英语组刘巧卫老师公开课教案及评课稿

Teaching Plan

Teaching Content:

TheOregon Trail (Unit 1 Book 2)

Teaching Aims:

To know about the historyof “the Oregon Trail” in theUSA

To learn the way of reading Informational text, like Graphic Organizer and Questioning the Author

Teaching key points:

To try to understand the history of “the Oregon Trail” in theUSA.

Cultivate their ability of self-learning and collaborating.

I. Warm up

Show a map of the route of “ theOregon Trail”

1. First, get them to guess what country’s map it is.

2. Introduce some states thatOregon Trailwent through simply.

II. Pre-reading

Get Ss to talk about what they want to know about “ The

Oregon Trail” in pairs.

(Encourage them to try to use “wh” questions.

T: Have you ever heard of “ The Oregon Trail”?

Do you want to know something about it?

Ⅲ.Reading

Task 1:

1. Get Ss to read the passage alone and try to get information they want to know as much as possible.

2. Exchange what they get in groups. (Requirement: every student should talk about at least one aspect . The more, the better.)

3. Share in class. Use a mind-map to help them have a clear idea.

Get Ss to finish all the information in the forms.

Task 2: Get Ss to read the passage again. And think what is the author trying to say in the passage?

T: Just now, you did a good job, and figured out many information about it. It seems the passage covers many aspects about theOregon Trail. But could you tell me what the author is trying to say in the passage?

Task 3: ReadPara2,3 and 4. And sum up the problems they met while walking through theOregon Trail.

And for the second time, to fulfill the mind-map.

Ⅳ.Discussion

Get Ss to discuss:

What do you think of theOregon Trail?

(Connecting with the migration in Chinese history , tell their opinion.)

Feedback反思:

本节课是《English In Mind》Unit 1中的一篇阅读文章。讲诉的是美国名为“俄勒冈小道”的历史。文章涉及到的是美国本土的历史。为了能让学生能通过独学，对学及群学的方式，在老师的帮助下完成较为有难度的文章。我运用了两种阅读的教学手段（Graphic Organizer and Questioning the Author）来帮助学生学习这篇文章，同时，也希望通过这节课，让学生学会如何阅读类似的信息性文章，以便他们今后能够使用这种方式来进行更好的自我学习。

在学生自己提问，自我解答完成对文章的初步了解后，鼓励他们在小组内彼此交流，分享所得，直至形成自己对历史事件形成辨析的观点。

由于文章难度较大，任务的挑战性大，再加上我自己本身对学生的引导并未做得很好，导致整节课并没有形成较好的热烈的学习氛围，学生虽然能完成教学任务，但不够自信表达。由此可见，老师在一节课内对学生的好的引导是多么重要。

评刘巧卫老师的课

——评课人：杨浩林

刘巧卫老师的课是一堂较为创新的阅读课，其中亮点主要突出在以下几点：

1.这篇文段是关于美国the Oregon trail的移民潮。对大部分学生来说，这是一个非常陌生的知识，老师在引导学生阅读之前没有采用传统的先读后了解的方式，而是让学生先思考：你们想要知道这段历史的什么？通过这一方式，引导学生形成一定的求知欲

2.在学生读完整篇文段后，为了让学生对作者的写作意图进行更深一步的了解，Shirley给出了这样的一个问题：What is the writer mainly trying to say in the passage?在一定程度上对学生的阅读认知能力进行了一个拔高，因为这是一个仁者见仁，智者见智的问题，通过不同学生对这个问题的讨论和总结，进而归纳出作者的写作意图，同时对学生以后的写作方面有一定的指导意义。

3.通过板书的mind map结合老师所提出的几个大问题，让学生对文章内容进行了详细的剖析，在这个过程训练了学生的归纳综合能力，对学生的阅读水平的提升有较大的帮助。

因为本文章涉及到了一定的历史知识，个人建议如果老师在课堂导入时涉及到关于本文章的一些历史背景知识，让学生形成并带着对历史知识的挖掘和探究的兴趣来读，会锦上添花。