Module6_Unit2_The_search_for_happiness_阅读教学设计.docVIP

Module6 Unit2 The search for happiness 阅读教学设计 江苏省盐城市阜宁县第一高级中学 杨梅 一．确定教学目标的依据 从教材分析，本文是一篇主题为幸福的电视采访。受采访的布来恩博士是研究幸福方面的心理学家，他在其中举前体操员桑兰为例，桑兰是一个年轻有为并很有潜力的前体操员，在跳马等项目上多次获得各类大奖，但不幸的是，她却于1998年7月21日在纽约友好运动会上意外受伤eading strategy of an interview interviewer interviewee questions topic? answers T:Do you often watch TV? Have you ever watched some interview programmes?... 用学生熟悉的杨澜访谈的图片及设计几个小问题过渡到采访-文章的体裁上来，同时在这里让学生讲讲采访的要素，学生掌握了采访的要素也间接掌握了阅读采访的策略。这一导入设计直入本篇采访上来 T: We’ll learn an interview in this period. Who is the interviewer? Who is the interviewee? And their topic? 接下来让学生快速阅读，抓住采访的三要素。在阅读教学中，教师要有倾向地培养学生学习策略，把学生的注意力集中在主要的，重要的信息上，在规定时间里有效地完成教学任务。 Task 2 skimming Topic happiness Interviewer interviewee 在介绍本文的要素时，口头上学习和巩固了与采访有关的一系列新单词。 Task 3 say something about Sang Lan A gymnast Born : In Ningbo In 1981 T: When Dr. Brain is interviewed on happiness, he takes a brave girl as an example. Dou you know who she is ?Do you know something about her? 让学生在下面先小组交流一下有关桑兰的信息再集体交流，不仅仅给学生创造了说英语的条件，也为接下来讲桑兰的感人事迹埋下伏笔. T: Dou you want to know more about her? Ss: Yes. Task 4 scanning (Line20-33) 1.When did Sang Lan begin learning gymnastics ? Six years old. / In 1987. 2.When did she start winning competitions ? In 1991. 3.How did her teammates describe Sang Lan ? Energetic, happy and hardworking. She was happy and successful. 简单设计三个问题，规定时间，训练学生快速获得具体信息的能力，帮学生掌握桑兰出事故前的情况。为了让学生更深刻了解桑兰是个刻苦、勤奋，上进并且前途无量的孩子，特意设计几个小问题与学生对话，如，在回答第一、二个问题的时候问问学生“How old was Sang Lan then? How old were you then?” 同时得出这时的桑兰是幸福、成功的。 T: Although Sang was so young, she had won many competitions. She was so excellent that she was chosen to take part in the Goodwill Games. Questions: (Line39-65) 1.Did she cry in hospital ? How did she feel when the doctor told her that she would not be a gymnast? 2.How has Sang Lan adapted to her new life? 3.Wha