Royx27sstory教學(xué)設(shè)計(jì)1

1、Roys Story授課內(nèi)容Roys Story授課課型Reading教材版本外研版（2004年）選修6 Module3教學(xué)材料I remember the first time I met Roy. He was standing in the centre of a group of boys, and hewas telling a joke Whenhe reachedthe final line, everyone burst out laughing. Roy laughedtoo.A loud happy laugh.Popular boy, I thought to mysel

2、f. My name is Daniel. I was from the northof England, but my father had been offered a better job in London, and our whole family hadmovedthere I was12 and, having lost all my old friends, I felt shyand lonely at my new school.There were 33 students in my new class, and most people werent very inter

3、ested in a shy newboy. Roy was one of the few people who were kind to me .He often invited me to join hisparticular group, and as a result, I started getting to know people Roy and I become goodfriends We trusted each other and we could talk about personal matters, things that wereimportant to us.Fi

4、ve years later, Roy and I are still in the same class But just under a year ago. Roys father wasknocked over by a ca匚He died a few days later. The family had to move to a much smallerhouse in order to manage financially. Roy, who had always been very close to his father, changedcompletely, becoming

5、silent and moody. He had always been a clever, hard-working student butnow he seemed to lose all interest in his work. He started losing friends These days, Roy and Isee each other from time to time, but we no longer closeAbout three months ago, a group of us were playing football together after sch

6、ool. Having leftsomething in the cloakroom, I went inside to get it, and found Roy going tluough the pockets ofpeopled coats In his hand he had a walletand I knew it wasif t his! My mouth fell open and Ijust looked at him. Roywent bright red.Tll put it backright now/5he said、andhe did so. I turnedro

7、und and walked out without saying a word.I really hoped that Roy would explain why he had been stealing, but instead he started avoidingme. At the same time, small amounts of money started disappearing from students5lockeis. Iwonder if the thief was Roy but decided not to say anything to anyone I ho

8、pe it wasnt himLast week our school had a big fair in order to raise money for a chaiity. It was very successfuland by the end of the day, we had made about $500.Our class teacher, Mr White, came andchatted to a group of us什【at included Roy, and held up a box for us to see.uTheies $500 illhere,nhe s

9、aid with a smile But to our surprise, the next morning, we weretold that the moneyhad been stolen. Mr. White had left the box in a classroom for a few minutes, and when hecame back it had disappeared The head teacher asked anyone who thought they might knowsomething about the theft to come to him.Th

10、is weekend Jiaving thought about the situation for a while, I decided to ask Roy about thetheft, and this morning I went to see him Roy was out, and I went upstairs to his bedroom towait for him It was a cold day and his jacket was lying on the back of a chair. I put it on andput my hands in the poc

11、kets I could feel a lot of paper notes and I pulled them out.It looked as if there was about S500 there I was so surprised that I just stood there, holdingthe notes in my hands. At that moment, the door swung open, and Roy walked in.教學(xué)設(shè)計(jì)一、Topic：Interpersonal Relationships - Friendship （Man and Socie

12、ty）二、Text type（語篇類型）：narration（說明文）三、Teaching Philosophy（教學(xué)理念）：依據(jù)高中英語新課程標(biāo)準(zhǔn)中提出的理念：“高中英語課程應(yīng)根據(jù)高中學(xué) 生認(rèn)知特點(diǎn)和學(xué)習(xí)發(fā)展需要，在進(jìn)一步發(fā)展學(xué)生基本語言運(yùn)用能力的同時(shí)；. 逐步培養(yǎng)學(xué)生用英語進(jìn)行思維和表達(dá)的能力；為學(xué)生進(jìn)一步學(xué)習(xí)和發(fā)展創(chuàng)造必要 的條件”。成功的英語課堂教學(xué)教師應(yīng)該為課堂內(nèi)創(chuàng)設(shè)更多的情景，讓學(xué)生有機(jī) 會(huì)使用已學(xué)過的語言材料。通過給學(xué)生創(chuàng)設(shè)問題悄境，圖文并茂，充分調(diào)動(dòng)學(xué)生 的積極性，使學(xué)生自主學(xué)習(xí)，讓學(xué)生成為問題的發(fā)現(xiàn)者，然后學(xué)生與學(xué)生進(jìn)行合 作性的探究，讓老師成為問題的點(diǎn)撥者。并根據(jù)語篇文本特

13、點(diǎn)，設(shè)計(jì)和實(shí)施一堂 閱讀理解及詞匯認(rèn)讀課。四、 內(nèi)容分析：本節(jié)課內(nèi)容為外研版選修笫六冊(cè)Module 3的第二節(jié)課Reading & Vocabulary,學(xué)生學(xué)習(xí)內(nèi)容為“Roys story”。該語篇生詞量適中，“Roysstory”話題能吸引學(xué)生 興趣，但故事惜節(jié)不完整，因此在具體教學(xué)設(shè)訃時(shí)，教師將本節(jié)課學(xué)生學(xué)習(xí)任務(wù) 定為理解文本，同時(shí)兼顧少量詞匯的學(xué)習(xí)。五、學(xué)情分析：文章整體難度對(duì)高二下學(xué)生來說基本適中，學(xué)生已經(jīng)儲(chǔ)備了一定的英語基礎(chǔ), 能較好的帶頭展開話題討論，各抒己見，但文本內(nèi)容的時(shí)空與場(chǎng)景跨越幅度比較 跳躍，既有描寫，乂穿插感嘆。因此，本人結(jié)合學(xué)生的實(shí)際生活，對(duì)教材整個(gè)模 塊做

14、了整合，采用多媒體教學(xué)，通過創(chuàng)設(shè)多種情景活動(dòng)，使學(xué)生積極參與課堂活 動(dòng)，激發(fā)學(xué)生交流和學(xué)習(xí)興趣，希望學(xué)生處于積極思考、主動(dòng)探究的狀態(tài)中，創(chuàng) 造充滿活力的課堂氣氛。六、教學(xué)目標(biāo)：1、 通過學(xué)習(xí)本課，學(xué)生能基本了解文章結(jié)構(gòu)，理解語篇所述故事，通過對(duì) 故事的理解，從中體會(huì)到朋友的真正含義，不是隱瞞而是幫助解決問題。同時(shí)， 對(duì)語篇中出現(xiàn)的生詞，做到能夠認(rèn)讀。2、 基本把握閱讀故事所需要的閱讀技能；能夠在朗讀的過程中加入自己的 理解和情感；能夠口頭表達(dá)自己對(duì)語篇傳達(dá)信息所持的觀點(diǎn)與見解。3、 在教師的引導(dǎo)下，通過學(xué)生的思考和互動(dòng)討論，從文本的閱讀過程中體 會(huì)到朋友的真正含義。七、教學(xué)重點(diǎn)：掌握并能夠運(yùn)用

15、所學(xué)生詞及短語；幫助學(xué)生能夠準(zhǔn)確理解語篇內(nèi)容，提高閱 讀理解能力。八、教學(xué)難點(diǎn)：引導(dǎo)學(xué)生對(duì)文章進(jìn)行深度思考和挖掘。同時(shí)，在教學(xué)過程中自然融入以上“認(rèn) 讀詞匯”的學(xué)習(xí)。九、教學(xué)方法及學(xué)法：1、 教學(xué)方法：Situational teaching method； The game teaching method：Activity method of teaching； Pair work and group work; consolidation2、 學(xué)法：Learning alone; Cooperative learning; Activities; Discussion十、教學(xué)準(zhǔn)備：Stud

16、ents9worksheet, a projector and a multimedia computerH教學(xué)環(huán)節(jié)(Teaching procedures)ProcedureTeacher ActivitiesStudents9ActivitiesPurposesKeyCompetenciesSteplWarming- upand Pre-readingl.Show the learning goals.2.Brainstormins：Show pictures and discusswhat good friends are(loyal,sharing ,caring, reliable,

17、selfless honest, responsibleunderstanding.) 3.Show someproverbs about friendship (1) A friend in need is afriend indeed (2) Friendship is love withunderstanding (3) Better an open enemythan a false friend (4) Without confidence thereis no friendship 1.Read thelearning goals.2.Look anddiscuss what go

18、odfriends are.3.Answer thequestio n.4.Read theseproverbs aboutfriendship 1 .To make thestudents try toexpress them-selves freely. 2.Help themdescribe thepictures, using theadjectives theyvelearned 語言能力： 獲取并 概括信息。Step 2While-reading(l)Part 11.Lead students to predictthe passage according to thepictur

19、e (Guess : What happenedto Roy?)2.Lead students to read thepassage and put the sentencesin the correct order accordingto the pictures.3.Present different readingtasks about the passage(l )Find out persons & time (2)There are 81 .Predict thepassage2.Read thematerial and finishthe tasks.3.Learn th

20、ereading skills.1 .To predictwhat the text ismainly about andunderstand thegeneral meaningof the passage2.To grasp thelogic relationsbetweenparagraphs 語言能力：獲取、概括信息。paragraphs in the text and wedivide the whole text into _4_parts. Then match the mainideas and each part.(3)What happened in thefollowin

21、g time?the first time, five yearslater, about three months ago,last week. .tliis weekend (4) Answer the questionsaccording to the passageA. What was Roy like beforehis father died?B. What kind of relationshipdid Roy and Daniel have?C. How did Roy change? Andwhy?D. What surprised Daniel thathappened

22、in the cloakroom?EHowdid Danielknowwhohad stolen it?4.Check answers and offer thestudents necessary help.Step 2While-reading(2)Part 21 Ask the students to sharetheir own questions.(1 )Words and phrases(2)Passage understanding 2.Check answers and offer thestudents necessary1 Share their ownquestions2

23、. Finish the tasks.1 .To developreading skills.2.To get afeedback 3.To make surethat students語言能力：獲取、概括信息。help(present new words)understand thepassageStep 3Post-readingMindmapping1 Ask the students to drawtheir mind maps in groupsabout their understanding ofthe passage2.Invite the students toshare t

24、heir opinions and ideas.3.Repeat the Roys storyaccording to the mindmapping.1.Discuss anddraw the mind mapsof their own witheach other.2.Share theirideas.Extended task:1.To developthe students?creative spirits andability2.To use whatthey，vu learnt tosolve problems.3.To help thestudents have adeeperu

25、nderstanding ofthe whole story.思維品質(zhì)： 利用思 維導(dǎo)圖分析、概括并整合信息,描 述闡釋 意義。Step 4Competition& SummaryChoose any letter the studentslike from FRIEND； thenanswer the questions(6 groups,the tasks of 2 letters are thesame)A. Match words and phraseswith definitionsB. Read Paragraphs 48and fill in the form.C. Fi

26、ll in the blanksaccording to the text.1 .Choose anyletter the studentslike fromFRIEND and dotheir tasks in groups 2.Answer theirquestions To consolidatewhat has beenlearnt 語言能力： 整合運(yùn) 用語言進(jìn)行表達(dá)；描 述闡釋 意義； 提出自 己的觀點(diǎn)。Step 5DiscussionDiscuss:If you wereDaniel, what would you do tohelp Roy?”Discuss thequestio

27、n in groups To develop thestudents*thinking.文化品格：聯(lián)系現(xiàn)實(shí)生 活，思考人類與社會(huì) 的關(guān) 系。學(xué)習(xí)能力： 自主學(xué) 習(xí)，合作學(xué) 習(xí)。Step 6Homework1.Sing the songHAuld langSyne following the video 2. Assign the homework.(1)Compulsory:Read the whole passage againand again, and try your best toretell it.(2) Optional:Please write your own endings

28、to the story in your exercisebookSing the songtogether to help thestudents have adeeperunderstanding offriendship 2. To extendtheir knowledge教學(xué)反思( (Post lesson Reflection)In principle, I adapt situational teaching method, the game teaching method, activitymethod of teaching, pair work and group work

29、 and consolidation in this lesson. All theactivities that focus on one main target are organized in a task-cycle with an outcome-following the stages mentioned in the text to solve a real-world problem. The task cycleconsists of a series of minor tasks, each of which serves one primary focus on enab

30、ling thelearner to reach higher and higher levels of communicative performance. Consequently,students from different English levels can participate in the classroom activities all the way,and so they are challenged to achieve the main goal I set for them by means of diffeientleaning strategies Tliaf

31、 s just what we teachers should take into consideration when wedesign our classroomteaching 1. The tasks set in a meaningful communicative classroom enable the students to processlanguage which is being learned or recycled more naturally 2. The computer-assisted teaching aids contribute to improving

32、 the efficiency this lesson, byincreasing the input of information.3. The post-reading task provides the students an opportunity to solve a problem in anAuthentic situation and use what they have learned to do something by communicating withothers 4. All the activities, arranged in什w pattern: inputt

33、ing informationprocessinginformation utputting information, are meant to strengthen the integrated skills FlowChart （流程圖）EndFlow Chart:Royfs Story教師思維導(dǎo)圖（板書設(shè)計(jì)）Royfs StoryWorksheetI. According to the pictures and the title, what is the main idea of the passage ?Reading tipsThere are different types of

34、 stories. Stories usually have the following elements incommon： a plot, main characters, a certain time period, a place, a problem or an issue to besolved, a climax （i島潮）or a surprise endingLearning to identify these elements will help you better understand the stories you read.Tlie passage is about

35、 the stoiy of the writers fiiend,Roy_II. Look through the whole passage and put the sentences in the correct order.1.1 remember the first time we met.2. 500 raised in the fair disappearedRoy，sStory【學(xué)案】What would happen next?G3. I went to see Roy and found 500 in his pocket.4. After his fathers death

36、, Roy changed completely.5. Roy walked in while I was holding什le notes in my hands6. Some studentsmoney started disappearing fiom their lockers.7.1 found Roy going tlu-ough the pockets of other peopled coats.III. Match the main ideas with the paragraphs. There are twosentences whichdont belongtothem

37、.A) Roy was kind to me and we became good friends Para_I)1 2 3 4 5 6T decided to ask Roy about the thief only to find the 500 was in his pocket.1 Roy changed, becoming silent and moody as his father died.2 Roy might steal the money raised for a charity.3 I got to know Roy and made friends with him.4

38、 Roy started to steal other students wallets V.Answer the questions according to the passage1.What was Roy like before his father died?2. What kind of relationship did Roy and Daniel have?3. How did Roy change? And why?4. What surprised Daniel that happened in the cloakroom?5 What happened to the 50

39、0 ?6 How did Daniel know who had stolen it?B) Roy changed a lot, becoming silent and moody as his father died ParaC)“F had no fiiend whencame hereD)“I saw Roy stealing others things E) Roys father died.F) The 500 was stolen by someone.G)“r、vas not sure whether Roy was a thief.H) We had a big fair in our school.ParaParaPaiaParaParaParaJ) A no-end storyl end; I didnt know how to deal with the problem PaiaIV. What happened in the following time?ParagraphsParagraphsParaeraphsParagraphs_the first timefive years laterabout three months agolast week.this weekendVI. Read Paragraphs 48 and fill