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視頻標簽：efficiency
所屬欄目：高中英語優質課視頻
視頻課題：人教版高中英語選修十Book10 Unit4 Learning efficiency How to Become A Successful Reader 江西省 - 南昌
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人教版高中英語選修十Book10 Unit4 Learning efficiency How to Become A Successful Reader 江西省 - 南昌
How to Become A Successful Reader
教學設計
授課時長：1課時（45分鐘） 主題語境：語言學習 語篇類型：說明文 語篇分析：
本單元的中心話題是“語言學習策略”，該語篇圍繞“如何成為一名成功的閱讀者”。該語篇是典型的分—總結構的說明文，介紹了提高閱讀能力的方法和技巧，并通過舉例說明如何運用。該語篇一共分為四部分。1）多讀、多練習、熟能生巧。2）享受閱讀練習中的樂趣。3）學會良好的閱讀方法，即預測閱讀內容、主動閱讀、依照閱讀目的確定閱讀方式、無需理解每個詞的意思閱讀。4）得出結論用適當的方法通過大量的練習，我們就能提高閱讀能力。 學情分析：
本課的授課對象是高三年級的學生，英語基礎較好。學生已具備在閱讀中獲取主要信息和細節信息的能力。本課語篇的話題很貼近學生的學習和生活，主題并不陌生，語言和詞匯難度不大。但學生對于jigsaw reading這種新型的閱讀方式比較陌生，對其步驟和要求不了解，學生的獨立段落概括能力和復述表達能力欠佳。如何按要求地完成拼圖閱讀需要具體的指導和訓練。
教學目標：
在本節課學習結束時，學生能夠
1. 語言知識：
通過文章的舉例分析，理解多種提升閱讀能力的技巧和方法，以及掌握一些重點詞匯； 2. 語言技能：
通過運用skimming, scanning等閱讀技巧獨立地歸納段落的主旨大意和提取重要細節信息，并將其用自己的語言總結復述出來； 3. 情感態度：
培養對閱讀（精讀和泛讀）的興趣和熱忱； 4. 文化意識：
運用不同的閱讀策略理解各類閱讀材料背后的文化內涵。 5. 學習策略：
通過拼圖閱讀訓練，培養獨立學習能力和小組團結協作能力來完成閱讀任務。 教學重點：
把握文章整體結構，提取和整合每部分的關鍵信息。 教學難點：
通過拼圖閱讀，訓練學習小組內的獨立解決問題能力和同伴教學能力來共同協作理解全文的主要內容。
教學資源：教材，多媒體課件，黑板，粉筆 教學過程：
Notes: Before the class starts, the class has been divided into 6 groups, with 4 students in each group. And on the desk of each group, there is one kind of reading materials (a manual, a text in an exam, website pages, a menu, a novel and a magazine) and a tree diagram. Each student gets a package of three worksheets.
Stage 1: Lead-in (5 mins)
Teacher’s activities Student’ activities
Purpose
1. T greets Ss.
1. Ss greet the teacher.
To grasp Ss’ attention to the topic of the class
2. T introduces the topic: Since we meet various reading texts, we are readers every time and everywhere. Today, we are going to explore the secrets of becoming a successful reader through four parts.
2. Ss think about the question in general: How to become a
successful reader?
3. T guides the Ss to study the assigned reading materials and asks Ss to think about two questions: 1)What difficulties do you have when you read this? 2)How will you deal with them. T gives examples and a template of Ss’ short report. 3. Ss study different reading materials in their groups and think about two questions. Ss brainstorm what makes a successful reader and write down some key words in the tree diagram.
To be familiar with assigned reading material, which will be used again in the third stage.
To activate Ss’ schema and generate vocabulary about becoming a successful reader to develop their interest and involvement in the class.
4. T elicits two groups’ ideas and give more sample ideas.
4. Ss response in this way:
“Our group got a ...When we read this, it was hard for us to ... We think ... makes a successful reader.” Stage 2: Jigsaw reading (24 mins)
Teacher’s activities Student’ activities Purpose 1. T distributes six packages of reading texts, each of which consists of four pieces of paper with letter A, B, C and D.
1. Ss pick up one piece of paper from the package randomly. To develop Ss’ general understanding of jigsaw reading. 2. T introduces what jigsaw reading is by showing a jigsaw reading diagram, which includes six jigsaw groups and four expert groups. T illustrates how jigsaw reading works in four steps in detail.
2. Ss learn two new terms from the diagram, which are “jigsaw group” and “expert group”. Ss understand the basic principles of jigsaw reading. 3. T encourages Ss to practice jigsaw reading from stage one to stage four. T walks around and provides help if necessary. T writes down the key words on the board and explain the meanings of them. 3 Ss follow T’s guidance. 1) Stage 1: Ss skim and scan the texts independently, finish worksheet 1 - a table - for the main idea of each paragraph, important details and new words. 2) Stage 2: Ss move to expert group and compare their notes with their peers. To increase Ss’ independence in applying skimming and scanning reading skills. To develop Ss’ abilities of summarizing and retelling main points. To promote peer teaching,
which gives every group
3) Stage 3: Ss rehearse what they will say when they go back to jigsaw group, and pick up two new words to share in the class.
4) Stage 4: Ss go back to jigsaw group and take a turn to summarize and retell the main idea and important details.
member chances to express opinions and builds up Ss’ self-confidence.
To develop Ss’ social skills, such as turn-taking, polite interruption, cooperation, mutual independence and support.
4. T asks Ss to give each paragraph headings and sub-headings from the list, and ask one volunteer group to finish the organization diagram on the board.
4. Five groups Ss put the numbers or the letters of headings and sub-headings at the beginning of each paragraph. The other group Ss come to the blackboard and stick eight pieces of prepared headings and sub-headings hard paper to make a clear structure of the passage
To arouse Ss’ awareness of the style and the structure of the passage.
5. T distributes the complete passage to Ss.
5. Ss get the full target passage.
6. T instructs Ss to finish eight sentence-complement exercises and elicits answers from each group to check together. 6. Ss work in groups to complete the sentences on worksheet 2 and give answers one by one to the class. To evaluate Ss’ comprehensive understanding of the
passage.
Stage 3: Post-reading ( 12 mins)
Teacher’s activities Student’ activities
Purpose
1. T plays a short video called Reading Efficiently and asks Ss what main points the video convey to them. 1. Ss watch the video and summarize the main reading techniques that mentioned in the video: survey, skim, and scan.
To deepen and further Ss’ understanding of how to become a successful reader. 2. T directs Ss to discuss the initial situation in the first part and elicits sample ideas from four groups. 2. Ss work in groups and discuss the best way to read under these six circumstances. Ss take a turn to apply what they have learned from
the passage and the video to solve possible problems.
To reinforce Ss’ understanding of the main points in the passage and encourage Ss to apply what they have learned in real life.
Stage 4: Summary (4 mins) Teacher’s activities Student’ activities
Purpose
1. T presents four questions for Ss to do the self-reflection and reads Ss’ responses after class. 1. Ss recall the whole class procedure and write down one point for each self-reflection question on
worksheet 3.
To develop Ss’ habit of reflecting themselves after each learning period and become a better learner. 2. T shows an excerpt from the article “Of studies” by Francis Bacon and encourage Ss to 2 Ss read the sentences aloud together and share understanding of them.
To help further Ss’ understanding of reading.
translate it into Chinese.
3. T asks Ss the most three important points throughout the class and write them down on board as the theme of the class. 3 Ss conclude the main points by saying “practicing more, enjoying more and applying skills”. To highlight the theme of
the class
4. T assigns the homework. 4 Ss review the main points in the reading and practice using them.
Blackboard design
Electronic screen for PowerPoint
Unit 4 Learning Efficiently
Reading How to become a successful reader
Organization Vocabulary Theme
endeavour
competent Practicing more glance
caption Enjoying reading digest
swallow Applying skills beneath adopt
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