全国高考英语I卷阅读理解试题教学性分析案例文档格式.docx
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全国高考英语I卷阅读理解试题教学性分析案例文档格式.docx
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1.Teachingobjectives
1)GetstudentstocomeupwithanddescribetheadvantagesanddisadvantagesofTV.
2)Improvestudents’readingskills---skimmingandscanning.
3)Developstudents’communicativecompetencebyusingtheexpressionsinthetextandthegrammaticalitemofsubjunctivemood.
4)Developstudents’writingabilitybyassigningthemacompositionentitled“AdvantagesandDisadvantagesofTelevision”anddirectingthemtoconductaninterviewonthetopicofLeisure-timeActivitiesafterclass.
2.Teachinghours:
6hours
3.Teachingprocedures:
1)Pre-reading
Task1:
Askstudentstopreviewthewholeunitontheirownbeforeclass.
AskstudentstoworkingroupstocollectanyinformationaboutTVbeforeclass.(itsinvention,itsdevelopment,itspopularity,itsimpact,itsfuture…)andreporttothewholeclass.
Fromtheinformationcollected,wecansafelyconcludedthatsinceitsbirth,televisionhasbeendevelopingveryrapidlyandinfluencingourdailylife.
Task2:
Brainstorming:
Askstudentstocomeupwithwordsorexpressionsrelatedtotelevision.
(channel,antenna,entertainment,educationalprogram,relax,distraction,disturb...)
Task3:
DividethewholeclassintohalfandgetonehalftoworkingroupstocomeupwiththeadvantageofwatchingTVandtheotherhalftothinkaboutitsdisadvantages.(Theteachergoesaroundandisreadytohelp.)
Chooseamemberfromeachgrouptoformateamofpositiveandnegativesidetodebateonthetopic:
IsTVaplusorminus?
Theteachersumsupthedebateanddrawstudents’attentiontotherelatedwordsandexpressions.
Theteacherplaystworecordingsabouttelevisionforstudentstogetmoreinformationandfamiliarizethemselveswiththewordsandexpressions.
2)While-reading
Fromthedebateanddiscussionweknowthattelevisionhasbeenplayingaveryimportantroleinourdailylifeandthatthemodernworldwithoutatelevisionisunimaginable,buteverycoinhasitstwosides.TherearemanyproblemsarisingfromspendingtoomuchtimeinfrontofTV.TheauthorofthetextraiseshisvoiceagainstTVandurgesTVviewerstoturnoffTVtoenjoyapreciousquiethour.
Leadthestudentstounderstandandanalyzethetext.
Skimming:
Askthestudentstoworkinpairsandskimthetexttofillinthefollowingtable.
Part
Lines
MainIdea
1
1-3
Theauthorproposesthateveryevening,for60to90minutes,alltelevisionbroadcastingintheU.S.beprohibitedbylaw.
2
4-28
TheauthormentionssomeproblemscausedbywatchingtoomuchTVandsuggestssomeactivitiestofillthetimewhenturningoffTV.
3
29-42
PeoplecouldhavemorefuniftheyturnedoffTVforoneortwohourseverydayastheydidinthepast.
Scanning:
askstudentstoworkinpairsanddecidewhetherthefivestatementsaretrueorfalse.
(1)TheauthorproposesstoppingbroadcastingeveningnewsintheUnitedStateseachevening.
(2)Accordingtotheauthor,turningoffTVmightproducearealfamilyhourandsolveallthefamilyandsocialproblems.
(3)Accordingtotheauthor,goodbooksaremoreentertainingthanTV.
(4)IfweturnedoffTVforanhour,wecouldtakearidetogether.
(5)TheideaofanhourwithoutTVisradicalbecauselifewithoutTVlacksalotoffun.
Furtherunderstanding:
Askstudentstoreadthetextindetailandthinkaboutthefollowingquestionsontheirownandthendiscussingroupsfortheanswers.
(1)Whatmightwedowithinthequiethour?
(2)Accordingtotheauthor,whatproblemscanbecausedbyfailuretocommunication?
(3)Whatotheractivitiescouldfamiliespursuebesidessuchconversation?
(4)Whatdoestheauthorsuggestasanalternativetosilentreading?
(5)Whatgoodeffects,accordingtotheauthor,mightbeproducedonTVprogramsifhissuggestionwereaccepted?
(6)Whatgoodeffects,accordingtotheauthor,mightbeproducedonTVprogramsifhissuggestionwereaccepted?
(7)Whatdoyouthinkoftheauthor’ssuggestion?
3)Post-reading
LanguageFocus
Theteacherpicksuptwosentencesfromthetextandexplainstheusageofsubjunctivemood.
(1.Let’stakeaserious,reasonablelookatwhattheresultsmightbeifsuchaproposalwereaccepted.
2.WiththedistractionofTV,theymightsitaroundtogetherafterdinnerandactuallytalktooneanother.)
Askstudentstoworkingroupstofindandanalyzesuchsentencesusingsubjunctivemoodinthefirstfourparagraphs.
Askstudentstomakeadialoguewithwhateversituationsimaginableinpairspracticingsubjunctivemood.
Retelling
Theteacherpicksoutsomekeywordsandexpressionsfromthetextanddrawsstudents’attentiontotheirusagesandcollocations.
Askstudentstoworkingroupsretellingstoriesusingthekeywordsandexpressions.
4)CheckandAssessment
aspotdictationofthesummaryofthetext.
amini-paperofmultiplechoiceconcerningthelanguagepointsoftheunit
5)ProjectWork
AskstudentstointerviewoneortwoclassmatesafterclassabouttheirfavouriteTVprograms,theirleisureactivitiesandthereasonsaswell.Writedownthetranscriptsandreporttotheclass
AskstudentstowriteafterclassacompositionentitledtheAdvantagesandDisadvantagesofTVandhandinattheendofthisunit.
案例教学之二:
AnInteractiveLanguageTeachingModel
EnglishAutonomousLearningInstructionalModel
Unit13Insurance
[Learningpurpose]:
TextA:
1.HavingageneralideaaboutinsuranceandthereasonswhyAmericanareunwillingtodiscussinsuranceandthereasonswhytheyshouldlearnmoreaboutinsurance
2.Masteringlanguagepointsinthistext
3.Finishingtheexerciseafter
TextB:
Havingageneralideaaboutwhatismoneyandwhatareitsfunctions
Grammar:
thebasicusageof“article”
[Teachingaims]:
1.Guidethestudentstocometounderstandtheconceptofinsuranceandthekindnessofinsurance;
2.Guidethestudentstoknowthereasonswhyinsuranceisboring;
3.Guidethestudentstoknowthereasonswhylearningmoreaboutinsuranceisnecessary.
[Keypointsofteaching]
1.Languagepointsandsomecomplexsentencesinthetext
2.Finishingtheexerciseafter
[Difficultiesinteaching]
1.Analysisofstructureofsentence
2.Understandingthemeaningofseveralsentence
3.Theusageofarticle
[Teachingassistance]Withmultimediaaid
[Teachingprocedure]
Beforebeginningtheclass,studentsintheclasshasbeendividedinto8groups,witheachgrouphaving5to6students.Inthefollowingstatements,letterTrepresentsteacher,whileSrepresentsstudents.
1.Creatingquestionsceneandstimulatinglearningmotivation
T:
Ithinkmostofusarefamiliarwiththeword“insurance”,andsomeofusalsoknowsomekindnessofinsurance,whocantellmethemeaningofinsurance?
(Creatingquestionsandtriggeringstudents’thinking)
S:
Ithinkinsuranceisjustlikeatrade,Ibuyapaperofinsurancepolicyandinsurancecompanyofferssomerelatedserviceforus.
Yes,thisstudenthasansweredapartoftheconceptofinsurance,hetolduswhathethoughtinsuranceis,butthisisjusttheformofinsurance,astotherealmeaningofinsurance,andIbelievefewofuscanansweritaccurately.Further,whocantellusseveralcategoriesofinsurance?
Lifeinsurance,healthinsuranceandemploymentinsurance.
Verygood,andthecategoryofinsuranceiswide,forexample,accidentinsurance,automobileinsuranceandsoon,andtheseinsuranceisclosetoourlife,thusitisnecessaryforustohavesomeknowledgeofthem.(stimulatingstudents’learningmotivation)
However,inourdailylife,wetreatinsuranceagentsassalespeople,theyalwaysdisturbusandcannotreallybeourfriends,right?
Maybemostofusnevertrytopursuetheconceptofwhatisinsurance,andneverexplorethereasonswhywedislikeinsuranceagent,justbecauseoftheirbehaviors.Afterlearningthetext,Ithinkwecanfindtheanswersweneed,thistextisnotjustatext,itisclosetoourreallife,asasocialperson,knowingmoreaboutinsurance.OK,nownextwecanskimthecontentofthiscontext.(Leadinginthetextandstimulatingstudents’learningmotivation)
2.Helpstudentssetthestudygoalsandteachstudentsthestrategiesofautonomouslearningwhenstudentsarelearningbythemselves.
Whileskimmingthetext,youshouldpayattentiontotheinformationwhichcananswerthequestionsaboveandwhenmeetingalongsentence,youshouldmakeclearitsstructureatfirstandthenit’seasierforyoutounderstanditsmeaning,However,ifyoustillcannotunderstandthemeaningbyfollowingthesemethods,pleaseunderlinethesentences.Whencomingacrossnewwordsandphrases,youcanrefertothevocabularylist.Ourlearningmaterialshaveofferedmuchusefulinformationforourunderstanding;
youshouldmakegooduseofthem.Onthebasisofcomprehension,trytofinishthereadingcomprehensionintheexercisesforthetext.(Helpstudentssetthegoalsforlearningandtellthemthelearningstrategies)
......about20minuteslater,observethatmoststudentshavefinishedwhatisrequired.
3.Self-examinationanddiscussiontogether
OK,Iseemostofyouhavefinishedwhatisrequired,andIbelievethroughthecooperationbetweenpeopleinagroup,youcananswermostofmyquestions.Ok,firstquestion,afterreadingthetext,canyougiveadefinitiontoinsurance?
S1:
Idon’tthinkit’seasytogiveadefinitiontoinsurance,itisso
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