閱讀課反思 (2)

1、 閱讀理解教學(xué)的探討 聽黃君頻老師的課有感教材分析：教師所執(zhí)教的內(nèi)容是八上Unit 4. How do you get to school ? Section A 3a&3b部分。3a是reading的教學(xué)，而3b則側(cè)重于對本單元重點(diǎn)句型的綜合呈現(xiàn)和運(yùn)用。根據(jù)教材的編排意圖，執(zhí)教教師的教學(xué)流程如下：磨課一：1. Free talk : Hello, guys! Hello, boys and girls! I want to know you first: a. Where do you live? b. How do you get to school? c. How long do

2、es it take?(T leads in far and teaches it.) How do I get to school?(T uses CAI to show a simple map of her home and school and leads in bicycle to teach.)2. Practice the conversations.A:(CAI presents a simple map about the distances between Yuecheng and other places around.)Ss work in pairs and 3 pa

3、irs to show out.A: How do you go to school?B: I go to school by/ I take/ride the to school.A: How long does it take?B: It takes about A: How far is it?B: Its B: (CAI presents a picture of Dongta Park , some different ways of transportation, different people and different times.) (In the show time :

4、a. T: a boy and a girl ?Ss: No.T: Oh! Maybe you dont like that. Thats OK.b. T points out : Its & It takes)C: (CAI presents other ways of transportation for Ss to practice)Ss works in pairs again but this time , they should try to use the basic sentences like this:How long does it take you to get

5、 from your home to school?How far is it from your home to school?D: (Ask Ss to make conversations according to the information given in 3b)(During the show time ,T points out “How long does it take you?” , not “your” )3. Reading.a. T leads Ss to get some information from the picture in3a.Two kinds o

6、f transportation: bus & bicycleb. T asks Ss to read the article carefully to answer the 3 questions in 3a.c. T draws a simple map about home, bus station and school.d. T gives some easy questions orally for Ss to answer quickly.e. T leads Ss to retell the article according to the map on the Bb.f

7、. T points out the different usage of ride & take.4. Expanding.CAI: What is Green Transportation? Cars and buses make our life fast and convenient.(T teaches it.) Bicycles and Walking make our earth cleaner and make our body healthier.5. Homework.If you can, would you like to try a new way to ge

8、t home next time? How do I get home next week ?課后評價：教師的課堂呈現(xiàn)思路清晰，條理清楚，重難點(diǎn)落實到位。細(xì)致的單詞教學(xué)、句型的層層深入由簡入難、小語言難點(diǎn)的突破以及環(huán)保理念green transportation 的涉及，都讓學(xué)生透過語言學(xué)習(xí)的途徑，學(xué)會用細(xì)節(jié)觀察、處理問題的態(tài)度和能力。 但是根據(jù)包老師的“樂清市閱讀理解教學(xué)研究活動”的精神，這節(jié)課的重點(diǎn)呈現(xiàn)不在conversation的練習(xí)上，而是要把重點(diǎn)放在reading & writing上。這無疑對我們的設(shè)計提出了很大的挑戰(zhàn)，這種要求其實跟我們的教材設(shè)計本意也相違背。但我們努力嘗

9、試。磨課二：在磨課一的教學(xué)流程的基礎(chǔ)上，我們的閃光點(diǎn)在于：1. 在conversation的free-talk結(jié)束后，Miss Huang 利用山區(qū)孩子和城市孩子的上學(xué)方式的截然不同，讓學(xué)生積極進(jìn)行g(shù)uessing game 活動，引導(dǎo)學(xué)生在情感上體會生活和環(huán)保的理念。并且刪去所有的其他用于conversation 的活動，緊留磨課一里的2部分作為conversation 的小組對話訓(xùn)練呈現(xiàn)。以節(jié)省時間做好reading.2. Reading 的教學(xué)呈現(xiàn)：Fast reading: Read and answer:a. How far is it from his home to school

10、?b. How does he get to school?(Reading tip:教師引導(dǎo)學(xué)生學(xué)會通過找數(shù)字和數(shù)量單位進(jìn)行快速反應(yīng))Careful reading: Answer more questions:a. When does Lin Fei get up/ go to school?b. What does he do before going to school?(Reading tip:教師引導(dǎo)學(xué)生學(xué)會通過看疑問詞進(jìn)行快速反應(yīng)) Multiple choice:a. How long does it take Lin Fei to get to school?b. When

11、does the class probably begin?(教師的問題設(shè)計能讓學(xué)生對文章進(jìn)行深入的思考)3. 因為時間的問題，只能把writing 作為homework 進(jìn)行處理。課后評價：a. 課型從conversation &reading 成功過渡到了reading, 但是writing 是作為homework的。b. “山區(qū)孩子和城市孩子的上學(xué)方式的截然不同” 的引入和后文的green transportation 遙相呼應(yīng)，很讓人動心。c. 對reading的教學(xué)環(huán)節(jié)設(shè)計很有深度，應(yīng)對個別的問題設(shè)計再進(jìn)行適當(dāng)?shù)恼{(diào)整。磨課三：在磨課二的教學(xué)流程的基礎(chǔ)上，我們的閃光點(diǎn)在于：1.

12、 直接利用山區(qū)孩子和城市孩子的上學(xué)方式的截然不同簡單復(fù)習(xí)conversation.2. 對reading的問題設(shè)計進(jìn)行了更精簡的處理。3. writing:a. Two pictures about heavy traffic和 a video 進(jìn)行對比，引出green transportation, 引導(dǎo)學(xué)生作文“How does Tom get to school?b. Post-reading的作文框架設(shè)計非常有利于學(xué)生的作文書寫和提高。磨reading & writing課型的反思：1. 閱讀理解的核心教學(xué)是讓學(xué)生弄懂文字材料所說明的事實，作者的寫作目的、觀點(diǎn)和意見。要根據(jù)材料所提供的信息去理解，也要結(jié)合材料以外的常識去理解；要理解具體的事實，也要理解抽象的概念，要理解某句、某段的意思，也要理解全文的邏輯關(guān)系，并據(jù)此進(jìn)行推理和判斷。2. 課內(nèi)的re