基于單元整體設計視角的一節閱讀課教學

高敏

[摘? ?要]英語教學注重單元整體設計視角下的教學觀，閱讀課教學要立足整個單元，在整體觀下進行局部的課時設計。文章以“Go for it！”教材八年級上冊 Unit 3 的Reading教學為例，清晰地呈現單元整體設計視角下的教學設計思路和教學流程，探討教師在閱讀課教學中如何把握重點、化解難點，幫助學生提高分析問題和解決問題的能力。

[關鍵詞]教學設計;單元整體設計;閱讀課教學

[中圖分類號]? ? G633.41? ? ? ? [文獻標識碼]? ? A? ? ? ? [文章編號]? ? 1674-6058（2021）10-0041-02

一、教學設計思路

（一）教材分析

“Go for it ！”教材八年級上冊Unit 3 的話題是談論人的個性特征（personal traits），包括談論人物的外貌（appearance）、性格特征（personality）。教學目標是讓學生能運用一些短語句型（... than ...;as ... as）談論人的個性特征，并能使用比較級進行簡單的人物特征比較。學習策略是要學會關注比較級的特征，通過歸類的方法學習和掌握比較級的構成。在文化知識方面，注重滲透中外青少年對待友誼的態度和方法。

本課時處于單元教學核心地位，仍然以交友話題為線索，展開好友標準的討論和朋友之間的對比，既包括閱讀文本中三個青少年對好友的討論，也包括學生個體把自己和好友與文本中的人物進行對比。學生基于前期學習，對核心句型有了一定的認知。本課教學重點要從詞匯、短語、句型，過渡到語篇閱讀和書面表達能力訓練。

（二）學生分析

八年級上冊教材的編排，和七年級對比，難度直線上升。這個階段恰好是學生的英語學習分化期。本課詞匯量大、文本難度大，所以在教學設計中，我通過文本解析，幫助學生構建整體閱讀觀、科學理解文本。

二、教學過程

（一）導入環節

我說：So many teachers here， but take it easy. They are all my friends. They are as friendly as me.（以“朋友”導入，運用as ... as結構。）Today well keep on talking about friends. 我請課代表起立，說：Yaqing is my little friend. She is helpful. As you know， she often helps me with your homework. She has good grades in English. Though she is much younger than me， I love my excellent friend. 我過去溫柔地擁抱她，課堂氣氛變得輕松了。

然后要引出重點邏輯關系詞but。 我呈現一張照片，說：Look at the picture. I have another best friend. She is the same age as me. She is a good listener. Do we look similar？ 學生有的說yes，也有的說no。我說：Ha！In some ways we are the same. We both like laughing. Look， there are big smiles on our faces. She is talented in music. I love songs， too. In some ways we are different. Shes more outgoing than me， but I get up much earlier than her. Why？學生們笑了，我繼續說： Im your teacher. We have to read English in the morning. 我追問：Do you have a best friend？ What do you like about him or her？

幻燈片呈現目標句型：My best friend is ... She is a good listener. She is talented in music. ... is more outgoing than me， but I get up earlier than ...學生們依據范例描述朋友，溫故知新。

（二）閱讀過程（設置三讀）

一讀快速高效。我說：Most of you have best friends， so do the three teenagers. Read the passage quickly，and write down the names of their friends.

二讀關注核心。我說：Should friends be the same or different？ Read and match.然后分析第三段主題句中if的用法： As we all know，“if”has two kinds of meanings. If it rains tomorrow， Ill stay at home.“If”here means “如果”. Does “if” have the same meaning as “如果” in this sentence “I dont care if friends are the same or different.”？ Ha！No， here it means “是否”.這樣就為后邊解讀as long as 作好了鋪墊。

三讀分析細節。根據語段，我畫出mind map框架圖，采用三種方式分析段落：

第一段，作者認為friends should be the same。 設置問題如下：What is Jeff Green like？ （板書答案：1.quieter;2. more serious; 3. shy）What is Yuan Li like？ （板書答案：quiet， too）推斷出：They are both quiet. 我問：What does Jeff Green like？（學生輕松找出“He likes reading books.”。） So， what do they both like doing？ They both enjoy studying. 學生清晰理解了be like 和like，難點破解。

第二段的topic sentence 是“Its not necessary to be the same. ”。我設置挖空句型，讓學生找不同。首先按人物分析：Larry is taller; Larry is more outgoing; Larry plays tennis better; Larry is much less hard-working. / Huang Lei is getting better grades at tennis; Huang Lei always gets better grades. 接著重點帶學生理解“bring out the best in me”的 用法。我說：As we know， Larry plays tennis better. But do you know why Huang Lei is getting better at tennis？ It is autumn now， its getting cooler and cooler. “is getting” means it changes gradually. Who helps him？ 學生迅速get 到是由于有Larry的幫助。我再問： Larry is much less hard-working. Larry gets worse grades than Huang Lei. Can you guess what Huang Lei is going to do？ 學生發現了“maybe I should help him more”。我說： Huang Lei wants to help Larry. So they can bring out the best in each other. They can learn things from each other. Thats why Huang Lei thinks friends should be different. 把短語放進語境中理解，更容易領悟其含義。

第三段的教學采用追問式：Mary doesnt care if friends are the same or not. What does she really care？ （Answer：True friend.）What is a true friend？（Answer：A true friend reaches for your hand and touches your heart.）Is Carol a true friend or not？ What is Carol like？（Answer：Kind and funny.）我總結：Maybe she is the funniest of the people Mary knows. 比較級形式最高級含義的句型，通過同義轉換破解。我連環式追問：What happened to Mary last year？ What did Carol do？ Do you think Carol is a true friend or not？ Why？ 對于“a true friend” 的理解，輕松完成。

我總結：Up to now， we have understood their ideas about friends. Each of them has their special opinion. Thats wonderful.

（三）任務型閱讀環節

Do you still have any problems？ If you say no， please help me solve some of them.我精選有代表性的五道題，每一道題都涉及獨特的解題思路，限定思考和討論的時間后，進行解析。

1.Jeff Green thinks a good friend is like? ? ? ? ? ? ?.

我巡視發現很多學生掉進陷阱，中考這類題型失分率最高。要教會學生遇到這樣的題不失手，需要點睛之問。

我問：What does Jeff think a good friend is like？一個學生回答：Books. 我反問：Are you sure？ How do you know that？ 他讀：I think friends are like books. 我沒有下論斷，問其他學生：Do you agree with him？ If you do， put up your hand.有學生舉手，我再問：Who has different ideas？ 有學生回答：A mirror. 太有趣，預設的兩個錯誤答案都有了。我說：Read again and tell me who thinks a good friend is like a mirror？ 學生們才反應過來：Oh， Jeffs mother， not Jeff himself. 我說：So， a mirror isnt suitable here.我強調：Jeff thinks good friends are like books， but my question is “What does Jeff think a good friend is like”， its not good friends are like ...到此，學生明白：Oh， its “a book”. 我及時小結：So， while you are reading， you should read carefully enough.

2.Why does Jeff like reading books and study harder in class？

答案被找到：Because he is quieter and more serious than most kids.我說：Yes， but how do you know that？ Read again and tell me what the key words are. 學生回答起來有點卡，但也勉強得出：Thats why he likes ...我強調：So while youre reading， pay attention to these kinds of key words. Its important for the answer.

3.翻譯：You dont need a lot of friends as long as they are good.

我說：“as long as” is the difficult point in this sentence. Do you know the meaning？ “as long as” has a meaning weve learned before. For example， this river is as long as that one. It means “和……一樣長”. Does it have the same meaning in this sentence？ Does it have a different meaning？ 學生答：只要。我強調：So while youre reading， pay attention to different meanings.

4.Huang Lei always beats Larry in playing tennis.（T or F）

這道題涉及beat sb. 和win the game 詞義辨析。我說：Read the sentence. Who plays tennis better？學生答：Larry.? 我說：So Larry always wins the game. That means Larry always beats Huang Lei.難點解決。

5.完成句子：A true friend? ? ? ? ? ? ?for your hand and? ? ? ? ? ? ? your heart.

這道題難度較小，學生明白應關注動詞第三人稱變化。

（四）諺語賞析

欣賞美句，鼓勵學生堅持積累。

（五）拓展學習

給出一個關于朋友的語段，引領學生樹立正確的交友觀。寫作部分要求學生寫幾句話，從三個層次描述一下自己的朋友。從輸入到輸出，水到渠成。

三、教學反思

整節課，學生一直在緊跟我思考，盡管有些問題有一定難度，但學生循序漸進，認真思考，一點一點掌握相關知識點。如果課堂上，在我的引領下，學生逐漸學會閱讀觀察思考，教學目的就達到了。

（責任編輯? ? 周侯辰）