reading

7AUnit1Thisisme

Reading(1)

Teachingaims:

henewwords

heintroductionofonelf

pstudentstospeakupactively

dentsbefulloflf-confidence

Mainpoints:

words

ntences

Difficultpoints:

Learnhowtomakeanintroductionofonelf.

Teachingmethod:Task-badteaching.

Teachingaids:pictures,recordandmultimedia

Styleoflesson:Newlesson

Designforblackboard:

Unit1Reading(1)

Millie:12yearsold,Class,Grade,livein,lovereading,intheReadingClub,adog,lovehim

Simon:wasbornin,but,likeBeijing,loveplaying,haveonecousin

Sandy:comefrom,tallandslim,longblackhair,likelisteningtomusic,let’smeet

Kitty:11yearsold,small,lovedancing,workhard

Amy:notverytall,haveshorthairloveswimmingfunny

Daniel:wearglass,enjoyplayingcomputergames,politeandhelpful

Teachingprocess:

Step1:Revision(5’)

thelessonwhichwelearnedlasttime—greetings.

dentsueverydayexpressionstocommunicatewhenmeetingpeople.

Step2:Prentation(5’)

tandlearnthenewwords.

tthesixstudents

Step3:Reading(27’)

epassageaboutMilliecarefullyandanswerthequestions.

(1)HowoldisMille?

(2)Doesshelikereading?

epassageaboutSimoncarefullyandanswerthequestions:

(1)Wherewasheborn?

(2)Doesheloveplayingfootball?

(3)Whatishiscousin’sname?

epassageaboutSandycarefullyandanswerthequestions

(1)Wheredoesshecomefrom?

(2)Doesshelikelisteningtomusic?

epassagesaboutKitty,Amy,Danielandanswerthequestions

(1)HowoldisKitty?

(2)DoesAmyhavelonghair?

(3)DoesDanielwearglass?

epassageagain,thencompletethefollowing:

MrWu,theEnglishteacher,tivitiesdotheylike?

Helphimfindthecorrectpictures

terthetape

ycorrect?SayT

itisfal.

troduceoursixnewfriendsinthethirdperson.(thepictures

andphraswillhelpyou.)

theblankswithcorrectwordsaccordingtotheprofiles.

Step4Practice(7’)

uceyourpartnerinyourownwords.

omethingaboutyourlfandcompletethentencesinPart2,onPage6.

Step5Homework(1’)

epassagesagainandagainandtrytosaysomethingaboutthesixstudent.

inethedifficultpartsanddiscussthemwithyourclassmates.

教学后记

1．只有通过阅读才能让学生理解课文内容，并形成一定的阅读技能。本环节通过“提炼大

意，情节捕捉，合作探究和延伸训练”四个步骤，培养学生概括主题、捕捉细节和再现阅读

内容的技能。教师同时能注意设计合适的衔接语言，使各个教学环节自然过渡，让学生在不

知不觉中进入学习状态并开展活动。

2．阅读过程与结果的关系。任务型教学要求教师在教学中不仅要关注学习的结果，还要关

注学习的过程。学生完成任务的过程就是学生发现问题、分析问题和解决问题的过程，同时

也是逐步提升阅读技巧，提高阅读能力的过程。

3．教师在教学过程中积极调动学生，让学生自己来组织并完成任务，真正体现了学生的主

体地位。