还剩3页未读,继续阅读
文本内容:
Inferenceandwordguessing成都四十九中高中英语组王静教学材料高一新课程英语周报第六期c篇阅读理解文本分析本篇阅读文章介绍了澳大利亚20世纪60年代发生的•场“人兔大战”的事迹首先,作者按照时间顺序
18591900.1900s1950stoday依次讲述了事情发生的起因,经过,结果以“problem-solution”为语篇,以猎人,兔子以及澳大利亚政府为依托,向人们展示了典型的人为因素所导致的自然灾害,值得学生学习与深思其次,文中多次出现生僻单词,但是相应的解释紧随其后,有利于培养同学们猜词的习惯与技能同时:理解文本,提升思维能力更重要的是理解文章内涵意义,文章中多处可被用来做进一步解读与推理,从而让同学们与作者进行深度对话,提高深度思考能力从而更好的理解文本学情分析本课授课对象是成都四十九中高一4班学生,为授课老师本班学生首先,10月份优诊断学前测数据显示,同学们对猜词微技能方面的技巧掌握的不好,所以这节课可谓对他们量身打造同时,经过三个月老师潜移默化的影响,同学们对猜词可能已经有了•定的认识与提高,所以这节课也算是•个测寓于教的过程最后,他们思维活恭,敢于表达自我,但是英语水平有限,口语表达有待提高,可能会影响他们的现场表达教学目标通过本节课的学习,学生能够.猜测课堂中的生词含义并总结出相应的猜词方法与技巧.总结出文章主要内容,理清楚文章的结构框架.基于文本字面意义理解,推理出其暗含意义,与作者进行深度对话.经过叮作者深度对话以后,与自己深度对话,深刻理解人9动物,自然到底应该怎样相处教学重难点L学生可能会发现都有哪些猜词的技巧与方法,但是很难将其梳理归纳.学生对文章的理解只停留在字面意义,但是对内涵意义的深挖会有难度.文章到底给我们个怎样的启示?学生可能会想到生态系统的平衡,但是针对此文,主人公到底为什么Thoughtlittle…以及若要想多一点耍想什么等等具体的问题的思考是一个难点TextIntheearly1900safencewasbuilt.Itwasover2000mileslong!TheAustraliagovernmentbuiltthefence.ItwashopedthatitwouldstoprabbitsfromspreadingintosouthwesternAustralia.ThomasAustinsetfree24rabbitsfromEnglandin
1859.Hesetfreetheserabbitssothathecouldhuntmore.Unexpectedlyherabbitpopulationgotoutofcontrol.Injust18monthsasinglepairofrabbitscanhaveupto184descendents!Adescendentislikeachildorababy.RabbitshadfewnaturalenemiesinAustraliaswildlife.SothereweremorethanonebillionrabbitsinAustraliaby
1900.Therabbitsweredoinggreatharmtoalreadysparseplants.Whensomethingissparseitisthinlyspread.Itisnotthick.Therabbitswereovereating.Theydestroyedtheplantsclosertotheground.Nativeanimalscouldnotfindenoughtoeat.Fannersneededtoprotectheircrops.DidthefenceworkNoitdidnot.Therabbitsquicklybrokethrough.Thegovernmenttriedbringinginfoxesbecausetheyarenaturalenemiesofrabbits.Howeverthefbxesdidnthelp.WhydidntthefbxeshelpThefoxeshuntednativewildlife!Inthe1950sthegovernmentgavetherabbitsadisease.Thepopulationwentdown90percent.Unluckilytherabbitsbecameimmunetothedisease.Whenoneisimmuneoneisprotected.Onecannotgetsick.Todaytherabbitwargoeson.Itincludesintroducingnewdiseasesusingpoisonbuildingfencesanddestroyingrabbithomes.Infactnooneknowshowtoendthewar.Weonlyknowhowitstarted.WhenThomasAustinwashuntingrabbitscheerfullyhemighthavethoughtlittleaboutwhatwouldhappeninthefuture.TeachingdesignStagesandstepsTeachingprocessIntentionPre-reading:Step1TshowsthepicturesofrabbitstoattractSsattentionandgivesthemachancetoaskquestionsabout“rabbit.Leadin:EngageSsinterest.Step2SsreadthefirstlineofeachparagraphtoseewhatswrongwithrabbitsSelf-predictionStep3Ttellsthebeginningofthestory.Activatestudents/thinking.Question-basedreadingStep1Tasksthequestion:WhathappenedafterThomasAustinsetfreetherabbitsSsreadtoanswerthequestion.Readingwithquestioncanbemoreeffectiveandattractiveforstudents.Step2Tasksthequestion:WhydidthepopulationofrabbitsgetoutofcontrolSsfindtheanswersinthefirstparagraph.Ssguessthemeaningofthewords“descendent”“fertility”Step3Tasksthequestion:WhatharmsdidtheydotolocallifeSsreadtofindtheharms.Ssguessthemeaningofthewords“sparse“erosion”andagriculture.Step4Sscomeupwithsomeotherpossibleharmsontheirown.Inspirestudentstothinkmore.Step5Ssreadtoanswerthesequestions:QI:WhatdidthegovernmentdoQ2:WhydidntthefenceworkQ3:WhydidntthefoxeshelpfulQ4:WhatcanbethenewproblemThereisnoanswerinthetextbutitisagoodchanceforSstothinkthroughdeepconversation.Sscanguessthemeaningofthewordsburrowsbefedupwith”etc.Step6Groupdiscussion:IfyouwerethegovernmentofficialwhatwouldyoudotosolvetheproblemImproveSsabilitytosolveproblemandtheycansharetheirideaswitheachother.Step7SsreadPara4tofindoutwhatotherthingsthegovernmentdidtosolvetheproblem.Ssreadtofinddetails.Step8T:WhatdoyouthinkofthesesolutionsandthoseyouhavementionedEncourageSstothinkandevaluate.Guidestudentstothinkwhetherthesolutionsarehumaneornot.Step9Ssreadtoinferauthorsattitudeandimpliedmeanings.Teacherasksthequestion:WhatdoestheauthorthinkofthesesolutionsGuessthemeaningofphrase“intheair.Step10TguidesstudentstoconcludeaboutthemethodsinwordsguessingSswillbecomeclearaboutthemethodsmentionedinwordguessing.PostreadingStep1Tasksthequestion:WhatisthestoryaboutHowdoestheauthororganizehisdescriptionBasedonthelessonSsareabletogetthewholepictureofthetextandithelpstocheckwhetherstudentsareclearaboutthepassageornot.Step2Ssfinishthemind-mapwithoutreferringtothetext.Sschecktheirsanswerswiththeirdeskmates.Tguidesstudentstobeclearaboutthestructureof“problem-solution.Step3Tasksthequestion:Whatcanyouinferfromthesentence:WhenThomasAustinwashuntingrabbitscheerfullyhemighthavethoughtlittleaboutwhatwouldhappeninthefuture.ImproveSsabilitytoinfertheimpliedmeanings.Movetothethemegraduallythroughdeepconversation.Step4Groupdiscussion:WhatshouldhehavethoughtaboutWhydidnthethinkaboutitlikeyou板书设计WordGuessingandInference:problemssolutionsdescendents!childbabyfertilityabilitytogivebirthgotoutofcontrolharmsfencesparsethinlyspreaddidnthelpfoxessoilerosionrushedawaybywaterdiseaseagriculturefarmingbusinessgotimmunetothediseaseintroducingnewdiseburrowsholesase;usingtheposion;gotimmunetoprotecteddestroyrabbithome方法总结可在PPT体现。