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阅读课教案案例
重大版《高中英语》必修四第二单元“AnimalKingdom”阅读课例设计与反思
3.Lessonplan
3.1BackgroundInformation
School:
JianshanMiddleSchool
JuniororSeniorSection:
Senior
Teacher:
Class12,Grade2
Size:
55
Time:
40mins
Date:
7:
40-8:
20a.m.Nov.6,2012
Materials:
“AnimalKingdom”ofUnit2,SeniorEnglishforSchoolsStudent’sBook4
Typeoflesson:
Reading
Aids:
PPT,chalk,blackboard
3.2Contents
1.Vocabulary:
thewordsaboutthehoneyguideinthereadingtext,suchashoney,beehive,wax,honeycomb,beekeeper…
2.Structure:
Sentencesusingconjunctions,suchasunless,if,though,once,and,when,as…
3.Reading:
TheHoneyGuide
3.3Objectives
Bytheendoftheclass,studentsshouldbeableto
1.Instructionalobjectives
1）guessthemeaningsofthenewwordsaccordingtotherelatedpicturesorinthecontext
2）tellthedifferentmeaningsofthesentencesusingconjunctions,suchasunless,if,though,once,and,when,as.
3）usetheskimmingskilltogetthemainideaofapassage
4）usethescanningskilltofindspecificinformationofapassage
2.Educationalobjectives
1）cooperatewitheachother
2）memorizewordsbyusingawordnetwork,wordformationandpictures
3.Personalobjectives
Theteachershouldbeabletoarrangetheteachingstagesproperly
3.4FocalPoints
1.MatchthemeaningsofthewordsaboutthehoneyguideinthereadingtextwiththeirChinese,suchashoney,beehive,wax,honeycomb,beekeeper…
2.Usingskimmingandscanningskillstounderstandthepassage
3.5DifficultPoints
1.Tellthedifferentmeaningsofthesentencesusingconjunctions
2.Describinghowthehoneyguidegetsbeeswaxaccordingtopicturesandkeywords
3.6TeachingAids
PPT,chalk,blackboard
3.7TeachingMethods写教案不要
CommunicativeLanguageTeaching
Task-basedLanguageTeaching
3.8ProceduresandTimeAllotment
3.8.1Gettingstudentsreadyforlearning（2mins）
Step1Greetings
T:
Classbegins!
Goodmorning,everyone!
Ss:
Goodmorning,MissJia!
T:
Sitdown,please!
Ss:
Thankyou!
Step2Routinetask
（Thisstepaimstoinvitethedutyreportertotheplatformtopresenthisshortspeech.）
T:
Letuswelcometoday’sdutyreporter!
S:
…
T:
Thankyou!
...（Briefcommentsonthereport）
3.8.2Revision（1min）
T:
Lastunit,wewereintheplantworld.Wehavelearnedawidelyusedplant.Whatisit?
Ss:
Bamboo.
T:
Yeah,andwealsolearnedaboutsomequeerplantsinFurtherReading.Today,wewillgointotheanimalkingdomtoexploreitssecrets.Doyouexpectit?
（Theteacherwritesthetitle“Unit2AnimalKingdom”onthetopoftheblackboard.）
Ss:
Yes!
3.8.3Pre-reading（7mins）
Step1Writedownnamesofanimalsasmanyasyoucan.（3mins）
（Thisstepaimstohelpstudents’focusonthetopicandmotivatetheirlearninginitiative.Dividestudentsinto2groups:
BoysandGirls.Firstdiscussinfourtobrainstormnamesofanimalsasmanyaspossible.Thenboysandgirlscompetetowriteontheblackboard.）
T:
Iclassifyanimalsintofourtypes.First,let’slookatsomeexamples.
1）Animalslivingonland:
leopard['lepəd]…（Readafterme.['lepəd]['lepəd]）
2）Animalsflyinginthesky:
eagle…
3）Animalsswimminginwater:
whale…
4）Others:
frog…
Now,Igiveyouoneminutetodiscusswithyourpartnerhowmanynamesofanimalsyouknow.Youcantalkaboutanytypeofanimalsyouwant.Oneminutelater,boysandgirls,youaretwogroups.Youwillhaveacompetitiontowritedownasmanynamesofanimalsasyoucaninoneminute.Everyoneinthewinnergroupwillgetasmallgiftafterclass.Clear?
Ss:
Yes!
T:
Ok.Let’sbegin!
（Theteacherwrites“Boys”and“Girls”ontherightoftheblackboard.）
…（Oneminutelater）
T:
It’stimetowrite!
…（Oneminutelater）
T:
Timeisup.Let’scheckittogether!
...Wow,somanywords!
Boysandgirls,allofyouhavedoneagoodjob!
Icouldn’ttellwhothewinneris.Everyonecangetmygift.Giveabighandtoyourselves!
Step2GuessingGame（1min）
（Thisstepaimstoarousestudents’interestinlearningaboutanimals’habits.）
Task:
Guessanimalsaccordingtotheirhabitsandpartoftheirpictures.
A.livesinlargegroupsandmakeshoney-bee
B.comestonortherncountriesinsummer-swallow
C.sleepsthroughwinter–snake
D.livesonbamboo-panda
E.huntsatnight–owl[aul]
F.livesintheNorthPole–polarbear
G.livesintheSouthPole-penguin
H.likeseatingnuts–squirrel
T:
Next,let’sdoaguessinggametogether.Pleaseguessananimalaccordingtoitshabit.LookatthePPT.Thefirstonelivesinlargegroupsandmakeshoney.
Ss:
Bee.
T:
Good!
Thesecondonecomestonortherncountriesinsummer.
Ss:
Swallow.
T:
Itsleepsthroughwinter.
Ss:
Snake.
T:
Wholivesonbamboo?
Ss:
Panda.
T:
Whohuntsatnight?
Ss:
Owl.
T:
Readafterme.[aul][aul]
Ss:
[aul][aul]
T:
Thenexttwoanimalsarethemostremote.OnelivesintheNorthPole.
TheotherlivesintheSouthPole.
Ss:
Polarbear.Penguin.
T:
Excellent!
Thelastonelikeseatingnuts.
Ss:
Squirrel.
T:
Welldone.
Step3Vocabulary（2mins）
（Thisstepaimstohelpstudentsmemorizewordsbymeansofawordnetworkandrelatedpictures.）
Whatcanyouthinkofwhenyouseetheword“bee”?
Hints:
pictures
T:
Beforewedosomereading,let’sguesssomewordstogether.Whatcanyouthinkofwhenyouseetheword“bee”?
Ss:
Honey.
T:
Good!
Honey.（Theteacherwrites“honey”ontheleftoftheblackboard.）What’stheman’sjob?
Ss:
…
T:
Beekeeper.（Theteacherwrites“beekeeper”ontheleftoftheblackboard.）Thisisa“honeycomb”,andthisbox,wecallit“beehive”.Readafterme.['hʌnɪkəʊm]['hʌnɪkəʊm]['bi:
haɪv]['bi:
haɪv]（Theteacherwrites“honeycomb”and“beehive”ontheleftoftheblackboard.）
Ss:
['hʌnɪkəʊm]['hʌnɪkəʊm]['bi:
haɪv]['bi:
haɪv]
T:
Howaboutthisone?
Doyouknow“candle”?
Ss:
Yes.LaZhu.
T:
Right.Thisisakindofmaterialofmakingcandle.“wax”“beeswax”['bi:
zwæks]['bi:
zwæks]（Theteacherwrites“beeswax”ontheleftoftheblackboard.）
Ss:
['bi:
zwæks]['bi:
zwæks]
T:
DoyouknowwhyIputabirdhere?
Whoknowsit?
Ss:
…
T:
Itsnameis“honeyguide”,akindofbirdinAfrica.
Step4Prediction（1min）
（Thisstepaimstostimulatestudents’interestinthistextandhelpstudentspredictwhatthetexttalkaboutthroughthetwoquestions.）
Guesswhatthehoneyguideisaccordingtothefollowingquestions.
1）Ithelpspeopleoranimalstofind_____.
A.sugarB.honeyC.beehivesD.bees
2）Itliveson_____.
A.honeycombB.beesC.beeswaxD.honey
T:
Doyouknowwhythehoneyguideisrelatedto“bee”?
Ss:
…
T:
Ifyoudon’tknow,itdoesn’tmatter.Lookatthefollowingquestions.Guesswhatthehoneyguideis.
…
T:
What’syouridea?
A,please.
StudentA:
…
T:
Verygood.Thankyou.Sitdown,please.Now,everyone,openyourbook.TurntoPage14.ReadPara.1andPara.2tocheckyourprediction.
3.8.4While-reading（20mins）
Step1ScanPara.1andPara.2tocheckyourprediction.（1min）
（Thisstepaimstodevelopstudents’skilloffindingspecificinformationinthetext.）
T:
Haveyoufoundtheanswer?
Ss:
Yes.
T:
Thehoneyguidehelpspeopleoranimalstofind?
Ss:
Honey.
T:
Itliveson?
Ss:
Beeswax.
T:
Wonderful.
Step2Skimthewholetextandputthefollowingsentencesinthecorrectorder.（6mins）
（Thisstepaimstocultivatestudents’abilityofunderstandingtheplotanditsinternallogicalrelations.）
Howdoesthehoneyguidegetbeeswax?
1Thehoneyguidefindsasuitablenest.
3Thehoneyguidegivesaloudcrythatattractstheattentionofbothanimalsandpeople.
2Thehoneyguidelooksforsomeonetohelpit.
4Thefollowerreachesintogetatthedelicioushoneyasthehoneyguidepatientlywaitsandwatches.
5Someofthewaxfallstotheground,andthisiswhenthehoneyguidetakesitsshare.
T:
Now,readthewholetextquickly.Putthesesentencesinacorrectorder.I’llgiveyoufiveminutes.
…（Fiveminuteslater）
T:
Pleasecheckyouranswerwithyourpartnerfirst.…What’syouranswer?
Anyvolunteer?
…B,please.
StudentB:
…
T:
Ok.Thankyou.Sitdown,please.Anydifferentidea?
…C,please.
StudentC:
…
T:
Good.Doyouagreewithhim/her?
Ss:
…
T:
Right.Thecorrectorderis13245.Ifyoustillcannotfindit,askyourpartnerforhelp.
Step3Readthetextcarefullyandchoosethebestanswertoeachquestion.（3mins）
（Thisstepaimstofurthercheckwhetherthestudentsgraspthespecificinformation.）
1）Wholikeseatinghoney?
A.Mostpeopleandmanyanimals.
B.Allbirds.
C.Onlybees.
2）Whatdoesthehoneyguideliketoeat?
A.Honey.
B.Peopleandanimals.
C.Thewaxinbee’shoneycombs.
3）Howdoesthehoneyguideattracttheattentionofpassinganimalsandpeople?
A.Ithasaloudcry.
B.Itfliesinfrontofthem.
C.Itfindsbees’nests.
4）Whatdoesthehoneyguidedowhenitleadstheanimalsorpeopletothenest?
A.Itflieswithoutstopping.
B.Itconstantlystopstowaitforthem.
C.Itfliesimpatiently.
5）Whendoesthehoneyguidegetitsshareofhoneycomb?
A.Abirdthatcanhelppeopleandanimalstofindhoney.
B.Abirdthatlikeseatinghoney.
C.Howtogethoneyintheforest.
6）Whatisthepassagemainlyabout?
A.Whenitreachesintothebees’nest.
B.Whensomeofthehoneycombfallstotheground.
C.Whenitsmellsthebeeswax.
T:
ReadthetextsilentlyandchoosethebestanswertoeachquestiononPage15.Itisveryeasy.Bequick.
…（Twominuteslater）
T:
Checkyouranswerwithyourpartner.
…
T:
Let’scheckit.Sayoutyouranswertogether.
Ss:
A,C,A,B,B,A.
T:
Perfect!
Allofyoudidagoodjob.
Step4ExercisesforConjunctions（10mins）
（Thisstepaimstohelpstudentsunderstandsentencesusingconjunctionsandcultivatetheirawarenessofusingconjunctionsinwritingtomaketheirwri
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