轻松搞定招教英语教学设计Shall friends be the same or differe

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　　好的，在上一次我们一起聊了聊如何做一份漂亮的英语听说课教学设计，那么下面我们要一起聊一聊如何设计出阅读课的教学设计。

　　如大家所知，在英语教学中，老师需要在听、说、读、写这些技能上引导学生掌握语言技巧。我们在设计不同的语言技能学习上也是根据学生所处的年龄段而定。如在低年级着重掌握听说技能，培养学习一门外语的兴趣爱好;而随着年龄的增长，语言知识的积累，到了中级阶段也就是初高中阶段，将会把学习的重心向阅读技能上转移。这也就意味着，我们面临的学生是初高中阶段的“大孩子”，因此在教学设计上也应当体现出年龄段的特征，这才能真正的做到“因人而异”、“因材施教”。

　　而根据阅读课程内容分析，老师需要引导学生掌握对词、词组、句子、语法，也就是字词句段篇章的把握。这一点与我们之前接触到的听说课又有很大的差异。如何循序渐进地进入课程，如何突出重点，甚至如何在这篇阅读之后能有所心得感悟，也是听说课所不能及的深层次问题。与听说课warming up - presentation - practice - consolidation不同，阅读课在教学设计上是以时间轴划分，课程设计线条为 pre-reading --- while-reading --- post-reading。

　　“实践出真知”，我们还是以人教版教材中的课文为实例作为讲解。这次我们选的课文来自八年级上册第三单元Section B当中的阅读《Shall friends be the same or different ?》。

　　Step 1: Pre-reading

　　阅读课的Pre-reading和听说课的warming up环节非常类似，主要起导入的效果。但是在内容选择上务必是与阅读材料相关联的，这一点是与warming up的不同之处。

　　当然为了有引起学生阅读兴趣和开阔思维的效果，在pre-reading方式设计上也更有不同，以新颖取胜。可以选取学生们喜闻乐见的图片或视频展示，抑或是选择让他们就一个话题进行小组讨论。归根结底就是为了达到吸引注意力、导出正文的目的。

　　以我们这篇阅读材料为案例，在Section B最上方，出现了一个问题shall friends be the same or different?这就是一个极好的提示，可以围绕这个话题邀请学生描述他们最喜欢的朋友是什么样的人，也可以让学生分小组就该问题进行小组讨论。这样的安排也体现出初中阶段的学生拥有一定的语言素材，同时也具备相应的思考能力。

　　In the pre-reading section，I will first divied the whole class into different groups. And then give them 5 minutes to discuss the question “shall friends be the same or different?”。 After the discussion, I will invite some of them to share with the class with their answers and why do they think so.

　　In the end, I will tell the class“Today we will know three different friends, and each of them have different personalities and hobbies.”And them we can move onto the while-reading section.

　　Step 2 : While-reading

　　在While-reading部分需要学生掌握阅读材料所展示的信息，也就是进入阅读环节。为了更加全面准确的掌握一篇材料，吃透其中的信息。我们将这部分可划分为粗读和精读两部分。粗读时需要老师布置任务，学生带着问题去阅读，并能够完成目标任务。而在精读环节需要老师带领学生一段一段深度把握每一个段落的大意和知识点，并适时作出提问。

　　First I will ask the students to do the reading all by themselves with the task to underline all the comparative words and phrases in the passages. This section won't lasts long, I will give them six minutes to fulfill the task.

　　Then I will draw a form on the blackboard and invite the students to write down the coparative words descriping different personalities.

　　And next I will lead the whoe class to do the reading again. And this time I will ask them questions according to the passage, like,

　　“ How does Jeff thinks about the question? Does he prefer to be the same or different ? Is he and his best friend are both quiet ? ”

　　“ How does Huang Lei thinks about the question? Does he prefer to be the same or different ? What kind of sports do they love to play ? Why they are so different?”

　　“ How does Mary thinks about the question? Does she prefer to be the same or different ? What's her favourite saying ? What does Mary thinks the most between friends ?”

　　Then in the end, I will invite the whole class to thinks which of the three could mostly be their friends and why.

　　Step 3 : Post-reading

　　Post-reading部分是对所学这篇阅读的巩固和复习，可以针对其涉及话题进行总结，也可以针对其中出现的语法知识进行总结。这个要视我们所拿到的阅读课文着重展现的是哪个方面。如我们拿做范例的这篇“朋友”话题的阅读，是一个很好的结合生活结合学生自身设计的话题，可以在阅读后让学生做一个思考任务。如果是一篇涉及重要语法知识的阅读课文，那在post-reading部分要就语法知识重点做收尾。

　　In the post-reading section, I want the whole class could learn somthing to use in their daily life with others, so I will give them a new task to write a short passage to suggest one of their best friends.

　　让我们稍作整理一下，把所有部分整合再一起：

　　Lesson Plan

　　Step 1: Pre-reading

　　In the pre-reading section，I will first divied the whole class into different groups. And then give them 5 minutes to discuss the question “shall friends be the same or different?”。 After the discussion, I will invite some of them to share with the class with their answers and why do they think so.

　　In the end, I will tell the class“Today we will know three different friends, and each of them have different personalities and hobbies.”And them we can move onto the while-reading section.

　　Step 2 : While-reading

　　First I will ask the students to do the reading all by themselves with the task to underline all the comparative words and phrases in the passages. This section won't lasts long, I will give them six minutes to fulfill the task.

　　Then I will draw a form on the blackboard and invite the students to write down the coparative words descriping different personalities.

　　And next I will lead the whoe class to do the reading again. And this time I will ask them questions according to the passage, like,

　　“ How does Jeff thinks about the question? Does he prefer to be the same or different ? Is he and his best friend are both quiet ? ”

　　“ How does Huang Lei thinks about the question? Does he prefer to be the same or different ? What kind of sports do they love to play ? Why they are so different?”

　　“ How does Mary thinks about the question? Does she prefer to be the same or different ? What's her favourite saying ? What does Mary thinks the most between friends ?”

　　Then in the end, I will invite the whole class to thinks which of the three could mostly be their friends and why.

　　Step 3 : Post-reading

　　In the post-reading section, I want the whole class could learn somthing to use in their daily life with others, so I will give them a new task to write a short passage to suggest one of their best friends.

　　这样一篇阅读课的教学设计就完成了，see, you can nail it !

（编辑：yingkai02）