19上高中英語教學(xué)設(shè)計真題

33．設(shè)計任務(wù):請閱讀下面學(xué)生信息和語言素材，設(shè)計20分鐘的閱讀教學(xué)方案。教案沒有固定格式，但須包含下列要點:

~teaching objectives

~teaching contents

~key and difficult points

~major steps and time allocation?activities and justifications

教學(xué)時間:20分鐘

學(xué)生概況:某城鎮(zhèn)普通高中一年級第一學(xué)期學(xué)生，班級人數(shù)40人。多數(shù)學(xué)生已經(jīng)達到(普通高中英語課程標(biāo)準(zhǔn)(實驗)》五級水平。學(xué)生課堂參與積極性一般。

語言素材:

The Life of Mark Twain

0ften the lives of writers resemble the lives of the characters they create. Mark Twain, who wrote The?Adventures of Huckleberry Finn and The Adventures of Tom Sawyer was no exception. To start with, the?author's name, Mark Twain, is itself an invention, or "pen name". Twain's real name was Samuel Clemens. "Mark Twain", which means "watermark two", was a call used by sailors on the Mississippi to warn ship?mates?that they were coming into shallow water.

Like Huck, Mark Twain led an adventurous life. He left school early， and as an adolescent, determined?to make his fortune in South America, set off from his home in Hannibal, Missouri, for New Orleans. He?wanted to take a boat to the Amazon， where he thought he could get rich quickly. He arrived in New Or?leans?without a penny in his pocket only to find that there were no boats for South America. Forced to change?his plans, he worked for several years as a pilot on a steamboat, taking passengers up and down the?Mississippi, the great river which flows from the north of the US near the Canadian border, down to the?Gulf of Mexico.

Later he became a journalist and began writing stories about life on the river. Twain's vivid and of?ten?amusing descriptions of life on the river quickly became popular, and established the reputation he still?enjoys today as one of America's greatest writers.

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參考設(shè)計

Teaching Contents:?This is a reading lesson about an introduction to a famous writer Mark Twain, including?the meaning of his pen name and his life experiences--tried different jobs and went to different?places--which laid a good foundation for his writing career.

Teaching objectives:

(1) Knowledge objective

Students can know more about the famous writer Mark Twain, especially his life experiences.

(2) Ability objective

Students can develop the abilities, such as skimming， scanning and careful reading, to read biographical?essays.

(3) Emotional objective

Students’ literary attainment can get cultivated, and they can have an awareness of the connection between?an author's works and his/her life experiences.

Teaching Key and Difficult Points:

(1) Teaching key point

Students can grasp the main idea and detailed information of the passage, and then they can retell Mark?Twain's life experiences.

(2) Teaching difficult point

Students can learn to develop their literary attainment.

Major Steps:

Step 1 Pre-reading (3 minutes)

(1) Show the photos of Mark Twain and his works, and then ask students two questions: Who is Mark Twain? How much do you know about him?

Have you ever read any works of him? Which one do you like best? Why? Invite several students to answer the questions.

(2)?Ask students to read the title of the passage and predict what the passage will talk about.

(Justification: The photos can activate class atmosphere and provide students with some clues to answer?the questions. Prediction can arouse students’ curiosity and make a preparation for reading the passage.)

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Step 2 while-reading (12 minutes)

(1) Skimming

Ask students to read the passage quickly to check their prediction within 3 minutes and then finish?the match.

Para. 1?Mark Twain earned a reputation.

Para. 2 the meaning of the pen name

Para. 3?the adventurous life on the Mississippi River

(2) Scanning

Ask students to locate certain information by reading the passage quickly to answer the following?questions:

l?ls Mark Twain his real name? If not, what is his real name?

l?what did he do when he worked on the steamboat?

l?What did he do after that?

l?What reputation did Mark Twin earn?

(3) Careful reading

Ask students to read the passage carefully and fulfill the following paragraph:

Mark Twain is actually?a name, which means that _. He lived a life. He left school early to in South America, but in?Orleans he had _ and found no boat to Amazon, so he works on River as a on a steamboat.

Before showing the answer, invite a few students to read their completed paragraph and others can check?theirs.

(Justification: Fast reading can help students grasp the main idea and specific information of?the passage. Careful reading can deepen students’ understanding of the passage.)

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Step 3 Post-reading (5 minutes)

Ask students to work in pairs to discuss the following questions:

1. Why do the lives of writers resemble the lives of characters he creates? How does the resemblance?get?reflected by Mark Twain?

2. Can you summarize the structure of the passage?

Ask several students to share their answers. Then ask all of them to polish their answers and write them?down to hand in.

(Justification: The first question can develop students’?thinking ability, and the second?question can help students understand the structure of biographical essay, which is useful for them to?do similar writing.)

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