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視頻標簽：拼圖閱讀,合作學習悅讀
所屬欄目：高中英語優質課視頻
視頻課題：BOOK 3 Unit 2 Healthy Eating Come and eat here (1) Jigsaw reading(拼圖閱讀) “合作學習悅讀”課堂-烏市
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BOOK 3 Unit 2 Healthy Eating Come and eat here (1) Jigsaw reading(拼圖閱讀) “合作學習悅讀”課堂-烏魯木齊市 - 新市
BOOK 3 Unit 2 Healthy Eating
Come and eat here (1)
Jigsaw reading(拼圖閱讀) “合作學習悅讀”課堂
Teaching Plan
Teaching Aims:
to enable the Ss to train their reading skills such as fast reading, scanning and careful reading.
to enable the Ss to have a deeper understanding of identify different groups of food and form healthy eating habits.
to enable the Ss to learn to talk about eating habits and health. to enable the Ss to be interested in English reading.
Analysis of the Students:
The student’s English level is below the average, Limited by the insufficiency of vocabulary, so they don’t like reading actually.
Teaching Aids:
A computer, a handout,a textbook and a gift.
Teaching procedures: Step 1. Lead in
Greeting!
The teacher Falls Down.
Then, ask the Ss some questions like:
I don’t have lunch and I am on a diet. Am I right? Ss: NO!
Should I only eat a banana? Should I only eat an egg?
Should I only eat one type of food for lunch? Why?
Ss: No, we should keep a balanced diet.
Show some pictures: all kinds of food. Let the Ss to know what is a balanced diet.
Show WP’s menu and YH’s menu.
Ask Ss to choose one restaurant for lunch. Discuss with their partner.
Step2: Introduce the rules of the Jigsaw reading
Ask the Ss to read the rules, and know their own groups and expert groups. Then
2
finish the table.
介紹：Jigsaw是人們非常喜歡的拼圖游戲，游戲中要求游戲的人把零散的部分按照一定規律拼成一幅完整的圖。Jigsaw reading又稱“拼圖閱讀”，專業上譯為“互補式閱讀”。 該閱讀方法可以緩解學生閱讀焦慮，增強學生學習動機等。
首先將文章分為3大部分（Part1,Part2,Part3）。將學生分成6人一組，共9個基礎組（Home Group簡稱HG）。基礎組中每兩位成員負責文章的一部分，由負責相同部分的同學二次組合成(A-I)專家組（Expert Group簡稱EG），合力完成文章相應部分的內容。每一位學生扮演著拼圖的一角完成自己的任務后返回到基礎組，進行交流后，并參加自主學習最終測評。
此外在學生自主學習的過程中，教師扮演答疑解惑的角色，同時我還邀請了其他5位已經提前熟悉課文的成員和我一同扮演該角色。
基礎組 成員1 成員2 成員3 成員4 成員5 成員6 5人組成的評判小組 HG1 Part1 A Part1 A Part2 D Part2 D Part3 G Part3 G HG1 Part1 A Part1 A Part2 D Part2 D Part3 G Part3 G HG3 Part1 A Part1 A Part2 D Part2 D Part3 G Part3 G HG4 Part1 B Part1 B Part2 E Part2 E Part3 H Part3 H HG5 Part1 B Part1 B Part2 E Part2 E Part3 H Part3 H HG6 Part1 B Part1 B Part2 E Part2 E Part3 H Part3 H HG7 Part1 C Part1 C Part2 F Part2 F Part3 I Part3 I HG8 Part1 C Part1 C Part2 F Part2 F Part3 I Part3 I HG9 Part1 C Part1 C Part2 F Part2 F Part3 I Part3 I 專家組EG A-C 專家組EG D-F 專家組EG G-I
課堂步驟：
教學步驟 教學活動 設計意圖 Step1 導入，小組熱身 導入話題，背景知
識鋪墊
Step2 拼圖閱讀的簡介，基礎小組任務分配 讓學生了解課堂流
程，明確學習任務
Step3 組建專家組，完成指定學習任務 解決小組問題，完
成組建合作
Step4 回到基礎小組，進行組內互助，并按老師要求完成相應測試題 組內小專家依次講
解，并完成學習任
務
Step5 小組成績評定 肯定合作效果，獎
勵優秀小組
每位舉手回答問題，答對得同學所在小組即加1分。
3
Step3: Careful reading
While reading, The Expert Group should finish the tasks of their own.
請文章第一部分的專家小組研讀并合作完成以下表格： Part1(第一自然段)
請文章第二部分的專家小組研讀并合作完成以下表格： Part2(第二、三自然段)
請文章第三部分的專家小組研讀并合作完成以下表格： Part3(第四、五自然段) 10 min later. Check the answers. Step 4: Discuss the whole passage
Go back to the Home Group,discuss the whole passagewith the help of each other.
Step 5: post-reading Finish the Excises. 1. True or False.
1. Usually Wang Peng’s restaurant was full of people. ( )
2. People go to Yong hui’s restaurant because they are tired of the food
places Wang Peng’s feelings reasons part1. (Para1)
places Wang Peng’s feelings reasons Part2. (Para2-3)
places Wang Peng’s feelings reasons Part3. (Para4-5)
4
that makes them slim. ( )
3. Wang Peng felt hopeless after going out of the library. ( ) 4. He decided to copy Yong Hui’s sign. ( )
2. Fill in the blanks.
Step7: Group work
Let’s run a restaurant to win the competition!(內容包括：name/menu/sign；要求：be sure to provide a balanced diet) Share their restaurant with us.
Step8: Homework
Write your own restaurant, which should contain following information: name/menu/sign. (be sure to provide a balanced diet) TRY to use what we have learnt into our daily life.
Blackboard Design:
Unit 2 Healthy Eating
5
Useful structures:
I like/dislike... very much.
I think ... is /are junk/healthy food.
Because it is energy-giving/body-building/protective food.
Reflection:
本課在while-reading的環節采用了全新的閱讀方式，讓學生井然有序、有重難點的合作閱讀的同時兼顧精讀和泛讀，最終高效達到學習目標。
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