Water Talk 阅读教学设计与反思三进程

3）告知学生文本可以分成三个大的段落，并要求学生作简要思考。同时给出三段的“general idea”要求学生“ match”。(对于这一环节的设计充分吸收了第一节课的经验教训。即备课不仅要备文本，还要备学生，以“学生为本”的理念应贯穿教学的始终。)

4）skip the first and last part of the text and then judge some statements.( 指导学生运用skip的方法进行阅读技巧的训练。能使学生在有限的时间内提高理解力和解题的效率，对提高学生英语阅读板块考查的得分有现实意义。)

5) Scan the second part of the text , ask some questions to the students and circle the places water experienced and the verbs which can show what water did.问题如下： A: 24 days ago, what were you doing? B: What did the cloud do to me? C: Where did you relax for a few days?

G: After people finish with you, what did you become? Where did you go? E: Why did you go to treatment works? What did people do to you there? F: Why did you say you will be back in the sea? D: How did you run into the Huangpu River ?

（本设计注重scan阅读技巧的训练要求学生对重点段落进行研读。在教师适时引导下，圈出water循环经历的不同地方及一些动词。教师在设计这一环节时应准备相应的“站”的和动词的图片。当然教师的课堂应变对于某些动词的处理也至关作用。如“drop”教师可以把粉笔做“drop”状，进行现场演示，加深学生的印象。

6）talk time: Show the pictures of water journey and ask students to retell it with the help of the pictures.(这一环节在设计时，应充分注意教师的导向作用。首先教师可以在图片表示不同的“站”点上，和学生共同写出水珠所 表现的动作即对“key words”的再次巩固，然后可以先请班上英语表达能力较强的学生对每一张图片进行逐一表述。在表述完了之后，全体学生在教师的指挥下进行统一表述。其次要求个别学生再挑选其中一两幅图片进行表达。紧接着回到课文第一环节那样进行句子接龙。最后要求部分学生进行水循环所有环节的完整表述。） 反思

这是一节阅读课，注意阅读技巧的训练。本课时在前一课的基础上作了一定的修改，应该说取得了一定的效果。首先阅读技能（skim，skip和scan）得到了有的放矢的训练，学生有了初步的印象，较前一课时有了不小的改进。其次 对于生词、词组和冷僻句子的处理的效果如前一课时那样效果不错，学生易接受，形式比传统方式（为教而教）有了很大的改进。英英释义，根据语境来理解文章中的重点难点应是今后英语学习发展的方向，应大力提倡。

本课时在实际的操作中也碰到了一些问题。如在对水循环环节各“站”各动词的处理时，仍有需要改进的地方。实践中发现，班级部分英语能力中等和大部分中下学生掌握程度不够明确，导致在最后输出时不能独立完成，需在他人的帮助下，才能表达完整。这一环节，有进一步完善的可能。还有本课时对生词的把握，如若再有相应的配套练习来进行辅助教学，那效果就会更佳。

第三课堂教学片断（while-reading）环节

1）flash 动画展示自然界中的水循环的过程并完成以下句子进行先后排序

( ) It flows into the sea.

( ) It runs into streams and rivers. ( ) It rises from the sea to the sky. ( ) It falls as rain again.

( ) Water falls from the clouds as rain.

(设计思路同上，但在具体的教学时注意节奏的把握。学生在句子接龙时应考虑时间等因素，避免拖沓。)

2）skim the text silently and circle the new words ,with the help of the dictionary ,classmates ,related exercises and teachers students master the new words.（本环节继承了前两课时的优点，但在本课时应加入相应的练习， 教师可考虑把某些段落进行改写。要求学生根据内容填空或教师把课文生词的英文释义放在教师自编的句子中，要求学生进行填空，以达到复习巩固的效果。 3）告知学生文本可以分成三个大的段落，并要求学生作简要思考。同时给出三段的“general idea”要求学生“ match”.(这一环节继承前两节课优点的同时。我觉得教师可以要求学生对给出的段落大意进行朗读，对文章的整体理解有一定的益处。附段落大意及练习：

A. The water tells Daisy to turn the tap off, and she is surprised. Daisy is brushing her teeth with the tap on.

B. Daisy tells her brother that she has talked to the water, and her brother thinks she is weird.

c. The water tells Daisy about its long journey from a cloud in Jiangxi and where it will go. It reminds(使…想起,提醒) her not to waste or pollute water.

1.( ).2.( )3.（ ）

2. after skiming the whole text ,teacher can ask: “what did the water and Daisy talk about? The answer: They talk about the water’s journey.

（这一环节中，教师的准确提问，貌似简单，有时可以起到提纲挈领的作用） 4) Skip the first and last part of the text and judge some statements . (设计思路同上)

5)scan the second part of the text , ask some questions to the students and circle the places water experienced and the verbs which can show what water did.问题如下： A: 24 days ago, what were you doing? B: What did the cloud do to me? C: Where did you relax for a few days?

G: After people finish with you, what did you become? Where did you go? E: Why did you go to treatment works? What did people do to you there? F: Why did you say you will be back in the sea? D: How did you run into the Huangpu River ?

6)ask students to read with the tape record ,after reading ，finish the pictures .