自己的經(jīng)歷、知識(shí)、興趣和觀點(diǎn)聯(lián)系起來。學(xué)習(xí)語言知識(shí)，并將閱讀技能與其他語言技能進(jìn)行整合，經(jīng)過思考，表達(dá)自己的見解，提升學(xué)生綜合語言能力。 由于教學(xué)設(shè)計(jì)由教師代勞，導(dǎo)致學(xué)生缺少機(jī)會(huì)運(yùn)用所學(xué)的語言知識(shí)。因此，原本彰顯學(xué)生個(gè)性的環(huán)節(jié)卻進(jìn)行的了無生趣，全然體會(huì)不到學(xué)生有所思，有所學(xué)之后的真心表達(dá)。Retell the story to your classmates.2. Talk about “How do you get to school? ”with each other.Homework 要求學(xué)生課后繼續(xù)復(fù)述故事，并結(jié)

16、合自身的感受相互交流自己上學(xué)的出行方式，是對(duì)本堂課的一個(gè)延伸。但關(guān)鍵是無法監(jiān)控，無標(biāo)準(zhǔn)、無目標(biāo)可言。 教學(xué)過程設(shè)計(jì)（二）閱讀板塊2a-讀前活動(dòng) 利用非文字信息，激活背景知識(shí) 以圖激趣 讀圖助解 截圖擴(kuò)展2b-讀中活動(dòng) 借助問題，搜索關(guān)鍵信息，嘗試表達(dá)2c-讀后活動(dòng) 通過閱讀，圍繞本單元話題，嘗試運(yùn)用 修飾詞及所學(xué)的新句型，拓展相關(guān)話題 的表述。 Unit 3Go for it 7 BHow do you get to school? Section B 2a-2cWarming-up 滾動(dòng)圖片，嘗試表達(dá)所見，開放的問題旨在打開學(xué)生思路。視角不同，引出更多相關(guān)詞匯。滾動(dòng)圖片，嘗試表達(dá)所見，開放的

17、問題旨在打開學(xué)生思路。視角不同，引出更多相關(guān)詞匯。如如：bridge, river, schoolbagbridge, river, schoolbag等，甚至，有同學(xué)能發(fā)現(xiàn)圖中城市學(xué)生和農(nóng)村學(xué)生不同的出行方式。為等，甚至，有同學(xué)能發(fā)現(xiàn)圖中城市學(xué)生和農(nóng)村學(xué)生不同的出行方式。為之后閱讀作了充分鋪墊。之后閱讀作了充分鋪墊。Pre- reading 通過熱身環(huán)節(jié)，學(xué)生思路打開，再利用課文圖片，給學(xué)生更寬泛的想象空間，讓學(xué)生說說圖片中男孩們?cè)诟墒裁矗M(jìn)一步引入主題。 這樣設(shè)計(jì)不僅激趣，還激發(fā)了學(xué)生想閱讀文本的欲望，為學(xué)生的自主閱讀奠定了基礎(chǔ)。1. What do you get from the li

18、stening?Task 1 Listening 2. What is the passage about? While-reading 聽錄音，嘗試速記聽到的主要內(nèi)容。有任務(wù)、有難度、有好奇，較開放，無硬性規(guī)定，發(fā)揮每個(gè)學(xué)生的自主能動(dòng)性。 在聽后討論中，使學(xué)生人人有話說，進(jìn)一步激發(fā)學(xué)生的學(xué)習(xí)積極性。通過討論所聽到的內(nèi)容，集思廣益，從而確定文本的主題，進(jìn)一步深入文本。2b Read the passage and answer the questions.1. How do the students in the village go to school?2. Why do they go t

19、o school like this?3. Does the boy like his school? Why?4. What is the villagers dream? Do you think their dream can come true? Why or why not?Task 2 Reading 帶著問題自主閱讀文本，并在小組討論問題的過程中了解文本重點(diǎn)詞塊和句型，真正體現(xiàn)合作和互助。 回答問題的同時(shí)，按照預(yù)設(shè)的順序板書重點(diǎn)詞匯，搭建文本復(fù)述支架。 跟著錄音朗讀，感悟、理解文本并獲得關(guān)鍵信息農(nóng)村孩子上學(xué)的艱辛和他們的夢(mèng)想。 閱讀中沒有教師引導(dǎo)，學(xué)生自主完成閱讀任務(wù)，自主發(fā)現(xiàn)文

20、本的重難點(diǎn)，真正達(dá)到閱讀功效。 教學(xué)設(shè)計(jì)最大亮點(diǎn)：教師沒有過多講解和引導(dǎo)，而是真正將課堂還給學(xué)生，給予學(xué)生充分時(shí)間進(jìn)行自主閱讀，讓學(xué)生用眼睛看、用腦思考，帶著問題獲得文本關(guān)鍵信息并理解關(guān)鍵信息，真正實(shí)現(xiàn)學(xué)生閱讀技能提升的學(xué)習(xí)過程。 教師所做的只是向?qū)W生交待清楚閱讀任務(wù)，這是保證閱讀有效性的關(guān)鍵。另外，教師動(dòng)態(tài)生成的板書也為讀后的文本復(fù)述悄悄地做了準(zhǔn)備。 2c complete the sentences with words from the passage.1. For the students in the village, it is _ to get to school.2. They

21、 have to cross a very _ river between their school and the village.3. They cannot go by boat because the river runs too _.4. It is not easy to cross the river on a ropeway, but the boy is not _.5. The students and villagers want to have a bridge. Can their dream come _?Task 1 ExercisePost - readingd

22、ifficult, big, quickly, afraid, true 看似只是完成詞語填空練習(xí)，實(shí)則讓學(xué)生進(jìn)一步熟悉并掌握文本中重要的句子，為讀后的文本復(fù)述作準(zhǔn)備。 另外，教師并未將該練習(xí)簡單地處理為詞匯練習(xí)，而是充分利用輔助練習(xí)，在每得出答案時(shí)，都會(huì)聯(lián)系學(xué)生實(shí)際，對(duì)答案展開討論。讓學(xué)生進(jìn)一步感受到農(nóng)村孩子上學(xué)不易，不怕苦的精神，從而珍惜自己目前的生活。 Task 2 make sentences 學(xué)生根據(jù)圖片說句子。相比較讀前活動(dòng)中，要求學(xué)生看圖片說自己的所見，本環(huán)節(jié)對(duì)學(xué)生的語言運(yùn)用提出了更高的要求，但是，經(jīng)過自主閱讀及思辨交流后，對(duì)文本中的語言知識(shí)已非常熟悉，所以，學(xué)生們?cè)谠炀鋾r(shí)，不僅

23、運(yùn)用了文本的語言表達(dá)，還能結(jié)合自身的感受表述觀點(diǎn)。如: I see many students in the cities ride bikes to school. Its easy for them to get to school. But some students take a ropeway to cross a river to school. Its really difficult.Task 3 Think and share? 借助圖片，讓學(xué)生思考表達(dá)，為后續(xù)開放表達(dá)做個(gè)過渡。但與前面圖片不同，這幅圖呈現(xiàn)了一個(gè)“？”，學(xué)生大多將之處理為農(nóng)村孩子的夢(mèng)想。這是自主閱讀后水到渠成

24、的反映。但對(duì)夢(mèng)想的詮釋，卻各不相同。如：I think they want to learn more; I think they want to go to the big cities. 同時(shí)也期待學(xué)生思維是多元的，能關(guān)注到圖片的笑臉，更好地理解文本第二段中孩子的質(zhì)樸。 But he is not afraid. “I love to play with my classmates. And I love my teacher. Hes like a father to me.” Task 4 Try to say something ? 之前看圖說句子環(huán)節(jié)實(shí)則是對(duì)文本進(jìn)行分解復(fù)述，而此環(huán)

25、節(jié)嘗試對(duì)文本進(jìn)行較完整的講述，學(xué)生參考組合的圖片和板書的重點(diǎn)短語，結(jié)合自己的理解，講述即可達(dá)成。 學(xué)生將思考重心放在如何把自己的感受通過句子完全表達(dá)出來。如：“We are in a big city, and we go to school easily. But do you know the students in the small village go on a ropeway to school? Do you know they have to cross a big river between their school and the village? Do you know

26、they cross the river to school every day? ” 學(xué)生用了“Do you know”的排比疊加，足以得出學(xué)生通過自主閱讀，已經(jīng)被文中鄉(xiāng)村孩子上學(xué)之路的艱難深深觸動(dòng)了。這才是學(xué)生的語言生成。 After reading the whole passage, which part touches you most? Why?Task 5 Discussion 學(xué)生在自主閱讀、自主探究為核心的學(xué)習(xí)過程中，激發(fā)了閱讀欲望，激活了思維角度，學(xué)生的回答各有所想，不只局限于easy和difficult的簡單回答。如： “Its difficult for the stu

27、dents in the village to go to school, but they still go to school every day. So I think they are really hardworking.” “They go on a ropeway to cross the river to school. I think they are very smart.” 通過讀前活動(dòng)引出話題，感知話題；讀中活動(dòng)自主閱讀，體驗(yàn)文本；讀后活動(dòng)閱讀實(shí)踐，展開思維。使學(xué)生將所學(xué)的語言知識(shí)分層運(yùn)用，激發(fā)學(xué)生進(jìn)一步思考，為最后的討論環(huán)節(jié)作了充分而扎實(shí)的過程推進(jìn)，真正讓學(xué)生體會(huì)到閱

28、讀過程的層層遞進(jìn)，所思、所說得到充實(shí)。Read the story again and try to retell the story and then give your opinion.2. Make a new conversation with your partner.Homework 課后作業(yè)是對(duì)課堂學(xué)習(xí)的延伸和鞏固，需要更具體，可操作，利于監(jiān)控檢查。鼓勵(lì)每個(gè)學(xué)生實(shí)踐自己的所思所學(xué)。并結(jié)合本單元話題相互交流，靈活使用所學(xué)語言。小結(jié)：閱讀課教學(xué)，只有教師學(xué)會(huì)放手，因材施教，給學(xué)生搭建支架，引導(dǎo)學(xué)生自主閱讀，自主探究，才能讓學(xué)生樂于閱讀、善于閱讀，真正提高閱讀能力和思辨能力。 教師課后

29、反思The analysis of the warming-up part 1. In the warming-up part, We designed the question: “What can you see in the picture?” to broaden their mind and review the expressions of transportation. However, the students might not be familiar with such kind of opening questions. Being not sure about my i

30、ntention, they kept silent for a couple of minutes. 2. For the next time, I may give them a simple example first, such as “I can see a bus” 3. We would go back to all the expressions of transportations listed by the students themselves and ask them to say/read them together.The analysis of the pre-r

31、eading part In this session, we brought out the theme directly by asking “How do they get to school ?”, instead of taking the advantage of the picture to lead students to find it out by themselves. We approached the picture simplistically with only one question, that is “What can you see in this pic

32、ture?” Next time, we may design more questions like “What are they doing? Maybe they are playing games? How does the boy feel? Is he happy ?.” Different answers from students may further stimulate their reading interest. And, it would be much easier to motivate students desire for reading.The analys

33、is of the while-reading part （1） Before listening to the passage, we gave the instruction “Try to get some information while listening and take down some key words.” on the slide. Obviously, it is not only meaningless but also not beneficial to practice listening skills. The simpler, the better. Nex

34、t time, we will ask the question orally to help students focus their attention to do some listening.The analysis of the while-reading part（2） 1. Without considering students language ability, we put forward all the questions in one time before reading the passage, which made students fully stressed

35、out, and extinguished their reading interest as well. If given the chance, I will show one question in one time and ask them to read it loudly together before reading. 2. Good classroom questions can activate students thinking and test students language proficiency as well. However, if teachers dont

36、 go back to the questions and let students repeat answers together, it will be easy to ignore the reading efficiency of the rest students who have no chances to answer questions. Next time, we will go back to the questions and ask all the students to repeat answers together, which is good for studen

37、ts to have a better understanding of the reading text. 3. After answering questions, we ask students to follow the tape and read the text loudly with two intents. One is to help students thoroughly understanding the text and the other is to make them deeply feel how difficult the children in small v

38、illages go to school by enjoying the changes in pronunciation and intonation. Otherwise, students just read loudly without paying any attention to the pronunciation or intonation. Next time, we may ask them to follow the tape in a whisper for one time, and read it loudly for a second time. While-reading procedure is the most important part in the teaching of English reading. In this part, we us