教案《构建多元教学策略，培养学生阅读素养 》—牛津版高二上期Unit 2 Continuous Learnin

英语阅读教学在英语教学中占有举足轻重的位置，撰写教学设计和试讲也是近年来教招考试中出现频率较高的考查形式，能够测出考生的语言功底和表达能力。故设计好一堂阅读课是考生在面试中取得成功的第一步。本文以牛津版高二上学期Unit 2 Continuous Learning阅读课为例进行教学设计，该教学设计以学生的现实生活为出发点和归宿点,旨在发挥学生的实际语言运用能力。

Teaching aims:

Knowledge aims:

Students can get familiar with the phenomenon that students attend tutorial centers and people hold different views about it.

Ability aims:

Students can use skimming skills to get the main idea of each part and use the scanning skills to get specific information.

Students will express their opinions on whether students should attend tutorial centers or not.

Emotional aims:

Students will increase their interest in discussing with others together.

Students will hold a correct attitude to attending tutorial centers.

Teaching key points and difficult points:

Key points:

Students can get familiar with the topic that students attend tutorial centers and people hold different views about it.

Students can apply reading strategies: making prediction, skimming and scanning.

Difficult Points:

Students can express their opinions on whether students should attend tutorial centers or not.

Teaching procedures:

Step 1 Lead-in (3 mins)

Greet students and show some pictures about slogans about some tutorial centers then ask students to guess the names of them and how much students know them; in this way the teacher will lead the topic of "tutorial centers".

(Justification: the teacher can lead the topic of "tutorial centers" very naturally and it can also arouse students' interest.)

Step 2 Pre-reading (5 mins)

Do a survey among students about whether they have attended tutorial centers or not, how long they have attended, whether it's effective to attend or not and so on.

(Justification: students can aware attending tutorial centers has become overspread, it can also attract students' attention and lay a foundation for the following reading steps.)

Step 3 While-reading (15 mins)

1.Fast reading (5 mins)

Read the first title and the first paragraph of four parts and answer the following questions:

(1) What type of people wrote the letters?

(2) What are the people in the letters writing about?

(Justification: students' skimming skills can be trained. It's an individual work, so the autonomous learning method can be demonstrated also.)

2.Careful reading (10 mins)

Read the 4 parts carefully and answer the following questions:

(1) How did Mandy Zhang feel about using English after studying at the tutorial center?

(2) According to Rex Yang, what is the main aim of the owners of tutorial centers?

(3) Why does Simon Lan go to a tutorial center?

(4) What does Grace Li mean when she says, "You must do some detective work before you enroll"?

(Justification: these questions can help students to understand this passage much better. This activity can also develop students' scanning skills to grasp the detailed information.)

Step 4 Post-reading (15 mins)

Group debate: Do you agree or disagree for students to attend a tutorial center? And why?

(Justification: this debate can achieve the emotional aims to increase their interest in discussing with others together and they can hold a correct attitude to attending tutorial centers. Also, they can develop critical thinking and speaking ability.)

Step 5 Summary and homework (2 mins)

Summary: Invite one student to summarize what we have learned today.

Homework: Ask students to write their opinions for or against students attending tutorial centers.