我校外语教师执教的课例在“天天公开课”栏目播放
名师风采 浏览次数:4507 发布时间:2023-02-09 15:27:23
近日,我校高中外文组金芳老师执教的人教版《英语(选择性必修)》第二册第二单元Reading and Thinking“‘Welcome, Xie Lei!’Business Student Building Bridges”在2022年度浙江省教育厅教研室的浙江教研网“天天公开课”栏目播放,欢迎点击观看。观看网址:http://ttgkk.zjjys.org/front/course/detail/1105。
“天天公开课”是浙江省教育厅教研室在互联网时代倾力打造的一个优质教学资源平台,希望通过平台建设,建立起与各学科教材教学进度同步的公开课播放网站,为全省教师的教学和专业发展提供全新的帮助和有力的支撑。
附金芳老师的教学设计:
“WELCOME, XIE LEI!”BUSINESS STUDENT BUILDING BRIDGES
教学材料:人教版《英语(选择性必修)》第二册第二单元 Reading and Thinking
单元主题:BRIDGING CULTURES
教学时长:45分钟
教学对象:杭州外国语学校高二8A
教学目标:
经过本课学习,学生能够通过相关学习活动初步达成以下目标:
1.能通过自主提问、预测等阅读技巧的运用,主动参与到阅读语篇的意义建构过程中,从而了解语篇类型和语篇内容,即Xie Lei克服种种困难,逐步适应英国的生活与学业,成为中英两国的文化使者;
2.能通过深度阅读和小组讨论等合作学习方式,分析语篇结构、理解语篇主旨;同时能通过对重点语篇段落的深入探究,通过学习语篇知识,进一步梳理和整合所读信息,深度解读Xie Lei的心理变化、应对挑战的不同措施及成功成为文化使者的原因。
3.能在教师引导下,创造性地运用本课所学,通过记者在线视频采访的形式,进行四人小组角色扮演,提高文化传播和沟通的使命意识,并作评价和反思。
教学过程:
步骤 |
教学活动 |
设计意图 |
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Pre-reading |
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Step 1 |
Warming-up: Quick physical response. T raises some Yes/No questions about studying abroad and Ss answer them by standing up or sitting down respectively. |
通过引入主题相关词汇和肢体回应做好上课热身,提升学生学习兴趣,引发阅读动机。 |
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While-reading |
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Step 2
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1st reading: T shows the title of the article and the photo and invites Ss to raise questions about Xie Lei as a reporter. Ss read the article and find out the answers to their own questions. |
利用标题、插图,引导学生自主提问,形成阅读期待,鼓励学生自我引导阅读 (Self-directed reading),以实践学习者自主参与(learner involvement)的教学原则,提升自主学习意识,并为读后活动——连线采访做好铺垫。 |
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Step 3 |
2nd reading: T asks Ss to think about the text type and source of the article. T and Ss discuss the structure of the article based on the features of this kind of news writing. |
通过让学生进一步参与到语篇类型和语篇结构的发现和探讨中,加深学生的文本理解,为学生最后运用语篇进行有效交流、完成任务做好准备。 |
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Step 4 |
3rd reading: 1. T invites Ss to discuss the meaning of the headline. 2. T invites Ss to find out why Xie Lei had different feelings during her year studying abroad by using the structure: Xie Lei felt/feels ... because ... 3. T invites Ss to analyze what Xie Lei did to overcome the challenges in her daily life and academic requirements through blank-filling. 4. T encourage Ss to think of other challenges students studying abroad might face and how they can prepare to handle these challenges. 5. T invites Ss to analyze Xie Lei’s new role as a cultural messenger building bridges, which echoes the headline. |
引导学生进行深度阅读,关注文本标题及其含义以及通过研读重点文本段落,学习语篇知识,运用批判性思维,引导学生从不同角度解读文章,并通过挖掘文章深层内涵发展学生的思维能力,体会中外文化环境和教学模式的差异,深入思考留学生在文化传播中的角色。 |
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Post-reading |
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Step 5 |
Ss have a group discussion about what makes a good cultural messenger. |
引导学生通过联想、比较、评价,联系现实生活和经验,创建自我意义。 |
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Step 6 |
Ss have an online talk show about Xie Lei’s experience as an exchange student in a group of 4 and comment on other groups’work. |
迁移创新:通过设计恰当的语言运用活动,促进学生创造性地运用所学,并依据所给要求,进行评价和反思。 |
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Step 7 |
Closure & homework |
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Blackboard Design (略) |
Note: T: Teacher; Ss: Students
高中外文组报道