2015安徽教师招聘考试复习资料:英语阅读教学读后设计案例分析
2015-05-25 14:09 安徽教师招考网 来源：安徽教师招考网 
安徽教师招考网同步安徽教师招考网考试动态信息：2015安徽教师招聘考试复习资料:英语阅读教学读后设计案例分析。更多关于安徽教师招聘考试复习资料,英语阅读教学读后设计案例分析,安徽教师招考网的信息的内容，请关注安徽教师招聘考试网，以及教师考试团(jiaoshitest)认证号和交流群（
）获取更多招考信息和备考资料。
高中英语阅读教学读后设计案例分析及提升
---以How Daisy Learned to Helped Wildlife为例
吕媛媛
阅读课是招教考试高中英语的常规课型，很多学员也能知道大体的步骤是分为导入、读前、读中、读后、小结以及作业这几个基本环节进行的。对于读后，大多数老师都停留在复述课文、小组讨论这样的概念，读后环节的设置相当于语言产出，如果没有用心的设计，很难帮助目标学习对象完成学习目标。本文将结合一篇高中英语课文，从不同的角度进行读后活动设计，希望给大家提供借鉴。
How Daisy Learned to Helped Wildlife是人教版必修2 unit 4的一则通话故事。描述了小女孩Daisy通过一次奇妙的旅行，明白了野生动物保护的重要性。文中所用的词汇体现的核心话题是wildlife protection，这也是高中英语一个重要话题。(本文给出两篇完整案例，方便后续学习)
课例一：
Learning goals:
1. Students will be able to know some words and expressions about wildlife protection.
2. Students will be able to summarize the three aspects that Daisy learned about wildlife protection by analyzing the text structure and understanding the detailed information of the text
3. Students will be able to share their knowledge about wildlife information.
4. Students will learn how to use some topic-related vocabularies to organize a short passage on a topic-centered situation(the structure of the writing passage)
Procedures:
Step 1: Greetings
Cheer the whole class up by greeting the students.
Step 2: Lead-in
Free talk with the students about their favorite animals and the reasons why they like them. Classify the animals into three categories: living animals, extinct animals and endangered animals.
(Introduce the topic and focus on the understanding of some topic-related words and others that may cause obstacles during the process of reading: antelope, Tibet, Zimbabwe, species, wildlife, die out, endangered)
Step 3: Pre-reading
A brief summary of the story by explaining the title and introducing the girl Daisy.
Step 4: General reading
1. Answer the question: what happened to Daisy one day?
2. Analyze the structure of the text. (a trip is usually organized in the order of space and time)
3. Skim the passage and finish the first three columns of the following chart quickly.
| Daisy’s stops on her trip | The animal(s) she met | Her feeling |
| Tibet(Para.1) | An antelope | Felt sad (Daisy cried) |
| Zimbabwe(Para.2) | An elephant | Felt happy (in relief/burst into laughter) |
| A thick rainforest (para. 3) | A monkey | Felt amazed |
| What Daisy has learned from the trip (Para. 4) | So much about how to protect wildlife | |
Step 5: Detailed reading
1. Skim the passage one paragraph after another and discover the causes of Daisy’s feelings at each stop. (根据Daisy’s feelings, causes of her feelings, topic conclusion as writing guide作为精读线索)
2. Make a summary of the structure of the reading text: the present situation of the wildlife—the importance of wildlife protection—the importance of habitat protection.
Step 6: post-reading activities
Task 1: Teamwork for extended views about wildlife protection
Work in groups of four and work on the views about wildlife protection.
——相关阅读——
——相关阅读——
招考信息--2021安徽教师招聘公告|职位表|历年分数线
面试相关--2021安徽教师成绩查询|排名|资格复审|面试公告
备考资料--2021安徽教师招聘历年试题|备考资料
推荐图书--2021安徽教师招聘图书网课|笔试课程
辅导课程--2021教师资格笔试网络课程|图书资料
历年考情--2021安徽教师资格考试公告|教师资格认定公告
以上是2015安徽教师招聘考试复习资料:英语阅读教学读后设计案例分析的全部内容，更多资讯请继续查看:安徽教师招考网、安徽省中小学教师招聘考试网、安徽教师资格证考试网。
本文【2015安徽教师招聘考试复习资料:英语阅读教学读后设计案例分析】来源于安徽教师招考网，具体最终信息请以安徽教师招考网为准！
（编辑：admin）
