8月15日专题三第一讲作业  134团张鲁新

作业1 

下面是一篇阅读教学的文字材料。请根据材料的主题与语言特点，设计读前活动（pre-reading activity），并对所设计的活动做出说明，包括设计的依据与目的

Pre-reading Activity：

step 1.   展示彩票，让学生猜测 “what is it ?” 并讨论问题 “In your family、relatives、friends , is there soneone buy lottery?”
 进行头脑风暴,让学生讨论各种不同类型的彩票及其英语表达方式.
目的：激发兴趣，提高学习热情。调动学生已有的知识和经验，为输入新的知识作准备。
step 2. 模拟中奖情境，组织一个抽奖活动，让学生了解彩票；安排几名学生中奖，使学生体会中奖者的心情和感受。
目的：用活动来吸引学生的兴趣并为阅读做铺垫。老师发表见解：But I believe the bad stories are the only ones that make news, the only ones people want to hear about. I believe the majority
of winners do well. They may make some mistakes and learn some lessons
the hard way, but by and large they enjoy their new lives and help
their family and charities too. There is a good TV show that comes
around on one of the cable channels, called something like "Instant
Lottery Millionares" or some such. It profiles a half-dozen typical
lotto winners, all of whom are doing well. One man was virtually
homeless, and 'before' pictures had him looked like a typical
scraggly-bearded trashpicking bum. Now, he looks like a banker in his
3-piece suit, and looks and talks like he was born in it. . Another
was a black woman who had been a minimum-wage hotel cleaner all her
life. After winning some huge lotto, she's doing great, helping
friends and family and living in the house she always wanted. And
people who've known her say she hasn't changed a bit.

Step3. 中奖者的情况和结局

->What things happen to these people?  Do relatives come out of the
->woodwork with their hand out?  Do get-richer schemers try and dupe the
->winners into investing in their sure-fire inventions?  Do beggers hound
->them with a sob story in the hopes of a handout?  Do they blow it in one sitting?
->For big lotteries with long-term payouts, have they blown it all at the
->end or are they smart enough to make it last past the last check?

目的：让学生独立思考，并能表达自己的观点。广泛阅读――要求学生根据课前布置的任务查阅、收集有关资料。   读前活动阶段应根据课文的主要内容和篇章结构，从不同角度提出预测性问题，引导学生对课文内容进行预测和讨论，激活学生大脑中的相关知识网络，使他们处于认知的主动状态，从而产生阅读的愿望和心理准备。

整个 pre-reading的设计是根据新课程的教学理念，激发学生兴趣，调动学生参与，采用启发                                    的、发现的教学方式，发展学生综合语言运用能力                                                       

作业2

请根据上面的阅读材料设计学生的读中活动。请说明具体分为几个步骤，想要达到什么目标。

总体目标：１. 培养阅读策略。  2  培养语感。 3 培养学生获取信息和处理信息的能力。
4 体验过程，享受乐趣。

While-reading activity:

Step4: 呈现文章标题，让学生预测文章所涉及的项目

目的：让学生积极参与活动，调动兴趣，同时训练学生的预测能力
　A.Fast reading:(训练学生利用略读技巧,捕捉文章主要信息的能力)
　1). The teacher shows some sentences on the  blackboard.Do true or false exercise,let the students read the passages quickly and find out answers．
　2). How many troubles do the lottery winners face in the text? What are they?
　B.Careful reading:(利用上下文关系,理解文章细节)
　1.As a lottery winner , did they really get happiness?
　2.what did he do with the money ?
　3. What happened to them?
　4.According to Susan Black ,the financial adviser ,what does    it  mean to be a lottery winner ?
　5.What are the three big dangers ?
5.What are the three big dangers ?
　6.What's the meaning of "fame" in the third paragragh?
　C.  words and explanation
    Fame  emotional  luxury  intelligently
目的：训练学生猜测词义，并用英语解释这些词义的能力。
　D.Discussion:
　1:From the text,what can we learn? L et students understand “ Money is not  all ”.
　2:As students,is our study the same as lottery?
　3: What do you think of money ? Try to analysis the advantages and disadvantages of the lottery.

目的：渗透德育教育，训练学生独立思考，并能表达自己的观点。
Step 5.The teacher summarizes the whole passage and emphais some key words and sentences
德育目标:Make the Ss know that money isn't everything
教学目标:1.阅读技巧方面:训练学生利用略读技巧,捕捉文章主要信息的能力. 2.培养学生归纳文章主题和结构以及利用上下文关系,理解文章细节 3.learn how to organise ideas in a text using "first ,secondly  ,finally".

阅读中问题设置1）向导性问题：此类问题主要涉及课文的中心思想或主要事实；也可以对前面的预测加以验证。这类问题的设置应着眼于指导学生了解课文的中心内容和梗概，建立初步的全文语义的图像，帮助学生构建“自上而下（top-down）的信息加工机制。2）细节性问题。此类问题目的是帮助学生获取较详细的有关信息，如实践的起因、过程、结果、以及事件发生的时间和地点等。3)深层理解问题.应在学生理解了细节性问题的基础上，提出深层理解问题。（逻辑推理性问题、识别作者语气性问题）可设的问题有;略读找大意；找具体信息；把课文信息转化成图表、表格、曲线图、图画等；在课文中划下具体观点、主要观点；画文章结构图；回答具体问题；回答推理性问题；排列时间顺序；判断观点对错；通过上下文猜词义；打乱顺序文课文排序；给出文章或段落的标题。

课中深入阅读――要求学生利用作者所产地的信息，凭借自己的社会背景知识及生活经验记忆。总体设计思路：首先备教材（教学内容及重点、难点；文体类型；教学目标；课本中设计的每项活动的目的是什么，要渗透的教学理念、学习策略是什么）其次备学生（学生已有的知识有什么，课本中设计的活动是否适合当地学生，设计什么样的活动更好一些，要完成教学目标需要那些帮助等），设计教案：先要设定一项预期目标（任务），铺设一个个台阶向预期目标推进。不理解、吸收、归纳、推理读物种没有明确表达的，却又与主题有联系的思想与信息。