下單元課Buildingbridges教學(xué)設(shè)計(jì)

Unit3BuildingBridgesLesson2Reading教學(xué)設(shè)計(jì)課程名稱Unit3BuildingBridges課時(shí)Lesson2Reading學(xué)段學(xué)科九年級(jí)下英語教材版本EEC作者華超學(xué)校一六五中學(xué)一、教學(xué)目標(biāo)1.Thestudentscanlearnhowtopickupandselectinformation.2.Intheprocessofreadingandspeaking,theirabilitiesofscanning,skimming,communicationandcooperationwillbeimproved.3.Intermsofemotionandvalues,thestudentswillfocusmoreonrelationshipsbetweenpeople,countriesandnatureandknowhowtogetalongwithothers.二、教學(xué)重難點(diǎn)GetavividunderstandingofwordsthroughparaphrasingandpicturesGetaquickideaaboutthecontentbylookingatthepictures,thetitleofheadlines,thefirstandthelastlinesoftheparagraphscorrectly.Completethetask,andsetupself-confidenceinlanguagestudy.4.Freeuseofdifferentreadingmethods.三、學(xué)情分析Thestudentshavegraspedsomeofthereadingmethods,buttheycan’tusethemfreelyandmoreinstructionsandpracticeareneeded.四、教學(xué)方法1.Totrainstudents’readingabilitythroughscanning,skimming,andfindingoutkeywords.2.Totrainstudents’abilitiesofcommunicationandcooperationthroughgroupdiscussionandpresentationwiththehelpofthecomputer,tape-recorderandsoon.五、教學(xué)過程Step1.Lead-inActivity:Showaquestioninthecomputertoarousethestudents’interestandintroducetheisrelatedtobuildingbridges.Theteachercanstartbyaskingthestudentstothinkofasmanyanswersaspossibleinordertocrosstheriverforgettingthepeaches.Howcantheycrosstheriveriftheywanttogetthepeaches?Possibleanswers:fly,buildbridges,makeaboatetcStep2FastReadingActivity1:GetageneralideaofthepassageandtrytoanswerthefollowingquestionsWhowerethetwowomeninthestory?DollyandMolly.2.Weretheyfriendsatthebeginning?Yes,theywere.3.Weretheyangrywitheachotherlater?Yes,theywere.4.Whatdidthecarpenterbuildatlast?Abridge.Activity2:Matchthebestideaofeachparagraph.1.ParagraphOneA.Thecarpenterhelpedthemtogetalongwellagain.2.ParagraphTwo,ThreeandFourB.Theybegantoenvyandquarrelwitheachother.3.ParagraphFiveandSixC.MollyandDollyhavetalentsandtheygetalongwell.閱讀是提高寫作技巧的重要途徑。本部分意在分析文章各個(gè)段落層次，領(lǐng)悟文章的段與段之間的關(guān)系，領(lǐng)略各種表現(xiàn)手法和謀篇布局上的特點(diǎn)，以此來對(duì)寫作方法進(jìn)行積累。通過學(xué)生對(duì)這篇文章布局上的討論，配以這個(gè)習(xí)題，可以很清晰地分析出文章敘述的線索。Activity3:Showthestudentssomepicturesandtheteacherparaphrasesthewordstomakethestudentsguesstheexactwordsaccordingtotheexplanation.gardener,tasty,fence,carpenter,argument,apologizeStep3DetailedReadingActivity1Fillintheblankofthetable1_________JobTalentsDollyA2__________Growing4_______vegetablesMollyA3__________Cookingadeliciousdinner1.Name2.gardener3.cook4.tastyActivity2Askthestudentstojudgethesentencetobetrueorfalse.()1.DollyandMollyenviedeachother.()2.Mollymadevegetablesoupforsupperthatnight.()3.Theyarguedbecausethesoupwasreallybitter.()4.Dollygotaworkertodigastream.()5.Mollywantedtobuildahighwall()6.Mollywenttothetowntobuysomewood.()7.Theyapologizedtoeachotherandbecamegoodfriendsagain.Answers:TTFTFFT以上3個(gè)環(huán)節(jié)幫助學(xué)生通過閱讀技巧掌握略讀、尋讀、精讀等閱讀方法。Step4ReadingforwritingFindoutfivegoodsentencepatternsandmakeupyourownsentences.通過閱讀進(jìn)行語言知識(shí)的積累是很必要的，在閱讀積累語言的過程中，不但“溫故”，還可以“知新”，從而更靈活的運(yùn)用他們。Step5DiscussionActivity1Ifyouwerethecarpente