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一、教材分析

本节课为北师大版高中英语必修2 Unit4 Lesson4,单元主题为Cyberspace ，而本节课主要任务是阅读题为Virtual Tourism的文章.本部分内容的学习，主要是通过图片和视频，让学生了解奥克兰和新西兰。同时，在教学中，我结合实际情况融入了阅读策略的教学，并通过完成一系列的阅读任务，帮助学生逐步掌握阅读策略，提高阅读理解能力。

二、学生分析

教学对象是高一学生，智力发展日趋成熟.他们的认知能力比初中阶段有了进一步的发展,渐渐形成用英语获取信息、处理信息，分析问题和解决问题的能力.因此我特别注重学生用英语进行思维和表达的能力.他们学习英语的方法由死记硬背转型为理解型并应用到交际上.通过任务型课堂活动和学习,学生的学习自主性得到加强,不再认为英语学习很枯燥,主动参与大活动中去,成为课堂的主体

三、教学目标

 Teaching  Objectives
■ To practise intensive and extensive reading skills (anticipating meaning, scanning).
■ To develop strategies to match topics with paragraphs.
■ To practise using linking words (addition) ?C also, as well as,too.

■ to retell the summary of Auckland
Resources used
Cassette, wall map of New Zealand.

四、教学环境

□简易多媒体教学环境   □交互式多媒体教学环境   □网络多媒体环境教学环境   □移动学习   □其他

五、信息技术应用思路 

  本节课使用任务型教学法，充分调动学生的积极性，积极参与到课堂教学中，通过师生互动，小组讨论的途径，完成各种任务，以达到完成教学任务的途径。此阶段高中的学生已具备一定的知识能力，有自己的观点教育法，他们希望通过课本获取更多的知识和信息，开拓视野。因此在阅读教学中提倡参与、体验、合作、探究的学习方式，通过精心设计的一些新颖的、贴近生活的和具有挑战性的活动，才能激发他们的想象力，激起他们的求知欲，从而获取信息知识，只有学生亲身体验、自主探究获得的知识，才能真正为其消化、为其所用，这有利于他们形成正确的学习方法。

六、教学流程设计 

教学环节

（如：导入、讲授、复习、训练、实验、研讨、探究、评价、建构）

教师活动

学生活动

信息技术支持（资源、方法、手段等）

step  1

■ Ask students to cover the text and look just at the photographs and guess four things about Auckland. Encourage students to talk about the photographs as much as possible, and to contribute other information they know about Auckland.

Read to learn

通过图片展示，形象，直观

step 2 

■ Students read the text quickly (give them a time limit of two minutes if you wish) to check their guesses.

 1 Auckland is a big and modern town, a business centre.
2 There is an influence from the Maori /5maUri/ culture.
3 There is a harbour bridge.
4 Auckland is next to the sea.
■ If you have a wall map of New Zealand, put it up and encourage students to say what they know about New Zealand and life there.
■ Read the Reading Strategies with the class.
■ Ask students to look back at the text “The Future of Cyberspace” in Lesson 1. Ask students to read aloud the first sentence of each paragraph. Discuss how the first sentence predicts the content of the rest of the paragraph.
■ Students then look at the text in Lesson 4. In pairs, students read each paragraph and underline 3?C5 important words in the paragraph. Students then report back to the class and see if they agree about the important words. There will be some differences but students should have chosen many of the same words, e.g. in paragraph 1 ?C largest city, North Island, seaside business, many cultures. [来源:学科网]

发挥学生的积极主动性

step 3 

■ Students read the text again and complete the table with information from the text.

培养学生的团队精神

step 4

■ Students follow the last two strategies and match the topics with the paragraphs.

■ When checking answers, have students read out the first sentence of the paragraph to show how it relates to the topic.

a 2 b 5 c 3 d ?C e 4 f 1

■ In groups, students discuss what would attract them personally if they went to Auckland, using the structure: If I went to Auckland, I’d like to ….

激发学生自己总结和概括的能力

step 5

■ Students locate the words in blue in the text. Ask students how these' hot word '(or 'hypertext') work on a real Internet page.

■ Students work in pairs, matching the information with the words.

1 business and industry 2 Maoris 3 Wellington [来源:学&科&网]

4 Auckland Harbour Bridge 5 nuclear-free zone

通过图片展示，形象，直观

step 6

■ Ask students to find the words in the paragraphs in the text and to read aloud the sentences containing the linking words. Ask students what these linking words do (add more information).

■ Students complete the exercise, then compare their answers in pairs before checking answers as a class.

1 too 2 as well as 3 also [来源■ In groups, students write a similar paragraph using the linking words about their own town or region. The groups can then read their paragraphs to the rest of the class.

■ Recommend that students organise all linking words they come across into groups according to their function and to keep track of them in a special section of their vocabulary books. They can label this particular group of words 'to add more information or to reinforce the information already given'.

Vocabulary

发挥学生的积极主动性

七、教学反思

1. 针对课文所提出的问题，学生都回答得不错，可以看出学生通过自主学习已经确切理解了课 文内容。  2. 问题情境和虚拟情境中相关问题的讨论中有的小组成绩不错，有的小组不太理想，但学生都 受到一定的启发。  3. 真实情境的讨论由于贴近学生生活，气氛非常活跃，学生们都能积极表述自己的观点，讨论 得比较全面。  4. 作品展示过程中学生的作品有优有劣，真实地反映出了学生水平。课堂上对作品所做的口头 汇报也体现了小组成员之间的协作程度，达到了预期目标。 5．教学目标明确，教学设计流程清晰，达到了预期的教学效果。

虽然这堂课也存在着一定的不足之处，但是从学生的评价表，学生的表演，学生的作品以及之后学生们的英语学习表现等方面可以证实，通过这样的一种课堂教学模式，学生们的自主学习能力得到了一定的提高。因此，高中英语教学，更确切的说应该是高一英语教学首当其冲的是要优化课堂教学模式，调动学生英语学习的兴趣，培养自主学习能力。