牛津译林版必修二unit1课程教学设计 Boy missing, police puzzled

Module 2 Unit 1 Reading

Boy missing , police puzzled

Chenhui

Nov. 1. 2016

教学设想

对于学生来说，语言学习不仅仅是为了交际和提高语言运用能力，更是为了在高考中取得较好成绩，这是一个不可回避的话题。近几年的高考英语试卷，都对阅读能力提出了较高的要求，关于归纳、总结、辨析、推理等批判性思维题目的比重越来越大，而且这类题已经成为了学生失分的重灾区。因此，在日常阅读教学中帮助学生提升批判性思维能力已是迫在眉睫。因此，在课程上运用批判性阅读策略指导阅读教学，能有效提升学生批判性思维能力，从而满足学生自身的学习需求。

批判性阅读强调把预测、分析、概括、推理、判断、评价等批判性阅读策略应用于阅读过程中，不仅有利于提升读者的批判性思维能力，更有利于提升读者深层次阅读的能力。基于具体运用批判性阅读策略到真实课堂的初衷，我对这堂课进行了相应的教学设计。

第一、将批判性策略融入教学目标。

教学目标是任何一堂课首先要考虑的问题。在批判性阅读教学中，教学目标的设置需要体现出批判性阅读策略的应用，鉴于学生的认知水平，我的教学目标设定为：have a preliminary sense of using critical reading strategy in reading an newspaper article

第二、教学环节的设计涉及到分析、应用及创造这些认知过程。

因为课堂教学文本是阅读新闻报纸文章，我先选择相似但内容较简单的文本让学生阅读。在教师问题的引导下，学生能够自我总结出：在阅读新闻文章的首段，我们应该重点把握五个因素（人物、时间、地点、事件、情节）。在此基础上，学生能够将所总结的规律应用到新课程的学习中。最后，以读促写的环节能够促使学生实现知识迁移，解决新问题，培养他们的批判性思维。

第三、通过预测培养发散性思维。

预测是指读者根据文章提供的线索，包括文字和非文字，结合自己已有的认知结构和经验，对文本的主题、内容等做出的预先推测（张茹芳，2012）。我让

学生阅读文章的标题“ boy missing”和文章中插入的两幅图片UFO，并让学生对文章的内容进行推测。经过讨论后，学生提出了：男孩可能被人绑架了；可能是跟着女朋友跑了，也有可能是被外星人带走了。学生之后带着兴趣阅读文章，去检测他们的预测是否正确。

第四、通过细读文章，形成及时性评价。

评价是批判性思维中的核心能力。在教学过程中，我将教学文本总结为三个要点：

（Main point 1: Justin Foster returned home；Main point 2: Justin Foster went missing. Main point 3: Justin Foster was taken away by aliens.）并且要求学生找出相应的论据支撑。学生在细读文章的基础上，能够形成自己的观点。这在speaking 环节中得到了体现。

这是我的设计思路和对批判性阅读策略融入高中英语阅读教学的一些不成熟见解。

Teaching aims:

By the end of the lesson, the learners will be able to

1) have a preliminary sense of using critical reading strategy in reading an newspaper article

2) understand the features of a newspaper article by analyzing the language and organization of the text

3) have a good understanding of the whole article

4) write a newspaper article by following the example of the text.

Teaching important points and difficult points:

1)How to cultivate the sense of critical reading strategy using in students’ reading

2)How to help learners understand the features of a newspaper article

3)How to make learners have a good understanding of the whole article Teaching methods

1)Communicative Approach

2)Task-based Language Teaching

3)Total situational Action

Teaching procedures:

Step one: leading in(Analysis)

Teacher asks the students how they get information in their daily life to

elicit newspaper. Then the teacher asks the students two questions:

1) How can you find the newspaper article you are interested in?

2) How do you read newspaper article?

Teacher shows the first paragraph of a newspaper article on the blackboard and lead the students to summarize the features of it. Under the teach er’s guidance, the learners can summarize the main characteristics of the newspaper article themselves.

Step two: Prediction

Teacher guides the students to read the title and see the two pictures in the article (one is about a boy; the other is about a UFO), and then teacher asks the students to predict what the article is about. In this way, the students will read the article with great interest and passion to check whether their prediction are right or not.

Step three: Skimming (Application)

After the instruction of leading in , the learners have already known how to read a newspaper article. Teacher can make students read the article as quickly as possible to find the answers to the following questions:

1.Who is the boy that went missing?

2.When and where did the boy go missing?

3.What did the police do?

4.Why did people show interest in the case?

Step four: Scanning(Identify)

After the skimming, the learners can have a general idea of the article. Teacher can make students read the article again to find some specific information(Three main points )

Main point 1: Justin Foster returned home.

Main point 2: Justin Foster went missing.

Main point 3: Justin Foster was taken away by aliens.

Step five : Deep reading and Summary

In order to have a better understanding of the article, the learners should read carefully and finish filling the blanks

Justin Foster went 1 last Friday night. He didn’t 2 3 at t he family lunch the next