微型课题教学设计2_课题2元素教学设计

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《初中英语阅读课中的有效提问》教学设计1 nit 6 An old man tried to move the mountains.The Fourth Period(Section B 2a-3b)Teaching Aims and Demands 1.Knowledge aims(1)Key Vocabulary Wife,husband,whole,scene,shine,bright,ground,lead,voice,brave,as soon as, get lost, made of(2)Target Language The wife told her husband that unle he left the children to die in the forest, the whole family would die.Don’t eat it until you get to the forest.As soon as you wake up ,you must go to the forest with your father.What a long time you slept in the forest!(3)Structure: unle, as soon as and so…that 2.Ability aims(1)learn to find out the text type and enable students to understand and role-play the story.(2)to improve students’ ability of reading and writing and help them learn to tell the story.(3)learn to find out the key words and the main ideas of each scene.3.Moral aims You must be calm and don’t be panic when you meet any difficulties and try your best to get over them.Teaching Key Points 1.Learn to act out the play.2.Enable students to find out the key words and the main idea of each scene.3.Train students’ ability of reading and writing through telling the story.Teaching Difficult Points Learn how to grasp the main idea of each scene by reading and learn to role-play the story.Teaching Methods the cooperative learning method, the communicative approach，task-based language teaching method Teaching aids：CAI Teaching Procedures Step 1 warming-up 1.ask,Do you like reading the fairy tales? Which eastern fairy have you ever read?(设计思路):这一启发性的问题极大地激发了学生的好奇心和求知欲，从而问出悬念，形成期待，引导学生走进文章去探索。

2.Show a video clip of the movie in CAI.Then tell students the names of these stroy.The last picture is “Hansel and Gretel”.Ask, Can you gue what this fairy tale is about?(设计思路):这一问题的设计旨在为后面的教学做准备，先让学生考虑文章的主旨大意。鼓励学生进行后面阅读技巧的训练。

3.Introduce the features of a play briefly.Step 2.Pre-reading 1.Ask students to read the first paragraph and think about “What will happen next?”

(设计思路):文章这一环节的问题设置具有很强的启发性，问题富有猜测性，问出悬念，形成期待，引导学生走进剧本去探寻问题的答案。借助这一问题，学生很自然地进入有关故事的阅读，一方面训练了学生的说话能力，另一方面为阅读做铺垫。

2.Call some students to say their ideas.Step 3.While-reading 1.Reading for information(1)Read the descriptions in 2b and then look through the whole play and find out the main ideas of each scene.(2)Compare and match each description in 2c with the correct scene.(3)Check the answers.2.Checking the answers 3.Reading for comprehension(1)Scan the story and find out the important phrases and sentences.Call some students to explain the things they don’t understand.(2)Divide the cla into six groups.Then discu the following question in groups: What’s the main idea of each scene?

(设计思路):设计这一问题的意图是让学生通过对每一场戏剧材料的跳读，来促使学生对主要人物和主要事件有个粗略的了解。小组合作学习的方式激活了学生的表达欲望，尤其是哪些基础薄弱、兴趣低的学生，通过合作解决问题，他们会得到更多的发言机会，将自身的学习转化为内在需求。

(3)Ask several leaders of the groups to do a report about the chart in 3a.(4)Write some key words from each scene in 3a.(5)After the group work, complete the summary of the play in3b.Step 3 Post-reading.(1)Call two volunteers to retell the story according to 3a and 3b.(2)Discu the following two questions in 2d:

A.Why does the wife tell her husband to leave the children in the forest?

B.What does Hansel go out to get?

C.Why does he do this in the moonlight ?

D.How do Hansel and Gretel find their way home？

E.Why do Hansel and Gretel get lost the second time？

(设计思路):教师在这一环节之前的活动中，创造了民主和平等的学习环境。读后的问题设计要与文本有相应的联系，更要为语言输出做铺垫。这几个问题的设置，让学生参照文本，运用自身知识分析加工，并最终找出自己不懂的地方，既能培养学生的思维活动，又加强了学生综合语言运用能力。另外，这个环节的问题需要学生对文本材料进行梳理和回顾，是学生更进一步理解课文内容的依据。这几个问题环环相扣，上一个问题是下一个问题的铺垫，下一个问题是上一个问题的延伸，具有较强的层次性，还是学生梳理文本信息的重要线索。

Step 4 Role-play 1.Ask every group to tell a story of each scene.2.Call some groups to tell the story before the cla.Give every group some praise and encouragement.3.Ask some students to act out the play in groups of four.Step 5 Summary In this cla, we have learned the fairy tale Hansel and Gretel.Ask, What can we learn from the play?(设计思路):这一问题的设计融合了复习和情感教育，起到了多重效果。通过积极解决这一问题，学生能够加深对《糖果屋》这一文学剧本的了解与理解。这一问题的提出更加能训练学生用自己的话简短的总结文章内涵与思想。另一方面，韩塞尔和葛雷特兄妹的机智和勇气也是学生应该学习的。

Step 6 Homework 1.Who’s the old woman inside the house? Do you think the play will continue?

(设计思路):这个开放式问题培养了学生的发散思维，引导学生从情感上体验阅读乐趣，使课堂教学形成一个完美的整体。同时也激发了学生课后进一步阅读该名著的欲望。

2.Ask students to gue and find out the whole story ,Then read it carefully.3.Prepare for telling the story next cla.Blackboard Design Unit 6 An old man tried to move the mountains.The Fourth Period(Section B 2a-3b)Scene1:plan,kill,save,get

Scene2:get up,forest,get wood Scene3:drop,lost,see

Scene4:sleep,come back,can't go out

Scene5:no stone,bread,follow Scene6:can't see,walk,find Scene7:lost,song,lead,eat(课后反思):带着问题去注意细节，这是一种训练阅读能力的好办法，长此以往，学生养成带问题阅读的习惯，会逐渐提高阅读能力。本节课上，我采用了多种形式来训练学生的阅读能力。借助一段有关《糖果屋》的视频，自然地引出阅读内容。通过师生互动，让学生在轻松的氛围中学习知识。不同层次的学生活动，也给学生提供了发挥自己语言能力的平台。其中教学在各个环节不同类型、不同层次的问题设计，让学生在思考问题和解决问题的过程中很好地掌握文章的含义。通过本节课的实践，我深刻体会到，英语阅读课堂上，合理优化的问题的提出、分析和解决，能够引导和帮助学生释疑解惑，完成阅读任务，提高阅读效率。