曹忠旺
湖北省十堰市郧西县第一中学 442600
案例主题
随着新一轮的高中英语课改的开展，阅读教学也成了常规教学中的重要内容。教材中的阅读课文具有题材广泛、体裁各样、语言知识丰富等特征，是各单元教学的核心部分，也是培养学生阅读能力的主要渠道。本案例就是借助于信息技术制造CAI课件进行英语阅读课辅助教学。最突出特点是让学生尝试“自主学习，主动思考，乐于协作，勇于创新”。利用网络资源使学生的学习活动变得多元化。人机互动——师生互动——生生互动。
案例背景
本课例是高二必修5第五模块里的reading部分，转绕“alifeinsport”这一健康主题，主要通过网络，电影的形式开展学习活动，让学生观看电影并自主通过网络查找资源，协作学习，通过讨论，了解当今体育名人李宁。要求学生学完本课后能够通过讨论图片来提高英语口语能力。
案例描述
Step I. Presentation
Teachers use the pictures connected with sport to lead in. show some pictures of some famous people and think of these questions:
1. Who the people are?
2. Which sports they play?
教师：让学生发表自己的见解，以这种方法导入课题，引起学生对问题的探究，也培养了学生观察问题的能力
Step II. Discuss
1.Can you give the names of sports?
2. What kind of sports do you like best?
3. What brand of sportswear are you wearing?
教师：通过分组谈论，充分培养了学生运用语言交际的能力和自主学习能力，充分调动了他们的积极性和创造性。
Step III. Before-reading
Let students watch some pictures about Li Ning then surf the internet to find out some information about him。At the same time they can have a group discussion, finally each group presents their own information about him.
1. Do you know the name of this gymnast?
2. Do you know the name of this type of gymnastics he is doing?
3. How much do you know about him?
教师:让学生再次观看一些图片回答问题，并上网查找有关信息，同时进行分组自由讨论，最后学生展示本组查找结果。这样，既让这生大胆地开口说英语，进行了口语表达，又让学生形成自主学习的能力，调动了他们学习英语的兴趣。体现了“以学生为本”的教学理念。
Step IV. While-reading
1.Fast-reading
Read the passage quickly then answer the following questions:
1). Had Li Ning achieved great success before he retired?
2). What did he do after he retired from the sport?
3). Do Li Ning’s sports cloths sell well? Why?
4). What has Li Ning discovered?
教师：让学生迅速浏览全文，通过回答以上问题把握文章主要内容。也锻炼学生迅速扑捉课文信息的能力。
2. Careful-reading
Read the passage and check the true statements
1). Li Ning won six medals at the Angeles Olympics.
2). He was not happy with his results at the Seoul Olympics.
3). He got a new job working for Nike sportswear.
4). He chose the name of his sportswear company carefully.
5). Six Li Ning products are sold every minute.
6). Li Ning clothes are worn by the national teams of France and Italy.
7). In 1991 he opened a school with Pele and Muhammad Ali.
8). He wants to help children become good at sport.
教师：让学生再次阅读全文分，完成Ativity3。这一步骤帮助学生获得文章的细节信息。教师可以组织学生以辩论的形式做出判断最后由组员代表总结给出正确答案。这样能够充分调动学生的积极性和热情，成为课堂的主角。
3. Conclusion
Make explanations about some new words and sentences according to the students, and then do Activity 4 .Work in pairs and discuss the questions:
1). Why did Li Ning start a sportswear company?
2). Why has he been successful?
教师：请学生指出他们在理解上有困难的句子，教师根据上下文给予解释。然后，让学生独立完成Activity 4。教师给出答案。
4. Exercise
Find words or phrases in the passage which mean:
1).A prize you can win at a sports competition
2).Having a strong wish to do something
3).To introduce (into the market)
4).The name of a product made by a specific company
5).Sports clothes
6).A big international company
7).A symbol which represents a particular brand
8).People you compete against
9).To come out
10).A strong wish for the future
Keys:（1.medal 2.determined 3.lanuh 4.brand 5.sportswear 6. Global giant 7. Logo 8. Rivals 9. Step out 10. Goal）
教师：通过词汇练习可以帮助学生加深对词汇的理解，根据具体情况，对于个别单词作进一步的解释说明，还可以给出例句，帮助学生正确理解有关单词的意义和用法。
Step V. Post-reading
Work in groups of four to retell the text.
Student A: the success Li Ning achieved in his sport
Student B: the reasons why Li Ning started a sportswear company
Student C: the success Li Ning achieved in his business
Student D: Li Ning’s dream
教师：通过组织学生分组重述课文内容来加强学生对全文的理解，同时也锻炼了学生的口语能力。
Step VI. Homework
1. Finish Activity 2，6.
2. Recite the new words and useful explanations
教师：通过课后练习让学生充分掌握本课词汇。
案例评析
1.把信息技术作为英语教学的认知工具和知识载体，围绕英语学科知识进行整体实验，不仅可以扩大英语阅读的“面”和“量”，而且也培养了学生诸如“信息的获取、加工以及信息的交流”等多种信息素养。
2.利用多媒体制作课件，增大了课堂容量，加大了练习的力度。
3．在整个过程式中始终贯穿着培养学生的各方面能力。