作业标题 ：第三单元作业 作业周期 : 2017-03-02 — 2017-03-31
作业要求 ：第三单元作业：
就自己的一个教学案例(教学案例也要在作业中呈现)，从教学设计、教学策略、教学测评三个角度分析其优点和不足，提出改进意见。（不包括案例字数不得少于600字）
发布者 ：王忠明
提交者:学员孙悦 所属单位:太仓市省太高中 提交时间: 2017-03-20 10:19:11 浏览数( 8 )
1. 教学设计：优点：首先，根据文章标题Dying to be thin含义的一语双关：非常渴望要瘦下来；因为减肥差点失去生命。然后，引出本文主题。其次，补充让学生了解厌食症这个疾病，让学生了解到不合理的减肥方式真的会造成生命危险，提醒学生要健康健身。缺点：本文是电子邮件的形式，所以应该引导学生注意邮件的格式和语言文本特征，与其它文章形式区分开来。两封信后的回信设计与最后写do’s and don’ts有重复，都是提建议。可以适当调整，结合自己的回信设想以及书上的回信，最后尝试写一封建议信。
2. 教学策略：阅读的目的不只是让学生正确地回答出问题，而是要注重阅读的思维过程并且能让学生张嘴说英语表达自己。从速读的角度看，教师要训练学生掌握略读和寻读两种常用的阅读技巧。略读( Skimming)。快速阅读文章获得对文章的大体印象和中心思想。它适用于有主题句或主题段的文章的阅读。寻读( Scanning)。快速阅读文章获得诸如时间、地点、人物等具体信息。它适用于有段落标题的文章的阅读，这样才能在有限的时间内有针对性地阅读并迅速找到所需要的信息。阅读过程中，略读和寻读常常结合使用。读者先略读文章了解大意，以决定能否在文章中找到或确定在文章的什么地方能找到所需要的信息。
3. 教学测评：课堂时间没有把握好，预习之后学生已经对文章比较熟悉，课上给学生阅读的时间过多了，以至于最后true beauty没有时间提到，没能最后升华主题。课上叫学生回答问题要都兼顾到，不能总是叫一些积极发言的学生。对于一些不喜欢、不敢主动发言的学生可以让他们回答刚刚说过的问题，以确保学生都能理解并且有机会锻炼说英语。
教学案例：
Unit 3 Dying to be thin- Reading, period 1
Background information:
Students: 48 high school students, Grade 1
Lesson duration: 45 minutes
Teaching objectives:
By the end of the lesson, students should be able to:
1. know what happens in these letters;
2. know the importance of health and some safe ways of losing weight;
3. have a better understanding of true beauty.
Teaching contents:
Unit 3 Dying to be thin- Reading
Teaching aids: blackboard, chalk, PPT, flash
Teaching procedures:
Step 1. Lead-in (5 minutes)
a) Show students pictures of the fat and the slim, and ask who they prefer and why.
b) Introduce anorexia briefly and play a video. Let students know that losing weight can even lead to death, and introduce two meanings of the title -- dying to be thin.
Step 2. Reading (20 minutes)
a) Watch the the reading flash of the 1st letter. Think about the three questions:
1. Why does Amy want to lose weight?
2. Which way does Amy choose to lose weight?
3. What are the results?
b) Watch the the reading flash of the 2nd letter. Think about these two questions:
1. What is Amy doing now? Why?
2. What does Amy learn from this experience?
c) Discussion: If you were Zhou Ling, how would you reply to Amy?
d) Read Zhou Ling's reply and try to find how she writes it. And finish the table based on the 3rd letter.
Step 3. Post-reading (15 minutes)
a) Group work: retell Amy's story & what have you learned from her story?
b) Competition: If we want to keep healthy and beautiful, what we should do and what we shouldn’t do? Divide students into two groups and write do’s and don’ts with a run-to-the-board game.
Step 4. Discussion (5 minutes)
a) Let students think about true beauty and attach importance to inner beauty.
b) True beauty includes both outside beauty and inner beauty. We have to keep healthy both physically and mentally.
Homework:
a) Finish part E on p.45
Underline the new words and phrases in the reading.
评语时间 ：2017-03-24 13:58:48