案例08学生参与课文学习规划节录.doc

案例08

案例特点：学生参与规划课文的学习（课堂活动节录）

第一课时
（在阅读中培养学生获取信息传达信息的能力以及阅读的微技能。）
教学目标（本节课目标要具体，可执行，可检测）
1、 能够运用略读技巧，快速找出阅读材料的主要情节线索。
2、 能够运用读图技巧，推测相关生词的意思、预测有关文段的内容。
3、 能够利用上下文、插图以及已有的知识和经验理解故事内容。
4、 能够根据老师给出的专题，运用跳读技巧，找出描述蜥蜴眼、耳、皮、等部位的信息。

教学过程
1、 Before reading
Warming up
1) What do you know about lizard?
2) What do you want to know about lizard?*
（*教师要把学生提出的所有问题都写在黑板上，以使学生感到自己参与的价值，同时表示教师尊重学生的参与。）
3) How can we get more information about lizard?
目的：激活与阅读材料主体相关的知识或经验。

2、 During reading
A: ……
B: 读图
T: Do you like the story? Do you want to know some knowledge about lizards? (观察学生反应)*（呼唤学生的参与）
T: OK. First, let’s read the picture page by page, try to get some information about lizards from the pictures.
S:
T: What information do you know from pictures? （学生说出有关蜥蜴的内容，教师写在黑板上，教师带领全班小结一下。）
C: 导读
Now this time, would you like to read the story again for the details about the lizards? (观察学生反应)（*呼唤学生参与）
T: OK. Let’s read the book together. Tell me which part you’d like to start with? （给学生一定的选择空间。）
(*学生说出他们对哪一部分内容更感兴趣，教师就带领学生从哪一部分最先读起。)*（尊重学生意见，鼓励参与）
S: Tail!
T: OK. Let’s begin with Tail. Tell me on which page? （制造快速搜索的必要性）
S: (学生快速搜索) Page 4.
T: Ok, let’s look at Page ……
Now, I will ask some questions. Listen to me carefully, and try to get the information from your book, and underline the key words on you book. （初级阶段要通过合理的行为建立和巩固习惯、性成技能。初级阶段要多设计显性行为活动，便于教师获得反馈。）

P4-5 Tail
T：Lizzie wanted to touch the lizard. But grandma said: “you’ll be careful with it, won’t you? Don’t grab it by the tail.” （引导学生注重从文章的事实，以此为依据，进行推理或思考深层含义，培养尊重事实的意识。）Why did grandma say that?
Do you know why the lizard’s tail could break off?
Yes, when they’re in danger, it’s a good way to protect themselves. So maybe we should call it self-protection, can you find more information about lizards’ self-protection in this book? Yes, it’s on page 21, would you please underline the key words?
(以下每段都要重复，是和学生交流的过程，只不过后面语言可以简练。)
T: Now, which will be the next? （*把学生参与进行到底）
S: Eyes!
T: OK. Let’s come to Eyes. On which page?（制造快速搜索的必要性）
S: Page 10 （快速搜索的结果）
（以上两个相关环节赋予快读技能以实用的价值）
T: Ok, let’s look at Page ……
Now, Listen to my questions carefully, try to get the information, and underline the key words.（重复某个行为形成习惯建立意识）
P10-11 Eyes
T: Now the lizard was in the box and sitting on the rock, it’s good for observing, ok, next I’d like you to read it, and try to ask some questions. （*引导深度参与）
(What did Lizzie find? How many eyelids does the lizard have?)

P12-13 Ears
T: What did Lizzie find through the magnifying glass? Where are the ear openings? Please underline the key words.
P14-15 Food
T：Look at the picture, what’s can you find inside the box ? What is the lizard watching? Why? Yes, it’s a fly there, the lizard is interested in the fly. Would you like to read this page, and ask me any questions?（*继续鼓励深度参与。使学生会提问题，前面有了很多示范，引导，本段问题比较明显，语言容易表述，学生可做到。这就是把握学生做事情的时机。在学习一种新的技能或策略时，有意识地把典型的、较容易做的事情留给学生，使学生成功，树立信心、激发欲望，循序渐进地发展能力。）
(Does the lizard want to catch the fly? Does the lizard want to eat it? What does the lizard eat? How do the lizard catch the fly?)

P16-17 Skin
T: when Lizzie touched the lizard, what does it feel?
Why is that?
P18-19 Skin
T: Lizzie was looking at the lizard through the magnifying glass again, so what did she find out this time?

D: Listen to the video and read the story. (声音输入，建立内部有声语言，并加深对故事的理解)
T: You know so much details about lizards, are you happy? Now, I have a tape for the story. Would you like to listen to the tape?
(观察学生反应) （*凡是提出要求都要观察得到学生反应，再继续下面的活动，使学生参与有实实在在的作用。）
T: OK. let’s listen to the type. Try to follow the type to read the story, OK?
目的：1）在学生的要求和教师的引领下，理解故事中蜥蜴的细节信息。
2）培养学生快速获取信息的能力。
3）培养学生的观察力和归纳分析能力。
4）让学生接触更多的语言表达方式，培养学生的语言表达能力。
（以下内容略）