Unit 1Section B 教学设计
教学目标
Teaching aims:
(1) Knowledge aims:
1.Students can learn some new words: activity, decide, try, paragliding, feel like, bird, bicycle, building, trader, w-onder, difference, top, wait, umbrella, wet, because of, below, enough, hungry, hill.
2.Students can learn the format and basic factors of a traveling diary.
3.Students can know some information about Malaysia.
4.Students can understand and practice more about the simple past tense.
(2) Ability aims:
1.Students can learn to get the main idea of each paragraph with the help of the first or
the last sentence.
2.Students can be more familiar with the reading skills: skimming, scanning, guessing and careful reading.
3.Students can retell a diary according to the timeline.
4.Students can think and speak out their ideas in English.
(3) Emotion aims:
1.Students learn to cooperate with each other while learning.
2.Students learn to think differently and share their thoughts with others.
学情分析
After two months, students come back to school. They forget many words and grammar.
It's difficult for them to read the long diaries. They also feel shy or hard to speak English. The teacher should be very patient while teaching. What's more, students have already learned some reading skills, thus the teacher doesn't need to explain themone by one. The importance of this class is to further understanding and practicing the reading skills.
重点难点
Important points:
1.Students understand the basic factors of a traveling diary.
2.Students try to use the reading skills: skimming, scanning, guessing and careful reading.
Difficult points:
1.The improvement of students’reading skills.
2.Students try to think differently and speak out their own ideas in English.
3.Students understand and remember the basic factors of a travel diary.
教学过程.
【讲授】教学过程
Teaching process:
Stage 1. Get students ready for learning.
Step 1. Greet as usual.
(Class begins! Good morning, class! Sit down, please!)
Step 2. Free talk about the teacher’s traveling photo in Malaysia.
(After two months, you come back to our school. How about your vacation? Did you have a good time? Where did you go? Do you want to know my vacation? Look at the photo. Which one is me? Can you guess? Where did I take this photo? In Chongqing? No. Well, let me
tell you.)
Stage 2. Pre-reading:
Step 1. Lead-in with a map of Malaysia.
(Look at the map. What country here? Yes, China, our country. In July, I took an airplane to this place. Can you guess what country there? Yes, Malaysia.)
Step 2. Share some photos of the teacher’s traveling in Malaysia. Review new words.
(Where did I go in Malaysia? Do you want to know? Ok, I took many interesting photos. I’d like to share the photos with you. [Give a piece of paper to each group. Ask students
to share the photos with each other.] Discuss two questions: Where did I go in Malaysia? What
did I do?)
Stage 3. While-reading:
Task 1. Scan the first three lines of the first diary. Circle where, when, who and weather.
(Do you think my vacation is exciting? Do you want to know more about Malaysia? Ok, let’s open the English book and turn to P5. Today we’re going to learn Unit1, section B 2b. Look at the first diary. Please scan the first three lines and circle. where did the
writer go? When did the writer go there? Who is the writer? Who did the writer go with? How
about the weather? Ready? Go!)
Task 2. Skim and find key words or sentences in the first diary.
(Now we know Jane went to Penang on Monday. So how about her vacation? Did Jane have a good time on Monday? Skim and find the key words or sentences in the first diary.)
Task 3. Careful reading: Finish the timeline and retell the diary according to it in groups.
(Jane had a good time on Monday. Why? What did she do? Let’s go to careful reading. Now read lines2-6. Answer three questions. Now we’re clear about Jane’s vacation on Monday morning. How about her lunch time and afternoon? Let’s read the rest of the diary and finish the timeline. Then retell Jane’s vacation by the timeline in groups. Give an example.)
Task 4. Scan the first three lines of the second diary. Circle where, when, who and weather.
(Now we’re clear about Jane’s vacation on Monday. How about her next day? Let’s go into the second diary. Scan the first three lines and circle where, when, who and the weather.)
Task 5. Skim and find key words or sentences in the second diary.
(We know Jane went to Penang Hill with her father. How about their vacation? Did Jane have a good time on Tuesday? Skim the diary and try to find the key words or sentences.)
Task 6. Try to guess a new word by word-building.
(Please look at the first sentence. Here is a new word for you “difference”. We don’t know this word, but we learned this word “different”. Can you guess the meaning of the new word by “different”? This way is word-building. You can guess a new word by word-building. From the first sentence we can know the two days are different. So this is a key sentence.)
Task 7. Try to guess new words by context.
(Look at the end of the diary. Here are another two new words for you. Can
you guess the meanings by the context?)
Stage 4. Post-reading:
Task 1. Read again and match the results with the reasons. Then lead to the topic.
(Jane was unhappy on Tuesday. Why? Now let’s read again and match the results with the reasons.)
Task 2. Discuss in groups about the topic. Encourage students to think differently.
Then share thoughts.
(Have a think: Did Jane like the weather? Did Jane like the train? Did Jane like the food? Why? Discuss with group members. Speak out your ideas. Give an example. The teacher asks: Did Jane like the food? [Students have different answers.] Maybe yes. Maybe no. Well, no answer is always right. Try to think differently. You can discuss after class.)
Stage 5. Summary:
Today we read Jane’s diary. It’s a travel diary. When we read a travel diary, we should find this information: where, when, who, what, how. We also learned some reading skills: scanning, skimming, careful reading and guessing. (Write on the blackboard) Try to use the reading skills, then you can read better and better.
1.Learn the format and basic factors of a traveling diary.
2.Learn to use reading skills: skimming, scanning, guessing and careful reading.
3.Further learning about the simple past tense.
Stage 6. Homework:
Imagine Jane went to Penang Hill again and had a great day. Fill in the blanks with the
right forms of the verbs in 2e. Then make reading notes about the day.
初中英语教学设计Students finish the assessment-and-feedback chart about learning in the class. Then hand it in to the teacher after class.
Stage 7. Enjoy beautiful sentences about traveling:
Everyone has only one life. There must be something you have never seen and somewhere you have never been. Just go for it! Write them in your diary.
Stage 8. Class is over.
Blackboard design:
Unit 1 Where did you go on vacation? 2b
Where Skimming
When Scanning
A traveling diary: Who Reading skills:Careful reading
What Guessing
How (by word-building&context)
Tense: simple past tense
【作业】英语阅读课形成性评价反馈表（灵活处理，课堂或课后完成）
英语阅读课形成性评价反馈表
(the assessment-and-feedback chart)
课题：Where did you go on vacation? Section B 2b
1、分享关于Malaysia的照片
2、用照片中的单词回答问题
3、第一篇日记的扫读训练
4、第一篇日记的略读训练
5、细读填写时间轴
6、用时间轴进行复述
7、第二篇日记的扫读训练
8、第二篇日记的略读训练
9、因果连线
10、话题讨论
11、阅读中单词学习
12、对老师的英语指令的反应
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