教学案例——一堂英语阅读课
一、学生分析
教学对象为高中一年级普通班的学生，他们的认知能力比初中阶段有了进一步的发展，渐渐形成用英语获取信息、处理信息、分析问题和解决问题的能力，因此需要特别注重提高学生用英语进行思维和表达的能力。他们学习英语方法由死记硬背转型向理解型并应用到交际上，他们有自己的学习技能和策略，学会把语言学习与现实生活和兴趣联系起来。通过任务型课堂活动和学习，学生的学习自主性得到加强，不再认为英语的课堂学习很枯燥，主动参与到活动中去，成为课堂的主体，同时也加强了与他人交流合作的能力。
二、教材分析
这一课是高中英语必修2第二单元The Olympic Games的第一课时——阅读课。教学内容紧密地围绕“奥运会”这一话题而展开。主要描述的是古希腊的一位作家跨越时空到现代社会采访一位中国女孩的奇幻之旅。通过两者之间的对话展现了奥运会的有关知识以及古代奥运会和现代奥运会的异同点。
三、教学目标
通过这堂课的学习，进一步提高学生的阅读能力，使学生能够了解奥运会的起源，宗旨以及比赛项目，古奥运与现代奥运的异同点，并能够理解奥运精神，更加地关注奥运会，关注2008年在北京召开的第29届奥运会。此外，通过文章，使学生了解采访对话文体的特点，能够运用采访中常见的技巧。
四、教学设计思路
将课本的warming-up，pre-reading，reading，comprehending四个部分结合成一个课时。而课文中的warming-up，pre-reading部分内容较多，不适合作为该阅读课的导入部分，因此不采用编者的设计。利用学生所熟悉的有关于奥运会的图片配合本课的新单词、视频以及北京2008奥运的有关话题进行导入，让学生充分了解话题，激发学生浓厚的学习兴趣，为接下来的阅读做好准备。本课的重点在于精读部分，设计由易到难地将任务分成若干部分，目的在于训练学生掌握不同的阅读技巧，帮助学生充分地理解材料。学生学完整课，必须学以致用。最后设计一个角色扮演环节，让不同的学生扮演不同的角色，使学生能够设身处地地从一个记者或被采访对象的角度看问题和做事，获得实际的体验，能够积极参与学习活动，在活动中学习。
五、教学内容及过程
StepⅠ Leading in
1. Ask the students about some questions:
Q: 1） Do you like sports?
Q: 2） Do you know what is the most famous sports meeting in the world?
Q: 3） What is the host city of 2008 Olympic Games?
4） What is the Olympic motto? And what is the motto of 2008 Olympic Games?
5） What are the 2008 Beijing Olympic mascots?
（When the teacher asks these questions, show some related pictures to the students.）
3. Show the students a video which plays the sports in ancient and modern Olympics.
StepⅡ Reading
Skimming for the general idea
Q: What does the passage mainly tell about? （C）
A. The story of a Greek writer Pausanias and a Chinese girl Liyan.
B. A magic journey by Pausanias.
C. The similarities and differences between the ancient and modern Olympics.
D. The ancient Olympic Games in Greece.
Scanning for detailed information
Task1 True or False
T: Please read the passage again. And then finish the exercise True or False on the screen.
＆#8226； The Winter Olympics are held two years after the Summer Olympics. （T）
＆#8226； The Olympic Games were held in China in ancient times. （F）
＆#8226； The 2004 Olympic Games were held in Sydney. （F）
＆#8226； In ancient Olympics, Greek slaves were allowed to compete. （F）
＆#8226； Pausanias felt unhappy after the interviews. （F）
（Several minutes later, ask one group of the students to answer one by one.）
Task2 Fill in the blanks
Compare the Ancient and Modern Olympic Games and then find out their similarities and differences.
What are the similarities?
How often Both are held every four years.
Purpose Both are held not for money but for honor.
Belief The motto is the same. They are swifter, higher and stronger.
Competitors Men are allowed to take part in both ancient and modern Olympics.
Events Some events are the same, such as running, horse riding, shooting and throwing.
What are the differences?
Ancient Olympics Modern Olympics
Games the Summer Olympics Both the Summer Olympics and the Winter Olympics
Host Country Greece all around the world
Competitors no women or slaves can take part anyone can take part if they reach the standard
Prize the olive wreath medals
Events only a few more than 250 events
StepⅢ Interview activity
1. Ask the students to work in groups. Suppose it was 2008 and you are one of the athletes. Your partner was a reporter, and he/she was interviewing you. Then make a dialogue.
2. Remind the students that good journalists know how to start an interview. They usually introduce themselves or talk about something that the interviewees are interested in or familiar with.
3. Students practicing their interview.
4. Ask a few groups of students to perform their interviews.
5. Choose the best interviewer, interviewee and group.
StepⅣ Homework
Do a research on the good effects and bad effects to host the Olympic Games.Some topics you may choose: traffic； economics； environment； knowledge； culture etc.
（http://www.olympic.org； http://www.beijing-2008.org）
六、教学反思
1、本课的话题与学生生活密切相关，选材多样有趣，运用了多媒体展示图片及
有趣的视频，学生普遍表现出浓厚的学习兴趣。在使用多媒体的过程中，能
够根据实际学要做好筛选工作，用最短的片段表达最多的内容。
2、在完成任务方面，学生对于读的任务较有信心，基本能读懂阅读材料的主要
内容，并完成理解练习，但还不太善于在读后对材料进行整理归纳。而在实
现任务的过程中，老师应该对学生加以引导，包括必要的简单示范，帮助学
生完成学习任务，让学生体会到成功的喜悦。
3、从教学实践来看，学生乐于在小组中进行合作学习，但是任务设计以及难度
是开展小组合作的重点和难点。任务设计要符合学生的实际水平，难度要适
中。而且设计活动时要考虑活动与教学目标是否真正一致，避免活动流于形
式，单纯地追求“快乐”。该案例中的角色扮演的任务设计正是符合了以上观
点。
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