邢冬冬新浪微博:阅读教学设计

Lost civilizations阅读教学设计

2010.03

摘要：指导学生接受、处理、记忆和运用课文信息。根据符合教学目标的任务，发挥学生在阅读教学中的主体作用，提高学生的语篇分析能力。

关键词：课文教学，信息转换手段，任务，语篇

高中英语阅读课文具有题材广泛、体裁各样、语言知识丰富等特征，是各单元教学的核心部分，也是培养学生阅读能力的主要渠道。然而，传统的阅读课教学模式常常是单一的自下而上模式，教学方式只是把课文作为单纯向学生传授语法及语言知识的载体，忽视了培养学生的阅读速度和理解能力；传统的阅读理解提问方式也常常停留在对所阅读文章的表层理解层次上。那么，如何借助这些课文来提高学生的阅读速度、阅读理解能力和语言水平呢？经过教学实践和不断尝试，笔者发现：不同阅读活动阶段，必须采用不同阅读理解模式以求不同阅读教学目标的实现。下面以Lost civilizations阅读课为例对这一问题进行探析。

Teaching Aims

　　1. Read the text “Lost civilization”. Train the Ss’ reading ability.­

　　2. How to use model verbs.

一、阅读任务的基本原则

在设计阅读任务的时候，教师可以根据课文标题设计任务，引导学生对课文内容进行预测；阅读中的任务设计应紧扣中心思想，关注主要信息，不苛求对字句的理解；阅读后的任务要有利于培养学生的语言输出能力。依据这一思路，课文阅读教学可以分为以下三个主要部分：

阅读前任务

（Pre-reading tasks）

导入话题

(Get ready)

激活背景知识，导入新课，根据课文标题预测课文的主要内容和框架结构

阅读中任务（While-reading tasks）

关注主要信息

（Focus on main points）

进行信息转换，梳理和简化课文主要内容，便于学生理解、记忆和口头输出。

语篇分析

(Discourse analysis ）

对阅读材料的描写手段、叙事方式、逻辑结构以及衔接手段进行分析。

阅读后的任务（Post-reading tasks）

评价

（Respond to the text）

整合阅读材料和已有知识结构，突破固有的思维模式，构建新理念，提出新观点。

二、阅读前的任务设计(Get ready)

基础的阅读教学，教师应监督并检查学生的词汇掌握，以为学生阅读的进一步提高阅读能力奠定条件。

　      善于引入文章的话题，巧妙的设计任务，激活背景知识，让学生对阅读材料产生兴趣，引导他们预测阅读文章的主要内容和篇章结构。

New word’s mastery in this text .

Do part D1 on page 44 .

D1  Look at these new words from the diary entries and match them with their definition . Guess the meanings from the context if you do not know the answer.

1  representing (line 2 )      _________     a  (of a volcano ) threw out lava and ash

2  took over (line 8 )        __________    b  acting or speaking for a group

3  erupted (line 9 )          _________     c  sadly , unluckily

4  unfortunately(line 11 )     _________     d  rich

5  houses(line 26 )          _________     e  parts of a building that remain after it has been badly damaged or destroyed

6  wealthy (line 32)          _________     f  huge

7  ruins( line42)             _________     g  took control of

8  enormous( line 44 )        _________     h  provides space for

Get ready for the reading （Pre-reading tasks）

We all know that it is important to protect cultural heritage .Today let’s go down to the old cities Pompeii and Loulan . From the travel diary kept by Ann on a cultural expedition to sites of lost civilization . What can we find ?

Explain the title—Lost civilizations in your own words .

三、阅读中的任务设计（While-reading tasks）

阅读的主要目的是从篇章中获取信息。教师应善于利用信息转换手段，设计有效的任务和活动。

a)        关注主要信息

    教师可以设计一些预测课文内容的任务，鼓励学生灵活运用Skimming和Scanning 等阅读策略，迅速捕捉文章中的主要信息或事实，并验证阅读之前作出的预测。

（1）验证预测

    在阅读前，学生对阅读材料的内容和结构做出了预测。

（2）归纳主题思想

归纳主题思想是文章的核心内容。归纳主题思想是一项十分重要的阅读技能，它体现了学生总结和概括能力。

b)        语篇分析

语篇分析的基本内容包括：语法衔接手段（如照应、替代、省略等）、词汇衔接手段（如复现关系、同现关系）、语义关联、句际关系（如并列、因果等）以及篇章结构等。

Prevision checking .

Questions: Part A on page 42

A  Read the following diary entries quickly and answer these question .

1  What country is the author from ?

2  What is one main similarity between Pompeii and Loulan ?

3  Who was made director of the Pompeii dig in 1860 ?

4  Who is Professor Zhang ?

Reading (Focus on main points)

Read the text quickly and answer the questions in part C1 on page 44 :

How well did you understand the details in the diary ? Read it again carefully and answer the following questions .

1、  What happened to Pompeii in August AD 79 ?

2、  How was the buried city discovered ?

3、  What were the stepping stones along the road in the Pompeii used for ?

4、  Why was Loulan an important city about 2000 years ago ?

5、  How do many people think Loulan disappeared ?

6、  According to the last sentence , hoe did the author feel about the loss of Loulan ?

Careful-reading (Discourse analysis )

Do part C 2 on page 44 .                              

C2 Record the felling and opinions(emotions)’s sentences expression .

1、I feel lucky to have won a place on this trip . (line 2 )                           E/A

2、This morning we went to a lecture about Pompeii . (line 7 )                      E/A

3、Unfortunately, all the people were buried alive , and so was the city ! ( lines 11-12 )  E/A

4、How amazing ! ( lines 14-15 )                                             E/A

5、People started to dig in the area for treasure . ( lines 16- 17 )                     E/A

6、When I walked around the city ,I saw streets just as they had been .( line 19 )       E/A

7、I am so excited to be here ! ( lines35 )                                       E/A

8、Sven found the remains of buildings buried under the sand .. ( line 39 )            E/A

Do part D 2 on page 44

D2  Find the following words in the text and decide that they refer to .

1  the city ( line 7 )           ________________________________

2  which ( line17 )            ________________________________

3  there ( line 24 )            _________________________________

4  it ( line 32 )               _________________________________

5  that ( line 44 )             _________________________________

四、阅读后的任务设计

引导学生讨论阅读材料，进一步加深对文章的理解。

Key: The Reading Strategy

Guide the students grasp the strategy on reading and writing a diary entries

Dates

Eg’

Place names

Eg’

Facts and historical information

Eg’

Personal feelings opinions

Eg’

Diary entries

Listening test

Complete Part E on page 45

Pompeii   Civilizations   treasure    commercial   archaeologist  

Volcano   sand          ruins      erupted       represent       

Jane,

I was excited to be picked to ______Canada . I have been to _____ in Italy and am now in China visiting Loulan . Both places were important _____ cities about 2000 years ago . They both disappeared and became lost _____ Popeii was destroyed by a _____　It _____ and covered Pompeii with ash . Loulan just a few _____ left . Some _____ , such as coins and painted pots , was found , and recently some tombs. I am becoming very interested in ancient civilizations . Maybe I shall become an _____ one day . What do you think ?

See you when I get back .

Ann

Post-reading task （Respond to the text）( Home work)

compose a poem after class with the new model verbs in this story .

Key:  1  the new model verbs

 2  The Reading Strategy