阅读课“教、学、评一致性”教学设计及点评

山东省青州市西书院初级中学   钟宁宁

山东省青州市教学研究室     刘建华

 

 

【教学分析】

 

1．教材分析

本课以人教版Go for it教材英语八年级下册Unit 6 Section A 3a-3c部分为例，是一节阅读课。课文内容是关于中国经典神话故事《西游记》的，提供了故事的主人公Monkey King的相关信息，学生对此内容比较熟悉，也很感兴趣。本节课的目标语句是“He can/cannot” 句型，如何讲述故事是本节课的难点。本课通过匹配段落大意、填写表格并进行复述来突破这一重点句型，并通过组内合作的方式，让学生借助思维导图以及对unless, so... that, as soon as等连词的运用，来突破讲述故事这一难点。

2. 学情分析

学生对中国传统经典故事《西游记》比较熟并很感兴趣，但要用英语讲述具体的细节可能会出现无从下手的情况，因此应从which, who, what, why等几方面对学生进行点拨。在口语输出环节，学生的易错点可能存在于一些连词的准确使用上。

 

【教学目标】

 

1．在语境中理解本节课的目标词汇，能够正确使用unless，so... that, as soon as等连词造句。

2．使用skimming, scanning阅读策略，准确捕捉文本信息，完成相对应的判断、问答或填表格等任务。

3．能够流畅朗读课文，并借助文本框架的思维导图从which, who, what, how, why几方面复述课文。

4．通过精读文本和拓展阅读三篇神话小故事，加深对中国传统经典故事的了解。

【点评】教材和学情分析到位，阅读课目标从课标中分解出来，结合教材学情制定出相应的知识目标、能力目标和文化目标，很具体，可检测，目标书写规范。

 

【评价任务】

 

评价任务1：在语境中理解目标词汇，造句练习强化对unless，so... that的理解与运用。（针对目标1）

评价任务2：通过skimming匹配段落大意，通过scanning回答问题、填表格，获取Journey to the West的具体信息。（针对目标2）

评价任务3：跟录音朗读课文，小组合作，借助思维导图复述课文。（针对目标3）

评价任务4：在文本阅读和三篇神话故事的阅读中，加深对中国文化的理解。（针对目标4）

【点评】针对目标采取一一对应的形式逆向设计评价任务，任务叙写明确、清楚、合理。

 

【教学活动链设计】

 

一、Pre-reading

Step1 Guessing game

What is in the magic box?

T: Class, here I have a magic box. (互动并板书“magic”) Do you know why I call it a magic box? That’s because you can get many different objects from it.（互动并板书“object”） Do you want to have a try?

Step2 Lead in

T：Let’s see what else is in the box. Wow, that’s a picture! Who is in the picture?

Ss: The monkey.  

T: Right. Which book is it from?  

Ss: Journey to the West.

过渡语：T: Let’s read a passage about Journey to the West, shall we?

T: Please look at the passage. How many paragraphs?

Ss: Three.

 

【点评】通过guessing game激发学生的兴趣，引出本节课的部分目标词汇magic, tail，stick, object。板书领读单词，然后继续猜测图片，将学生自然带入文本话题，继而引导学生划分段落，为后面的阅读和匹配做好准备。

二、While-reading

Step3 Skim the passage and match (Fast reading)

引导语：Skim means you needn’t read every word. Just read the main sentence and the key words. Pay more attention to the first and last sentences.

Para 1: Why do children love the story?

Para 2: The book Journey to the West and his main character(角色).

Para 3: What is Monkey King like？

【点评】读前指导阅读方法，训练学生掌握通过skimming了解文章大意，把握文章脉络的阅读策略。（针对目标2）

过渡语：Just now you got the main idea. Let’s read carefully for detailed information.

Step4 Scan the paragraphs (Careful reading)

Ⅰ. Scan para 1 and tell T or F.

1. Most pupils in England watched the TV program called Monkey in 1979 for the first time.(    )

2. Monkey is new to Chinese children.(    )

3. Journey to the West is a modern Chinese book. It tells one of the most popular stories in China.(    )

【点评】点拨scanning阅读技巧， 训练学生通过scanning的阅读策略获取细节信息，并引导学生在文中找出相关句子进行大量朗读，增强语感，同时训练中考题型，一举多得。（针对目标2）

Ⅱ. Scan para 2 and retell.

1. Scan para2 and complete the table.

 

引导语：T：If we want to know something that the Monkey King can or cannot do, which words do you think are important?

Ss: Can/Cannot.

 

2. Read the sentences about “can, cannot”.

3. Learn the phrases: so... that, unless and make sentences

【点评】细读第二段，完成表格，理解并熟读he can/ he cannot等句式，为后面的复述环节做好铺垫，同时引导学生理解文中的短语so that, unless等并进行翻译和造句练习，落实知识目标。（针对目标1、2）

Ⅲ. Scan para 3 and answer the questions.

1. Do Chinese children love the story? Why?

2. Do western children like the story? Why?

引导语：T: What do you think of the Monkey King?

Ss: Never giving up/Kind/Brave/Funny...

教师补充“intelligent”并板书。

总结语：T: So, do you like Monkey King?

Ss: Yes.

T: I like him too. And that is our Chinese culture. The characters in those stories are always brave, kind-hearted, hard-working and intelligent. Try to read more stories after class, will you?

【点评】引导学生从文章中找关键词回答问题，并阐述自己喜欢Monkey King的原因，加深对中国文化的了解。通过追问有思考价值的问题，训练学生的思维能力，同时现场生成总结孙悟空的优秀品质并板书强化，形成充满正能量的价值观，达到教育学生的目的。（针对目标2）

三、Post-reading

Step5 Read the passage aloud after the E-pen

【点评】朗读环节必不可少。本环节创造机会让学生大量朗读，加深对文章主题内容的理解，同时纠正学生的语音语调，为后面的复述作准备。（针对目标3）

Step6 Retell a story

Ⅰ. Discuss (Group work): What is the structure of the passage?

 

Ⅱ. Retell the story with the help of the mind map（Groupwork）.

引导语： Your English friend Jack is interested in Journey to the west. Please work in groups and tell the story to him.

 

【点评】学生小组内讨论，教师适时引导，进一步梳理文章脉络，使学生学会分析文章结构，形成一定的逻辑思维能力，同时进行小组合作，在思维导图的辅助下复述故事。（针对目标3）

Step7 Summary and Expand reading

1. Summary

总结语：T: Our Chinese culture is the treasure(宝藏) of our country. It’s the symbol of courage, kindness and intelligence（智慧）. Read more Chinese traditional literature and transfer Chinese culture!

2. Read the three passages.

引导语: Please read the three stories about Hou Yi, Chang E and Hua Mulan. Try to retell the stories with the help of the mind map.

【点评】把学生从文本中带出来，通过一拖三的拓展阅读，增加学生的阅读量，进一步加深他们对中国文化的了解。（针对目标4）

Step8 Homework

1. Read the stories of Hou Yi, Chang E and Hua Mulan. Try to retell the stories with the help of the mind map.（必做）

2. Write about your favorite traditional Chinese story. (选做)

【点评】三篇拓展阅读可能课上完不成，可留做作业。也可上网读更多的神话故事，让学生逐步爱上阅读。（针对目标4）

【点评】板书设计图文并茂，简洁明了。左边是文本中最重要的动词短语，右边是课堂中学生思考、师生共同总结出的优秀品质，是现场生成的东西，教师进行板书强化。

附3篇拓展阅读文本：

1. Hou Yi Shot Down the Suns

Hou Yi Shoots the Suns is a traditional Chinese story and Hou Yi is the main character of the story.

When Yao was the leader of the confederation of tribes, ten suns appeared in the sky. The crops were scorched， and the grass and trees were destroyed. The common people were starved to death. At the same time， the monsters and demons ran wild and did great harm to the people. Yao sent Hou Yi to kill them. Hou Yi killed the sharp teeth monster in the wilderness, slew the cruel dragon in the turbulent river， captured the storm demon in the valley of Qingqiu Mountains, cut the longest snake in Dong Ting Lake and captured the largest beast in the mulberry forest. After destroying all the monsters, he shot down the nine blazing suns keeping only one in the sky.

Then， the mass could live a stable life again. Yi became the hero eulogized by the later generations.

2. Chang E Ascending to the Moon

Once upon a time, a young archer named Yi managed to shoot nine of the ten suns. An immortal gave him a pouch of pills of eternity as a token of gratitude on behalf of the people he had saved. With the pills, he could become an immortal himself and be able to ascend to heaven.

Yi had a beautiful wife named Chang E. He never left her alone except when he went on hunting expeditions. Each time before he left, he would entrust the eternity pills with Chang E. Once, Yi led his men on a hunting trip again. A vicious aid to Yi tried to take the pills from Chang E. Chang E swallowed the pills up and as result flew to the moon.

3. Hua Mulan

In the Northern and Southern Dynasties of China (420-589) lived a heroine(女英雄), named Hua Mulan.

Born in a small village in northern China, Mulan lived with her veteran father, her hard-working and kind-hearted mother, her young brother and sister. The whole family managed to lead a happy life through their hard work. One day, the army called people to serve for the war. Mulan’s father was told to be a soldier. However, he was so old that he could not go to the war. Mulan hadn’t got an elder brother to go and fight. So she decided to disguise（乔装） herself as a man and join in the army instead of her father. She was brave and clever. Finally her army won and she returned home.

The story of Mulan’s replacing her father in the army is passed on from generation to generation. People of different times all deeply admire Mulan for her self-giving love for her family and her nation.

 

 

（《山东教育》2019年12月第50期）