高一魏淑梅同课异构研究过程

人教版高中英语M2U2 Reading: The Olympic Games教学设计（初稿）课题：Reading for speaking: How to carry out an interview?设计人：广州大学附属中学高一魏淑梅授课时间：2013. 11. 28一、教材内容分析人教版高中英语必修二第二单元的阅读文章是一篇采访体。

实录了古希腊作家Pausanias 对奥运会志愿者关于现代奥运会的采访。

作为一篇采访实录，它的采访结构完整合理，采访环节充满互动又紧扣主题。

本节课的阅读教学设计从语体出发，以本文为范本分析如何合理地实施采访。

二、学情分析1. 学生以前接受的阅读课教学大多从内容理解出发，很少从语体角度学习并通过阅读获取文章结构来训练口头表达。

学生在日常生活中已经对采访有较多感性认识，但多数学生不能意识到追问和互动性语言的重要性，容易陷入一问一答的简单模式。

他们也很少思考“为什么这么采访”。

因此，本课在指导“如何做”的基础上分析“为什么这么做”，使学生更理性牢固地掌握采访的基本注意事项。

2. 所教授班级为重点班，接受能力较高。

三、教学目标分析（1）知识目标：1．学生认识采访三要素：采访者，被采访者，采访目的。

2. 学生了解什么是追问（2）能力目标：1. 学生懂得如何礼貌地采访。

2. 学生学会根据采访目的准备问题，并根据被采访者的回答追问和有效地互动。

3. 学生在课堂输出训练中能礼貌，得体而充满互动地对指定话题开展采访。

（3）情感目标：学生学会礼貌、得体、充满互动地与他人交流，提高学生的与人沟通能力。

四、教学重点与难点教学重点：通过课文阅读分析范本并归纳采访结构，让学生依据采访结构对指定话题进行采访训练。

教学难点：采访的中间环节，即如何根据被采访者的回答进行追问，和使用互动性的语言使采访流畅自然。

五、教学步骤1. 介绍Pausanias 的身份（希腊作家，曾写过古代奥运会），并通过图片介绍古代奥运会。

2. Pausanias 想写关于现代奥运会，所以派他的助理May（由于课程设计需要杜撰的人物）穿越到中国采访一个人，获取现代奥运会的信息。

并要求她把采访实录写下来供Pausanias参考。

但Pausanias 看后非常不满意。

3. 把May 的采访实录发到学生手里，人手一份。

（May 的采访实录由老师准备，特意安排许多不合理的地方）让学生阅读并分析为什么Pausanias 不满意。

并给出问题让学生有针对性的思考和四人一组讨论：一、May的采访对象（家庭主妇）是否合理。

二、采访用语是否礼貌。

三、采访是否脱离主题，是否获取了想要的信息。

四、采访者是否积极响应被采访者的回答。

五、采访过程是否轻松愉快。

4. 让小组回答他们的讨论结果。

5. 老师点评并概述采访注意要点。

6. 由于May的采访不成功，Pausanias 打算亲自穿越到现代采访。

让学生阅读reading, 并完成表格：Pausanias 得知的现代奥运会情况，包括奥运会类型，运动员，奖励等等。

7. 提问: Pausanias 是否达到了他的采访目的。

他是如何做到的？分析：采访对象（奥运会志愿者，接受过培训），采访礼貌（先自我介绍，说明采访意图，最后感谢），采访知识储备（熟知古代奥运会），根据被采访者回答寻找新的提问问题，问题富有逻辑性，问题紧扣主题。

8. 两人一组练习采访，采访内容：假设你是BBC 体育频道的主持人，你将策划一期采访节目“My story about my sports career”，采访前让学生思考：采访谁，问什么问题，并提醒采访的过程是否有效成功将影响节目的收视率。

9. 让学生上台表演，并点评。

10. 作业：让学生继续完善课内采访练习，写成采访实录上交，下节课将再请一组学生表演。

教案修改意见：科组长陈晓云老师：1. 课程的导入虽然新颖，但是导入时间过长，进入阅读步骤缓慢。

2. 课程的导入采用从错误中得出正确做法的方式，不符合学生掌握规律的基本步骤，而且学生并不知道采访的正确做法是什么，所以无法判断导入环节的采访是否合理。

3. 最后的采访练习不够贴近学生生活，学生容易无话可说，可以换成与学生生活更相关的话题。

4. 教案步骤的书写规范仍需改进。

人教版高中英语M2U2 Reading: The Olympic Games教学设计（二稿）课题：Reading for speaking: How to carry out an interview?设计人：广州大学附属中学高一魏淑梅授课时间：2013. 11. 28一、教材内容分析人教版高中英语必修二第二单元的阅读文章是一篇采访体。

实录了古希腊作家Pausanias 对奥运会志愿者关于现代奥运会的采访。

作为一篇采访实录，它的采访结构完整合理，采访环节充满互动又紧扣主题。

本节课的阅读教学设计从语体出发，以本文为范本分析如何合理地实施采访。

二、学情分析1. 学生以前接受的阅读课教学大多从内容理解出发，很少从语体角度学习并通过阅读获取文章结构来训练口头表达。

学生在日常生活中已经对采访有较多感性认识，但多数学生不能意识到追问和互动性语言的重要性，容易陷入一问一答的简单模式。

他们也很少思考“为什么这么采访”。

因此，本课在指导“如何做”的基础上分析“为什么这么做”，使学生更理性牢固地掌握采访的基本注意事项。

2. 所教授班级为重点班，接受能力较高。

三、教学目标分析（1）知识目标：1．学生认识采访三要素：采访者，被采访者，采访目的。

2. 学生了解什么是追问（2）能力目标：1. 学生懂得如何礼貌地采访。

2. 学生学会根据采访目的准备问题，并根据被采访者的回答追问和有效地互动。

3. 学生在课堂输出训练中能礼貌，得体而充满互动地对指定话题开展采访。

（3）情感目标：学生学会礼貌、得体、充满互动地与他人交流，提高学生的与人沟通能力。

四、教学重点与难点教学重点：通过课文阅读分析范本并归纳采访结构，让学生依据采访结构对指定话题进行采访训练。

教学难点：采访的中间环节，即如何根据被采访者的回答进行追问，和使用互动性的语言使采访流畅自然。

五、教学步骤二稿教案修改意见及磨课后建议：科组长陈晓云老师：1. 教案整体思路清晰，紧扣课堂主题。

但需要注意细节处的微调。

如导入环节，学生做每项活动都应带着目的。

因此观看杨澜视频也应该先抛出问题：采访者、被采访者和采访主题分别是什么？看完后请同学回答。

对于简单问题可以让学生集体回答，以提高课堂效率和活跃气氛。

2. 每一个分析的结果应调动学生的参与度，通过循循善诱让学生自己得出结论，而不是老师主讲，学生变成接受者。

比如，分析采访的开头部分，应引导学生自己总结如何开始采访和礼貌的重要性。

3. 关于处理文章的重难点，可以让学生划出Pausanias 的问题，并让学生分辨哪些是已准备问题，哪些是根据回答的追问。

再进而分析追问的重要性。

4. 采访中除了追问很重要，互动性语言也非常重要。

因此也应该着重强调互动性语言。

5. 对采访的总结过于粗糙。

学生看了总结可能仍不能做出令人满意的采访。

最好总结采访的步骤，让学生对采访的头中尾有更全面的了解。

6. 采访练习任务过多文字，可简化为对三要素的说明，并给出一些采访问题的提示。

练习的评价需要给出评价标准，让学生知道好的采访应注意什么。

高二备长刘清华老师：1. 导入的视屏只用于得出采访三要素，利用度不高，可再次播放让学生总结什么是好的采访。

2. 可以采用对比有无的方法得出互动性语言的重要性。

3. 授课中老师主讲的太多，应让学生总结体会。

4. 前面对如何开展采访的讲解铺垫推进得太快，学生并没有有效掌握采访的注意事项，学生的采访练习没有很好的展示本堂课的授课精华。

高一备长罗双老师：1. PPT的制作不够美观，重点不醒目。

层次逻辑性可以更强一些。

适当整合PPT，如把分析采访的开头和结尾放在一起。

2. 授课中应先过渡授课语言，再转换PPT，这样课堂会更连贯，学生的注意力也更集中于听讲或看PPT，而不是需要同时注意两者。

3. 授课风格应更活泼一些，充满激情，调动课堂气氛。

4. 授课板书欠缺，可在总结阶段简要板书采访步骤，既突出重点，又能让学生在采访练习中有所参考。

5. 授课的站位不应只在讲台上，可适当在课桌走廊巡走，融入学生群体，增强亲和力。

高一备课组刘晨晖：1. 追问follow-up question 比unprepared question 用语更贴切一些。

2. 采访练习中可列出一些采访问题，让学生知道一般需要获取什么信息。

3. 采访练习前呈现采访的评分标准有利于学生预知怎么做才能完成一个好的采访。

4. 发出指令要明确，不要在学生进入操作环节后再补充指令。

教学实录T: Good morning, boys and girls. Nice to meet you!S: Nice to meet you too!T: Today we will learn a new unit – Unit 2 The Olympic Games, but our main topic in this lesson is interview. At the end of the class you are expected to carry out an interview. While what is interview? Do you know Yang Lan?S: Yes.T: Yang Lan is a famous host. And now we are going to watch a video about her. While watching, please find out the interviewer, interviewee and the topic of the interview, ok? Let‟s watch it!(Watching a video)T: You please, who is the interviewee?S：Yang LanT: And who is the interviewer?S: That gentleman.T: What‟s the topic of this interview?S: They are talking about Yan Lan …s career.T: Well done! Interviewee, interviewer and the purpose of the interview. They are the most important three factors of an interview. Well, we have also a very interesting interview in this unit. So please turn to page 9 and read the first two paragraphs. Try to find out the three factors in this interview. You will be given three minutes to finish it.(Reading)T: Who is the interviewer?S1: Pausanias.T: What‟s his identity?S1: He is a Greek writer.T: Who is the interviewee?S2: Li Yan.T: What does she do?S2: …T: Can you help him?S3: She is a volunteer in Beijing Olympic Games.T: What‟s the purpose of the interview?S4: To find out the present Olympic Games.T: Well, we have found out the three factors in this interview, but how did Pasanias carry out his interview? We can divide it into three parts: the beginning, during the interview and the end of the interview. How did Pausanias start and end his interview? Let‟s read these parts together, ok? Begin!(Read aloud the beginning and the end of the interview)T: Let‟s analyze the beginning and the end of the interview. Look at what Pausanias said. My name, I live in, I used to write about… What was he doing? S: He introduced himself.Y: Yes, he made a self-introduction.T: Ok, go on. I have come to, may I ask you some questions about the Olympic Games? Why did he say such things?S: Purpose.T: Very good, he wanted to make his purpose clear. Let‟s look at what he said at last, Thank you for your time. So, is Pausanias polite enough?S: Yes, he is very polite.T: So when we start and end an interview, we should pay attention to politeness. Well, what did Pausanias do after he started the interview?S: Ask questions.T: Yes, you are right. He asked questions, so could you read the rest of the interview and underline his questions. You have five minutes to do this task. (Reading and underlining)T: XX, could you read your underlined questions for us?S: 1.May I ask you some questions about the Olympic Games?2. How often do you hold your Games?3. Winter Games? How can the runners enjoy competing in winter? And what about the horses?4. Do you mean the Greek world?5. Where are all the athletes housed?6. Does anyone want to host the Olympic Games?7. Did you say the medals?T: Well done, so let‟s look at these questions. Are they prepared questions orfollow-up questions? Please tell them apart. So do you know what follow-up questions are? Follow-up questions are those which are raised according to the interviewee‟s answers. So the first question?S: Prepared question.T: The second one?S: follow-up question.T: the third one?S: Prepared, follow-up…T: So you disagree over this question, actually it is a follow-up question, we will analyze it later.T: How about the forth one?S: follow-up question.T: The fifth one?S: follow-up question.T: The sixth one?S: follow-up question.T: The last one?S: follow-up question.T: Well, so many follow-up questions. How did Pausanias come up with follow-up questions？Let‟s look at this dialogue.•(L: There are two main sets of Games –the Winter and the Summer Olympics…•P: Winter Games? How can the runners enjoy competing in winter? And what about the horses?)Could you read them together?(Reading loud)T: So Pausanias‟ questions are based on…S: Li Yan …s answers.T: Yes, they are based on Li Yan‟ answers above.T: So are there any benefits if you ask questions according to the interviewee‟s answers? And let‟s come to the reason of raising follow-up questions. Is it more logical?S: Yes.T: Can you dig out more information by asking follow-up questions?S: Yes.T: So these are the reasons why we ask follow- up questions. More logical and interactive and we can dig out further information. When we carry out an interview, it is important for us to raise some follow-up questions. Apart from follow-up questions, are there any other ways to make the interview more interactive? Yes, interactive words. Do you know what interactive words are? For example, “I see”. So could you find more interactive words, please underline them.(Underlining)T: xx, have you found more interactive words?S: Yes, Please wait for a minute! That sounds very expensive. You must be very expensive. Well, that‟s good news. How interesting!T: Well done! But why do we use interactive words in the interview? First of all, let‟s compare two groups of dialogue, one with interactive words, and the other without interactive words.L: It’s still all about being able to run faster, jump higher and throw further. That’s the motto of the Olympics, you know- “Swifter, Higher and stronger.”P1: Well, thank you for your time.P2: Well, that’s good news. How interesting! Thank you for your timeLet‟s read them, ok?(Reading)Which one is better?S: P2T：Why? Which one is more polite?S: P2T: Which one is more interactive?S: P2T: So with interactive words we can make the interactive words more polite and interactive.T: So far we have analyzed the beginning, the middle and the end of the interview. So let‟s summarize the structure of the interview, OK?(write the structure on the blackboard)At the beginning we should…S: Introduce ourselves.T: And then?S: purpose.T: Yes, self-introduction and purpose should be paid attention to at the beginning. T: And in the middle of the interview the interviewer should…S: Ask questions.T: How many kinds of questions have we mentioned?S: Prepared questions, follow-up questions.T: What should we say if we want to make athe interview more interactive?S: Interactive words.T: Very good. And at the end of the interview, we should say…S: Thank you.T: Good. This is the structure we carry out an interview. Now we will check if you have mastered what we have learned today. Let‟s carry out an interview. This is pair work. The interviewer is a host from Guangdong TV. The interviewee is you, a high school student in Guangfu. You will talk about the after-school club-activities in Guangfu. The interviewer may want to know these information like “what, when, why, how often, teacher, benefit”and so on. T: Let‟s act, and you have eight minutes to prepare your interview.(Discussing and practice)T: Time is up, any volunteers to perform your interview on the platform?S: (Four groups students perform their interviews)T: Well done, before we judge your interviews, we…d better know about what interview can be called good interview. So look at the scoring standards:T: So which group‟ performance is the best?S: XX.T: Good, I think all of you did a very good job. All of you raised follow-up questions and used interactive words in your interviews. But there are still some grammar mistakes. All in all, you used well what we learned today, that‟s the most important. At last , I would like to assign your homework. Please do the same task we did today, but exchange the roles, OK? Class over, good bye!S: Good bye, Miss Wei.科组评课情况记录：高一、高二、高三各备课组分组讨论后，由一名代表发言介绍各小组的综合评价。