人教版必修2 Unit 4 Wildlife Protection Reading教案
文档属性
| 名称 | 人教版必修2 Unit 4 Wildlife Protection Reading教案 |  | |
| 格式 | zip | ||
| 文件大小 | 6.2MB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 人教版（新课程标准） | ||
| 科目 | 英语 | ||
| 更新时间 | 2019-09-29 15:39:05 | ||
图片预览
文档简介
人教版必修2 Unit 4 Reading
How Daisy Learned to Help Wildlife
Analysis of the Teaching Material
The topic of Book 2 Unit 4 is about wildlife protection. In this period, the teaching material is the passage How Daisy Learned to Help Wildlife on Page 26. After learning the passage, students are supposed to not only gain some background knowledge about wildlife protection and master relevant new words and expressions, but also train such reading abilities as predicting, skimming, scanning, reading memory and summarizing. What’s more, students should know the importance of wildlife protection and have the spirit of cooperation and sharing.
Before reading, the teacher will have a free talk about keeping a cat with students and share pictures with them. After arousing students’ interest, the teacher will lead them to think about the present situations of wildlife and list the reasons why some wild animals are becoming endangered. While reading, students will learn to gain important messages from the title and pictures, grasp the main idea and outline of the passage and understand some specific details. After reading, there will be a reading memory activity to review the passage and consolidate new words and expressions. Then the teacher will lead students to summarize the passage. To arouse students’ awareness of wildlife protection, the teacher will ask students to discuss how to help wildlife and share a video and some slogans with them.
Analysis of Students
Students are quite familiar with pets, but they cannot often see wildlife, hardly are they aware of the situations of wildlife. Therefore, the teacher will lead students to think about it. In order to arouse students’ interest and awareness, the teacher will share vivid pictures and a video about wildlife protection. It may be easy for students to understand the contents and the structures of the passage, but it is necessary to highlight the reading tips. Some new words and expressions are difficult, so students are encouraged to preview the new words and expressions. They should work out the meanings of new words through the context. Students are encouraged to discuss questions, cooperate with group members and share ideas.
Basis of the Design
This reading class focuses on teaching details, which are included in the teaching activities designed. How teaching details are dealt with influences the effect of teaching. The teacher will adopt the task-based teaching method and design several reading activities to help students understand the passage, improve reading abilities and realize the importance of wildlife protection. The teacher will also get students to combine English study with life experiences, encourage them to think, talk and share ideas, and improve their abilities of self-reading and English expression.
Teaching Aims
Knowledge Aims
1. Get students to grasp the useful new words and expressions in this part: wildlife, in danger of, endangered species, carpet, respond, distant, fur, antelope, in relief, burst into laughter, mercy, certain, increase, importance, WWF, rub, protect...from, mosquito, insect, contain, affect, pay attention to, appreciate
2. Let students accumulate some knowledge about wildlife protection.
Ability Aims
1. Develop students’ reading abilities of predicting, skimming, scanning, reading memory and summarizing.
2. Enable students to talk about animals and wildlife protection.
Emotional Aims
1. Let students have the awareness of wildlife protection and think out some measures to protect wildlife.
2. Let students have the spirit of sharing and cooperation.
Teaching Important Points
1. Develop students’ reading abilities of predicting, skimming, scanning, reading memory and summarizing.
2. Let students have the awareness of wildlife protection
Teaching Difficult Points
1. Let students use reading strategies to understand the passage.
2. Enable students to talk about animals and wildlife protection.
Teaching Methods
1. Task-based teaching
2. Cooperative learning
3. Group discussion
Teaching Tools
The multimedia and other common teaching tools
Design of the Teaching Procedures
Step 1 Leading in (Individual work, 5 mins)
[设计意图]
导入由两个部分构成。
（1）首先，教师联系生活实际，通过分享自己的养猫经历引入话题，让学生立刻领悟本课的主题；接着问他们两个关于养宠物的问题，与他们有初步的互动。
（2）学生在进入话题后，播放电影《狮子王》片段，进一步激发学生的学习热情，从养宠物的分享转到对野生动物的探讨，让学生思考为什么现在一些动物濒临灭绝，通过展示相关照片引导学生分析原因，主要让学生了解保护动物的必要性，进入保护动植物的主题。
[学情预设]
1. Show the following pictures of the teacher’s cat on the screen and talk with students about the cat’s name, gender, age and habits.
Then ask students the following questions and ask students to answer them as quickly as possible:
Q1: Do you keep a pet?
Q2: Can pets bring you happiness?
2. Play part of The Lion King to show various wild animals. After watching the video, let students think the reasons why some wild animals are in danger of disappearing. Then lead students to analyze the reasons with vivid pictures.
Step 2 Predicting (Individual work, 2 mins)
[设计意图]
通过分析标题中的关键词和图片中的动物，理解即将要阅读的文章，培养学生阅读预测的能力。
[学情预设]
Ask students to predict what the passage is going to talk about according to the title and the two pictures.
Students seek key words from the title, point out the animals in the pictures and then predict the general idea of the passage.
Step 3 Skimming (Individual work, 5 mins)
[设计意图]
学生通过略读本文，快速找出Daisy所去的三个地方、见到的三种动物，了解故事发展，能快速把握篇章结构和文章大意，为接下来的寻读做好准备。
[学情预设]
Get students to skim the passage and then do the following. Then several students are encouraged to share their answers.
1. Help Daisy to complete the following trip card.
Trip Card
Name: Daisy
How: by
The 1st stop (Para. ): met in .
The 2nd stop (Para. ): met in .
The 3rd stop (Para. ): met in .
2. Conclude the main idea of the passage in one sentence.
Step 4 Scanning (Individual work & Group work, 15 mins)
[设计意图]
寻读的任务是根据四个段落的主要内容设计的。
学生首先快速查找信息，独立完成以下四个任务，然后小组组员之间交流各自的答案，有歧义的地方经过讨论确定下来。这不仅能训练学生快速查找信息的阅读能力，还能培养学生共同探讨、相互协作的团队精神。
[学情预设]
1. Get students to scan Para.1, fill in the blanks and report Daisy’s experience in Tibet to the whole class.
The carpet took Daisy to Tibet. She saw
. Antelopes are now . Daisy felt . She wanted to .
2. Get students to scan Para.2 and understand the situation of the elephants.
In the past
The elephants used to be an .
hunted them without mercy.
The Measure
The allowed tourists to hunt only a certain number of animals if they .
Now
Their numbers are .
3. Get students to scan Para.3 and find out what Daisy discovered.
In the Rainforest
What was the monkey doing?
The monkey was rubbing a over its body, for it contained a which could protect the monkey from .
What did the monkey suggest?
Daisy should pay more attention to the and appreciate how the live together.
No , no , no .
4. Get students to scan Para.4 and answer the questions.
What happened as Daisy and the monkey landed?
Things began to and two minutes later everything .
She couldn’t .
Step 5 Reading Memory (Individual work, 5 mins)
[设计意图]
学生通过略读和寻读，理解了Daisy 的神奇经历，训练了阅读速度与技巧。在此基础上，要求学生合上书本，完成下面的填空练习。设计这一任务，不仅要检测学生是否真正掌握文章内容，还要让学生掌握并运用本课的词汇和句型。
[学情预设]
Ask students to fill in the blanks with their books closed to review the passage and master the new words and expressions.
Daisy had longed to help wild animals which were 1 . In a dream, she took a 2 to several places. In Tibet, Daisy saw 3 looking sad. Antelopes were being killed because 4 can be used to make sweaters. Hearing that, Daisy cried. She wanted a place with some 5 .
Then，Daisy traveled to Zimbabwe and talked with an elephant. The elephant 6 be endangered, but now their numbers 7 because the government allows 8 to hunt only a certain number of animals.
At last, Daisy arrived at a thick rainforest. She talked with a monkey, which was 9 itself from mosquitoes by rubbing a millipede insect over its body. The insect contained a 10 which affected mosquitoes. When Daisy woke up, everything disappeared, but Daisy learned a lot.
Keys: 1.endangered 2.flying carpet 3.an antelope 4.their fur 5.wildlife protection 6.used to 7.are increasing 8.farmers 9.protecting 10.powerful drug
Step 6 Further Understanding (2 mins)
[设计意图]
引导学生深入分析归纳文章内容，理解作者的写作意图，引出本课的思想主题，为下一步的讨论做好铺垫。
[学情预设]
Lead students to summarize and further understand Daisy’s trip and what she had learned.
Daisy’s trip:
habitats/environment wildlife (for) human beings
A trip to explore the harmonious co-existence between man and nature.
Daisy had learned the importance of wildlife protection .
Step 7 Discussion and Sharing (Group work, 8 mins)
[设计意图]
学生已经理解了保护动植物的重要性，但怎么保护动植物、使人与自然得以和谐相处更为重要。这一部分有三个环节，每个环节相互联系，层层递进，逐步加深学生对动植物保护的认识。
首先，让学生进行小组讨论，探讨如何保护动植物。在学生讨论的过程中，教师一边巡堂，一边听学生讨论，在必要时，给予他们指导，引导他们发散思维。讨论后，请两个小组汇报他们的观点与建议。这个环节旨在培养学生的创新思维能力、发散思维能力，以口语形式输出所学内容，提高表达能力。
接着，教师播放威廉王子、贝克汉姆和姚明呼吁保护动物的公益广告视频，通过倾听名人的呼声，既练习听力，又激发学生保护动物的共鸣，进一步升华本课主题。
最后，教师分享关于呼吁保护动物的标语，让学生齐读标语，使学生对本课内容印象深刻，将保护动植物的主题推向高潮。
[学情预设]
1. Let students discuss how to make human beings and wildlife live in harmony with nature in groups of four. Invite two groups to share their suggestions.
2. Prince William, David Beckham and Yao Ming have called for wildlife protection in a video. Share the video with students to arouse their awareness of wildlife protection.
3. Ask students to learn and read the following slogans together:
Animals are friends, not food.
Stop hunting, stop killing.
No protection, no wildlife, no friends.
Shoot animals with camera, but don’t shoot them with guns.
Step 8 Self-assessment (2 mins)
[设计意图]
通过使用课堂评价，让学生反思本节课的学习收获与自我表现，有助于学生深入了解自我、反思自我、不断改进自己的学习方法与策略，促进学生发展。
Ask students to work out the result. Then praise those whose scores are over 30.
The Things I Can Do
Evaluation
5
4
3
2
1
Grasp the main idea and outline of the passage.
Have mastered the reading strategies learned in class.
Can understand and use the new words and expressions.
Understand why wildlife protection is important.
Know some of the reasons why wild animals are endangered.
Know some measures that can help wildlife protection.
Have actively participated in class activities.
Can share my ideas with fellow students.
Have learned a lot from group members.
Step 9 Homework (1 mins)
[设计意图]
要求学生与家人、朋友分享本课所学内容，是情感目标的体现，希望学生乐于与他人分享。
本课已经涉及了听、说、读方面的学习，在此基础上，要求学生把课堂上讨论出的如何保护动植物的建议写成一篇短文，旨在提高学生的书面表达能力，培养学生的综合语言运用能力。
[学情预设]
1. Ask students to share what they have learned and the slogans with their relatives and friends.
2. Ask students to write down suggestions and e-mail to WWF.
Blackboard Design
How Daisy Learned to Help Wildlife
Who: Daisy
How: by flying carpet
What: antelope
elephant
monkey
Reading skills
1. Predict (title/ Pictures)
2. Skim (animals/ capital letters)
3. Scan (details)
4. Memory
5. Summarize
Let’s protect wildlife from now on!
课后小结
本节课为一堂阅读课，主题为动植物保护，课堂可以分为“读前”、“读中”和“读后”三个部分。
“读前”部分，教师分享养猫经历时，学生迅速进入状态，与教师互动；播放视频时学生都认真观看，反应热烈，意犹未尽；展示图片时学生能积极思考；在分析文章标题和图片后，能准确预测文章内容。“读中”学生首先略读文章，把握段落大意和篇章结构，再自主寻读，快速查找信息，小组讨论有歧义的地方，踊跃站起来朗读答案。小组讨论后，查找的信息基本正确。“读后”学生积极参与讨论、观看视频和朗读标语等环节，逐步加深了对保护动植物的认识。这堂阅读课不仅完成既定教学目标，还贯彻着听、说、读、写环节，学生得到较全面的提升。
本节课也存在着一些不足。首先，“读前”和“读后”教学内容较多，导致学生所进行的思考和讨论还不够深入，学生也没能一一发表自己的看法；其次，班里学生英语水平参差不齐，教师在课堂上并不能时时兼顾到阅读速度较慢的学生，几个学生是在小组讨论后才能顺利完成任务。
在今后的教学中，应研究各个教学环节的设计、衔接与舍取，考虑不同层次学生是否都能顺利完成同一任务。例如，在下一次阅读课中，可以只设置1-2个“读前”和“读后”任务，让学生有足够的时间进行更深、更广的思考和讨论；课前，可以先让英语较薄弱的同学预习课文，熟悉词汇，阅读相关背景知识，帮助他们提高听课效率。
How Daisy Learned to Help Wildlife
Analysis of the Teaching Material
The topic of Book 2 Unit 4 is about wildlife protection. In this period, the teaching material is the passage How Daisy Learned to Help Wildlife on Page 26. After learning the passage, students are supposed to not only gain some background knowledge about wildlife protection and master relevant new words and expressions, but also train such reading abilities as predicting, skimming, scanning, reading memory and summarizing. What’s more, students should know the importance of wildlife protection and have the spirit of cooperation and sharing.
Before reading, the teacher will have a free talk about keeping a cat with students and share pictures with them. After arousing students’ interest, the teacher will lead them to think about the present situations of wildlife and list the reasons why some wild animals are becoming endangered. While reading, students will learn to gain important messages from the title and pictures, grasp the main idea and outline of the passage and understand some specific details. After reading, there will be a reading memory activity to review the passage and consolidate new words and expressions. Then the teacher will lead students to summarize the passage. To arouse students’ awareness of wildlife protection, the teacher will ask students to discuss how to help wildlife and share a video and some slogans with them.
Analysis of Students
Students are quite familiar with pets, but they cannot often see wildlife, hardly are they aware of the situations of wildlife. Therefore, the teacher will lead students to think about it. In order to arouse students’ interest and awareness, the teacher will share vivid pictures and a video about wildlife protection. It may be easy for students to understand the contents and the structures of the passage, but it is necessary to highlight the reading tips. Some new words and expressions are difficult, so students are encouraged to preview the new words and expressions. They should work out the meanings of new words through the context. Students are encouraged to discuss questions, cooperate with group members and share ideas.
Basis of the Design
This reading class focuses on teaching details, which are included in the teaching activities designed. How teaching details are dealt with influences the effect of teaching. The teacher will adopt the task-based teaching method and design several reading activities to help students understand the passage, improve reading abilities and realize the importance of wildlife protection. The teacher will also get students to combine English study with life experiences, encourage them to think, talk and share ideas, and improve their abilities of self-reading and English expression.
Teaching Aims
Knowledge Aims
1. Get students to grasp the useful new words and expressions in this part: wildlife, in danger of, endangered species, carpet, respond, distant, fur, antelope, in relief, burst into laughter, mercy, certain, increase, importance, WWF, rub, protect...from, mosquito, insect, contain, affect, pay attention to, appreciate
2. Let students accumulate some knowledge about wildlife protection.
Ability Aims
1. Develop students’ reading abilities of predicting, skimming, scanning, reading memory and summarizing.
2. Enable students to talk about animals and wildlife protection.
Emotional Aims
1. Let students have the awareness of wildlife protection and think out some measures to protect wildlife.
2. Let students have the spirit of sharing and cooperation.
Teaching Important Points
1. Develop students’ reading abilities of predicting, skimming, scanning, reading memory and summarizing.
2. Let students have the awareness of wildlife protection
Teaching Difficult Points
1. Let students use reading strategies to understand the passage.
2. Enable students to talk about animals and wildlife protection.
Teaching Methods
1. Task-based teaching
2. Cooperative learning
3. Group discussion
Teaching Tools
The multimedia and other common teaching tools
Design of the Teaching Procedures
Step 1 Leading in (Individual work, 5 mins)
[设计意图]
导入由两个部分构成。
（1）首先，教师联系生活实际，通过分享自己的养猫经历引入话题，让学生立刻领悟本课的主题；接着问他们两个关于养宠物的问题，与他们有初步的互动。
（2）学生在进入话题后，播放电影《狮子王》片段，进一步激发学生的学习热情，从养宠物的分享转到对野生动物的探讨，让学生思考为什么现在一些动物濒临灭绝，通过展示相关照片引导学生分析原因，主要让学生了解保护动物的必要性，进入保护动植物的主题。
[学情预设]
1. Show the following pictures of the teacher’s cat on the screen and talk with students about the cat’s name, gender, age and habits.
Then ask students the following questions and ask students to answer them as quickly as possible:
Q1: Do you keep a pet?
Q2: Can pets bring you happiness?
2. Play part of The Lion King to show various wild animals. After watching the video, let students think the reasons why some wild animals are in danger of disappearing. Then lead students to analyze the reasons with vivid pictures.
Step 2 Predicting (Individual work, 2 mins)
[设计意图]
通过分析标题中的关键词和图片中的动物，理解即将要阅读的文章，培养学生阅读预测的能力。
[学情预设]
Ask students to predict what the passage is going to talk about according to the title and the two pictures.
Students seek key words from the title, point out the animals in the pictures and then predict the general idea of the passage.
Step 3 Skimming (Individual work, 5 mins)
[设计意图]
学生通过略读本文，快速找出Daisy所去的三个地方、见到的三种动物，了解故事发展，能快速把握篇章结构和文章大意，为接下来的寻读做好准备。
[学情预设]
Get students to skim the passage and then do the following. Then several students are encouraged to share their answers.
1. Help Daisy to complete the following trip card.
Trip Card
Name: Daisy
How: by
The 1st stop (Para. ): met in .
The 2nd stop (Para. ): met in .
The 3rd stop (Para. ): met in .
2. Conclude the main idea of the passage in one sentence.
Step 4 Scanning (Individual work & Group work, 15 mins)
[设计意图]
寻读的任务是根据四个段落的主要内容设计的。
学生首先快速查找信息，独立完成以下四个任务，然后小组组员之间交流各自的答案，有歧义的地方经过讨论确定下来。这不仅能训练学生快速查找信息的阅读能力，还能培养学生共同探讨、相互协作的团队精神。
[学情预设]
1. Get students to scan Para.1, fill in the blanks and report Daisy’s experience in Tibet to the whole class.
The carpet took Daisy to Tibet. She saw
. Antelopes are now . Daisy felt . She wanted to .
2. Get students to scan Para.2 and understand the situation of the elephants.
In the past
The elephants used to be an .
hunted them without mercy.
The Measure
The allowed tourists to hunt only a certain number of animals if they .
Now
Their numbers are .
3. Get students to scan Para.3 and find out what Daisy discovered.
In the Rainforest
What was the monkey doing?
The monkey was rubbing a over its body, for it contained a which could protect the monkey from .
What did the monkey suggest?
Daisy should pay more attention to the and appreciate how the live together.
No , no , no .
4. Get students to scan Para.4 and answer the questions.
What happened as Daisy and the monkey landed?
Things began to and two minutes later everything .
She couldn’t .
Step 5 Reading Memory (Individual work, 5 mins)
[设计意图]
学生通过略读和寻读，理解了Daisy 的神奇经历，训练了阅读速度与技巧。在此基础上，要求学生合上书本，完成下面的填空练习。设计这一任务，不仅要检测学生是否真正掌握文章内容，还要让学生掌握并运用本课的词汇和句型。
[学情预设]
Ask students to fill in the blanks with their books closed to review the passage and master the new words and expressions.
Daisy had longed to help wild animals which were 1 . In a dream, she took a 2 to several places. In Tibet, Daisy saw 3 looking sad. Antelopes were being killed because 4 can be used to make sweaters. Hearing that, Daisy cried. She wanted a place with some 5 .
Then，Daisy traveled to Zimbabwe and talked with an elephant. The elephant 6 be endangered, but now their numbers 7 because the government allows 8 to hunt only a certain number of animals.
At last, Daisy arrived at a thick rainforest. She talked with a monkey, which was 9 itself from mosquitoes by rubbing a millipede insect over its body. The insect contained a 10 which affected mosquitoes. When Daisy woke up, everything disappeared, but Daisy learned a lot.
Keys: 1.endangered 2.flying carpet 3.an antelope 4.their fur 5.wildlife protection 6.used to 7.are increasing 8.farmers 9.protecting 10.powerful drug
Step 6 Further Understanding (2 mins)
[设计意图]
引导学生深入分析归纳文章内容，理解作者的写作意图，引出本课的思想主题，为下一步的讨论做好铺垫。
[学情预设]
Lead students to summarize and further understand Daisy’s trip and what she had learned.
Daisy’s trip:
habitats/environment wildlife (for) human beings
A trip to explore the harmonious co-existence between man and nature.
Daisy had learned the importance of wildlife protection .
Step 7 Discussion and Sharing (Group work, 8 mins)
[设计意图]
学生已经理解了保护动植物的重要性，但怎么保护动植物、使人与自然得以和谐相处更为重要。这一部分有三个环节，每个环节相互联系，层层递进，逐步加深学生对动植物保护的认识。
首先，让学生进行小组讨论，探讨如何保护动植物。在学生讨论的过程中，教师一边巡堂，一边听学生讨论，在必要时，给予他们指导，引导他们发散思维。讨论后，请两个小组汇报他们的观点与建议。这个环节旨在培养学生的创新思维能力、发散思维能力，以口语形式输出所学内容，提高表达能力。
接着，教师播放威廉王子、贝克汉姆和姚明呼吁保护动物的公益广告视频，通过倾听名人的呼声，既练习听力，又激发学生保护动物的共鸣，进一步升华本课主题。
最后，教师分享关于呼吁保护动物的标语，让学生齐读标语，使学生对本课内容印象深刻，将保护动植物的主题推向高潮。
[学情预设]
1. Let students discuss how to make human beings and wildlife live in harmony with nature in groups of four. Invite two groups to share their suggestions.
2. Prince William, David Beckham and Yao Ming have called for wildlife protection in a video. Share the video with students to arouse their awareness of wildlife protection.
3. Ask students to learn and read the following slogans together:
Animals are friends, not food.
Stop hunting, stop killing.
No protection, no wildlife, no friends.
Shoot animals with camera, but don’t shoot them with guns.
Step 8 Self-assessment (2 mins)
[设计意图]
通过使用课堂评价，让学生反思本节课的学习收获与自我表现，有助于学生深入了解自我、反思自我、不断改进自己的学习方法与策略，促进学生发展。
Ask students to work out the result. Then praise those whose scores are over 30.
The Things I Can Do
Evaluation
5
4
3
2
1
Grasp the main idea and outline of the passage.
Have mastered the reading strategies learned in class.
Can understand and use the new words and expressions.
Understand why wildlife protection is important.
Know some of the reasons why wild animals are endangered.
Know some measures that can help wildlife protection.
Have actively participated in class activities.
Can share my ideas with fellow students.
Have learned a lot from group members.
Step 9 Homework (1 mins)
[设计意图]
要求学生与家人、朋友分享本课所学内容，是情感目标的体现，希望学生乐于与他人分享。
本课已经涉及了听、说、读方面的学习，在此基础上，要求学生把课堂上讨论出的如何保护动植物的建议写成一篇短文，旨在提高学生的书面表达能力，培养学生的综合语言运用能力。
[学情预设]
1. Ask students to share what they have learned and the slogans with their relatives and friends.
2. Ask students to write down suggestions and e-mail to WWF.
Blackboard Design
How Daisy Learned to Help Wildlife
Who: Daisy
How: by flying carpet
What: antelope
elephant
monkey
Reading skills
1. Predict (title/ Pictures)
2. Skim (animals/ capital letters)
3. Scan (details)
4. Memory
5. Summarize
Let’s protect wildlife from now on!
课后小结
本节课为一堂阅读课，主题为动植物保护，课堂可以分为“读前”、“读中”和“读后”三个部分。
“读前”部分，教师分享养猫经历时，学生迅速进入状态，与教师互动；播放视频时学生都认真观看，反应热烈，意犹未尽；展示图片时学生能积极思考；在分析文章标题和图片后，能准确预测文章内容。“读中”学生首先略读文章，把握段落大意和篇章结构，再自主寻读，快速查找信息，小组讨论有歧义的地方，踊跃站起来朗读答案。小组讨论后，查找的信息基本正确。“读后”学生积极参与讨论、观看视频和朗读标语等环节，逐步加深了对保护动植物的认识。这堂阅读课不仅完成既定教学目标，还贯彻着听、说、读、写环节，学生得到较全面的提升。
本节课也存在着一些不足。首先，“读前”和“读后”教学内容较多，导致学生所进行的思考和讨论还不够深入，学生也没能一一发表自己的看法；其次，班里学生英语水平参差不齐，教师在课堂上并不能时时兼顾到阅读速度较慢的学生，几个学生是在小组讨论后才能顺利完成任务。
在今后的教学中，应研究各个教学环节的设计、衔接与舍取，考虑不同层次学生是否都能顺利完成同一任务。例如，在下一次阅读课中，可以只设置1-2个“读前”和“读后”任务，让学生有足够的时间进行更深、更广的思考和讨论；课前，可以先让英语较薄弱的同学预习课文，熟悉词汇，阅读相关背景知识，帮助他们提高听课效率。