北师大2011课标版《Reading： Meeting Anne； A Famous Writer》公开课教案下载-北京市优质课

第一课时的重点是阅读理解文章，获取文章的主要信息，引导学生进行深层次思考。这不仅要让学生理解课文，而且要让学生自我建构知识、在发展语言能力的同时，收到情感熏陶，获得思想启迪、审美乐趣以及文化沉淀，实现对文本的超越。本文第三段中She thinks it is a direct result of her early failures.这句话直接介绍了J.K. Rowling成功的原因。教学中先询问学生Can you explain it?了解学生对该句字面意思的理解情况，接下来继续问学生How did she deal with her failures?继续提取揭示文章主线的具体信息。紧接着追问学生What kind of person do you think she is? 来引导学生个性化理解文本，思索文本所隐含的意义。进而归纳出成功人士具有的品质，最后再以 Failure is the mother of success.的格言来再次支撑本文所传递的主题。

第二课时在学校制作名人档案的任务中进行。在复习J.K. Rowling的故事的基础上，开展词汇教学，培养学生在语境中理解词汇的技能，通过在单句、篇章中回填词汇，达成词汇运用的目标，为完成任务储备语言素材，同时为学生提供表达的范本。输出阶段定位为让学生向小组成员介绍自己喜欢的名人的励志故事，联系学生实际，跳出文本，在语境中进一步提升语言，积极促进学生综合素质发展。

第一课时

First Period

教学目标

在本课学习结束时，学生能够：

1.通过阅读获取有关J.K. Rowling历经磨难获得成功的人生经历；

2.根据获取的信息和语言，介绍J.K. Rowling曾经面临的困难以及走向成功的事迹；

3.通过阅读、理解和讲述J.K. Rowling的故事，体会和逐步形成勇敢面对失败，专注和坚持

的品质。

教学过程

教学活动设计意图互动模式&时间Warm-upStep 1T plays the video of the beginning of the speech and asks Ss “Who and where is she? ”And “What is she doing?”.

T uses the information to teach the word “series, graduation and Harvard”.引入本课，有选择地扫除个别词汇障碍。CW

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2’Pre-readingStep 2T asks Ss some questions to learn about how much the Ss know about J.K. Rowling .

T shows the three titles to ask Ss choose the best title. 通过提问激活学生的背景知识。

预测标题，激发学生阅读的兴趣。CW

2’While-readingStep31st reading

Ss skim the text to choose the best title and check their prediction.初步了解文章大意，培养学生通过抓取关键词总结概括标题的能力。IW

2’Step42nd reading

T reads the Reading Help with Ss and asks Ss to go through the events in Ex.3.

T asks Ss to read the text and find out the events and circle the time indicators and then put the events in the correct order.

Ss check the answers in pairs.

T helps Ss to reason their answers according to the clues in the passage.

T helps Ss to get the meanings of “separate ” and “marriage”.

T shows the timeline and asks Ss to talk about J.K. Rowling in pairs.

T shows J.K. Rowling’s words in Para. 1 and Para. 2and asks “Can you imagine what happened to her?” to lead Ss to get into Para.2.

培养学生运用跳读技巧，查找时间对事件进行排序的快速检索能力同时培养学生在语境中猜词和运用构词法猜词的能力。

排序后让学生进行小输出活动，符合学生认知水平。

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