1、牛津高中英语教学设计教材：牛津高中英语(模块三)高一下学期文档内容：教学设计教案单元：Unit 1 The world of our senses板块：Reading课堂设计指导思想：本课旨在帮助学生了解课文内容，指导学生掌握更好阅读这类故事的一些阅读策略。通过听、说、读、写等技能的综合训练，提高学生对文章的理解能力和语言用活能力。Teaching aims:1. Improve students reading ability.2. Enable students to master reading strategy of this kind of reading material.3. R
2、etell a story with a surprise ending.Teaching proceduresStep1: Lead-in (ppt 4-6)Ask students to talk about the climate or the weather in the place where they live:1. Do we sometimes have foggy days here? When?2. How do you feel on a foggy day?3. What can you think of when the word “fog” is mentioned
3、? (Brainstorming)4. Have you ever lost your way in the fog? What would you do if you got lost in the fog?5. Which city has the name of “foggy city”?【设计说明】从课堂开始时的自由会话入手，自然地由天气导入“雾”这个关键词。展开头脑风暴活动，让学生充分发挥其想象力，有“雾”联想到什么？再引出雾都伦敦-本文故事发生的地点，自然地导入课文。Step 2: Reading Strategy (ppt 7)1. Guide students to read
4、the Reading strategy for the article and teach them the elements of a story.【设计说明】在阅读课文前，先介绍此类阅读文体的“Reading strategy”, 会使学生对阅读技巧的理解及把握更有效。Step 3: First-reading (ppt 8-10)1. Ask students to go through the passage as quickly as they can and try to find the elements according to the reading strategy.2.
5、 Ask students to find answers to the three questions in part A.3. Ask students to finish D.【设计说明】承接上面Reading strategy的介绍，第一遍阅读就把寻找本文reading strategy的几个要素作为阅读要求，有利于学生对故事情节的了解。同时设计简单问题和词汇练习，为更深入地理解课文做铺垫。Step 4: Listening & Second reading (ppt 11-15)1. Listening to the text and read together with it.2.
6、 Questions and answers.3. Put these events in the correct order.【设计说明】听读结合，再读课文，深入理解课文细节。Step 5: Deep understanding (ppt 16-17)Ask students to read the story again, and try to further understand the text.【设计说明】选择课文内两句句子，挖掘其深层含义，帮助学生学会透过文字表象理解其丰富内涵，提升他们的理解能力。Step 6: Post-reading activities (ppt 18-22
7、)1. Retell the story Fog with the help of the following chart.2. Discussion: 1)What is the personality(性格特点) of the old man? 2)What can we do to help those disabled like the old blind man?3. Role play: Suppose you are the editor of a newspaper, try to interview Polly to know more about what happened
8、 to her.【设计说明】设计三个类型练习，由浅入深的训练学生的口头表达能力。以故事发展顺序的路线图作提示，复述课文，此乃第一层面的练习；分析人物个性，转而引出我们应该怎样帮助残疾人士为第二层面的练习；角色表演为最高层面的口语练习形式。Step 7: Assignments (ppt 23)1. Write an interview between an editor and Polly.2. Read the article in Part B in Reading on Page 95 of the workbook.【设计说明】为弥补课堂时间有限，把课堂上角色表演的口头表达形式转化为书面形式，把写这一能力培养放到课后。
