人教2003课标版《Warming up、Pre-reading、Reading、Comprehending》精品优质课教案设计

人教2003课标版《Warming up、Pre-reading、Reading、Comprehending》精品教案优质课下载

按照《国家英语课程标准》要求，现行的英语课堂教学模式是以学生为主体的课堂，鼓励学生以参与的方式掌握，应用英语语言知识的能力。阅读教学强调理解信息，培养思维，提升策略，关注体验。英语阅读核心素养，就是运用合适的阅读策略解读文本、发展思维，提升语言水平。核心素养涉及内容、思维、语言和策略四个方面。而学生的阅读素养可以界定为：学生通过体验阅读过程，理解、运用、反思阅读材料的素养。

本阅读材料为精读课文，学生能根据语境猜测词义，能找出主题句，能准确地把握文章细节，能应用不同的阅读技巧完成不同的阅读任务。

本课强化阅读过程，引导学生体验文本内涵，文本承载的意义如何被解读。对教学文本进行多元解读的不单是教学方法与策略、还有开阔并培养学生的文化视野、言语感悟力和审美情趣。教什么(学什么)，怎么教(怎么学)和为什么这样教学(最终学生能做到什么)是笔者一辈子都在追求的目标。

二、Analysis of the students

在高一、高二两年英语学习的基础上，高三学生已经掌握了一定的阅读技能，思维上有较强的独立性，通过老师的引导和提示，一般能够从文字资料中获取主要信息和基本内容，能根据阅读目的运用适当的阅读策略完成阅读任务。

但一些学生根据上下文猜测词义，分析信息和处理信息的能力还欠缺，尤其是归纳总结能力。然而他们学习比较认真，好胜心强，渴望在班集体里得到他人的认可，在乎别人对他们的评价。他们求知欲旺盛，思维比较活跃；其中部分学生的基础较好，能主动配合老师，愿意开口讲、动笔能力强。他们有着高中生独立、爱表现自我的特点。因此，只有设置使他们感兴趣的活动，因材施教，才能让他们投入到课堂活动中来。

三、Analysis of teaching objectives

1) Knowledge objectives:

By the end of the class, students are able to have a general idea of English authoresses in the 19th century; clearly understand their efforts; acquire some key words and structures with the teacher’s help. Also, students are able to have a clear mind of their representative works,the themes and the reasons for success.

2) Ability objectives:

Students are able to know the skill of connecting their background knowledge with reading materials and read for specific information. Students at high levels are able to easily appreciate different novels mentioned in this passage; students at a poor level are able to distinguish different authoresses and their representative works.

3) Emotional objectives:

To stimulate students’ interest in novels through vivid pictures and thought-provoking activities, to develop students’ awareness of pair work and group work, to help students become independent and critical thinkers and to foster students’ love and passion for life by appreciating novels.

4) Focal points:

To help students comprehend the reading material in an easy and logical way. To improve students’ ability as well as skills in reading comprehension.

5) Difficult points:

How to engage each student in different activities. How to help students

think critically and independently.

四、Teaching methods

Task-based Language Teaching,

Multimedia-aided Language Teaching,

Communicative Language Teaching and Questioning Strategy.

五、Learning strategies

Making predictions,

Skimming,