浙江省2009年高中英语优质课教学设计-杭州外国语学校

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Teaching plan for Things I wish I’d known when I was younger

by Fang Jing 方静 from Hangzhou Foreign Language School 杭州外国语学校



Teaching Material

Teaching Object



Things I wish I’d known when I was younger Students in Senior Two, Tongxiang High School Criteria

Notes



Teaching Aims

1. The main task (Outcome) 这是本节课的主要任务，其他活The students will be able to write a comment on 动都是为此作准备。 the article in a blog. 2. Language focus

本篇文章是出自Adrian Savage

1) The students will be able to know meanings 的博客。学生阅读的目的是要读

of the following sentence patterns and 懂作者的看法，同时引发自己对

phrases and try to use them in proper 于同类问题的思考而作出相应situations: 的评论，这也是一个非常生活化I wish I had done…when I was younger; There’s no 的网络行为，因此语言点的选择better way to do…; Doing…is…; a means to an end; be worth doing;

be destined to do/be….

2) The students will study to comment articles

in one’s blog on the Internet. 3. Language skills

1) The students will be able to better

understand the passage through prediction. 2) The studens will be able to practis skimming for gists.

4. Learning Strategies

1) The students will be able to guess and

reason the presumption by the information

collected from the reading of the article.

阅读技巧训练并非一蹴而就。要在不断的课堂训练中，通过有意识地引导学生的逐步掌握这些技巧。

学习策略是在学习活动中得到体验的。因此根据学生学习能力的特点，把推测能力（认知策略）和合作能力（情感策略）的培养是从这个角度定位，并结合学生语言能力实际而提取的。

(认知策略) 分别结合到阅读和写作活动之2) The students will be encouraged in groups to 中。

write a comment on the article with patterns from the text. (情感策略)

5. Affection 高二阶段的学生应该更注重人The students will be able to comment the 生观和价值取向的培养，学会评thoughts of the writer and express their own 判性地看待问题。因此要由单纯understandings on the subject of life. 的理解性学习过渡到思考性学

习。



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6. Culture 由于作者和学生年龄不同，国别The students will be able to be aware that 不同，经历不同，才会产生认识people’s ideas differ from one another based on 上的差异。学生无论是在语言学their age, culture, and personal experience.

习还是在认知世界的过程中，意

识到这一点都是很有必要的。

Difficulties

The students might find it short of time to 学生对于评论性文章写作训练construct a comment with a good logic order and 不多，文章理解也存在难度。解in well-organized language.

决方法：教师适当提供支架、组织小组合作讨论和足够时间。

Teaching Aids

Blackboard, Chalk, Computer, Overhead Projector, White board, Markers

Teacher’s

I. Pre-reading activities

Procedures and Activities



Student’s

Notes

1. To greet students and lead in the 1. To listen to teacher carefully and try 直接引入题目，通过老师和topic---Things I wish I had known when I to understand the topic. 学生交谈了解各自希望以前was younger. 2. To tell them things they wish they 能够知道的事情，即能拉近2. Let students talk about their own had known when they were younger. things that they wish they had known when they were younger.

老师学生的距离，活跃课堂气氛，又能帮助学生理解题目。

II. While-reading Activities Part one: Skimming

1. To present the title, the author and 1. To listen to teacher and try to answer 由猜测文章内容到快读文章make students predict about the the two questions. 寻找信息，能帮助学生更好contents of the text by asking two 2. To skim the passage. And mark 地了解文章的梗概，有助于questions something if necessary. 后一步对课文的深入剖析。 (1) Where can we probably read this 3. To check with partners. article? Why?

A. In an ad B. In his diary C In his blog (2) What are the things about that he wishes he had known when he was younger?

A. Work B. Life C. Entertainment 2. To teach a reading skill-skimming and guide the students to skim the article. 3. To check students’ skimming. (Teacher checking, or peer checking) Part two: Reading for details

1. To present tow more questios on 1. To read the seven things and mark 将文章较难理解的观点放入details and guide students to finish something if necessary. 小测试的题目中，既能通过reading the whole passage.

2. To take part in the quiz and study 解答题目帮助学生正确地理

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What are the things that he wishes he some language points. 解文章大意，又能让学生在had known when he was younger? And 3. to work with group members on the 竞赛的氛围中积极思考，投why? tips. 入课堂。在充分理解文章后，2. To host a quiz to check students’ understanding and teach following patterns and phrases:

1) I wish I had done something when I was younger.

2) There’s no better way to do …. 3) Doing …is…. 4) a means to an end 5) be worth doing

6) be destined to do/be…

3. To group the class to work on the tips. 4. To collect the tips.

让学生写出作者的观点，水到渠成。

III. Post---reading Activities

1. To guide the students to think about 1. To think about the tips. 思维训练是高中阅读教学的the tips critically. 2. To work in groups and comment on 重点。让学生学会批判性地2. To group students to give their the tips. 思考问题，表述自己的观点。comments on the tips.

教材改编原则：

1. 篇幅：原文篇幅过长。学生不可能在一节课内全部完成，因此将文章一分为二。剩下一半篇章作为课后作业留给学生，从而对课堂学习进行巩固。进而也不影响文章的完整性。

2. 语言：  

3. 内容：原文内容涉及与生活相关的方面很多，但是有一些超出了高二学生的认知水平，他们也没有相关的生活体验。对于这些内容就放在了课后完成的部分。这样学生可以通过其他途径更深刻了解文章。

原文语言难度较大。尤其是一些口语化很强的表达和俚语，都超出了新课程标准对于高二学生的词汇要求。因此对于这些词汇和表达进行了简化处理。

同时可能造成学生阅读障碍的还有一些文章中孤立出现的生僻词汇，即通过上下文也无法猜测出该词语的意思。对于这些词语也根据学生程度进行了替换。

从而达到语言训练和思维激发的双重目的。

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