阅读策略解读 教学设计

教学设计TeachingAims.解读作者意旨和命题者思路.掌握阅读理解解题技巧TeachingFocusesandDifficulties.讲解阅读理解解题技巧的具体操作方法.指导学生运用阅读技巧解题TeachingMethods:TaskbasedteachingmethodGroupdiscussioncooperativelearningmethodTeachingAids:Multiple-mediacomputerPPTdocumentsblackboardTeachingProcedures Step1:Introducethereadingcomprehensionexamination.2min解读作者意旨和命题者思路writer作者

1.文章旨意.篇章结构.意图态度examiner出题者

4.事实细节.推理判断.猜测词句义Step2:Presentsomepracticalreadingskills.5min.顺序where--一般情况下五个题目的顺序是按照文章的顺序逐段出题大意题除外.选项keywords选项部分的语言难度要低于文章语言的难度，所以读懂选项有助于正确理解文章的内容.主题句mainidea每个段落都有一个基本点，加在一起烘托出।文章的中心思想题句的位置是不固定的.“标向”词understanding部分“虚词”表示作者思路的变化，有助于准确理解作者思想的衔接和转折ratherthaninsteadhoweverthoughbu---5跳读speech1有关职务、头衔、社会地位等补充性说；2句中破折号后提供的旁支信息3复杂的难句中除了主、谓、宾以外的其他辅助信息除非与解题有关；4例子、对名人言论的引用的具体内容可以先不读，而只读前面的观点或总结句Step

3.Apoemtosumupthereadingskills.3min想着问题去阅读，划线词语要突出读后重点明大意，大意不变来答题题文联系确立好，上下句子是法宝替代检验保正确整体理解求高分Step

4.Practicalreadingskills:（2min）.先题后文，重点划线标记考题中的关键词.题文联系标记文中和考题划线相同的关键词.重点明大意mainideaofthepassage.旨意不变答题时注意文章意义的一致性.替代检验考查词句义时代入原文检验Step

5.Usethereadingskillsabovetofinishthereading8min.WhenlookingbackatascarysituationthathappenedtohimonSaturdaySeptember8twelve-year-oldPatrickCanneysaidhecouldn*tstillbe1ievethatwastrue.ItwasasituationthatcouldhaveendedwithatragedyforPatrickhisfatherandhissister.ButitdidntreallyhappenthankstoPatrick.ThatmorningPatricksfatherwasdrivingdownbusyInterstate95inPeabodyMassachusetts.ThecarstartedgoingreallyslowwhichseizedPatricksattention.Andthenherealizedthatsomethingwaswrong.AtthatpointPatrickfoundhisfatherwashavingaseizure（中风）.“ItwasreallyscaryMhesaid.Itwasunlikeanythingthathaseverreallyhappenedtome.ButPatrickdidntactscared.HetookcontrolofthesituationandgotbehindthewheeloftheSUV.Heturnedthekeyoffandpulledthecarovertotheemergencylane.HethenstoppedtheSIVgrabbedacel1phoneoutofhisdadspocketandcalled911forhelp.Patrick*s9-year-oldsisterwasintheSUVtoo.Hetoldhislittlesisternottoworryaboutit.Thenheopenedthedoorandstoodrightnexttotheguardrail.ThankstoPatricksdescriptionoftheirlocationduringthe911callMassachusettsStatePolicewereabletolocatetheCanneyswithinminutesandgetthemalltosafety.“ThatboysclearthinkinganddecisiveactionactuallysavedthisfamilyfromatragedywsaidstatepolicespokesmanDavid.ThatsPatrick.Heiscoolandcollected.Icouldntimaginewhattheresultwouldbeifhewerepanicked.wPatrickTsfatherwasexpectedtorecoverfullyfromtheseizure.AndthcinkstoPatrickalloftheCanneysarestillalive.ThewordheromaybeoverusedinoursocietysaidDavid.ButPatrickissurelythat.v

1.HowmanypeoplewereintheSUVwhentheaccidenthappenedA.TwoB.ThreeC.Four【）.FiveThemomenthefoundhisfatherhadaseizurePatrick.A.calledthepoliceforhelpB.triedhisbesttosavehisfatherC.managedtostopthecarD.toldhissisternottobeworriedTheunderlinedword“collected“inParagraph5means”.A.calmB.upsetC.confusedD.seriousFromwhatDavidsaidwecaninferthat.therearealotofrealheroesinoursocietypeopleshouldlendahandwhenothersareintroublePatrickshouldberewardedforhisbehaviorPatrickisacoolboythatmatchesthewordhero.WhatisthemainideaofthispassageHeroesareeverywhere.Patrickswisdomsavedhislife.ThepolicesavedtheCanneysonahighway.Patrickturnedintoalifesaverafterhisfatherfellill.Step6:Readingcomprehensioncheck.（6min）.Havethestudentscomprehendandlearnsomewordsandsentencesfromthereading.theCanneys（一家人）thewheeloftheSUV（wheel的一词多义方向盘）ItwasasituationthatcouldhaveendedwithatragedyforPatrickhisfatherandhissister.（虚拟语气）Icouldntimaginewhattheresultwouldbeifhewerepanicked.（虚拟语气）.Checkthecomprehension.HaveyougottherightkeywordsunderlinedHowmanypeoplewereintheSUVwhentheaccidenthappenedThemomenthefoundhisfatherhadaseizurePatrick.TheunderlinedwordacollectedMinParagraph5meansFromwhatDavidsaidwecaninferthat.WhatisthemainideaofthispassageMainidea:PatrickhisfamilyinaSUVaccidentandhewasregardedasa.（savedhero）B（细节题，题文联系）C（细节题，题文联系）A（猜测词义题，代入检验保正确）D（推理题，题文联系，旨意不变）I）（旨意题，旨意不变）Step7:ExplanationtoreadingAandBoftheexaminationpaper.（12min）A.HelpthestudentstolearnsomeimportantwordsandexpressionssimplicityGreatDepressionsaveforarainydayphilosophyfulfillmentdramaticcommunityrea1estatemansionbecontentwithconsumptivelifestylebewornoutChevroletself-deprivation.Analyzetheproblemsandfindwaystosolvethem.Mainidea:Theauthorsgrandparentsenjoyedlivingalifeanavoidedlifestyle（simpleconsumptive）B（猜测词义题，替代检验保正确）A（细节题，排除法，旨意不变）C（细节题，旨意不变）D（推理题，排除法，旨意不变）B（意图态度题，去二选一，旨意不变）Mainidea:ThewriterpassagetellsuswheretoandwheretointheUSA.studyliveD细节推理题，去二选一C细节题顺序Para.2C细节推理题，标向词though

34.B细节题，题文联系

35.B细节题，篇章结构，题文联系

2.Analyzetheproblemsandfindwaystosolvethem.Step8:Summary1minMakeasummaryofwhatislearnedinthelesson.想着问题去阅读，划线词语要突出读后重点明大意，大意不变来答题题文联系确立好，上下句子是法宝替代检验保正确，整体理解求高分Step9:homework:1minFinishCandDtryingtofindoutthereadingskillstohelpyouunderstandtheanswers.Mainideaofeachpassage.BlackboardDesign:阅读策略解读.“标向”词.跳读.先题后文，重点划线.题文联系.重点明大意.旨意不变.替代检验TeachingReflection提高学生的阅读分数难，有效的阅读课不易上针对学生实际的英语水平，结合多年的教学经验，我总结了作者和命题者的旨意和思路，介绍了实用的阅读技巧，引入切实可行的实操方法，并创作了一首小诗来帮助学生提高英语阅读理解能力实际证明，先题目，后文章，理解作者的旨意，根据文章大意的一致性完成考题的回答会提高得分题目关键词的划线，让学生想着问题去阅读文中和划线关键词相同的，要求学生阅读时快速作出标记，解题时答案就容易找到词句意义的代入原文法，看意思有没有一致，是得分保障强调读后明大意，读完每篇文章后想想知道了什么mainidea其一，有助于解题的正确性；其二，有助于读写任务型的写作阅读课评讲的目的是提高学生的解题能力解读阅读技巧，通过堂上有效可行的训练让学生了解英语阅读解题的基本知识和步骤，再进行阅读题的评讲的方法是对的学生课堂反应热烈，堂上严格按照老师的解题技巧而进行的阅读练习错误不多学生觉得方法可行有效，学习热情高涨，学习效果自然就好在评讲A和B篇时，很多题目学生可以用刚学过的解题技巧来解决问题通过朗读小诗来总结本课也很好学生声音洪亮，自信有力布置了C和D篇文章的课后自查自解，复习和巩固本课所学的内容，科学有效B:

1.Helpthestudentstolearnsomeimportantwordsandexpressions.factorbehometospecializespecificallyoceanographycoastlineMiddleAmericacommunitysenseofvaluesgovernmentexperience_inadditionMassachusettsCaliforniaLosAnge1es_Mary1and

2.Analyzetheproblemsandfindwaystosolvethem.。