英语阅读教学策略

1.根据请根据下列资料设计阅读学习策略教学活动。
There are three branches of medicine. One is called ‘doctor medicine,” or “scientific medicine”. Scientific doctors try to observe sicknesses, look for logical patterns, and then find out how the human body works. From there they figure out what treatments may work. This kind of medicine is believed to date from the 4th century BC. Although nowadays it is successful, in the ancient world this method probably didn’t cure many patients.
A second kind of medicine is called “natural cures,” or “folk medicine,” in which less educated people try to cure sicknesses with various herbs. These folk healers also use observation and logic, but they don’t realize it. They try things until they find something that seems to work, and then they keep doing that. Folk medicine widespread long before the development of scientific medicine and was more successful in ancient times than doctor medicine.
The third kind is called “health spas,” or “faith healing.” Sometimes this may be as simple as touching the holy man and being immediately healed. Other times, a magician may make you a magic charm, or say a magic word, to cure you. Some religious groups organic special healing for the sick. In these places people rest, get plenty of sleep, eat healthy food, drink water instead of wine, and exercise in various ways. They also pray to the gods. If you are feeling sad or you have been working too hard, going to these places may be just the right thing to make you feel better.

1) 策略:英语阅读教学策略

2) 教学目标:学生在整体阅读文章整体后,让他们说出文章主旨大意(呈现);然后,讨论几分钟,进行复述课文大体内容训练;结合阅读知识,学会分层写作(应用)。
3) 教学过程
Step 1让学生通读全文,把握主旨大意。然后问:What is the main idea of the passage?或Which sentence is the key sentence?(The first sentence of the 1st passage).这样做的目的,是让全体学生参与学习、交流活动,掌握文章整体。
Step 2:分层分析,按照文章写作顺序:One…A second…The third…分层分析;给出部分信息词或关键词,让学生小组讨论、交流;然后复述各个段落的大体内容。
Step 3 巩固提升阶段。按照设计思路,继续分层次进行学生交流;建议先让英语基础好的复述,然后,鼓励基础薄弱的学生参与互动,力争每个学生都有收获。
4) 分析:这是在整体理解文章主旨的前提下,展开分层教学,从而达到因材施教的目的,进而让每个学生的英语能力都得到提升。

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