《牛津高中英語》閲讀課教學案例及分析 (譯林牛津版英語高二)

一、教學課型: 閲讀理解課

二、教材分析

1. 教材內容

見《牛津高中英語》模塊一 Unit 1 （Pages 2-3）

2. 教材處理

該篇文章主要介紹中國學生Wei Hua在英國為期一年的留學經歷。通過她對英國中學生活的描述，學生對英國中學生的日常學習情況增加一定的瞭解。但由於內容較多以及中英文化方面的差異，在閲讀過程中，對於剛進入高中學習的學生，他們中有些在完全理解課文方面有一定的困難。

針對上述分析，本課在設計時先以錄像導入的形式，增加學生對文章有關的感性知識；然後採用略讀的方法，培養學生閲讀整體觀念；在隨後的細節處理時，採取尋讀、細節理解、正誤辨別的方法；在難點處理時，通過啟發誘導，教師歸納的措施加以突破。整個教學過程的設計由淺入深，由感悟、理解、分析、歸納、總結到運用，從而完成從閲讀輸入到理解輸出的學習過程，達到培養學生閲讀能力的目標。

3. 教學目標

① 知識目標: 通過該文的學習,幫助學生對英國中學作息時間、班級規模、所學科目、課程內容、學習負擔等學校生活有具體的瞭解。

②能力目標: 通過尋找文章大意及具體細節問題的答案，培養學生快速歸納文章主旨和獲取文章細節的閲讀能力。

③ 文化目標: 通過對課文的學習、有助於學生對英國中學生活全面而深入的理解，體會中英兩國之間由於國情、歷史的不同所產生的文化教育的差異。

4. 教學的重點和難點

① 重點：對英國中學生活的具體瞭解和中英兩國之間的文化教育的差異。

② 難點：如何培養學生運用略讀（skimming）和尋讀（scanning）閲讀技巧來快速獲取主旨大意和細節信息的能力。

三、教學設計

1. 總體思路

本課的教學設計採用：閲讀前（導入）、閲讀中（略讀，尋讀，辨別正誤，比較, 分組活動, 鞏固）、閲讀後（運用）三部分。

2. 教學過程

Step 1 Lead-in

T: Now, Class, we have learned English since the primary school, and we have known some British language, culture, history and some other British lives. But do you know what the British school life is really like? If you want to know the answer, please watch the following video.

(設計説明:

由學生從小學以來的英語學習,自然過度到對對英語語言、文化、歷史等方面的瞭解，進而提及到英國中學生活，激發學生對該話題的興趣,為下文做很好的背景鋪墊。)

Show the students a short video, which mainly tells us about a public British school where we may know something about the British students’ study hours at school, their school activities, their subjects and their study goals.

(設計説明:

通過這段錄像使學生從視覺, 聽覺等方面瞭解到英國中學生的日常作息時間、在校活動、所學科目以及學習目標,讓學生多方面直觀,感性地瞭解英國中學生活,為後面文章的學習提供很好的背景知識。)

Step 2 Presentation

T: From this the video, we have already gained some brief impression about the British school life. If you want to get something more about it, let’s come to today’s passage.

T: Today we are going to read a passage by Wei Hua, who once studied in the UK. She will give us some detailed information about the school life in the UK.

(設計説明:

由錄像內容自然導入課文, 環環相扣, 輕鬆入題。同時, 對文章的內容作簡要介紹, 讓學生對閲讀內容有所瞭解。)

Step 3 Reading

(1) Skimming

T: Now please skim the passage quickly and try to find the answers to the following questions. Hand up when you get them. (Show the questions on the screen.)

1. What is the main idea of this passage?

(Suggested answers: 1. It mainly tells us some specific information about what school life in the UK is really like and some differences between high schools in the UK and in China.)

2. What are the key points you can conclude from each paragraph?

(Suggested answers: Para 1: School hours; Para 2: Attending assembly; Para 3: Teachers and classmates; Para 4-6: Homework and subjects; Para 7: British food and her activities; Para 8: feeling and hope.)

(設計説明:

通過讓學生對文章的中心思想和段落關鍵詞歸納，有意識地培養學生的略讀策略, 有助於學生有的放矢地快速獲取主要信息的閲讀能力。)

(2) Scanning

Ask the Ss to go through the passage as quickly as possible and try to find answers to the three following questions.

1. How long did Wei Hua stay in Britain?

2. What was the name of Wei Hua’s class teacher?

3. What did Wei Hua make in her woodwork class?

(Answers: 1. For one year. 2. Mr Heywood. 3. A small table. )

(設計説明:

該步驟旨在讓學生帶着問題通過快速尋讀文章相關信息, 以此形成對Wei Hua留學英論的經歷有一個初步瞭解。)

(3) Detailed information

T: Now please scan the passage to find some detailed information from each paragraph and then fill in the following form:

Para Main idea Detailed information

1

School hours a) Was she happy with the school life? (Yes.)

b) School in Britain _____ around 9 am and _____ about 3:30 pm. (starts; ends)

2

Attending assembly a) Who was the girl sitting next to her on the first day? (Diane.)

b) The headmaster told them about _____ during assembly. (Rules, the best way to earn respect from the school.)

3

Teachers and classmates a) Who was her favorite teacher? (Miss Burke.)

b) Was it easy for her to remember all the students’ faces and names? Why? (No. Because they had to move to different classrooms for different classes.)

4

Homework and subjects a) The homework was not heavy, but why was it a bit challenging for her at first? (Because all the homework was in English.)

5 a) Why did her English improve a lot? (Because she used English every day and spent an hour each day reading English books in the library.)

b) Did she enjoy cooking? How do you know? (Yes. She thought it was really fun as she learned how to buy, prepare and cook food.)

6 a) Do students have to learn all the subjects even if they don’t like them? (No.)

7

British food and her activities

a) Why did she miss Chinese food a lot at lunchtime? (Because British food is very different, and British people eat lots of desserts after their main meal.)

b) She usually played on the school field. Sometimes she played _____. Sometimes she _____. (football with the boys; relaxed under a tree or sat on the grass)

8 Feeling and hope a) She felt _____ and hopes _____ . (lucky, to be back and study there again.)

(設計説明:

通過用表格的形式對文章中重要信息加以呈現, 將略讀和尋讀、獲取細節信息和深層理解相結合，並將讀與寫自然銜接起來，讓學生系統，直觀地掌握閲讀材料中重點內容, 這要求學生認真分析課文，積極思考, 從而使他們對英國中學生活有進一步的理性認識。)

(4) True or false

T: Please read the passage again, and then decide the following sentences true or false according to the article. If it is false, please try to correct it.

1. Wei Hua likes the school hours in the UK.

2. Chinese schools encourage students to work hard.

3. Wei Hua’s favorite teacher was Miss Burke.

4. The average number of the students in each class in Britain is over 30.

5. British students have fixed classroom and classmates.

6. British students can only study two languages: English and French.

7. Wei Hua enjoyed British food.

8. Wei Hua enjoyed playing football.

9. Wei Hua is now back in Manchester again.

(Suggested answers:

1. T 2. T 3. T

4. F The average number of the students in each class in Britain is 29.

5. F They move to different classrooms for different classes.

6. F They have to study English, but they can drop French if they don’t like. They can choose Spanish or German.

7. F She missed Chinese food a lot.

8. T

9. F She hopes that someday she can go back and study in Manchester again.)

(設計説明:

在學生基本理解文章的內容後, 通過對文章細節以正誤選擇題的形式加以呈現, 引導學生分析比較文章具體細節, 培養學生辨別是非正誤細節的閲讀理解能力。)

(5) Consolidation

Ask the students to read the passage carefully one more again to find the answers to the following questions. Through careful reading, students can get the further understanding about the text and consolidate what they have learned from skimming and scanning.

1. Which of the following statements is Not Wrong according to the passage?

A. She used to get up at 8 a.m. in China.

B. What the headmaster told them sounded like what she used to hear in her school in China.

C. She was such a good cook that she liked cooking British food.

D. She didn’t like History or Art, so she chose Woodwork.

2. What is the main idea of the passage?

A. Her English improved a lot as she used English every day.

B. School life in the UK is busy and bitter.

C. She had a wonderful experience in a British school.

D. She wanted to go back to China and enjoy Chinese food.

3. Which of the following has the closest meaning to “I could e-mail my family and friends back home for free” ?

A. I could e-mail my family and friends back home without paying money.

B. I could e-mail my family and friends back home freely.

C. I could e-mail my family and friends in my free time.

D. I could be free to e-mail my family and friends back home.

4. The writer’s purpose of writing the passage is to __________.

A. tell us that she doesn’t like school life in Britain

B. excite more students to study abroad

C. improve her English

D. introduce her exciting and happy life in Britain

5. She felt lucky because __________.

A. she could get up an hour later than usual

B. the headmaster told them to earn respect by working hard and achieving high grades

C. she had been given a golden opportunity to study in Britain and met helpful and friendly teachers and students

D. she improved her English

(Suggested answers: 1. B 2. C 3. A 4. D 5. C)

(設計説明:

該環節問題的設置遵循了文章閲讀的整體性和連貫性原則，要求學生不僅要讀懂設置的題幹問題，還要能夠理解文章中有關內容及其內在聯繫，即不僅考查學生對閲讀中語言形式的掌握，而且考查他們對語言知識的靈活運用。)

Step 4 Group work

Ask the students to hold a discussion about the following topic: What’s the similarity and difference between the schools in China and the UK?

Aspects In the UK In China

similarity

difference

After the discussion the teacher may ask two or three students from different groups to present their group’s opinions about the topic. The teacher should give them some help if necessary.

(設計説明:

通過組織學生對中國和英國中學的異同進行比較討論，從而進一步加深對英國中學生活差異的體會和感悟。這樣，有助於提高學生對知識的理解水平和運用所學的內容解決問題的能力，既可以為教師教學提供反饋信息，又可以讓學生之間的相互啟迪，使他們在學習過程中學會學習。)

Step 5 Reading strategy

At first the teacher may ask the class how they can get the main idea and detailed information from the passage. If necessary, the teacher may give the students some minutes to think about it or work together with their partner. After several minutes, the teacher may ask some of them to deliver their approaches to finding the main idea and detailed information from the passage.

Then the teacher may draw a conclusion about the reading strategies of skimming and scanning by showing the following contents on the screen.

Skimming: We skim a passage when we want to get a general idea of what it is about. We look at the titles and headings, the first and last sentences of paragraphs and the first and last paragraphs as well as pictures and charts to guess what the passage is about.

Scanning: When we want to find certain information in a passage quickly, we scan the passage for key words and phrases, dates, numbers, etc. We do not need to read the whole passage word by word.

(設計説明:

該步驟通過讓學生對學習過程中所採用的無意識閲讀策略加以思索、討論和分析，然後，在老師的啟發引導下，對閲讀策略進行總結歸納，使學生對學習方法的掌握由無意學習發展到有意學習，從而使得學生進一步有效掌握閲讀技巧和方法，不斷提高閲讀能力。

Step 6 Discussion

T: Nowadays, more and more young students are going abroad to study. What effects (影響）will the new school life have on them?

Then the teacher may ask students to work in groups of four and have a discussion about what opinions they can offer. Each group should choose a representative to summarize the opinions of the group and then report them to the class. When the representative expresses their views, they should give a clear and detailed description about what are the advantages and disadvantages of studying abroad. If necessary, the teacher may show the class the following points to help the students who are poor in English know how to do it.

Advantages:

1. Widen their view;

2. Improve their English;

3. Learn to be independent and cooperate with others;

4. Learn about foreign customs and culture;

5. Let the foreigners learn about China and attract them to invest in China;

6. Learn advanced technology;

7. …

Disadvantages:

1. Cost a lot of money and become a heavy burden on their parents;

2. Feel homesick;

3. Form some bad habits;

4. Stay in a foreign country and refuse to come back;

5. …

(設計説明:

該步驟設計根據教學目標和學生的認知水平，通過比較留學國外的優缺點，使閲讀學習通過討論活動成為學生交流的動力，把知識的獲取、規律的探索、分析解決問題的方法寓於討論之中，真正把閲讀學習作為自我探究、自我發現、主動實踐和合作交流的載體，從而使得學生有效掌握閲讀內容和閲讀技巧。)

Step 7 Summary and Assignment

T: Today we’ve learned a text about Wei Hua’s experience in the UK. Meanwhile, we have learned the reading strategies: skimming and scanning. Master these and put them into use in future while reading. Through reading we know there are many differences both in the timetable and in the curriculum. Read the passage after class and get familiar with these language points. After class, please finish Parts D and E and have a further discussion with your partners about the topic in Part F.

(設計説明：

通過課堂教學，教師完成了對學生閲讀內容的輸入過程，該環節設計旨在進一步鞏固所學知識，促進學生形成有效的學習策略，提高自主學習能力，讓學生學會思考問題、面對陌生的問題和領域尋找解決問題的答案和方法，把學生的目光引向廣闊的知識海洋，最後能夠對知識進行高效輸出。）