TBL阅读教学策略探究课例.docVIP

TBL阅读教学策略探究课例————M2U2 An Interview 【背景介绍】 新课程标准指出语言教学的课堂应该以交际为核心，意义建构为灵魂。而交际需要在具体的情景中进行，意义也只能在一定的情景中被学习者理解并接受，TBL教学不仅仅注重语言的活动量和学生的主体参与度，同时非常关注语言的准确性和在实际的运用。此外高中英语阅读课文具有题材广泛、体裁多样、语言知识丰富等特征，是教学的核心部分，也是培养学生阅读能力的主要渠道。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，不同阅读活动阶段，必须采用不同阅读教学策略，以求不同阅读教学目标的实现。在课堂教学中培养学生阅读策略能大大提高学生的阅读理解能力。如果英语老师能在平时的课堂教学中渗透英语阅读策略的训练，使得学生逐步地从“了解策略----掌握策略----熟练运用策略”地发展。学生的阅读理解能力必定能大大的提高，从而提高英语成绩。笔者认为把阅读策略的训练渗透到课堂教学中能改变英语教学中一些耗时，费力，低效的尴尬和无奈，提高教学效果；能帮助学生实现“学读”到“会读”再到“乐读”的转变，培养了学生自主学习的能力。???????????? 【教材分析】 本单元以世界性的体育盛会—Olympic Games为话题，旨在通过学习，使学生了解奥运会的起源，宗旨，比赛项目以及古现代奥运会的异同。同时培养学生对体育运动的爱好 【教学目标】 After this period, the following teaching aims are supposed to be achieved. 1.知识目标: 1) Students will be able to understand the meanings of some words and expressions : event, athlete, motto, compete, competition, competitor, admit, host, swifter, interview, responsibility, replaced… 2) Students will be able to make sentences by using the different forms of “compete” 3) Students will be able to know the origin, event, motto of the Olympic Games and tell the differences and similarities of the ancient and modern Olympics 2.能力目标: 1) Students will be able to use collecting information strategy before reading and skimming, scanning, guessing, contrast strategies to read for information by answering questions and filling in the blanks while reading as well as concluding strategy after reading. 2) Students will be able to give a summary and an interview on their own as well as co-work with others. 3.情感目标: Students will cultivate the spirit of teamwork and individuality, competing and communicating with each other for greater progress. At the same time, make them realize an active positive attitude towards life and study. 【教学重点】 1) Know the origin, event, motto of the Olympic Games and tell the differences and similarities of the ancient and modern Olympics, 2) Understand the meanings of new words and expressions. Realize the different forms of “