高中英语阅读与写作整合教学设计.doc

高中英语阅读与写作整合教学设计一，教学设计设计意图：运用“讨论式”的英语教学模式和采用“任务型”英语教学途径，培养同学们的听说读写能力，突出阅读和写作技能训练、学习策略的培养、阅读和写作的实践，从而使学生领会语言信息的输入与输出、阅读和写作之间的内在联系，并引导学生独立思考并以讨论、合作学习的方式练习英语写作。主题内容：Born Dying Unit 7 SBII相关领域：信息技术，医学课时安排：2课时任务布置：1、网上查寻有关的信息并做汇报；2、课堂阅读两篇文章3、写一篇英语演讲稿“Cherish Your Life & Prevent AIDS”实施过程：第一课时：信息输入阅读课教学目标：1、检阅学生课外查阅有关的信息资料和学生对知识的了解情况；2、培养学生的阅读策略和提高阅读能力；3、学会“善待他人，关爱自己，珍惜生命”。教学形式：讨论交流 合作教学过程（Teaching Procedures）Step 1、Pre-reading课前教师给学生布置如下任务：1.What is AIDS ? What is HIV? 2. How do people get AIDS? 3. What happens to people who have AIDS? 4. How does Xiaohua feel about having AIDS? 5. How do her friends and family feel about her disease? 6. Something about the World AIDS DAY.要求学生带着这些任务预习课文。学生要回答以上问题，除阅读课文外，还必须查找相关材料，做好记录。此环节学生可采用分工合作的学习方式。此时教师可以给学生一些必要的帮助，如：提供网站名,提供一些阅读材料。由于学生是在任务目标驱使下预习，预习就很有成效，而不是走过场。为课堂讨论奠定了基础，同时也提高了课堂教学的效率，发挥了学生的主体作用，培养了学生查找信息的能力和较强的自学能力。Step 2: Lead-inCollect the information Ss have found and at the same time ask the Ss to exchange the information about HIV/AIDS. And ask Ss to discuss the following questions.1. Answer the following questionsWhat is AIDS?How is it infected?Who gets it easily?What attitude do people have now ?2.What can you do on World AIDS Day?3. Do you think it is safe to be friends with people who are living with HIV/AIDS? Give your views.分组展示预习任务的完成情况。一方面教师可以检查学生的预习效果，另一方面做到以学生为中心自然导入新课。学生分组（四人一组）讨论，（也是初步展示预习成果），学生交流气氛热烈，学习兴趣很高。为使学生主动参与教学的全过程开了好头。Step 3: Reading这一阶段为学生对语言知识、语言材料进行加工、处理的过程。在学生预习的基础上，围绕话题和文章，指导学生进行阅读技巧训练。包括讨论分析文章结构、归纳中心思想，开展语言交际活动，逐步落实学生的各项预习目标和要求。指导学生进行反复的讨论、查阅、归纳、总结等口头交际活动。如：教师设计了如下任务：Task 1: Skimming to find out what is the reading material going to talk about.Task II. Analyze the structures of the passage, expressing your opinions actively.PartsMain ideasTask III. Discuss the following detailed information in groups of 41. How does Xiaohua feel about having AIDS?2. How do her friends and family feel about her disease?3. What is her life like as a person living with AIDS?4. What should we act towards AIDS and AIDS patients according to Xiaohua?5. What is the main purpose of this passage?6. What are the means of being infected with AIDS? What should we pay attention to?教师指导学生重新领悟教材，在个体学习的基础上与同学讨论完成以上任务并分组向全班同学汇报讨论情况。Step 4: ConsolidationTask 1: Play the recording of the text and ask the students to pay attention to the phrases.Task 2: Word study. Choose the proper words to complete the blanks, paying attention to the correct forms.(略)Task 3: Summary. Ask the Ss to fill in the blanks with proper words according to the meaning.（略）Step 5: Expanded readingOffer Ss another reading material and ask the Ss to do fast reading.Step 6: Post-discussionTask. Group work ( group of four) to discuss the following questions. And they can choose whichever they are interested in.Topic 1. How do people become infected with HIV/AIDS? What can you learn from it?Topic 2: Next time if you meet an AIDS patient, will you regard him or her as a bad and dangerous person? What would you do ?Step 7. Homework assignmentGet further information and prepare to write a speech “ Cherish your life & prevent AIDS”第二课时信息输出讨论、写作教学目标：1、培养学生的合作意识和合作能力以及鉴赏能力；2、检验阅读与写作整合的效果。3、讨论中鼓励学生把在阅读中所获得的信息或知识和自己的已有经验联系起来 提高表达能力，并为写作做好铺垫。 任务设计：写一篇演讲稿 “ Cherish your life & prevent AIDS” 教学形式：讨论 合作 评价 教学过程（Teaching procedures）Step 1 Task AssignmentWrite a speech - Cherish Your Life and Prevent AIDS Including:1.serious HIV/AIDS situation2.proper attitude3.necessary help4.effective prevention5.good suggestions教师布置写作任务，学生根据不同的写作任务和话题，理清、明确写作任务的主旨要求。Step 2.Pre-writing & DiscussionTask: Divide SS into small groups (Group of 4 is ideal) for the group cooperation. And tell them the task. Meanwhile, encourage them to express as many views on the topic as they can. Its necessary to require them to write down their views.Topic 1. What do you think of the HIV/AIDS situation? Give some examples.Topic 2. What should we do to help the people who have AIDS?Topic 3. What attitude should we show towards the people with AIDS?Topic 4. What measures should we take to prevent AIDS?小组分工寻找与话题有关的信息包括主题句，相关要点乃至必要的句型；或教师准备相关话题的背景知识，并要求学生在背景材料中寻找相关信息；或提供几个供学生讨论的问题。然后教师安排小组“说题议题”活动，即让学生各自说说自己对写作任务主题或要求的理解，交流所寻找到的信息，并相互比较讨论各自的看法。在小组讨论之后，各组还可派代表在全班进行讨论，通过相互沟通，互相启发，选择其中有意义、合乎要求的信息。这一环节，教师的主要任务是通过一些活动的设计与实施去激发学生的写作动机与积极性，激活学生与写作任务有关的知识网络，为高质量完成写作任务奠定基础。Step 3 While-writingTask: Write a rough draft on your own, paying attention to the topic of each paragraph. For example:Things are becoming worse and worse.Enough help should be given to the people with HIA/AIDS.Proper attitude should be shown to the people with HIA/AIDS.Measures must be taken to prevent AIDS .(Your wishes or suggestions)学生在第一阶段经过相互交流，合作完成信息搜集任务，获得了较为丰富的写作材料，此时教师要求学生根据写作的需要，删选材料，重组信息，进行第一次语言输出，形成一篇语义基本连贯、有一定层次感的初稿。初稿写完后，进行自查，教师要求学生仔细重读一次初稿，看主题是否完整，内容是否全面，条理是否清晰，布局是否合理，逻辑是否连贯，有无语法错误或“汉式英语现象”等这一环节，教师的主要任务是监督，帮助和鼓励学生，让学生在宽松的环境下充分的表达自我。Step 4 DiscussionsTask: Exchange the Ss works to enjoy and edit to get some suggested improvements.这一环节是合作学习写作教学中不可缺少的非常重要的一环。教师要求学生将经过自己初步修改过的初稿交给组长，由组长安排小组成员轮流传阅，批改组内每一位同伴的作文，然后汇总组内作文中的错误并讨论解决，再推选本组最佳作文。学生讨论互改作文是一个重新学习的过程，使学生获得更多的反馈，常起到教师讲解达不到的效果，学生相互倾听，互相帮助，培养了团结合作精神。也是让学生跟同学进行有效合作、充分依靠集体力量去完成共同任务的过程，有助于加快发展学生思维，并养成学生与他人平等地讨论问题、分析评论的能力。在这一阶段，教师起到组织者和指导者的作用。Step 5.EvaluationTask: Pick out the best works and read them to the partners first and then to the class.这一环节有两个程序。先由组长在组内宣读优秀作文，再在班上向全班同学宣读。全班学生在教师指导下，从作文表达的条理性，准确性，流畅性，简洁多样性，情感思想性以及对各组同学的任务完成情况进行相互评价，评出最优作文和合作最好的组。然后将作文输入教室的电脑里，向学生展示。在这一阶段，教师起到的作用仍然是组织者，参与者和指导者，而不是裁判。这样一来，重视了学生在评价中的主体作用。Step Comment &EstimateSs makes comments on some of the works and grade them .教师引导学生共同分析带有普遍性的问题和一些典型性的错误，并及时进行讲评，及时将信息反馈给学生，（有必要时给学生提供参考范文，）使讲评具有时效性，让学生得到启迪，掌握写作技能，提高写作能力，使合作学习的效果得以升华。