《山东省教育厅名师案例丛书》

课例2   激趣导入、深层教学

——《NSE Book 10 Module4 Learning Efficently》

    李振永   邮箱：ynlizy@yeah.net 

内容简析

本节课的内容是人民教育出版社出版的NSE高中教材选修10第四单元的Reading 部分，本单元的话题是语言学习策略，即通过如何改善听说读写的技能来使学习更加有效。本节课是单元的阅读课，教材以典型的说明文的文体呈现，教师可在充分利用教材资源的基础上，结合学生的实际情况设计教学活动，旨在帮助学生有效地掌握阅读技巧，形成有效地学习方法和阅读策略，同时，了解说明文篇章结构和写作特点，为下一步进行说明文的写作教学做好准备。

目标定位

本节课为高三上学期的教材内容，尽管学生通过高一高二的英语学习已经掌握了一定的阅读方法和技巧，但对于不同文体和体裁的英语文章所应用的阅读方法和策略仍不够熟练，本节课的主要目的就是侧重训练学生应用恰当和有效地阅读方法及策略来培养和提升学生阅读说明文的能力。并在对文章充分理解的基础上，把握说明文的语言特点、篇章结构及写作技巧。

（一）知识目标

1、了解阅读的策略和技巧

2、掌握说明文的基本篇章结构

（二）技能目标

  1、帮助学生学会运用课文中提到的有效的阅读方法

2、训练学生的阅读技能，使学生能理解文章主旨大意，培养学生搜寻信息、处理信息、进行推理判断和表达的能力。

3、训练学生分析篇章结构的能力，培养学生的逻辑思维能力

4. 使学生能根据说明文的基本篇章框架写出符合逻辑的文章。

（三）策略目标

1、能使用速读、 略读、查读、预测、猜测词义等阅读策略

2、能利用每段的内容概括段落大意。

3、利用联想、推理和归纳等手段分析和解决问题。

（四）情感态度目标

 通过阅读策略和方法的学习，增强学生的学习自信心和积极性

方法选择

1、整体教学法

2、体裁教学法

3、导、读、练的教学模式

教学流程

Pre-reading

环节一：Leading-in

Activity: Providing the famous example of Gauss and lead in the topic

  The teacher represents the famous example of Little Gauss and get the students to discuss this example and then naturally leads into the topic “How to Learn Efficiently?”

  1＋2＋3…＋100＝ ?

 

C.F. Gauss(高斯), the great German mathematician(数学家) worked out the problem with an easier method in a few seconds at the age of ten.

1＋100 ， 2＋ 99，3＋98，……

49＋52，50＋51 

altogether 50 pairs

So : 101×50＝5050

【设计意图】这个活动以具体的实例展示了有效学习的良好效果，学生们对这道著名的数学题都非常熟悉。配之以图片和具体的演算教师能够立刻吸引学生的兴趣，同时也不失时机的把话题导入到：How to Learn Efficiently上来。

环节二：Prediction before reading

Activity: Get the students to predict What the Text Will Say about Reading before reading

After writing “How to Learn Efficiently” on the blackboard, the teacher gets the students to predict “What will the text say about reading” to arouse the students’ interest and desire to make further exploration.

【设计意图】这个活动旨在培养学生对话题的敏感性和根据文章题目文体等预测测文章内容的能力。通过阅读文章的题目，判断文章的文体，根据文章的文体预期文章内容是一种很好的阅读策略，高中学生在母语学习过程中接触到了很多不同的文体，在英语教学中教师要考虑到学生的认知水平，有效迁移到英语学习中。这对于学生有效阅读，乃至写作能力的培养很有帮助。同时，判断和预测能激发学生的探究动机，使其产生强烈的学习期待心理，这种心理会促使学生带着浓厚的兴趣学习，学生借助于已有的语篇知识，话题知识储备，进行判断、预测，然后通过交流，讨论修正预测，调整预测，使思维层层跟进，阅读步步深入。 

While-reading

环节三：Skimming

Activity: Read the text quickly and finish Ex. 1 in Comprehending on Page 34.

The students read the text quickly and silently to conclude the main idea of each paragraph and understandly the main idea by them . The teacher should give the students some guidance to help them use the proper skimming strategy.

Answers:

1.  PRACTICE MAKES PERFECT

2.  MAKE YOUR RADING PRACTICE  ENJOYBLE

3.       LEARN THE TECHINIQUES OF  GOOD READERS

a  Before reading in details, good readers preview the text.

b  A good reader reads actively not passively.

c  A good reader reads in different way depending on the purpose for reading.

d  A good reader doesn’t need to understand every word in a text.

4.  SUMMARY

【设计意图】本篇课文在每一自然段的开头都留出了一道空格让学生归纳和概括该段的内容。因此，教师要引导学生快速浏览文章，通过对每一段相关内容的理解，通过对每一段所提供的信息的粗略分析对文章的每一段大意形成大概判断和和理解。并进而理解全文。要求学生使用默读的方式，注意信息处理的层次，大体了解文章内容并概括出每一段的大意。

环节四：Scanning

Activity: Reading the text, focusing on some detailed information

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.

Read the text and choose the best answers.

1) The primary purpose of this passage is  to   _______.

A. compare playing sports with reading English

B. teach us how to make reading enjoyable

C. tell us how to practice reading using right    techniques

D. present us ways to read different types of text in our native language

2) Which statement is NOT TRUE according to the passage?

A. To read the first page is one way to test    whether a text is at the right level to you.

B. Reading techniques are up to you, so it isn’t necessary to read as good readers do.

C. A good reader doesn’t need to understand every word in a text.

D. Before reading in detail, good readers preview the text.

3) There are many pre-reading activities before many of the reading texts in Student’s Book. The reason is ________.

A. to let you know about the subject or the organization of the text.

B. to ask you to recall your knowledge about the subject.

C. to teach you some of the new words you will find in the text.

D. to ask you to glance at the way the text is organized.

4) What does “It” refer to in the sentence “It is the same with reading”?

A. If you wanted to become a champion high jumper but your jumping technique was all wrong.

B. If your reading technique was all wrong, even if you practised for a long time, you would probably never become really good at it.

C. You would probably never become really good at it.

D. Some methods of reading are more efficient than others.

5) According to the author, to become a successful reader, you need __________.

A. to practice, practice and then practice more

B. to make your reading interesting and useful

C. to exercise good reading techniques

D. to have plenty of reading practice using the right techniques

Answers: CBAAD

【设计意图】创设问题情景有利于培养学生的自主学习能力与探究能力，几个问题围绕文章的中心内容设计，学生带着问题有目的地阅读，教师给予方法上的点拨，学生在阅读的过程中不断的获取信息、分析信息、整合信息，形成阅读方法，提高阅读技能。同时，五个问题答案指向的信息，为文章的主要内容，在信息处理的过程中，学生对于全文必然更深层面的理解。

环节五：Further reading

Activity: Reading the text and understand the text furtherly

The students read the text again and answer these questions in groups. Encourage them to discuss in groups and voice their opinions bravely.

1)Why does the writer repeat the word “practise” many times in the text?

2) Which sentence in the passage can be replaced by the following one?

…in spite that natural talent is also of importance to great achievements, anyone’s performance will benefit from his correct techniques and practising .

3) What do you think is the most important to improve your reading ability? Why?

Answers:

1) To emphasize the importance of practise.

2) Natual talent also plays a part in high achievement, but learning the correct techniques and then practising them will improve anyone’s performance.

3) The answers vary.

【设计意图】在学生已经从整体上和细节上理解了全文后，教师再提供几个没有答案的深入性的题目让学生进行深入的理解，从而培养学生深入理解文章的能力，培养学生对文章的深层分析和理解能力。这几个题目以阅读表达的方式呈现，就是为了培养学生的深入理解和独立思维的能力。

环节六：Whole-understanding and reflection

Activities 1: Find words and expression_r_r_r_r_r_r_rs which affect your understanding

Get the students to read the text aloud and then fill in the blanks according to their understanding and reflection.

Complete the following passage according to the text.   

     As we all know, ________makes perfect. Learning correct techniques and then practicing them will improve anyone’s performance. The same principle applies to competent readers.

 However, it’s important to make your reading practice __________. Therefore, the text you choose to read should not be too difficult. It's a better way to choose the text, the subject of which interests you or you believe is useful.

Also, you need to learn the techniques of good readers. Before reading in detail, you had better ______________ to know about the subject and the organization of it, which will help you understand the text better. While reading, you should read __________ not _______. You need to think about the content and ask questions or make comments in your minds. Besides, you should read in different ways depending on ______________________. You can read every word of the text if necessary, or just look for the key words and slow down to read carefully only when you see a sentence that might be relevant to the task . Finally, there is no need for you to _____________________ in a text. When you meet some unknown words while reading, don't look them up as long as your purpose can be achieved.

     In a word, we can all improve our reading. All it requires is plenty of _________ using the _______________.

【设计意图】在学生理解了文章的主旨大意，把握了文章的相关细节信息，并进行了深入理解后，教师可让学生大声朗读课文，目的是再从整体上理解和感受文章，并在读后根据自己对文章的理解概括全文的主要内容。这也可以看做是reflection reading.

Post-reading

环节七：Analysing the passage

Activity:Discuss and analyse the passage to get some writing and organization skills

1.       What is the writing style of the text?

A. Narration  (记叙文)                             B. Exposition (说明文)

C. Argumentation (议论文)                         D. Practical writing (应用文) 

2. How is the text organized?    

Answers: B    

Organization

Part 1: Strategy (策略)  1

Part 2: Strategy 2 

Part 3: Strategy 3

Part 4: Summary

【设计意图】该环节是学生对全文的内容从知识层次、理解层次、到结构层次的认知跨越。是为了让学生了解相关文体知识及材料组织策略。是为了培养学生的写作能力而作的必要准备。

环节八：Thinking critically

Activity: Discussing

Offer the students the discussing topics. Get them to work in teams. Encourage all of them to voice their opinions and finally choose two teams to report their opinions to the whole class.

Topic to discuss:

How to be an efficient listener ?

【设计意图】在学生充分阅读文章之后，设计这个读后活动，目的就是学生再接受了一系列的语言输入后，进行语言输出的练习。而语言输出，除了有必要的知识储备外，更需要有着活跃、独立、交流和创新的思维。让学生通过小组活动培养学生的合作精神和独立思维的能力。

环节九：Assignments

1. Read the text again and underline the important phrases and sentence structures.

2. Finish Exx 1 & 2 on Page35 in Learning about language.

3. Take the quiz on Page36 and Page 37 in Using language to find out that kind of learner you are.

【设计意图】在通过学生运用各种阅读策略阅读并理解全文后，需要让学生借助文章的理解处理文章中的相关语言知识，包括重点单词、短语、句型及长难句等。从而丰富学生的知识储备。