课型1：阅读教学

　　一、阅读课教学过程及各环节活动设计

　　(一)阅读课教学过程

　　Step 1: Lead-in

　　导入的目的在于：引起学生注意、激发兴趣及引起学习动机，导入须具有针对性，可采取的方法有图片、视频、歌曲、谜语、讨论、经验、问题等。

　　Step 2: Pre-reading

　　读前教师可提供背景知识或利用图片引导学生预测文章内容，带领学生解决生单词或让学生提前熟悉有关单词等。

　　Step 3: While-reading

　　读中活动一般分为skimming、scanning和intensive reading，在skimming这一环节，教师主要是带领学生归纳文章主旨大意，而scanning、intensive reading则是对文章内容的进一步了解和学习，在这一环节，教师可设计排序题、连线题、表格题或者判断正误题等带领学生加深对文章内容的了解;解决文章中的生词、语法或长难句等。简而言之，在这一环节，师生要处理的是W+H类信息及具体词句。

　　Step 4: Post-reading

　　读后活动可采取复述课文、讨论、辩论、采访、角色扮演、做调查等多种方式培养学生的综合语言运用能力。

　　Step 5: Summary

　　总结部分提倡学生先总结，教师再做补充，以加深学生对阅读内容的理解，复习巩固知识，检查学生掌握情况，巩固情感目标。

　　Step 6: Homework

　　阅读课的课后作业通常设置为一篇写作，如读后感，心得体会等，除此之外，也有其他形式的作业，比如句子仿写，模仿文章录音，上网查找资料等。但不论布置何种作业，都须注意作业的开放性及层次性，能够照顾全体学生。

　　(二)阅读课教学活动

　　教师一定要将读前、读时和读后的活动建成关联性的一个整体。读前，提供相应的阅读策略或背景图片等，让学生进行内容预测。读后，教师要引导学生表达个人感受，针对材料内容进行提问，最后可考虑增补相似长度和难度的文本材料进行阅读。

	读前活动pre-reading	读中活动while-reading
意图	熟悉话题get familiar with topics； 预测内容make predictions； 激发兴趣等arouse interests	把握文章主旨大意main idea； 理解作者观点态度attitudes； 加深文章细节理解detail information； 解决生词、长难句等new words/difficult sentences。
活动设计	图片预测predict with pictures； 听力预测predict with listening； 猜谜语（riddles）等	（1）略读Skimming： ①匹配段落大意match the main ideas of each paragraph； ②选出最佳标题 choose the best title; （2）寻读Scanning： ①将文章内容重新排序reorder the sentences/ paragraphs; ②补全表格或空格fill out the table/ blanks; ③判断正误true or false; ④回答W+H类信息answer questions。 （3）精读intensive reading： ①解决语言点deal with language points; ②思维导图mind-map; ③摘要提取make a summary

　　二、试题范例【16上】

　　设计任务：请阅读下面学生信息和语言素材，设计20分钟的英语阅读教学方案。

　　该方案没有固定格式，但须包含下列要点：

　　·teaching objectives

　　·teaching contents

　　·key and difficult points

　　·major steps and time allocation

　　·activities and justifications

　　教学时间：20分钟

　　学生概况：某城镇普通高中二年级(第一学期)学生，班级人数40人。多数学生已经达到《普通高中英语课程标准(实验)》六级水平。学生课堂参与积极性一般。

　　语言素材：

　　Words, words, words

　　British and American English are different in many ways. The first and most obvious way is in the vocabulary. There are hundreds of different words which are not used on the other side of the Atlantic, or which are used with a different meaning. Some of these words are well known—Americans drive automobiles down freeways and fill up with gas; the British drive cars along motorways and fill up with petrol. As a tourist, you will need to use the underground in London or the subway in New York or maybe you will prefer to get around the town by taxi (British) or cab (American).

　　Chips or French fries?

　　But other words and expressions are not so well known. Americans use a flashlight, while for the British, it’s a torch. The British queue up; Americans stand in line. Sometimes the same word has a slightly different meaning, which can be confusing. Chips, for example, are pieces of hot fried potato in Britain; in the States chips are very thin and are sold in packets. The British call these crisps. The chips tile British know and love are French fries on the other side of the Atlantic.

　　Have or have got?

　　There are a few differences in grammar, too. The British say Have you got…? While Americans prefer Do you have…? An American might say My friend just arrived, but a British person would say My friend has just arrived. Prepositions, too, can be different: compare on the team, on the weekend (American) with in the team, at the weekend (British). The British use prepositions where Americans sometimes omit them (I’ll see you Monday; Write me soon!).

　　Colour or color?

　　The other two areas in which the two varieties differ are spelling and pronunciation. American spelling seems simpler: center, color and program instead of centre, colour and programme. Many factors have influenced American pronunciation since the first settlers arrived tour hundred years ago. The accent, which is most similar to British English, can be heard on the East Coast of the US. When the Irish writer George Bernard Shaw made the famous remark that the British and the Americans are two nations divided by a common language, he was obviously thinking about the differences. But are they really so important? After all, there is probably as much variation of pronunciation within the two countries as between them. A Londoner has more difficulty understanding a Scotsman from Glasgow than understanding a New Yorker.

　　【参考答案】

　　I. Teaching Contents:

　　This passage is about some different words between British English and American English.

　　II. Teaching Objectives:

　　(1) Knowledge objective:

　　Students will know some different words between British English and American English.

　　(2) Ability objective:

　　Students can identify a variety of English words and improve their reading and speaking skills.

　　(3) Emotional objective:

　　After this lesson, students will have more interest in learning English and exploring the English language culture.

　　III. Teaching Key and Difficult Points:

　　(1) Teaching key point:

　　Students can grasp some details of the passage and read it in different ways.

　　(2) Teaching difficult point:

　　How to encourage students to have confidence in learning English.

　　IV. Teaching procedures:

　　Step 1: Warming up (2 mins)

　　Speak different languages and ask students to guess what kind of language it is. Ask students one question “What is the most widely spoken language in the world?”

　　【Justification】This part can create a nice atmosphere and help students join in class easily.

　　Step 2: Pre-reading (2 mins)

　　Elicit students to hear recordings of accents from English speaking countries.

　　【Justification】This step can help students notice the differences of English.

　　Step 3: While-reading (9 mins)

　　1. Skimming

　　Students are asked to skim the text as fast as possible, and then get the main idea.

　　2. Scanning

American
British

　　3. Intensive reading

　　Students are invited to read the passage for the third time and answer one question: What can you get from the passage?

　　【Justification】Students will have a general idea of this passage, and their reading ability can be practiced.

　　Step 4: Post-reading (5 mins)

　　Discuss one question in group of four, and then share their opinions.

　　Q: Are there any differences between Chinese in different provinces?

　　【Justification】Help students have more confidence in speaking English and they will get the consciousness of cooperation.

　　Step 5: Summary and Homework (2 mins)

　　The teacher leads students to make a short summary, stresses the emotional objective and asks students to search more differences about English on the Internet.

　　【Justification】Students can have a review of the language points in this class and consolidate it after class.

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