文本内容:
单元Unit1The worldof oursenses板块Reading课堂设计指导思想本课旨在帮助学生了解课文内容,指导学生掌握更好阅读这类故事的一些阅读策略通过听、说、读、写等技能的综合训练,提高学生对文章的理解能力和语言用活能力Teaching aims:
1.Improve students5reading ability.
2.Enable studentsto masterreading strategyof thiskind ofreading material.
3.Retell astory witha surpriseending.Teaching proceduresStepl:Lead-in ppt4-6Ask studentsto talkabout theclimate orthe weatherin theplace wherethey live:
1.Do wesometimes havefoggy dayshere When
2.How doyou feelon afoggy day
3.What canyou thinkof whenthe wordfbg ismentioned Brainstorming
4.Have youever lostyour wayin the fog Whatwould youdo ifyou gotlost inthefog
5.Which cityhas thename offoggy city”【设计说明】从课堂开始时的自由会话入手,自然地由天气导入“雾”这个关键词展开头脑风暴活动,让学生充分发挥其想象力,有“雾”联想到什么?再引出雾都伦敦…本文故事发生的地点,自然地导入课文Step2:Reading Strategyppt
71.Guide studentsto readthe Reading strategy forthe articleand teachthem theelements ofastory.【设计说明】在阅读课文前,先介绍此类阅读文体的,会使学生对阅读“Reading strategy”技巧的理解及把握更有效Step3:First-reading ppt8-
101.Ask studentsto gothrough thepassage asquickly asthey canand try to findthe elementsaccordingto thereading strategy.
2.Ask studentsto findanswers tothe threequestions inpart A.
3.Ask studentsto finishD.【设计说明】承接上面的介绍,第一遍阅读就把寻找本文Readingstrategyreading strategy的几个要素作为阅读要求,有利于学生对故事情节的了解同时设计简单问题和词汇练习,为更深入地理解课文做铺垫Step4:ListeningSecond readingppt11-
151.Listening tothe textand readtogether withit.
2.Questions andanswers.
3.Put theseevents inthe correctorder.【设计说明】听读结合,再读课文,深入理解课文细节Step5:Deep understandingppt16-17Ask studentsto readthe storyagain,and tryto furtherunderstand thetext.【设计说明】选择课文内两句句子,挖掘其深层含义,帮助学生学会透过文字表象理解其丰富内涵,提升他们的理解能力Step6:Post-reading activitiesppt18-
221.Retell thestory Fogwith thehelp of the followingchart.,性格特,点
2.Discussion:lWhat isthe personalityof theold man2What canwe doto helpthose disabledlike theold blindman
3.Role play:Suppose youare theeditor ofa newspaper,trytointerview Pollyto knowmoreabout whathappened toher.【设计说明】设计三个类型练习,由浅入深的训练学生的口头表达能力以故事发展顺序的路线图作提示,复述课文,此乃第一层面的练习;分析人物个性,转而引出我们应该怎样帮助残疾人士为第二层面的练习;角色表演为最高层面的口语练习形式Step7:Assignments ppt
231.Write aninterview betweenan editorand Polly.
2.Read thearticle inPart Bin Readingon Page95oftheworkbook.【设计说明】为弥补课堂时间有限,把课堂上角色表演的口头表达形式转化为书面形式,把写这一能力培养放到课后。