高二英语 Unit
  20,reading 说课稿 各位老师,大家好! 今天我说课的内容是高二英语下册 Unit
  20, reading 部 分。该部分主要侧重于阅读能力的培养,教给学生多种灵活多变的阅读方法。引 导学生开展任务型阅读,以任务为依托,激发学生参与主体,从篇章中准确,高 效地获取知识与信息。 教材内容分析(Analysis of the teaching materials) 一,教材内容分析 本单元的中心话题是"考古学",内容涉及石器时代,青铜器时代,汉朝,唐 朝等古代的饮食起居,文化娱乐,生产工具等,并重点介绍了英国的巨石阵和中 华文明的起源。语言技能和语言知识都是依据"科学成就"这一中心话题设计的。 "读前"(Pre-reading)部分提供了三个与本单元的主题有关的问题,通过启发 学生对中国皇帝陪葬的猜测和思考,运用自己已有的文化背景知识和语言知识, 来猜测英国史前巨石柱王的情况,并且通过阅读验证自己的猜测。 "阅读 "(Reading)部分介绍 了人类 考古 史上的一 个重大 发 现 the King of Stonehenge in England。这个发现使得考古学家相信那个时期的人们已经和欧洲 其他地区有贸易和文化交往。 "读后"(Post-reading)部分设计了三个问题。第一题考察学生对文章内容的理 解,要求学生在课文中找出在坟墓里挖掘出来的 objects 和 materials。第二题教 会学生一个重要的考古方法,也培养了学生分析和判断的能力。要求学生根据课 文信息找出青铜器时代的英国人民和欧洲其他国家和地区的文化和贸易交往。 第 三题是拓展性问题,要学生讨论建造 the Stonehenge 所需的技术,科技,发明和 工具。 二,学生情况分析(Analysis of students) 学生情况分析 本单元的设计与实施是建立在学生经过近两年新教材学习基础之上。 学生已 经逐步的适应了在活动与任务中学习英语以及如何处理语言知识与活动开展的 关系。并且,他们也已经形成并培养了一定的小组合作学习及自主学习的能力。 由于本课具有的故事性特点,这些学生参与教学的积极性是可以得到调动的。就 整个班而言, 初读课文的理解程度大约在 40%, 在相关教学材料诸如老师准备的 教学辅助材料,教学中采取的步骤等的帮助下第二遍阅读的理解程度可以达到 60%,到完成本课教学后,对课文的理解程度可以达到 85%以上。 三,教学目标和要求(Teaching aims and demands) 教学目标和要求 根据《英语新课程标准》(实验稿)关于总目标的具体描述,结合高二学生实 际和教材内容,我将教学目标分为语言知识、语言技能、学习策略、情感态度、 文化意识五个方面。
  1、语言知识 (Knowledge) 词汇(Vocabulary): a emperor, pin, find, clay, arrow, bow, cushion, spare, technical 短语(Phrases and expressions): date back to, have a hand in, in terms of , in the eyes of, dig up, remind of , look like, must have done, may have done,
  2、语言技能 (Skills) 通过寻找关键词,主题句等方式更快速并准确的确定文章的段落大意,理清 文章的总体框架与脉络。继续运用已经掌握的基本猜词技巧猜测部分单词,并在 上下文体验中感受某些佳句给读者带来的深层含义。
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  3、学习策略(Strategy): 认知策略:在学习过程中,善于抓住重点,做好笔记,并能对所学内容进行整理 和归纳。 资源策略:能够有效地使用图书馆,网络等方式查阅有关考古的资料进行信息处 理的能力,获得更广泛的英语信息,扩展所学知识。
  4、情感态度(Affect):
  1)让学生了解考古学的重要性。
  2)让学生学会用辨证和积极的态度对待文物挖掘。
  3)鼓励学生积极参与到讨论中来,活跃课堂气氛,激发学生学习动力。
  5、文化意识 (Cultural awareness): 通过学习,了解一些中外著名的考古遗址,从而拓宽他们的文化视野,加深 对中外文化遗产的理解和掌握。并且意识到是人民创造了历史,创造了奇迹。 四,教学原则和教学方法(Teaching Principles and Methods): 教学原则和教学方法 : 根据我们几年来"第二语言习得论"和"整体语言教学"的理论和实践,同时渗 透当前教学改革,课程改革等的先进理念。
  1,以任务型教学 (Task-based Language Teaching)作为课堂教学设计之理念,具 体采用情景教学法(Situational Approach), 整体语言教学法(Whole Language Teaching)等教学方法。从一定程度上说,人们使用语言是为了完成各种各样的任 务, 而任务型的教学活动就是让学习者通过运用所学语言来完成各种各样的交际 活动。学习者通过表达,沟通,交涉,解释,询问等各种语言形式来学习和掌握 语言,实现目标,感受成功。 本节课的主要任务有三个: Task 1: Reading for the main idea of each part。 Task 2: Discussing and filling the blanks Task 3: Reading and copying
  2,在教学中突出交际性,注重读写的实用性;同时适时进行情感与策略调整, 以形成积极的学习态度,促进语言实际运用能力的提高。
  3,坚持"教师为主导,学生为主体,任务为基础"的教学原则,在课堂教学的不 同环节教师应扮演自身作为"设计者,研究者,组织者,促进者,协调者"的角色。
  4,贯彻"教中学,学中用"策略,真正使学生学以致用。 五,教学重点与难点(Teaching difficult and important points) 教学重点与难点 Teaching important points: Improve the students' reading ability. Help the students learn about the King of the Stonehenge by reading the passage. Teaching Difficult Points: How to help the students understand the passage exactly. Get the students to retell the story. 教学设计步骤(Teaching procedures) 六, 教学设计步骤 Step 1 Greeting the Ss as usual
Greet the whole class as usual. Ask students some questions to revise the last lesson(show them on the screen)
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Check the homework Through this part we can consolidate what they studied yesterday, communicate with others about their survey results and prepare for the new lesson.
Step 2 Reading 1 Pre-reading Show a picture of Terra-Cotta Warriors. show students some pictures of objects kings and emperors in China were buried with. though this I can attract students’attention and add their interest. 根据图式理论,影响学生阅读理解的图式包括语言图式,内容图式和修辞图式。 进行读前活动,可以充分地调动学生大脑中已有的内容图式,为后续的阅读活动 做出铺垫。 为吸引学生的注意力, 增加趣味性, 活跃课堂气氛, 选取了 Terra-Cotta Warriors 图片组织学生观赏。 , Task 1: Reading for the main idea 2 Fast-reading 1 find out the new words and phrase 2 read the text fast,and then finish partA 3 Why were dead kings given these objects after they died To show off their power and wealth. To be given to him for his use in the next life To continue their luxurious life in the nether(地下的) world. It is to check whether the students get the general idea of the text.And enable the 3 Careful-reading
1 Ask the students to read the passage carefully and divide the wholepassage into several parts and find out the main idea of each part. 2 After getting the general idea of each paragraph, I will deal with the details paragraph by paragraph.
Step 3 Reading and copying Now it's time to read the text again and copy down all the useful expressions. Step 4Summary and homework In this class, we've learnt about the King of Stonehenge by reading the passage and also learnt some useful expressions and sentence patterns. After class, you need to do more exercises to master them freely. Studying archaeological discoveries can help us learn about he life of people during different periods, so if you have time, go to visit the local museums or surf the Internet to learn more about archaeology. At last, don't forget to prepare for the next periodlanguage study. So much for today. 板书设计(Design of the writing on the blackboard) 七,板书设计 On the top, there is the title of this lesson. On the left, it lists some important sentences about the text. On the right, there are some useful words and expressions. Unit
  20,reading , Useful expressions from the text the main idea of each part. date back to in the eyes of Part
  1.Para (1-
  3) description of the finds through trade and cultural links Part
  2.Para (4-6 ) The relationship date back to around
  2,300BC in terms of tend to do sth Part
  3.Para (
  7) The importance
That’s all for my interpretation. Thank you for your attention
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