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视频标签：efficiency
所属栏目：高中英语优质课视频
视频课题：人教版高中英语选修十Book10 Unit4 Learning efficiency How to Become A Successful Reader 江西省 - 南昌
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人教版高中英语选修十Book10 Unit4 Learning efficiency How to Become A Successful Reader 江西省 - 南昌
How to Become A Successful Reader
教学设计
授课时长：1课时（45分钟） 主题语境：语言学习 语篇类型：说明文 语篇分析：
本单元的中心话题是“语言学习策略”，该语篇围绕“如何成为一名成功的阅读者”。该语篇是典型的分—总结构的说明文，介绍了提高阅读能力的方法和技巧，并通过举例说明如何运用。该语篇一共分为四部分。1）多读、多练习、熟能生巧。2）享受阅读练习中的乐趣。3）学会良好的阅读方法，即预测阅读内容、主动阅读、依照阅读目的确定阅读方式、无需理解每个词的意思阅读。4）得出结论用适当的方法通过大量的练习，我们就能提高阅读能力。 学情分析：
本课的授课对象是高三年级的学生，英语基础较好。学生已具备在阅读中获取主要信息和细节信息的能力。本课语篇的话题很贴近学生的学习和生活，主题并不陌生，语言和词汇难度不大。但学生对于jigsaw reading这种新型的阅读方式比较陌生，对其步骤和要求不了解，学生的独立段落概括能力和复述表达能力欠佳。如何按要求地完成拼图阅读需要具体的指导和训练。
教学目标：
在本节课学习结束时，学生能够
1. 语言知识：
通过文章的举例分析，理解多种提升阅读能力的技巧和方法，以及掌握一些重点词汇； 2. 语言技能：
通过运用skimming, scanning等阅读技巧独立地归纳段落的主旨大意和提取重要细节信息，并将其用自己的语言总结复述出来； 3. 情感态度：
培养对阅读（精读和泛读）的兴趣和热忱； 4. 文化意识：
运用不同的阅读策略理解各类阅读材料背后的文化内涵。 5. 学习策略：
通过拼图阅读训练，培养独立学习能力和小组团结协作能力来完成阅读任务。 教学重点：
把握文章整体结构，提取和整合每部分的关键信息。 教学难点：
通过拼图阅读，训练学习小组内的独立解决问题能力和同伴教学能力来共同协作理解全文的主要内容。
教学资源：教材，多媒体课件，黑板，粉笔 教学过程：
Notes: Before the class starts, the class has been divided into 6 groups, with 4 students in each group. And on the desk of each group, there is one kind of reading materials (a manual, a text in an exam, website pages, a menu, a novel and a magazine) and a tree diagram. Each student gets a package of three worksheets.
Stage 1: Lead-in (5 mins)
Teacher’s activities Student’ activities
Purpose
1. T greets Ss.
1. Ss greet the teacher.
To grasp Ss’ attention to the topic of the class
2. T introduces the topic: Since we meet various reading texts, we are readers every time and everywhere. Today, we are going to explore the secrets of becoming a successful reader through four parts.
2. Ss think about the question in general: How to become a
successful reader?
3. T guides the Ss to study the assigned reading materials and asks Ss to think about two questions: 1)What difficulties do you have when you read this? 2)How will you deal with them. T gives examples and a template of Ss’ short report. 3. Ss study different reading materials in their groups and think about two questions. Ss brainstorm what makes a successful reader and write down some key words in the tree diagram.
To be familiar with assigned reading material, which will be used again in the third stage.
To activate Ss’ schema and generate vocabulary about becoming a successful reader to develop their interest and involvement in the class.
4. T elicits two groups’ ideas and give more sample ideas.
4. Ss response in this way:
“Our group got a ...When we read this, it was hard for us to ... We think ... makes a successful reader.” Stage 2: Jigsaw reading (24 mins)
Teacher’s activities Student’ activities Purpose 1. T distributes six packages of reading texts, each of which consists of four pieces of paper with letter A, B, C and D.
1. Ss pick up one piece of paper from the package randomly. To develop Ss’ general understanding of jigsaw reading. 2. T introduces what jigsaw reading is by showing a jigsaw reading diagram, which includes six jigsaw groups and four expert groups. T illustrates how jigsaw reading works in four steps in detail.
2. Ss learn two new terms from the diagram, which are “jigsaw group” and “expert group”. Ss understand the basic principles of jigsaw reading. 3. T encourages Ss to practice jigsaw reading from stage one to stage four. T walks around and provides help if necessary. T writes down the key words on the board and explain the meanings of them. 3 Ss follow T’s guidance. 1) Stage 1: Ss skim and scan the texts independently, finish worksheet 1 - a table - for the main idea of each paragraph, important details and new words. 2) Stage 2: Ss move to expert group and compare their notes with their peers. To increase Ss’ independence in applying skimming and scanning reading skills. To develop Ss’ abilities of summarizing and retelling main points. To promote peer teaching,
which gives every group
3) Stage 3: Ss rehearse what they will say when they go back to jigsaw group, and pick up two new words to share in the class.
4) Stage 4: Ss go back to jigsaw group and take a turn to summarize and retell the main idea and important details.
member chances to express opinions and builds up Ss’ self-confidence.
To develop Ss’ social skills, such as turn-taking, polite interruption, cooperation, mutual independence and support.
4. T asks Ss to give each paragraph headings and sub-headings from the list, and ask one volunteer group to finish the organization diagram on the board.
4. Five groups Ss put the numbers or the letters of headings and sub-headings at the beginning of each paragraph. The other group Ss come to the blackboard and stick eight pieces of prepared headings and sub-headings hard paper to make a clear structure of the passage
To arouse Ss’ awareness of the style and the structure of the passage.
5. T distributes the complete passage to Ss.
5. Ss get the full target passage.
6. T instructs Ss to finish eight sentence-complement exercises and elicits answers from each group to check together. 6. Ss work in groups to complete the sentences on worksheet 2 and give answers one by one to the class. To evaluate Ss’ comprehensive understanding of the
passage.
Stage 3: Post-reading ( 12 mins)
Teacher’s activities Student’ activities
Purpose
1. T plays a short video called Reading Efficiently and asks Ss what main points the video convey to them. 1. Ss watch the video and summarize the main reading techniques that mentioned in the video: survey, skim, and scan.
To deepen and further Ss’ understanding of how to become a successful reader. 2. T directs Ss to discuss the initial situation in the first part and elicits sample ideas from four groups. 2. Ss work in groups and discuss the best way to read under these six circumstances. Ss take a turn to apply what they have learned from
the passage and the video to solve possible problems.
To reinforce Ss’ understanding of the main points in the passage and encourage Ss to apply what they have learned in real life.
Stage 4: Summary (4 mins) Teacher’s activities Student’ activities
Purpose
1. T presents four questions for Ss to do the self-reflection and reads Ss’ responses after class. 1. Ss recall the whole class procedure and write down one point for each self-reflection question on
worksheet 3.
To develop Ss’ habit of reflecting themselves after each learning period and become a better learner. 2. T shows an excerpt from the article “Of studies” by Francis Bacon and encourage Ss to 2 Ss read the sentences aloud together and share understanding of them.
To help further Ss’ understanding of reading.
translate it into Chinese.
3. T asks Ss the most three important points throughout the class and write them down on board as the theme of the class. 3 Ss conclude the main points by saying “practicing more, enjoying more and applying skills”. To highlight the theme of
the class
4. T assigns the homework. 4 Ss review the main points in the reading and practice using them.
Blackboard design
Electronic screen for PowerPoint
Unit 4 Learning Efficiently
Reading How to become a successful reader
Organization Vocabulary Theme
endeavour
competent Practicing more glance
caption Enjoying reading digest
swallow Applying skills beneath adopt
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