高中英语“阅读教学与写作教学有效整合”教学设计与反思 (人教版英语高二)

发布时间:2016-9-17 编辑:互联网 手机版

一、 设计理念:

这是一节在新课标理念下,采取师生互动、以读促写、读写结合,教师引导学生理解课文内容及进行写作训练的课。这种阅读教学与写作教学有效整合的英语课堂教学模式,能有效激发学生的学习兴趣,增强学生学好英语的信心和决心,使写作简单化,让学生享受到成功的喜悦。

二、教学内容:

本课的教学内容是人民教育出版社出版的《普通高中课程标准实验教科书》英语必修5,Unit 3 Life in the future中的Reading: First Impressions

本单元以life in the future 为中心话题,旨在通过本单元的学习,让学生大胆发挥想象, 对人类今后的生活环境,生活方式进行猜测,了解我们现在所做的一切都会对未来造成影响,提高学生爱护自然和保护生态的意识。本单元的话题学生很感兴趣,但是如何用英语表达却比较困难。因此,根据教学内容和学生的语言知识和语言技能的实际情况,拟设计7课时,本课时为第二课时,在学生了解文章大意后,发挥大量的想象,展开的读与写的技能训练。

三、 教学目标:

Students will be able to

1. get the main idea and some detailed information of the text;

2. Have student read the passage and know about what life in the future might be like ;

3. write a short passage about Me in Ten Years according to the text.

四、教学重、难点

1. Help the students to talk about life in the future;

2. Let students learn to do the imaginative wring:Me in Ten Years;

3.How to develop students’ writing ability

五、教学过程

Steps Teacher’s activity Students

activity

Purposes

Reading Lead-in

Show a short movie to

students about life in the future and ask students:

1.which problems do you think people in the future will have overcome??

2. Which ones will still be there or even worse in AD3005? Students watch

the short movie

and answer the

three questions. To arouse the students’interest and let them have a first idea of life in the future

Main idea

Ask students to read the

text and do matching exercises Students read the text and match the main

idea with

paragraph(s) To get the students to know the main idea of the text

True or false

questions

Ask the Ss to read the text

again and do the “T” or “F”

exercises. Students read the text again and judge the

Statements which is true and which is

false. And correct the false ones. To let students get detailed information of the text

Questions

Ask the Ss to read the text for the carefully and write down the answers to the questions

1. Why did I have the chance to travel to the year AD3005?

2. What is a "time lag"?

3. How did I feel when I was in the capsule?

4. Who guides my trip?

5. Why did my guide give me some tables?

6. Who transported us to the future? Students read the text for the third time and

answer the

questions 1. To make students have a

Betterunderstanding about global warming

2. To make foundations for the writing because the answers to the questions are the key points of the writing.

Writing

Ask students

to write a

short passage

about global

warming; Ss write a short

passage

according to the

structures and

the key points

got in this class. Ss can write a short passage immediately after they have got

Some information about global warming and Ss will know thebasicstructure of the writing

Evaluation

Give certain criteria about what is a good composition for this class and help them how to evaluate their compositions Ss check their compositions in pairs and write Down their statements according to the criteria. To get Ss to find mistakes or good points of their own writing

Presentation Ask Ss to read some compositions they checked, and state their opinions about the writings.

Ss present their

compositions To let Ss know what a good composition should be like

六、教学反思

这种阅读教学与写作教学有效整合的英语课堂教学模式,就是要求教师在阅读教学中渗透写作指导,充分利用教科书中的阅读材料,教会学生如何进行写作积累,学习课文的写作技巧,并将之运用于写作,使写作简单化,让学生享受到成功的喜悦,从而提高学生的英语学习兴趣。新课标注重学生的情感因素, 着力培养学生的学习兴趣, 激发学生的学习动机和培养他们热爱生活的品质。 在英语教学中采取师生互动、以读促写、读写结合,教师引导学生理解课文内容及进行写作训练,激发了学生的学习兴趣, 增强了学生学好英语的信心和决心。但是,对于中职的学生来说,在写作时候给一些精彩的开头与结尾及一些常用句型、短语还是很有必要的。

免费三级激情区