高中英語(yǔ)上教版高二上冊(cè)Module3Theworldofscience群文閱讀模式下

成都外國(guó)語(yǔ)學(xué)校英語(yǔ)學(xué)科教學(xué)設(shè)計(jì)姓名___周霜_____教學(xué)基本信息課題名稱Howtogiveanarticleagoodcriticalreading授課時(shí)間40分鐘教師姓名周霜學(xué)生年級(jí)高二課時(shí)1課型課題課例是否實(shí)施一、教學(xué)分析設(shè)計(jì)教材分析本節(jié)課選用的教材是外研社版高中英語(yǔ)選修第六冊(cè)第X單元的兩篇文章。本單元的單元主題為Cloning（克隆），包含三個(gè)主要的語(yǔ)篇。三個(gè)語(yǔ)篇分別為一篇小說(shuō)摘要，來(lái)自Frankenstein；一篇說(shuō)明文CloningandDNA;一篇議論文JurassicPark–ScientificFactorHollywoodFiction?三個(gè)語(yǔ)篇從不同角度介紹了克隆技術(shù)的發(fā)展。本課選取的第一個(gè)語(yǔ)篇是教材中關(guān)于恐龍克隆可能性的議論文，由6個(gè)自然段構(gòu)成。第二個(gè)語(yǔ)篇為關(guān)于人類克隆的議論文，來(lái)源于網(wǎng)絡(luò)。教師根據(jù)學(xué)生水平，進(jìn)行適度刪減。第三個(gè)語(yǔ)篇為教材語(yǔ)篇是關(guān)于克隆技術(shù)與DNA的介紹說(shuō)明。學(xué)情分析授課對(duì)象為成都外國(guó)語(yǔ)學(xué)校高二5B班的學(xué)生32人。該班學(xué)生屬于理科實(shí)驗(yàn)班，英語(yǔ)基礎(chǔ)較好，能用英語(yǔ)提取、處理表層信息，簡(jiǎn)單表達(dá)自己的觀點(diǎn)，同時(shí)也能使用英語(yǔ)進(jìn)行文本分析和評(píng)價(jià)。但其遷移并運(yùn)用英語(yǔ)以解決問(wèn)題的能力還比較弱。本節(jié)課選取三個(gè)語(yǔ)篇作為群文閱讀語(yǔ)篇進(jìn)行批判性閱讀教學(xué)。學(xué)生之前的日常學(xué)習(xí)中接觸過(guò)語(yǔ)篇分析，但從未獨(dú)立地分析過(guò)語(yǔ)篇，同時(shí)，對(duì)于如何批判性地閱讀文章缺乏系統(tǒng)的學(xué)習(xí)。學(xué)生不具備獨(dú)立進(jìn)行批判性閱讀的能力。設(shè)計(jì)思想分級(jí)群文閱讀模式；批判性思維和批判性閱讀模式；Anderson和Krathwohl的認(rèn)知模式，即記憶、理解、運(yùn)用、分析、評(píng)價(jià)、創(chuàng)造；（改為布魯姆的分級(jí)目標(biāo)）新課標(biāo)指導(dǎo)下的英語(yǔ)教學(xué)活動(dòng)觀，以學(xué)生為中學(xué)的課堂教學(xué)。教學(xué)方法Fastreading;IndependentAnalysis;Detailedreading;GroupDiscussion;Comparison;Application;Ideas-sharing;教學(xué)目標(biāo)經(jīng)過(guò)本課的學(xué)習(xí)，學(xué)生能夠：了解批判性思維和批判性閱讀的基本模式及其內(nèi)涵；通過(guò)獨(dú)立閱讀和小組討論，完成一篇議論文的批判性閱讀。教學(xué)重點(diǎn)批判性閱讀的模式；批判性閱讀的意義。教學(xué)難點(diǎn)學(xué)生能否順利回答批判性閱讀的提問(wèn)并提供答案的出處;學(xué)生是否能夠遷移該模式去分析其他任何形式的信息。教學(xué)實(shí)施設(shè)計(jì)教學(xué)環(huán)節(jié)設(shè)計(jì)教學(xué)環(huán)節(jié)學(xué)生活動(dòng)教師活動(dòng)設(shè)計(jì)意圖Pre-classreadingactivitiesStudentsreadpassageAandBbeforeclass.Ssfinishthelearningguidebeforeclassbylookingupallthenewwords.Ssanalyzethetwopassagesontheirown.Teacherassignthepre-classreadingtaskstoSs.TasksSstoanalyzepassage1and2basedonwhattheylearnedbefore.Lead-inactivitySstalkaboutalltheaspectsofpassageanalysistheyusedbefore,whentheydealtwithargumentativearticles.TeacherleadsalltheSstoreviewsomeargumentativearticleslearntbefore.TasksSswhethertheyarecriticalreadersnow.TleadsSstotheteachingaimoftoday----howtoanalyzecritically.Fastreading----Passage1Ssreadpassage1againandanswer8questions.Ssaredividedinto8groups,eachofwhichisresponsibleforonequestion.Teachershows8questionstoanswer.TassignstasksoffastreadingandprovidesachartforSstofillin.Tasksquestionsaboutwheretofindtheseanswers.CriticalreadingpatternSsunderstandthereason/thedefinitionandthecontentsofcriticalreadingpattern.TeacherintroducesthecriticalreadingpatterntoSs.TleadsSstoreviewthecontentsandtheusageofthispattern.ReadingPractice----Passage2Ssapplythecriticalreadingpatterntoanalyzeanotherpassage.Ssreadpassage2.SsshareideasingroupsTeacherdividestudentsinto8groups.Eachgrouphas4students.Eachstudentisresponsiblefor2questions.Evaluation&MeaningSspresenttheirfindingsinfrontofthewholeclass.2groupsarewelcomedtopresent.Teacheraskswhetherthereisanydifferencebetweentheirfindings.TasksifthereispossibilityforSstousethispatterntoanalyzeanyotherformofinformation.HomeworkSsapplythecriticalreadingpatterntoanalyzeanotherpassage----CloningandDNA.Trytoanalyzesomethingthatyou’reinterestedinintherealworld.Teacherassignhomework.作業(yè)設(shè)計(jì)課后，獨(dú)立使用批判性閱讀模式分析第三個(gè)語(yǔ)篇；課后，使用批判性閱讀模式去分析生活中自己感興趣的任何事物。板書(shū)設(shè)計(jì)Passage1title–Q2Part1:paragraph1Part2:paragraph2-4Q2/Q3/Q5/Q6Part3：paragraph5Part4:paragraph6Q1/Q4CriticalReading&Thinking教學(xué)流程圖PrePre-classreading:readpassage1and2Lookupallthenewwordsandanalyze2passagesReview:Howdoweusuallyanalyzeargumentativearticles?Review:Howdoweusuallyanalyzeargumentativearticles?Evaluation:Areyouacriticalreadernow?Evaluation:Areyouacriticalreadernow?TeachingAim:Howtoanalyzeargumentativearticlescritically?TeachingAim:Howtoanalyzeargumentativearticlescritically?JigsawReading:ThedefinitionandthecontentsofcriticalreadingpatternJigsawReading:ThedefinitionandthecontentsofcriticalreadingpatternEvaluation&Meaning&HomeworkReadpassage2andanalyzeitcriticallywithingroupworkEvaluation&Meaning&HomeworkReadpassage2andanalyzeitcriticallywithingroupwork