英語閱讀課翻轉課堂教學設計

英語閱讀課翻轉課堂教學設計翻轉課堂顛覆了傳統(tǒng)課堂中知識傳授與知識內(nèi)化兩個階段。筆者在一次高中英語閱讀課翻轉課堂的實踐中，以學生為主體，以學定教，設計課外學習材料，并根據(jù)學生自主學習情況設計課堂教學，在課堂上完成了知識內(nèi)化。以下為筆者的教學設計：一、背景描述（一）教學對象學軍中學高三（7）班學生。該班為理科班，學生高二時參加省英語會考成績?nèi)繛锳，具有較強的自主學習能力。他們基本功扎實，自主合作和探究能力較強，喜歡富有個性的教學設計，不滿足于教師對教學內(nèi)容的簡單重復與重現(xiàn)。但高三學生課業(yè)壓力大，學習時間緊，全班僅6人因不在學校參加晚自習可回家利用網(wǎng)絡手段學習，其余41人幾乎不能接觸網(wǎng)絡。（二）教學內(nèi)容閱讀材料“The333Story”選自英文版《心靈雞湯》，屬勵志類記敘文，講述了身為廣播公司領導的主人公，通過開會激發(fā)員工出點子的方式完成為遭受龍卷風襲擊的災區(qū)籌款計劃的故事。該文共有720個單詞，對高三學生而言有13處生詞、詞組，閱讀理解難度偏大。（三）教學目標1.語言知識目標。學習并運用以下詞匯：單詞：smash，conviction，executive，valid，objection，compatible，anchor。短語：astringof，becommittedto，comeupwith，figureout，fastandfurious，getthecredit。2.語言技能目標。進一步提高閱讀理解能力，如學習用準確的語言概括故事主旨，分析故事中戲劇性變化的原因，分析故事主人公的性格特征，理解故事的啟示，并能與同學合作將故事改編成一個小劇本，呈現(xiàn)一個小話劇。3.學習策略目標。獨立思考與合作學習相結合。4.情感態(tài)度目標。引導學生正確認識并學習主人公身上的優(yōu)良品質(zhì)，即富有同情心，樂于助人，且不懼困難，堅定不移地朝目標前進。5.文化意識目標。讓學生了解當代社會人與人之間是密不可分的，學習西方國家的公眾意識、志愿者精神。（四）教學重點、難點1.教學重點。讓學生概括故事大意，分析故事中戲劇性變化的原因，分析故事主人公的性格特征，概括故事的啟示。2.教學難點。讓學生通過課外自主學習，合作完成話劇創(chuàng)作，并提出文章中的不理解之處。（五）教學模式本閱讀課采取“翻轉課堂”教學模式，即課外學生自主學習完成知識傳授，課內(nèi)師生講解討論作業(yè)、檢測學習效果并鞏固知識以完成知識內(nèi)化?；诮虒W對象在校期間無法接觸網(wǎng)絡在線學習的現(xiàn)實情況，筆者放棄了制作微視頻讓學生課前自主學習的設計，而是采用設計任務式導學案讓學生在課外自主學習并分組合作完成導學案中任務的方式。二、導學案設計【Part1】FinishthefollowingtasksbeforeclassI.ReadingComprehensionReadthetextfor2to3timesandanswerthefollowingquestions.A.Whatdoes333meaninthestory？B.Thetwounderlinedsentencesinthepassageshowadramaticchange.What’sthechange？Howdidittakeplace？C.HowdoyoulikethemaincharacterBobTempletoninthestory？Washeagoodbossornot？Why？D.Concludethemainideaofthestory.（Pleaseincludethefollowingelements：when，where，who，what，whyandhow.）E.Discusswithyourgroupmatesaboutthedifficultiesyouhaveinunderstandingthestoryandthedifficultiesinansweringtheabovequestions.Ifyoucannotsolvethemwithyourgroupmates，pleasewritedownthedifficultieshere：.II.VocabularyComprehensionMatchthefollowingwordsandexpressionswiththecorrectsynonymsorparaphrases.Ⅲ.ARolepalyAdaptthemainpartofthestoryforaminiplaywhichis3-5minuteslongingroupsoffourandroleplayittwice.Theminiplayhereincludesthefourbasicfactors：scene，character，dialogue/linesandaction.YoucanrefertotheplayPygmalioninUnit4，Book8）.【Part2】Supplementalmaterialforclass（Youdon’thavetoreadthispartbeforeclass.）CARLAZUZ，CNNANCHOR：Hi，I’mCarlAzuz.WelcometothespecialeditionofCNNSTUDENTNEWS.Today，we’refocusingexclusivelyontheOklahomaCityareaandthedevastatingtornadothattorethroughthereonMonday.Thisiswhatweknowsofar.Thetornadotoucheddownnearthetownof_______，justbefore3P.M._______.Residentshadabout16minuteswarningbeforeithit.Fromthere，itmovedtothecityof_______.Andthat’swherethestormdiditsworst.Youcantellfromthisvideo，itwasgigantic.Officialssaiditwas_______wide，andthepaththattookacrossNewCastleandMoorewas17mileslong.Thatpathwasoneofdestructionanddevastation.Homesandbusinessesflattened，alocalhospitalseverelydamaged，twoelementaryschoolstookdirecthits.AsofTuesdayafternoon，authoritieshaveconfirmed_______fromthistornadoincluding_______children.Morethan_______otherpeoplewereinjured.TherescueeffortstartedimmediatelyMondayafternoonandcontinuedthroughthenight.三、課堂教學設計課前兩天，筆者將導學案發(fā)給學生學習，并將班級分為每組6人共8組，讓學生獨立自主學習后進行小組合作完成任務，次日收回以批改學生作業(yè)并收集問題進行反饋。批改后發(fā)現(xiàn)，詞匯匹配題學生基本全對，無須講解，學生能完成主旨大意概括、故事情節(jié)分析、人物性格分析題，但大部分學生對故事概括、情節(jié)分析題理解存在偏差，在人物性格分析方面也需要予以價值觀引導。學生們還在作業(yè)中反饋了自己在理解文章時碰到的困難，如：Whatdoes“toraise3milliondollars3daysfromnowinjust3hours”mean？Whatdoes“That’showwecan.Thatstays.”mean？Whatdoes“thebiggestnames”mean？Is“fastandfurious”amistake？Shouldwechangeitinto“fastandfuriously”？等等。對于改編劇本排練話劇的任務，學生在兩天內(nèi)通過小組合作展開，積極性較高，每個小組都有了自己的劇本并排練了兩次以上?；谝陨蠈W生自主學習后的反饋，筆者對課堂教學設計如下：【Step1】Leadin&Warmingup1.Watchavideoclipaboutatornadoandfillintheblanksinthesupplementalmaterialforclass.2.Answerthefollowingquestion.Question1：What’sthenewsreportabout？Question2：Facedwithsuchdevastatingtornado，therescueeffortstartedimmediatelyMondayafternoon.Wouldyouofferyourefforttohelpthepeopleinthedisasterarea？Question3：Whatcanyoudotohelpthepeoplewhoaresufferingifyouarea_____（doctor，painter，computerspecialist，lawyer，constructionworker，photographer...）？Chooseonejobforyourselfandthinkofthewaystohelpothersthroughusingyourownskills.（Ask4studentstosharetheirthoughts）.【Step2】Mainideaandminiplay1.Checkthebeforeclasstask：what’sthemainideaofthestory？AfteraterribletornadohitBarrienearTorontoonaFridaynight，BobTempleton，vicepresidentofTelemediaCommunications，decidedtoraise3milliondollarsin3hourswithin3businessdaystohelpthepeopleinBarrie.Hediscussedtheplanwithhisexecutivesandfinallysucceededindoingit.（When，where，who，what，why，how）2.Presentationoftheminiplay.（Ask2groupstopresent.）【Step3】ReadingComprehension―tosolvetheproblemsstudentsraised1.Meaningof“333”―raisingthreemilliondollarsinthreehourswithinthreebusinessdays！Businessday：workingday―fromMondaytoFriday.Inthreehours：theradioshowlastedlessthan3hours.2.Whatdoesthesentences“That’showwecan.Thatstays.”meaninthe12thparagraph？A.That’sthereasonwhywecandoaradioshowacrossCanada，soitremains.B.Thatisarealstrongobjection.C.TheideaofdoingaradioshowacrossCanadabelongstothesideof“howwecan”，soitshouldstay.D.TheideashowswhywecanhelpthepeopleinBarrie.3.Thetwounderlinedsentencesinthepassageshowadramaticchange.What’sthechange？Therewasnothingbutsilenceintheroom.（Paragraph5）Atthatpoint，itwasabsolutelyamazinghowfastandfuriousthecreativeideasbegantoflow.（paragraph13）Whydidthishappen？Istheword“furious”amistakehere？Shouldwechangeitintofuriously？（No，fastandfuriousisanidiom.）4.WhatdoyouthinkofBobTempleton？WasBobTempletonagoodbossornot？Why？（Hewasagoodboss/leader.Warm-hearted/willingtohelpthepeoplewhoaresuffering/shouldersocialresponsibility/inspiring/determined...）Weneedastrong-willedleaderinahardsituation.【Step4】WriteyourownParagraph151.The14thparagraphistheendofthestory；however，itisnottheendofthearticle.Authorsusuallywouldliketosaysomethingphilosophicaloreducationalorinstructiveaftertellingastory.Ifyouweretheauthor，whatwouldyouwriteinthe15thparagraph？2.AskstudentstosharetheirParagraph15ingroupsanddecidethebestonein