高一上Unit 13 教案

2024-08-01

高一上Unit 13 教案（精选8篇）

篇1：高一上Unit 13 教案

Unit 13 Healthy Eating 总课时数：1

课题

Warming up

教学目标

知识

能力

教育

1. Warming up to arouse the students’ love in talking.

教学重点

教学难点

1. Make the students be free to talk about their favorite food and give reasons for their decisions.

因材施教

对策

Different students for different methods.

教法

Free talk, listening and answering activities

课型

Warming-up

教具及电

教手段

A computer, a projector, a tape-recorder

教学过程

教学内容

师生互动

篇2：高一上Unit 13 教案

veryday, we have food. Food makes us feel full and happy and it also helps to build our bodies. But have you ever thought what you eat is junk food or healthy food? Today we are going to learn something about food.

StepⅢ Warming-Up

First show the students some pictures of dishes and so to introduce the topic of this unit.

In this part, the students must first identify the kinds of foods showed in the photos and consider weather theyare healthy or not to eat.

And then show the pictures on their text books and let them to decide what junk food is and what is not.

Here the students may have a short ask and answer in pairs to themselves more engaged in the topic. Ask your partners what they like to eat. And fill in the table.

Talking

巩固练习

Ex.1 on page 71

课堂小结

In this class we’ve done some listening and speaking. And we know what food we eat is healthy food and what food is junk food.

作业

Ex.2 on page 72

板书设计

Warming-up

课后反思

篇3：高一上Unit 13 教案

难点重点:How to write‘My ideal school’.

教学方法:Reading and writing

教学程序设计:Step 1.Revision

Say something about school lives in British and American.

Revise comparatives.

针对self-assessment进行单元复习检测。

Step 1.presentation

Think and answer the questions:

1.How many subjects do you learn?lead out:physics.

2.What do you like about our school?Why/Why not?---

写作则需要充分激发和调动学生的已有的经验, 激起学生的心理认知, 主动的探求, 提高学生的写作兴趣, 自身的体验让学生更接近生活, 更有话可说, 听说为先, 并且为书写questionnaires打下基础。

Step2.practice

1.Finish Part A and read the whole sentences.

2.Say something about our school like this:

My school starts at---finishes---I think---is interesting.we spend---on---.I hope---Ask several students to make a short passage according to Part A.

学生熟悉写作素材后, 可以先试着整体组织和安排, 其中在口头写作中就会遇到各种问题, 老师应该引导学生及时纠正, 同时也为写作明确了方向。再者, 学生已经对以上句式非常熟悉, 在加上关键句的提示, 写作活动也变得更具体可操作性。

Step3.listening

What subjects can Daniel choose to study in his ideal school?

写作是一个综合性的活动, 再听的过程中关键是如何捕捉文篇的整体布局特点。同时通过学生是否和Daniel达成共鸣来检验学生的听的效果。

Step4.Reading

Read Paragraph 1 and try to answer:

1.What time does Daniel’s ideal school start and finish?Why?

2.Do you enjoy studying in his school?

3.Books closed and try to fill in the blanks.

My___school at.We don’t and we have time for afterschool activities.We only have homework every day.Listen and retell Daniel’s school.

Teach the other paragraphs in the same way.

因为成功的写作起于仿写, 本人设置了精读练习, 根据短文内容填空和根据文意进行整合填空, 主要是引导学生先忠实于文本, 紧紧地依赖文本, 做到有效、必要的语言迁移。在用材上进行必要的取舍, 也是启示学生进行仿写的前提。学生在阅读的过程中就会很自然的通过对比, 来“控诉”现实中学校的不足, 自然会有了自己的ideal school。这为下面的讨论和建构自己的理想学校埋下了伏笔。

Step5.Writing

Discuss and complete the table below.If you don’t like this school, please write an article about your ideal school.

这部分是写作的核心, 设置讨论就是要让学生合作探究, 进行认知上的创新活动。学生通过例文学习和笔头单句练习之后, 更加明确写作要求, 使写作活动水到渠成。

Step 6.Checking

Reprent some Ss’articles on the screen and check out their mistakes.Then report your answers.

写作的最后一个环节是看学生的文章是否符合课标的要求, 从内容到形式, 从语言到结构是否存在着一些错误, 以便进一步的补救。

Step 7.Homework

Fill in the blanks according to the reading.

作业的设置进一步巩固学习的内容, 对写作活动进行强化。

篇4：高一(上)Unit12测试题

第一部分：听力略（满分30分）

第二部分：英语知识运用（共两节, 满分45分）

第一节：单项填空（共15小题; 每小题1分, 满分15分）

从A、B、C、D四个选项中, 选出可以填入空白处的最佳选项。

21. Books can’t be ____from the library.

A. taken awayB. put awayC. given awayD. kept away

22. You know you are ____ to stay.

A. welcomedB. welcomingC. welcomeD. welcame

23. Mrs Black came ____ her friend in New York.

A. aboutB. by C. upD. across

24. Political leaders fought ____ slavery.

A. forB. againstC. outD. at

25. I ____ what he said but I don’t ____ him.

A. believe; believeB. believe in; believe in

C. believe; believe in D. believe in; believe

26. It was in 1969 that the American astronaut ____ on the moon.

A. succeeded to landB. succeeded landing

C. succeed in landingD. succeeded in landing

27. The story ____ about the neighbourhood.

A. is being whisperedB. is whispering

C. has whisperedD. whispered

28. ____ of us smoke, Li Ming never does.

A. AllB. NoneC. Not allD. No one

29. I hurried ____ I wouldn’t be late for class.

A. sinceB. so thatC. as ifD. unless

30. He ____ to go to bed ____ there was a ring.

A. was going; whenB. was about; when

C. was getting; whileD. was looking; as

31. What a pity!____ she had known about it.

A. As ifB. Even ifC. If onlyD. Even though

32. All of us have been there, Xiao Ming ____.

A. includingB. includedC. is includingD. is included

33. They found there was ____ to press on the top.

A. heavy enough nothingB. nothing heavy enough

C. nothing enough bigD. enough nothing big

34. ——Can you win the game?

——____.

A. I’m sure soB. I’m afraid notC. I wish so D. I don’t hope so

35. Why do you want a new job ____ you’ve got such a good one

already?

A. thatB. whereC. whichD. when

第二节：完形填空（共20小题; 每小题1.5分, 满分30分）

阅读下面短文, 掌握其大意, 然后从36-55各题所给的四个选项A、B、C和D中,选出最佳选项。

Jack, an old sailor（水手） who had __36__ many years in the Navy（海军）, was walking __37__ a country road __38__ he came into a farm-house. The farmer was standing __39__ the door and Jack said, “I have been walking all day __40__ work. Will you give me __41__?”

“All right,” said the farmer, “I’ll give you a __42__. Do you see the sheep over the hillside?”

“Yes,” answered Jack.

“Well,” said the farmer, “get them all __43__ that gate and into the yard.”

An hour __44__ the farmer went to the __45__ and found Jack lying on the grass, out of __46__, with sweat（汗） on his forehead.

“Did you get them all in?” said the farmer. “Yes,” said Jack. The farmer __47__ and sure __48__ all the sheep were __49__ in the yard and the gate __50__. __51__ the farmer saw a hare（兔子） __52__ round among the sheep. The sailor saw what he was __53__.

“Yes,” he said, “that little __54__ there gave me __55__ trouble than all the rest put together.”

36. A. costB. spentC. paidD. stayed

37. A. acrossB. inC. alongD. with

38. A. whenB. justC. thenD. as

39. A. atB. inC. onD. behind

40. A. lookedB. looking forC. looked forD. looking

篇5：高一上Unit 13 教案

人教版高一英语下册unit13教案-人教版高一英语下册-

篇6：高一上Unit 13 教案

Period 1

I. Teaching aims:

1. Warming up to make the students love talking after a long time no see.

2. Do some listening to improve the students listening ability.

3. Making simple dialogues to train the students speaking ability.

4. New words: junk, contain, vitamin, ripe, plenty of, a bit (of), etc.

.II. Important points:

1. Train the Students’ listening ability.

2. Master the new phrase and sentence pattern and make the students be free to talk about eating habit and health.

III. Difficult points:

1. Learn the usage of the sentences pattern: I think that ---because---.

2. Improve the students’ listening and speaking ability.

IV. Teaching methods

1 . Listening-and–answering activity to help the students go through with the listening material.

2. Use both individual work and group or pair work to make every student work and think in class.

V. Teaching procedures:

Step 1 Presentation

Begin the class with my own eating experiences. Encourage the students to tell about theirs. Make them say as many names of the food as possible. Get them to tell their feeling about different kinds of food. Ask:

What do you think are good eating habits?

What will happen if we don’t have good habbits?

Conclusion: Every day we have food. Food makes us feel full and happy and it also helps to build our bodies. But have you ever thought what you eat is junk food or healthy food? Today we re going to learn something about food.

Step 2 Warming up

1. Have the students open their books at Page 1 and look at the eight pictures of different kinds of food. Tell the names of the food first. Then discuss in pairs:

which of them are junk foods? Why?

Or which of them are healthy foods? Why?

2. Ask your classmates what they like to eat. The students may have a discussion in pairs and then make a list of the food and decide whether what they like to eat is junk food or not.

3. According to the discussion, fill in the table with real information.

Step 3 Listening

1. Tell the students they are going to have some listening training. Let them know that something is wrong with Mike. Make them listen to the tape once and tell what is the problem with Mike and what he did next.

2. Look at Ex. 1 on P2 and listen to what happened to Mike. The students are to answer the questions in it after a short discussion.

3. Listen to what Mike did next, and then answer the question in Ex. 2. A short discussion is allowed in pairs.

Step 4 Speaking

Everyone wants to be healthy and strong. But sometimes we are not feeling well. Ask:

What will you do if you don’t feel well?

Say: When we’re ill, we’d better go and see a doctor and the doctor will look over us and give us some advice. Now we’re going to practice some everyday English used by doctors and patients. Go through the useful expressions on P3.

Have the students look at the example above. Ask two students act as Dr Yang and Sharon and read the dialogue aloud. Have the other students underline some useful expressions they can find.

Go through the three situations with the students on P2. Ask them to choose one of them and make up a dialogue in pairs according to the example given and then act it out.

Step 5 Conclusion

Today we’ ve done some listening and speaking, and learn how to give advice and some everyday English used between doctors and patients.

Homework

Preview the reading passage in this unit.

Period 2

I. Teaching aims:

1. 1. Learn and master the following words and expressions: make choices, pace, diet, nutrient, muscle, bean, keep up with, fibre, mineral, chemical balance, fit, be good for, function, and be harmful to, etc.

2. Improve the students’ reading ability and study the language points connected with the text.

.II. Important points:

1. Train the Students’ reading ability.

2. Master the new phrases and words

III. Difficult points:

How to make the students understand the reading text better.

IV. Teaching method

1 . Fast reading for the students get the general idea first.

2. Discuss after reading to understand the text better.

3. Careful reading to get the detailed information.

V. Teaching procedures::

Step 1 Presentation

Ask the students what in their mind are healthy foods and what are junk foods. Help them to get a conclusion that we must develop healthy eating habits.

Step 2 Pre-reading

Show the students the pre-reading questions. Get them to discussion in groups. Ask individual students to give a report about their own answers to them. Ask:

What do you think of your own eating habit? Is it healthy or not?

Step 3 Fast Reading

Say: today we come to the Reading. It’ s about a healthy diet and tells the importance of keeping healthy eating habits. Read the text quickly and find the answers to the questions on the screen..

1. What do traditional diets often have?

A. too much water B. too much protein

C. too much fat and too many calories D. nutrients we need

2. What can help our body fight disease and give us energy?

A. vitamins, fibre and minerals. B. pork and fish

C. water D. calcium

3. What contains a lot of protein?

A. vegetables B. fruits

C. vitamins D. fish, meat and beans

4. Why do some people become vegetarians?

A. Because they believe it is healthier not to eat meat or they think we should not kill animals for food..

B. Because they think meat is not “eco-foods”.

C. Because they think meat will make them Fat.

D. Because riley think meat will make them thin.

5. From the passage we can conclude that it is probably better, if

A. we eat less meat B. we have more fruit

C. we have “eco-foods” D. we buy good food and keep a balanced diet.

参考答案：CADAD

Step 3 Careful reading

1. Give enough time to let the students read the text carefully again, and tell the main idea of each paragraph.

2. The students read the text paragraph by paragraph. The teacher ask as many questions as possible for the students to answer. Give the students some explanations to some difficult sentences or phrases. Pay attention to the new words and expressions.

3. Play the tape for the students to listen and follow.

4. Give the students some time to ask questions about the points they don’t understand.

Step 4 Post-reading

1. Do post-Reading 1- 3

2. Discuss the questions below, first in pair, then with the rest of the class.

(1)Why do people go to fast food restaurant?

(2)Why is it not good for you to eat too much sugar and fat?

(3)Why are crash diets and supplements so popular?

(4)What can we do to keep a balanced diet?

Step 5 Conclusion

Have two top students to make a conclusion about what we have learned in this class and what we can learn from this text. The teacher should speak highly of their answers. If possible, add some necessary information.

Homework

Go through the whole text and retell it.

Get prepared for next class.

Period 3

I. Teaching aims:

1. Review the text learnt in the last period including useful words and expression.

2. Learn how to use had better, should and ought to while giving advice.

3. New words and phrases: ought to, column, gram, sticky, etc.

.II. Important points:

1. Master the usages of had better, should and ought to.

2. Remember the words from the text.

III. Difficult points:

How to use had better, should and ought to correctly in different situations.

IV. Teaching methods:

1. Group or pair work to get the students do better in class.

2. Use competition to make the students active in class.

V. Teaching procedures:

Step 1 Presentation

In this class we’re going to review the words we learnt and also learn how to give advice using had better, should, and ought to. Write them on the blackboard.

Step 2 Word study

Make the students open their books at page 5 and look at this part.

First make the students work out the words in pairs. Give them some time to remember the answers.

A competition: Get the students to close their books. The teacher reads out the descriptions and the students are to speak out the words as quickly as possible. See which group get the most correct answers.

Step 3 Grammar

The teacher can tell the students when people use had better or had better not, should or should not, ought to or ought not to. Write down one or two examples for each phrase and try to make sure that the students understand all the usages by asking them to give their own examples.

Then have the students fill in the blanks in Ex. 1 on P5 in a right way.

Step 4 Practice

Read through the title with the students and let them get clear about what they are going to do with this exercise. They will try to write letters giving advice. Read the letters asking for advice quickly, then write down four pieces of advice for each of them using had better (not) , ought (not) to or should (not) .

Step 5 Workbook

Books open at P72. Do Exx. 1-3.

Homework

Go over the grammar by finishing the exercises on P73 in grammar part.

Period 4

I. Teaching aims:

1. Do some reading about Snacks.

2. Do some writing to develop the students writing skill.

.II. Important points:

1. Train the Students’ writing ability by getting to know how to write a recipe..

2. Improve their reading ability by reading this passage.

III. Difficult point:

Improve the students’ integrating skills.

IV. Teaching methods

1 .Asking-and –answering activity to go through the reading material.

2. Individual and pair work.

V. Teaching procedures:

Step 1 Revision

Check the answers to the exercises on P73 wit h the students

Make sure all the students understand the grammar we learned in last class. If possible, go over it with the students.

Step 2 Reading

1. Skim the reading text and answer:

What can we do if we need more energy besides eating our main meals?

2. Read the text again quickly, do the following True-or-False exercises.

1) Our body doesn’t need to refuel if we choose nutritious food for our main meals.

2) Good snacks should come from different food groups and should not have too much fat or sugar.

3) Fruits and vegetables don’t give us any vitamins.

4) Most fruits need cooking.

5) Fruits and vegetables are the only healthy snacks.

参考答案：

1. F 2.T 3.F 4.F 5F

3. Give the students some explanations when necessary.

4. Play the tape and have the students follow. Give them some time to ask questions.

Step 5 Writing

Go through the two recipes on P7 carefully.

Read the tips to the students to let them know for sure how to write a recipe.

Have the students work in pairs and write the recipe for their favourite dish.

Step 6 Checkpoint

Use Checkpoint 13 to help the students go over the grammar and useful expressions they have learned in this unit.

Homework

篇7：高一上Unit 13 教案

一、Teaching Content

Unit 13 Word study; Grammar

二、Teaching Goals

1. Review the text learnt in the last period including useful words and expressions.

2. Learn how to use “had better”, “should” and “ought to ”while giving advice.

三、Teaching Important Points:

1. How to guess the missing word according to the given sentence.

2. Let the students learn how to give advice or opinion about something, especially master how to use “ should, ought to , had better and their negative forms” to give advice.

四、Teaching Difficult Points

1. How to help the students to understand the Grammar.

2. How to correctly use “should, ought to , had better and their negative forms” to give advice.

五、Teaching Methods:

1. Review method to consolidate the words and phrases last 4 periods.

2. Explanation methods to make the students master the Grammar.

3. Individual, pair work to make every student work in class.

六、Teaching Aids

1. A projector

2. The blackboard

七、Teaching procedures

Step 1 Greetings

T: Good morning! My boys and girls!

T: Sit down, please!

Step2 Word study

T: We’ve learned something about diets. As we all know, we’d better eat healthy food and eat less junk food. In this way, we can keep up with the high pace of modern life.

T: Ok. Please open your books on page 5. On the top of it there are some words and phrases in the form. I am sure you have all finished the homework yesterday.

1unit13.5. (2)

Ss: …

T: Nutrient diet vitamin

Mineral fat sugar

Protein calory

Step3 Grammar

T: In the third period(the part of Speaking ), we’ve learned some useful expressions to express suggestions.

T: We suppose that you are a doctor, and you should give some advice to patients.

T: Ok. Let’s review these useful expressions about suggestions:

1. I advise you to…

2. You’d better …

3. I think you should…

4. Why not…? Why don’t you…?

5. I suggest you should …

T: Now I want you to translate these Chinese sentences into English. Maybe, you can use these expressions.

我们不应该怎么粗心。

We shouldn’t ought not to be so careless.

你应该尊敬爷爷。

You shouldought to respect your grandfather.

他最好别脱他的衣服。外面很冷。

It’s very cold outside. You had better not take off your coat.

我们最好还是穿上我们的大衣。天气很冷。

It is freeze. We had better put on our coat.

T: Very good. We often give some persons advice or our opinions about something. In such a situation, we often use these Modal Verbs.

T: go back to your textbook. Look at the grammar: Modal Verbs-----had better, should, ought to.

T: We have leant how to give advice by using the Modal Verbs. Here in our textbook there are letters asking for some advice. Read them quickly, then write down four pieces of advice for each of them using “ had better(not)”, “ ought (not) to or should(not)”.

Step4 Summary and homework

T: In this class, we’ve review the words and phrases. Specially , we

Unit13.5. (3)

review the Modal Verb by giving some persons advice. After class, more exercises are necessary.

Homework

1. Review the new words and phrases, grammar.

2. Have a dictation about words (2)

3. Preview two Integrating skills on Page 6 and 74

4. Do the exercises the Grammar 1.2 3.on page74

八．黑板板书设计Blackboard:

(L)

Nutrient diet vitamin

Mineral fat sugar

Protein calory

(R)

I advise you to…

You’d better …

I think you should…

Why not…? Why don’t you…?

I suggest you should …

“ had better(not)”, “ ought (not) to or should(not)”.

篇8：高一上Unit 13 教案

有效的教学设计是有效课堂教学的保证。笔者通过研究相关英语教学知识,并在教学中不断实践、总结,提出有效的英语阅读教学设计主要包括三个方面:首先,以学生为本,以学生的兴趣、经验为基础;其次,以提高学生综合语言运用能力为出发点;再次,层层递进,创设不同形式的任务和活动。

本文以一堂英语阅读教学研讨课为例,探讨阅读教学的有效设计。

一、教学设计案例

(一)教材分析

阅读材料选自人教版Go for it!九年级Unit 13We Are Trying to Save The Earth Section B部分的Rethink,Reuse和Recycle。文章主要介绍了三位在节能环保方面做出杰出贡献的人物,他们凭借灵感和创造性思维把生活中司空见惯的垃圾变成实用品或工艺品的故事。

(二)学情分析

学生原有的知识和经验:通过本单元前几课时的学习,学生对环保话题比较熟悉。本学期的劳技课中,学生参加了“变废为宝”的创意比赛,对废物回收利用有了独特理解。

能力和情感:通过前面几课时的学习,学生对文中的被动语态、某些相关词汇和表达基本理解,对文本内容和思想基本了解。根据学生的活动和学习经验,学生对文中提到的“变废为宝”的奇思妙想和创作有非常浓厚的兴趣,对通过灵感和才智来节能环保,拯救地球有认同感。

(三)教学目标分析

有效的阅读教学设计应以三维目标为指导,即通过阅读学习,积累语言知识,发展语言技能,掌握一定的阅读方法和阅读策略,在理解文本的同时体会文章所呈现的情感态度和价值观。以下是这次阅读课的具体阅读目标:

1. 通过阅读文章,学生能正确使用下列常用的词汇和表达:recycle,wooden,metal,bottle,throw...away,put sth.to good use,pull...down,upside down,bring back,能正确认读以下词汇:inspiration,iron,creativity。

2. 学生能借助文中的插图和标题,对文章内容进行合理的预测;能用略读的阅读方法,快速找出每段的段落大意;能用寻读的方法,找到文中的细节描述;能借助上下文和构词特征,猜测部分词汇的意思。

3. 通过阅读学习,学生能从中得到环保再生的灵感和启发。

(四)教学设计思路

以有效教学设计的要点为指导,在阅读的3个阶段(读前、读中、读后)设计符合学生认知的、感兴趣的、不同形式的任务和活动,引导学生运用多种阅读策略理解文本,理清文章脉络,形成对环保再生的积极态度。

学生在阅读学习过程中,通过预测、略读、寻读等阅读策略,完成文本结构的分析、段意的匹配、表格的填写、思维导图的填写、问题的回答、标题的深层剖析和小组讨论等一系列活动,深入理解文章。

二、教学过程

(一)读前活动

Activity 1:warming-up

上课前,教师准备一些实物:破牛仔裤、饮料瓶等。在课堂上,教师向学生提问:“What are they?How do you deal with these things?But after you see something you may change your mind.”然后,教师拿出另外两样实物,分别是用破牛仔裤做的包和饮料瓶做的花瓶,然后向学生提问:“这是用什么做成的?”

【评析】课前几分钟的预热让学生很快进入学习最佳状态。通过两类实物的对比,为学生进入话题埋下伏笔,这样的设计符合学生的认知。同时,实物给学生直观的视觉冲击,创造了真实的语境。在真实的情景中处理部分词汇和表达,如rubbish,iron,bottle,throw away,put...in good use,bring back to life等。

Activity 2:predicting

在这个环节中,学生通过读标题和看图片(见图1、图2、图3)来预测阅读内容。教师提问:

1. What does the title“Rethink,Reuse,Recycle”mean in literally?

2. What do you think might be talked about in the article after reading the three pictures?

【评析】通过上一个活动的铺垫,学生利用标题和插图进一步预测文章,这一任务的设计符合活动的递进性。预测和推断文本也是通过阅读教学对学生的阅读策略进行培养的目标之一,学生根据构词法通过re前缀猜测词意。

(二)读中活动

Activity 3:Choosing after Skimming

学生通过预测和略读(Skimming)的方法,检验文章的主要内容是否与预测相符。教师给出两个小任务。

1. Please choose the way in which the passage is organized.

A.(1)—(2)(3)(4)B.(1)(2)—(3)(4)

2. Please find the topic sentence.

【评析】教师通过自上而下的方式处理文本,有利于学生从宏观的角度把握文章的组织结构,训练学生用略读(Skimming)策略了解文章结构布局和topic sentence。文章的“总—分”结构相对明显,学生能够顺利完成第一个任务。学生了解文章的“总—分”结构后,能快速地从总起段找到中心句:Nothing is a waste if you have a creative mind.

Activity 4:Matching

教师要求学生运用略读和寻读的技巧,对文章的主体部分进行快速阅读,并对以下信息进行匹配。

【评析】此任务的设计是让学生进一步理解文章的主体结构和主要内容。文章通过三个杰出人物的例子进一步围绕主题句展开探讨。在配对的活动中,学生的寻读和略读技巧得到了运用,同时引导学生学习文章主体部分是如何围绕中心段展开叙述的。

Activity 5:Fill in the table after careful reading

细读第一个例子,完成表1,并提醒学生关注Amy Hayes的环保再生创作,同时品读文章的细节描述。

【评析】学生通过表1了解作者是如何对环保作品做具体描述和介绍的,并体会创作者的灵感。这一活动训练了学生寻读的技能,有助于把握和整理细节。同时,从前一个任务的整体感知到此任务的具体分析,符合学生从整体到局部的认知规律,体现了任务设计的层层递进性。

Activity 6:Finish the mind-map after careful reading

教师要求学生细读第3段,完成下面的思维导图。在完成思维导图的同时,关注动词不定时to do这一语言结构。

【评析】此项活动是对文章局部信息的理解。在阅读中,学生关注频繁出现的语言结构to do这一不定式,使学生在语用中感知语言,真正做到在用中学。

Activity 7:Answer the questions after careful reading

教师要求学生阅读最后一个例子,并完成以下四个问题:

1.Wang Tao is known for_________________.

2.He_______makes larger pieces that look like animals and humans______small pieces that can be put at home.

3. Why does he hope to set up a“metal art”theme park?

4. What can art bring according to the last sen-tence?

【评析】此次任务虽然还是聚焦细节的阅读,但并不是简单的重复寻读的任务,在任务的形式上采用问答的方式,比起前两个任务的难度有所增加。学生在理解细节后,需要概括并用自己的语言进行回答。在问题2中,教师应提醒学生关注文中的连词。

(三)读后活动

Activity 8:Rethinking the meaning of the title

教师要求学生在通篇理解文章后,再次对文章标题进行挖掘和剖析。教师说:“Let’s return to the title and rethink the meaning of the title.Would you like to talk about your understanding after reading the whole passage?”引导学生对阅读做更深层次的解读,使学生对文本的理解不再局限于字面意思,鼓励学生欣赏文本的文艺性和所要传达的充满正能量的价值观,达到提升文本内涵,升华学生情感的目的。

根据学生的回答,教师以图片的形式进行最后总结(见图4)。Rethink:think again in one’s mind.Reuse:use again in one’s action.Recycle:cycle something again to get a positive result.即先有想法,然后付诸实践,最后达到良性循环,从而拯救环境,保护地球。

【评析】学生通过深度解读文本,不仅获得了文字表面信息,而且有利于关注文本的人文性。同时,此任务与预测标题的任务达到了前后呼应的效果。

Activity 9:discussion

这个任务链中包括三个小任务:学生在小组内讨论生活中有哪些垃圾可以被回收、如何将回收的垃圾变废为宝、模仿阅读文本写出有关垃圾再利用的创意。

【评析】该任务为开放性讨论,小组成员可以集思广益,交流和谈论各自的创作,在完成任务的过程中自然地运用所学的目标语言,内化语言学习知识。

三、有效阅读教学设计要点

有效英语阅读教学设计必须坚持以学生为中心,以“可理解的语言输入(comprehensive input:克拉申i+1公式)”为出发点,根据学生现有的语言认知水平和生活经验(i),设计略高于现有水平的课堂教学活动(1),让学生获得最佳的学习效果(刘玉屏、孙晓明2010)。案例中的活动设计充分考虑了学生在不同阶段的认知水平和经验,设置学生“跳一跳”就能够得着的任务。比如,任务Activity 2的设计既对学生有挑战性,又不超出学生的认知水平。

有效英语阅读课堂设计,要挖掘文本的工具性和人文性,制订综合的三维教学目标,即知识能力、方法策略、情感态度和价值观(教育部2012)。案例中的每个活动都有明确的目标,且各有侧重。如Activity 4的设计既训练了学生寻读的阅读技能,又强调了学生对语言知识点的学习;Activity 8的设计凸显了文本所要传递的情感和价值观。

有效英语阅读课,应设计层层递进的任务链,在循序渐进的语言运用中自觉获得语言能力(龚亚夫、罗少茜2003)。在案例中,阅读的9个任务贯穿于3个环节的真实语境中,难度从低到高,层层递进。

参考文献

龚亚夫,罗少茜.2003.任务型语言教学[M].北京:人民教育出版.

教育部.2012.义务教育课程标准(2011年版)[S].北京:北京师范大学出版社.

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