高中英语 Unit1 Living with technology Reading1教学设计 牛津译林版选修7

Unit1 Living with technology Reading1教学设计

单元：Unit1 Living with technology

板块：Reading 1

Thoughts on design:

这是Reading 板块第一课时。第一课时侧重阅读理解，主要关注提升学生的阅读理解能力和思维能力。涉及到的阅读技能有：把握文体风格，理解中心思想，按照时间线索查找细节信息，了解行文结构和信息组织方式, 通过阅读标题了解特定信息，对长句和难句的理解等等。涉及到的思维能力是：进行信息重组再加工，学习运用所学知识和技能进行创造等。

Teaching aims:

1.students will be able to read an article from a book about the evolution of video

and sound devices;

2.students will be able to know the reading strategy—understanding headings;

Teaching procedures:

Step 1 Lead-in

Where is this piece of writing taken from?

What is it about?

(Explan ation)

在阅读导入环节，提出两个问题，提示学生关注本文的文体特点，目标读者和中心内容，对提高他们的阅读理解能力和思维能力都会有所帮助。从应试的角度来看，这些也是常见题型，平时可以因地制宜地进行这种训练。

Step 2 Checking preview

1. P2 A

John Logie Baird.

Two minutesThomas Edison.

The Portable cassette players.

2. New words.

P4 D

1e, 2d, 3h, 4c, 5f, 6a, 7b

Step 3 Reading strategies 1

What do you think is the best way to get the most important information in such a long passage?

Follow the chronological order.

P4 C2

•1887—Emile Berliner invented a record player that used discs to record on.

•1925—The first public TV broadcasts were made, in the USA.

•1929—Regular public broadcasting began in London.

•1938—The first colour TV programme was broadcast.

•1962—Satellites were used to broadcast TV.

•1967—Regular colour TV broadcasts began in the UK.

•1982—The first CDs were made available.

•1993—The VCD was born.

•1995—The DVD was invented.

(Explanation)

本文为科技类的说明文，信息量很大，时间跨度很长，但其中内容多为客观事实，从语言学习的角度，学生只需了解即可。所以阅读的重点应在于如何获取信息和如何进行信息分类等，需要深层次理解的内容其实并不多。但鉴于今后学生在学习和工作中会遇到大量此类文章，对此进行阅读方法的指导还是非常有必要的。建议阅读前请学生思考：面对信息量巨大且看似枯燥的这篇文章，如何迅速高效地抓住关键信息？指导学生通过快速浏览课文，找出关键字词，如：development、evolution、in 1925、later in 1928等一系列时间指示语，从而抓住文章的脉络，即时间线索，再依次找到有关其发展历史的关键信息。

Step 4 Reading strategies 2

How is so much information organized?

Take a close look at the structure of the passage and you’ll find out: Subtitles are helpful!

(Explanation)

在此之前的教学环节中，学生沿着时间线索了解了本文的重要信息，此时可以在学生亲身实践的基础上，适时指导学生关注文章的行文结构和信息组织方式，这对于他们阅读能力和写作能力的提高都会有好处。同时，也非常自然地过渡到本单元的Reading strategy: Understanding headings。

Step 5 Reading for details

P4 C1

1F 2T 3F 4F 5T 6T

(Explanation)

到这一步骤之前，学生已经通过阅读理解了文章中最关键的信息、行文结构和信息组织方式。现在可以通过提问，引导学生关注和文章主题相关的细节信息，进一步培养他们在阅读中抓住细节的能力；另一方面，这篇文章不仅为学生提供相关信息，同时又富含字、词、句等语言材料可供学生学习。学生在回答问题的同时，也会不由自主地关注并使用一些词汇和句型，这样就为下面语言点环节的学习提前进行了铺垫。

Step 6 Understanding difficult sentences

1.Regular public broadcasting followed shortly af ter, first beginning on 11 May

1928 in New York.

Regular public broadcasting followed shortly after.

Regular public broadcasting first ____ on 11 May 1928 in New York.

2. Satellites were used to broadcast TV beginni ng in 1962.

Satellites were used to broad cast TV and this ____ in 1962.