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  3. 以下是一篇八年级的阅读材料以及教学片段，请用中文从以下方面进行评析。 1．阅读教学模式： 2．活动设计。 阅读材料： The shortest player in the NBA Spud Webb was born in Texas i

以下是一篇八年级的阅读材料以及教学片段，请用中文从以下方面进行评析。 1．阅读教学模式： 2．活动设计。 阅读材料： The shortest player in the NBA Spud Webb was born in Texas i

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问题 以下是一篇八年级的阅读材料以及教学片段，请用中文从以下方面进行评析。
1．阅读教学模式：
2．活动设计。
阅读材料：
    The shortest player in the NBA
    Spud Webb was born in Texas in 1963. He was very small—much smaller than the other kids at school. However, he had a big dream—he wanted to play in the NBA.
    While attending junior high, Spud tried out for the school team, but he was refused to play at first because he was too small. He did not lose heart. When he finally got the chance, he scored 20 points in his first game. From then on, he was the star of the team.
    In senior high, Spud often had to sit in the stands because of his height. He practiced even harder and got the coach to change his mind. Spud went on to become leader of the team. In his last year of senior high, he was named player of the Year in Texas.
    However, no university would invite him to play basketball simply because he was only 170 cm tall. He decided to play at a junior college. There he led his team to the national championship. This brought him to the attention of North Carolina State University. As a result, he succeeded in getting a scholarship.
    Although he was a great player at university, the NBA was not interested in him because all its players were more than 20 cm taller than he was. After he graduated, he was forced to play in another basketball league. He remained there for about a year before the NBA took notice of him. In 1985, he joined the Atlanta Hawks and became the shortest player in the NBA at that time. He had many great achievements, but his proudest moment came in 1986—he won the Slam Dunk Contest.
    Through hard work, Spud Webb proved that size and body type does hot matter—you can do almost anything if you never give up.
教学片断
    Step I Pre-reading:
    1. Students listen to a song and answer the following questions: What is the song about? What are your dreams and goals?
    2. Teacher divides the class into groups of 4 and sets a goal for them. The groups will have competition to get the cup of the basketball match as reward.
    3. Students fill in the KWI chart then talk about what they know and want to know about the topic on Spud Webb and NBA in pairs.
    Step II While -reading:
    1. Students try to give a proper title to the article after reading the first and last paragraphs.
    2. Students answer the following questions to learn to criticize stereotype that the height is the key to success for a basketball player.
    (1) What do basketball players look like?
    (2) Which player will you choose, the shorter one or the taller one, if you are the coach of the NBA?
     (3) Is it easy for Potato Webb to achieve his dream?
    3. Students predict what would happen to Spud before reading the following 4 paragraphs. Then do the jigsaw in the group.
    4. Students try to work out the key clues which lie in each paragraph. Students learn to draw a mind-map of the structure of the article as follows:
    The shortest player in the NBA
    Junior high     Difficulty     was refused by the school team
                    Reaction     didn’t lose heart
                    Achievement     got the chance     star of the team
    Senior high     Difficulty
                    Reaction
                    Achievement
    After he graduated     Difficulty
                        Reaction
                    Achievement
    From university       Difficulty
                        Reaction
                        Achievement
    5. Students do a crossword puzzle by guessing the meaning of the new vocabulary in bold from the context with the help of English explanation given.
    6. Students check their reading comprehension by playing a game called Basketball Journey.
    Step III Post-reading:
    (1) Students try to introduce the story of Spud Webb with the help of their group mates.
    (2) Students discuss the question in groups: What do you want to say to these people, Spud Webb, the coach who refused him and the coach who received him?
    (3) Finishing the question "What have you learned about Spud Webb and NBA" in KWL chart, students come to have a scientific attitude that hard work and persistence are the key to success.
    Step IV Homework
    (1) Retell Spud Webb’s story, record their voice and send the recording to teacher’s E-mail.
    (2) Read more articles online about those who never give up.
选项
答案1．阅读教学模式 该教师在阅读教学中以“PWP”模式进行，即把阅读教学过程划分为三个阶段——读前(Pre—reading)、读中(While-reading)和读后(Post-reading)阶段。在读前阶段，教师为学生的阅读设置了兴趣准备、背景知识准备等活动。激发了学生的阅读动机，激活和提供了必要的背景知识，且引出了话题，为学生接下来的阅读做了有效铺垫：在读中阶段，教师设置了多项活动，引导学生逐步获取和处理文章信息，训练了学生的阅读技能；在读后阶段，引导学生巩固所学内容，围绕阅读材料主题进行讨论，并在学习知识和发展语言能力的同时，培养学生健康向上的品德和情感。 2．活动设计 阅读教学的目的是培养阅读策略，培养语感，培养学生在阅读过程中获取和处理信息的能力。在该案例中，教师设计了多种教学活动，不仅注重语言知识的教学，还注重阅读策略和技能的培养、学生品德和情感的培养等。具体来讲，在读前，通过歌曲、讨论、竞赛等活动，激发学生的学习兴趣，有利于顺利开展阅读活动，具有趣味性和针对性。读中阶段，面向学生全体，有个人活动、小组活动和全体活动，从主旨分析到细节理解，再到分析文章结构等，环环相扣，具有层次性。在读后阶段，落实了三维目标，既有知识练习，又有语言实践和情感体现，具有全面性和思想性。总之，活动丰富多样，符合学生的认识水平和生活实际。但是，在设计活动的过程中，有以下不足： (1)读前阶段中竞赛的设置跟整个主题相关性不大，且可能会耗时较长，有失恰当。 (2)读中阶段的第二个活动中设计的前两个问题更适合放在读前阶段进行。在第三个活动中设计了拼图游戏，跟主题相关性不大。且整个读中阶段活动较多，不利于教师有效地把握时间。
解析
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