李开运课例设计Word文档格式.docx

李开运课例设计Word文档格式.docx

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年级2008级

学号222008310011085

姓名李开运

指导教师杨晓钰

成绩

二○一二年五月

DesignofaLessonandSelf-evaluation:

BasedontheReadingSectionofUnit17“Disabled?

”,SeniorEnglishforChinaStudent’sBook2B

LiKaiyun

Supervisor

YangXiaoyu

AThesisSubmittedin

PartialFulfillmentoftheRequirementsfortheDegreeof

B.A.inEnglish

SCHOOLOFFOREIGNLANGUAGES

SOUTHWESTUNIVERSITY

May,2012

Acknowledgements

Iwouldliketotakethisopportunitytoexpressmysinceregratitudetoallthosewhohavesupportedmeduringtheprocessofwritingthisthesis.Firstandforemost,Iwouldliketopresentmyheartyappreciationtomyacademicsupervisor,Prof.YangXiaoyu,forshowinggreatcareofmygrowthallthetime.Herpatientandconstantencouragement,rigorousbutexpertinstructionsandinsightfulideashaveinfluencedmealot.Iowemuchgratitudetoherforhertimelyadvicethroughtheentirethesisprocess.Withoutherguidanceandunwaveringsupport,thecompletionofthisthesiswouldbeimpossible.

IwouldalsoexpressmysinceregratitudetoalltheotherteachersoftheSchoolofForeignLanguages,SouthwestUniversity,whohavegivenmegreathelpinmystudyofundergraduatecourse.Myspecialthanksgotomytutor,Prof.HuangXuejun,andmymaster,Prof.LinWenzhi,fortheirlecturesanddailysuggestions.Withouttheirassistance,IcouldhardlyaccomplishmyEnglishstudyandfulfillthisfinalthesis.

Iamalsogratefultomyclassmates,especiallymyWangWeiandDengYuanyuanwhohavegivenmefruitfuladviceonthisthesis.AtthesametimemysincereappreciationalsogoestotheteachersandstudentsinChongqingNaikaiSecondarySchool,withouttheirparticipationandcooperation,Icouldnothavecarriedoutthelessonsmoothly.

Lastbutnottheleast,thanksalsogotomyfamilyandmyfriends.Withouttheirencouragementandsupport,Iwouldneverhavebeenabletofinishmystudy.

Contents

Abstract

ReadingisoneofthefourimportantskillsinEnglishasaforeignorsecondlanguageandamajorpartofEnglishexaminationinCollegeEntranceExamination.Readingisanimportantmeansofseekingknowledge.Throughreading,students’rangeofknowledgecanbebroadlywidened.Therefore,readingshouldbegivengreatattentionto.However,manyteachersoftenfocusongrammaticalorlexicalissuesliketenses,sentencestructuresorverbalphrases.Foralongtime,thetrainingofreadingstrategieshasbeenneglected.InordertoadapttothedevelopmentofthesocietyandthecontinuousprogressofbasiceducationinChina,theMinistryofEducationimposedBasicEducationCurriculumReformofChinain2001.TheamendmentofBasicEducationCurriculumReformin2011emphasizesthatteachersshoulddevelopstudents’goodmoralityandsocialadaptabilityintheprocessofcultivatingstudents’overalllanguageability,developingtheirspiritofinnovation,abilityofpracticeandtheirlife-longlearningdesireandability.TokeepupwiththeconceptoftheNationalEnglishCurriculumStandards（theMinistryofEducation,2003）,EnglishteachersshouldapplyTask-BasedLanguageTeaching（TBLT）toimprovestudents’readingabilitiesandreadingstrategiesinordertolayagoodbasisforstudents’life-longreading.

ThisthesistakesthereadinglessonofSeniorEnglishforChinaStudent’sBook2BUnit17“Disabled?

”asanexample,whichmainlyemploysTask-BasedLanguageTeaching（TBLT）,theInteractiveModel,Learner-CenteredApproach（LCA）andComputer-AssistedLanguageLearning（CALL）,byshowingintroduction,interpretationofalesson,detailedlessonplan,self-evaluationandconclusiontotrytoresearchhowtoteachEnglisheffectivelyinseniormiddleschoolundertheguidanceoftheNationalEnglishCurriculumStandardsforSeniorMiddleSchool（theMinistryofEducation,2003）.Theauthorpointsoutthattheteachingofreadingshouldfocusondevelopingstudents’readingskillsandreadingstrategiesandimprovingstudents’integratedskillsoflistening,speaking,readingandwriting,whichcanbeachievedthroughpre-reading,while-readingandpost-readingactivities.

Thethesiscomprisesfiveparts:

ChapterOneservesastheintroductionofthewholethesis,includingthecurrentsituationofreadingteachinginmiddleschool,andtheimportanceofreadinginEnglishlanguageteachinginmiddleschool.ChapterTwogivestheoverallintroductionofsomeimportanttheoriesusedintheclassandexplainsthepurposesandobjectivesofthestagesandtasks.ChapterThreeisadetailedlessonplan.ChapterFourgivescommentsandsuggestionsonthisclass.ChapterFiveconcludesthewholethesisandstressesthemainpointsofthethesis.

Keywords:

Task-BasedLanguageTeaching（TBLT）;

interpretation;

lessonplan;

self-evaluation

全日制普通高级中学教科书《英语》第二册（下）Unit17“Disabled?

”阅读课例设计与反思

李开运

西南大学外国语学院，重庆400715

内容摘要

阅读技能是英语四项基本技能之一，同时也是高考英语测试的重要部分之一。

阅读是学生获取知识的重要手段，学生通过阅读可以扩大知识量。

因此，阅读应该受到重视。

但是当前许多英语老师在阅读教学中忽略了对学生阅读能力和阅读策略的培养，偏重于对语法和词汇用法的讲解。

2011年修订版新课标强调在发展学生的综合语言运用能力的过程中，教师要注重培养学生良好的道德品质和社会适应能力、创新精神、实践能力和终身学习的理念。

为了适应新课标的要求，教师应该多采用任务型语言教学来培养学生的阅读能力和阅读技巧，为学生的终身阅读打下坚实的基础。

本文以人教社出版的全日制普通高级中学教科书《英语》第二册（下）第17单元中的阅读文章“Disabled?

”为例。

作者采用任务型语言教学、交互式阅读模式、以学生为中心的理念和计算机辅助英语教学对案例进行了设计。

本论文探讨了在高中英语新课标下如何有效进行阅读教学，培养学生的阅读能力和阅读技巧，并促进学生听说读写各方面语言能力的发展。

作者指出，阅读教学应注重培养学生的阅读能力和阅读策略。

教师可以运用读前、读中、读后的阅读教学模式来提高学生听、说、读、写的综合语言技能。

全文分为五章。

第一章提出了本文研究的原因和意义，提出了阅读在中学英语教学中的重要性。

第二章对课例进行了说课，介绍了案例设计中运用的教学理论，并详细分析了教学环节设计的理论依据和目的。

第三章是整节课的详细教案。

第四章对本课进行了反思，分析了本节课的优缺点，并提出了改进的措施。

第五章是对全文的归纳总结，并探讨了存在的不足和今后发展的方向。

关键字：

任务型教学法；

说课；

详细教案；

反思

BasedontheReadingSectionofUnit17“Disabled？

NotMe！

I.Introduction

English,asthemostlywidelyusedlanguageintheworld,hasbeenplayinganincreasinglyimportantroleandappliedtomoreandmoreareas.Therecognitionthatreadingisprobablythemostimportantskillamongthefourskills—listening,speaking,readingandwriting—forsecondlanguagelearnersinacademiccontextshasbeenacceptedbymostforeignlanguageteachers（Carrell,1989,pp.233-242）.ItiswellknownthatreadingisgreatlyemphasizedinhighschoolEnglishcourse.Therefore,Englishcourseinseniorhighschoolplaysanimportantroleinthelearningprocessofeachstudent.Reading,asamajorpartofEnglishexaminationandanimportantmeansofseekingknowledge,shouldbethegivengreatattentionto.ItistheresponsibilityoftheEnglishteacherstofosterstudents’interesttowardsEnglishreadingandtoenhancetheirreadingskillsandtechniques.

”asanexample,whichmainlyemploysTask-BasedLanguageTeaching（TBLT）,theInteractiveModel,Learner-CenteredApproach（LCA）andComputer-AssistedLanguageLearning（CALL）,byshowingintroduction,interpretationofalesson,detailedlessonplan,self-evaluationandconclusiontotrytoresearchhowtoteachEnglisheffectivelyinseniormiddleschoolundertheguidanceoftheNationalEnglishCurriculumStandardsforSeniorMiddleSchool（theMinistryofEducation,2003）.AccordingtotheprinciplesofTask-BasedLanguageTeaching（TBLT）method，thestrategiesofTask-BasedLanguageTeaching（TBLT）reading,theproceduresoftaskfinishing,thisreadingclassisdividedintopre-reading,while-readingandpost-reading.Thisthesiscontainsfiveparts:

thefirstpartservesastheintroductionofthewholethesis,includingthecurrentsituationofreadingteachinginmiddleschool,andtheimportanceofreadinginEnglishlanguageteachinginmiddleschool.Thesecondpartgivestheoverallintroductionoftheimportanttheoriesusedinthisclassandexplainsthepurposesandobjectivesofthesandtasks,includinganalysisofthestudents,analysisoftheteachingmaterials,analysisofteachingmethods,analysisoflearningmethods,analysisofproceduresandtimeallotmentandanalysisoflayoutoftheblackboard.Thethirdpartcoverstheteacher’sdesignofthislesson,adetailedlessonplan.Theforthpartgivescommentsandsuggestionsonthisclass.Thelastpartconcludesthewholethesisandstressesthemainpointsofthethesis.

II.Interpretationofalesson

2.1Analysisofthestudents

TheresearchsitetheauthorchoosesisakeyseniorhighschoolinChongqing.ItisamazingthatthegraduatestudentsinthisschoolhavebeenrankedatthetopinentranceexaminationtocollegefortenyearsinChongqing.SotheschoolhasagoodishreputationandthestudentsinthisschoolarethetopstudentsinChongqing.Mostofthestudentshaveformedthehabitofself-learning.Havingstudiedinseniorhighschoolforoneandahalfyears,thestudentsinClass9,Grade2,havecompletelyadaptedtoEnglishstudyinseniorhighschoolandhavegainedcomparativelyoverallbasiclanguageknowledgeandlanguageskills.However,moststudentsdonotthinkreadingisaveryinterestingcourse.Intheiropinion,themaintaskofreadingistopasstheexaminationinsteadofachievingsomethingfromreading.Theiractualabilities,suchastheabilityofanalyzingandsolvingproblems,theabilityoflanguageuse,stillneedtobetrainedandcultivated.

InChina,duetotheimpactofexam-orientededucationanditsevaluationsystem,teachershaveneglectedtheimportanceofaffectionforalongtime.FocusingontheCollegeEntranceExamination,studentsinClass9,Grade2areburdenedwithhe