Module6_Unit2_The_search_for_happiness_閱讀教學(xué)設(shè)計(jì).doc

Module6 Unit2 The search for happiness 閱讀教學(xué)設(shè)計(jì)江蘇省鹽城市阜寧縣第一高級(jí)中學(xué) 楊梅一確定教學(xué)目標(biāo)的依據(jù)從教材分析，本文是一篇主題為幸福的電視采訪。受采訪的布來恩博士是研究幸福方面的心理學(xué)家，他在其中舉前體操員桑蘭為例，桑蘭是一個(gè)年輕有為并很有潛力的前體操員，在跳馬等項(xiàng)目上多次獲得各類大獎(jiǎng)，但不幸的是，她卻于1998年7月21日在紐約友好運(yùn)動(dòng)會(huì)上意外受傷，從此再也無法行走。盡管如此，桑蘭并沒有向命運(yùn)低頭，而是樂觀得、堅(jiān)強(qiáng)的笑對人生。這個(gè)事跡足以讓每個(gè)人感動(dòng)和學(xué)習(xí)，對中學(xué)生更是一篇難得的情感教育素材，當(dāng)代中學(xué)生多為獨(dú)生子女，從小衣食無憂，缺乏苦難的磨練，他們也許會(huì)經(jīng)不起生活中的一些小挫折，本人希望借這篇閱讀文能與學(xué)生一起去體會(huì)、學(xué)習(xí)桑蘭的事跡，讓學(xué)生從中有所啟迪。根據(jù)英語新課程標(biāo)準(zhǔn)要求，學(xué)生通過學(xué)習(xí)英語，發(fā)展英語聽、說、讀，寫的語言技能，從而促進(jìn)心智，情感，態(tài)度與價(jià)值觀的發(fā)展和綜合人文素養(yǎng)的提高。高二學(xué)生在英語閱讀（這篇為采訪）中獲取、處理，傳達(dá)信息的能力從中也會(huì)進(jìn)一步得到提高。二教學(xué)目標(biāo)1知識(shí)與技能通過閱讀，讓學(xué)生掌握閱讀采訪的策略，以及提高在閱讀中的跳讀、細(xì)讀的獲取信息的能力，設(shè)計(jì)相關(guān)環(huán)節(jié)讓學(xué)生處理信息及傳遞信息，讓學(xué)生體會(huì)幸福的真諦。同時(shí)掌握有關(guān)詞匯，擴(kuò)充學(xué)生詞匯量（在課堂交流以及課文情景中學(xué)習(xí)新單詞，這要在學(xué)生預(yù)習(xí)背誦的基礎(chǔ)上），并完成有關(guān)課文的口頭練習(xí)。2過程與方法本課采用多媒體教學(xué)，信息技術(shù)與英語學(xué)科教學(xué)有效整合，不僅增加了課堂容量，而且增添了課堂的趣味性、直觀性，為進(jìn)一步激發(fā)學(xué)生學(xué)習(xí)英語的興趣創(chuàng)造條件。學(xué)習(xí)內(nèi)容上，根據(jù)學(xué)生認(rèn)知特點(diǎn)，由易到難展現(xiàn)；內(nèi)容挖掘上，由淺入深；創(chuàng)設(shè)情景，進(jìn)行任務(wù)型教學(xué)，鼓勵(lì)學(xué)生參與課堂討論，合作探究；教師是課堂的組織者，參與者，積極倡導(dǎo)以學(xué)生為主體的教學(xué)理念，構(gòu)建和諧、民主、平等的課堂文化。3情感態(tài)度與價(jià)值觀 教書在于育人，學(xué)語言更要注重情感，處于高中階段的學(xué)生正處于人生觀、世界觀成型的關(guān)鍵時(shí)期，教育工作者應(yīng)該盡一切所能幫助、促進(jìn)他們形成積極的人生觀和科學(xué)的價(jià)值觀。通過本篇文章的閱讀，學(xué)習(xí)桑蘭的感人事跡，讓學(xué)生感悟幸福的真諦，學(xué)習(xí)桑蘭那種面對困境的樂觀和不屈，永遠(yuǎn)做生活的強(qiáng)者。沒有情感的教育是不完整的教育。三教學(xué)重點(diǎn)與難點(diǎn) 1教學(xué)重點(diǎn)：進(jìn)一步發(fā)展學(xué)生英語聽說讀寫的綜合語言技能，培養(yǎng)學(xué)生的獲取、處理，傳遞信息的能力。 2教學(xué)難點(diǎn)：如何把瑣碎的采訪處理的連貫以及如何挖掘課文四教學(xué)過程設(shè)計(jì)Task 1 reading strategy of an interview interviewer interviewee questions topic? answers T:Do you often watch TV? Have you ever watched some interview programmes?.用學(xué)生熟悉的楊瀾訪談的圖片及設(shè)計(jì)幾個(gè)小問題過渡到采訪-文章的體裁上來，同時(shí)在這里讓學(xué)生講講采訪的要素，學(xué)生掌握了采訪的要素也間接掌握了閱讀采訪的策略。這一導(dǎo)入設(shè)計(jì)直入本篇采訪上來 T: Well learn an interview in this period. Who is the interviewer? Who is the interviewee? And their topic? 接下來讓學(xué)生快速閱讀，抓住采訪的三要素。在閱讀教學(xué)中，教師要有傾向地培養(yǎng)學(xué)生學(xué)習(xí)策略，把學(xué)生的注意力集中在主要的，重要的信息上，在規(guī)定時(shí)間里有效地完成教學(xué)任務(wù)。Task 2 skimming host Topic happiness Dr Brain a psychologistInterviewer interviewee 在介紹本文的要素時(shí)，口頭上學(xué)習(xí)和鞏固了與采訪有關(guān)的一系列新單詞。 Task 3 say something about Sang Lan A gymnast Born : In Ningbo In 1981 T: When Dr. Brain is interviewed on happiness, he takes a brave girl as an example. Dou you know who she is ?Do you know something about her?讓學(xué)生在下面先小組交流一下有關(guān)桑蘭的信息再集體交流，不僅僅給學(xué)生創(chuàng)造了說英語的條件，也為接下來講桑蘭的感人事跡埋下伏筆.T: Dou you want to know more about her?Ss: Yes.Task 4 scanning (Line20-33) 1.When did Sang Lan begin learning gymnastics ? Six years old. / In 1987.2.When did she start winning competitions ? In 1991.3.How did her teammates describe Sang Lan ?Energetic, happy and hardworking.She was happy and successful.簡單設(shè)計(jì)三個(gè)問題，規(guī)定時(shí)間，訓(xùn)練學(xué)生快速獲得具體信息的能力，幫學(xué)生掌握桑蘭出事故前的情況。為了讓學(xué)生更深刻了解桑蘭是個(gè)刻苦、勤奮，上進(jìn)并且前途無量的孩子，特意設(shè)計(jì)幾個(gè)小問題與學(xué)生對話，如，在回答第一、二個(gè)問題的時(shí)候問問學(xué)生“How old was Sang Lan then? How old were you then?” 同時(shí)得出這時(shí)的桑蘭是幸福、成功的。T: Although Sang was so young, she had won many competitions. She was so excellent that she was chosen to take part in the Goodwill Games. Questions: (Line39-65)1.Did she cry in hospital ? How did she feel when the doctor told her that she would not be a gymnast?2.How has Sang Lan adapted to her new life?3.What does she like to do and what does she believe ?4.In her opinion, whats the secret to happiness ? 一張幻燈片 1Did she cry in hospital ? No,she didnt. 2 How did she feel when the doctor told her that she would not be a gymnast ?She felt happy to be alive. She felt lucky to have the rest of life. She was able to overcome disappointment. She was proud of what she had accomplished. She remained cheerful in hospital. 一張幻燈片3.How has Sang Lan adapted to her new life? She is still happy now.幾個(gè)重要問題的答案呈現(xiàn)的同時(shí)，把桑蘭的情感狀態(tài)同時(shí)打出來，以便學(xué)生從情感這條主線整體上把握。 一張幻燈片 4.What does she like to do and what does she believe ? She likes to think about positive things and stay optimistic. She believes that keeping busy helps her to stay positive. 5.In her opinion, whats the secret to happiness ? The secret to happiness is to think about good things, and to focus on goals.這兩個(gè)問題足層深入，慢慢挖掘文章的內(nèi)涵。解決問題的時(shí)候，教師還要給學(xué)生留有足夠的時(shí)間和空間對文本信息進(jìn)行搜索、整理，歸納。讓學(xué)生形成獨(dú)立思考問題的習(xí)慣，發(fā)揮學(xué)生的主觀能動(dòng)性，從而培養(yǎng)學(xué)生自主學(xué)習(xí)的能力。6.Discussions What kind of person does SanLang is? hopeful; happy; energetic; brave; positive; confident; admirable; optimistic; dedicated; hard-working 到此桑蘭的事跡已學(xué)完，那么桑蘭究竟是一個(gè)怎樣的人呢？我們可不可以用一些形容詞來描述她？這個(gè)環(huán)節(jié)的設(shè)計(jì)首先復(fù)習(xí)鞏固了有關(guān)的新單詞，讓學(xué)生在用中掌握生詞。Task5 DiscussionT:Sang Lan is happy and we can see her beautiful smiles even in her very difficult times. T:Besides Sang Lan, there are many other strong-willed people who are also happy. Can you name some? 1. What do you think happiness is from them? 一張幻燈片 2. How can we be happy? 1. What do you think happiness is from them?Stephen HawkingsBeethovenZhou Zhou Helen Keller設(shè)計(jì)任務(wù)挖掘主題讓學(xué)生接受情感教育：四位名人的圖片呈現(xiàn)，直觀切具有極強(qiáng)的說服力，對本文主題的延伸起推動(dòng)作用。原來幸福、快樂的不僅僅是桑蘭一個(gè)人，在這個(gè)世界上，很多人都遭遇過挫折、失敗、困境，但他們還是理解了幸福，找到了幸福，笑對人生。幸福是一種感覺，是一種積極樂觀的態(tài)度，更是幫助他人，為人類作出貢獻(xiàn)。 2. How can we be happy?A happy person is one who loves people and is always ready to help others. A happy person is one who always thinks about good things and focuses on goals. A happy person is one who is always proud of his achievements. A happy person is one who is always happy with life 學(xué)應(yīng)有所用，學(xué)習(xí)了桑蘭，體會(huì)了幸福，我們接下來應(yīng)該如何去做，如何讓我們的所學(xué)指導(dǎo)我們的生活實(shí)踐呢？設(shè)計(jì)貼近生活的討論，讓學(xué)生在課堂上用英語進(jìn)行交流，深化了主題，這樣我們這節(jié)課就不僅僅是一節(jié)課了。 Task 6 assignment Read the passage once again and write a composition about what happiness means to you and