以Travels for the environment 爲例的教學設計
導語:在國中生的英語教育中,擁有強大的閱讀能力是一件十分重要的事情。下面是由本站小編爲大家整理的以Travels for the environment 爲例的教學設計。
一、國中英語閱讀能力的要求
分析2016年會考題型,整套題加大了閱讀量:一篇完形填空(15分),四篇閱讀文章(30分),一篇任務型閱讀(10分)。六篇文章55分,兩個小時內完成這麼多文章,還有20分的聽力,5分補全對話,15分作文,15分單項選擇。顯而易見,閱讀的重要性是不可忽視的。而學生的閱讀能力不是一朝一夕能提高的,特別是初中學生需要我們在日常教學中加大對閱讀的訓練,使學生逐步獲得獨立閱讀能力。
二、操作措施
以下Travels for the environment 爲例,對閱讀技能訓練在教學中的應用加以說明,這篇文章內容含量大,設計到熱門話題,人口與環境,所以我把這篇文章放在國中英語後講,在此之前學生在學習中已談論到了環保的話題。我在處理這篇文章時,主要有以下幾步:
(一)閱讀前任務設計
1、用多媒體播放,人多車多造成的交通道路擁擠,城市的大面積擴張造成了大面積耕地被佔用,森林面積減少,然後提出如下問題
Who causes such changes?
What should we do?
學生馬上熱烈的討論起來,屏幕上的場景迅速激活了課堂,激發了學生的閱讀興趣,使他們產生了強烈的閱讀願望。
(二)閱讀中任務(while——reading task)
1、快速閱讀,瞭解主旨大意
使學生在規定時間內默讀完課文並找出每段的主題句或段落的中心句。當然,學生也可以用不同的句子來概括每段的'中心。只要有自己的觀點,都要給予肯定和表揚。
2、精讀,獲取更多信息
爲了幫助學生了解更多的信息,設計如下幾個問題,讓學生在問中找出相關信息,並小組討論
1)From the passage we know that our earth has changed much because of ---------
A. its old age ’s activities changes of weather natural development
2)Water pollution will become even worse if --------- .
s and fish continue to die le continue to built factories
le can’t stop factories from sending waste things into water
rivers and lakes are still dead
3.研讀,從中受到啓發
(三)閱讀後任務
通過前面幾個環節的教學,學生對課文的信息有了全面的瞭解和理解,爲了讓他們成功運用所掌握的語言形式,閱讀後再找出幾篇相關話題的文章,做快速閱讀訓練,讓學生先看題再看文章,將文中的答案找出。
1) 在日常閱讀訓練中,讓學生能習慣於先審題,掌握題意,帶着任務去讀文章的方法,一般的閱讀問題都可以通過全文找出相關答案或信息,不能讓學生單獨脫離文章靠印象做題。
2) 有的學生表現出不願合作或不主動,只顧自己思考,基本上在獨立學習的層次上,沒有真正的討論和合作;有的學生表現出對任務不理解;有的學生在交流中過多使用母語等。
3) 部分學生習慣於教師以前的講授教學方式,認爲上課認真聽講筆記就能學好英語。開始他們對語言活動表現得漠不關心,在合作學習中合作不主動、不充分,存有消極、自私、依賴和缺乏責任感等不良心理,使合作學習達不到理想的效果。
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