浙江汤沛教学设计

浙江汤沛教学设计杭州高级中学汤沛教学设计课文标题：Reading:InLightofaMonkeySelfie单元名称：教材版本：改编自TheNewYorker20XX年8月8日刊登的文章：WikipediaDefendstheMonkeySelfie授课年级：高二一、教材分析与整体设计思路所选文本来自于20XX年8月8日TheNewYorker刊登的文章WikipediaDefendstheMonkeySelfie.文章就动物自拍所引起的版权问题，给出争论双方的观点并提供依据，最终阐释了作者自身看法。作为一篇典型的议论文，该文本脉络清晰，语言凝练，词汇表达地道，较适合高二学生阅读。基于上述分析，本节课的教学设计思路从话题、体裁与语言三个层面入手。1.从话题层面（梳理信息、知识导向）：引入话题，使学生明确文本主题--图片版权问题。通过获取细节信息，引入话题相关词汇及表达，激活学生关于该话题的认知图式并与本文中的相关表达建立联系。2.从体裁层面（归纳结构、明确目的）：通过对文本深入剖析，使学生明确议论文写作的结构框架。3.从语言层面（习得语言、内化输出）：通过对文本语言的赏析，让学生提炼归纳出本文话题相关的观点表达。尤其是对作者自身观点表达的剖析，让学生了解如何引用事例间接表达自身观点。二、教学目标1.学生筛选文本信息，理解本文争论的焦点及争论双方的观点，了解自拍现象引出的新问题，提升思维能力。2.学生尝试重点解读文本部分内容，深度解读文本信息，交流自己的观点，理解文本结构。3.利用本节课获取的信息和文本中的相关语言，概括文本话题，并呈现自己对本文话题的观点。三、教学过程Activity1:Gettinginvolvedwiththe“selfie”topic.Withthehelpofthepictures,talkabout“selfies”withthestudentstowarmthemup.[Purpose]Usepicturestoleadintheconceptof“selfie”togetstudentsinterestedinthetopic.Inthemeanwhile,motivatestudents’relevantcognition.Activity2:Findingoutabouttheproblem.(Paras1-3)Skimthefirst3paragraphsforthetopicofthetext.1.Whichsentencebestdescribesthispicture?2.Howdidthispicturecomeintobeing?3.Whatproblemhasthispicturecaused?[Purpose]Bydoingso,studentscanhaveageneralunderstandingofwhatismainlytalkedaboutinthetext.Activity3:Discoveringthedifferentpartiesconcerningtheissue.(Paras4-7)ForWikimedia’sposition1.Whatmadethepicturereturntothespotlight?2.WhydidWikimediadoso?3.WhatisWikimedia’sopinionbasedon?Pair-work:Findoutthecaseswherethepersonwhopressesthebuttonisn’tthecopyrightowner.AndexplainWHY.ForSlater’spoint1.HowdidSlaterargueonthismatter?2.Whydoeshethinkheshouldownthecopyrightofthemonkeyselfie?3.Whatishisopinionbasedon?[Purpose]Withthehelpofthegroupsofquestions,studentswillbeclearaboutdifferentopinionsconcerningtheissueandgettounderstandthatsupportivepointsareneededwhenwritinganargumentation.Thecaseswherethepersonwhopressesthebuttonisn’tthecopyrightownerareactuallytheconnectionbetweentwodifferentopinions.Thepair-workhereistohelpstudentsgetadeeperunderstandingofthis.Activity4:Identifyingtheauthor’sattitude.(Paras8-9)What’stheauthor’sattitudetowardsthismatter?①Butifoneistobelievehisowntelling...②Slaterdidn’taskthemonkeystotaketheselfies,andfinallytookthecameraaway.③Ifthatseemsunfair,thinkaboutthis.④Ifapersonleftherlaptopinacafe...[Purpose]Studentsworkingroupstoidentifytheauthor’sattitude.Bydoingso,theylearnhowtoexpressideasinanindirectway,whichinthiscaseiscitinganexample.Activity5:Appreciatingthestructureandthelanguage.1.ThestructureofargumentationOpinion1SupportivepointsOpinion2SupportivepointsProblem...Author’sviewDirectpointofviewIndirectexample2.ThelanguageofargumentationFindexpressionsthatareusefulinthistextforexpressingone’sideasoropinions.(1)Accordingto...(2)Intermsof...,...says...(3)Thequestionthataroseherewas...(4)Mypositiononthiswasclear:...(5)Ibelieveinthiscase,…(6)Ifthatseemsunfair,thinkaboutthis.(7)Ifoneistobelieve...[Purpose]Studentswillbebetterawareofthestructurewhenorganizinganargumentationandusetheexpressionstoexpresstheirpoints,supporttheideasormaketransitions.Activity6:Assessingthelearningoutcome.Presentstudents’ownpointofviewonthisissue.*Whichsidewillyoutake?Why?*Usetheexpressionsyoufindusefulinthetextwhenyouargue.Studentsareencouragedtosharetheiropinionswitheachother.Assignment*Whichsideareyouon,WikimediaorSlater?Ordoyouhaveathird-partystand?Writeapassageonthisissuefollowingthestructureofargumentation.Trytousesomeexpressionsinthepassagewhenyouargue.[Purpose]Thisisdesignedtohelpstudentsconsolidatewhathasbeenlearntduringclass,whichwillhelpthemprepareforretellingthestoryandtheirlanguageoutput,speakingandwriting.四、教学反思经过教学实践，我体会到要精心设计一堂阅读课，教师要在课前必须花大量的时间和精力对课的类型、主题、结构等诸多因素作充分的考虑和研究。在本课的设计过程中，充分考虑到学生对背景知识的理解程度以及已有的知识经验，对输入材料的难易度、信息的密度都有精细的考量。精心设计问题并在分析文本过程中进行有效的词汇和表达循环。本堂课把阅读的重心放在发展学生综合语言运用能力上。以图片引入话题，简单直观，快速切入主题。在设计阅读活动任务时由浅入深、循序渐进。各活动之间衔接紧密、连贯流畅。在完成阅读任务过程中，观察学生情况，发现问题，及时引导学生，包括必要的归纳总结，帮助学生完成学习任务，深入解读文本。从实际效果上看，学生获取信息、分析问题和解决问题的能力有一定的提升，用英语进行思维和表达的能力也得到了锻炼和发展。由于我校AP班整体程度较好（个别学生除外），虽是高一学生，但词汇障碍不大，故在阅读和讨论时间上相对较短，对于个别程度较薄弱的同学未能兼顾。若授课对象是普通学生，有必要让学生提前预习部分生词，并在阅读和讨论环节给予学生更多时间。由于紧张造成的口误和略显匆忙的收尾也让我倍感遗憾。在本堂课最后环节，若给予学生更多表达的空间，相信效果会更好。