英语牛津译林版Reading教案

这是一份英语牛津译林版Reading教案，共5页。

Reading (I)
I. Teaching aims and learning bjectives
By the end f the lessn, students shuld be able t:
1. knw mre abut Beijing and Guilin;
2. talk abut sme Chinese places in their wn wrds;
3. use different reading strategies t make the reading prcess mre efficient.
II. Teaching cntents
New wrds and phrases: middle, emperr, raising, flag, landscape, attractin, watchtwer, wnder, lie, shape, undergrund, cave, hang, pint, upwards, hire, in the middle f, be wrth a visit, lie n the tw sides f the Lijiang River, stand in different shapes, hang dwn, pint upwards, be praised as
III. Fcus f the lessn and predicted area f difficulty
1. T knw mre abut Beijing and Guilin.
2. T use prper expressins t talk abut Chinese places.
IV. Teaching prcedures
Step 1 Free talk
T: What places have yu visited?
【设计意图：首先自由交谈的方式导入显得自然亲切，可以缩短师生之间的距离。其次学生们都是带着知识、经验来的，不是空空的容器，而是待点燃的火把。通过对话激活了学生脑中原有的记忆，能很快地切入主题。】
Step 2 Fast reading
T: G thrugh the articles as quickly as pssible and answer: What are the articles abut?
T: Hw can we get the main idea quickly? Titles can help us.
Step 3 Read fr Beijing
1. Watch a vide
T: Hw many attractins can yu see in the vide?
2. Wrk ut the article structure
T: Pick ut the tpic sentence f each paragraph while reading.
3. Read and match
T: Pay attentin t sme key wrds, such as in the middle f, next t, in the nrth-west and acrss nrthern China, and the attractins can be easily fund.
【设计意图：通过观看关于北京的视频，让学生初步了解各个景点，心生向往之情，产生阅读期待。阅读过程中指导学生看标题获取文章大意，找主题句获取段落主旨并明晰文章结构，关注关键词获取各景点在北京的方位线索。通过这种方式，将阅读微技能策略指导落在实处。】
4. Clse reading
(1) The Palace Museum
T: First let’s read abut the Palace Museum. While reading, ask yurself:
What is it als called?
Wh used t live there?
Why is it wrth a visit?
(2) Tian’anmen Square
T: Next t the Palace Museum is Tian’anmen Square.
Why is it s famus?
Why d turists like t gather there early in the mrning?
(3) The Summer Palace
T: Then hw abut the Summer Palace?
Is there anything special?
(4) The Great Wall
T: Finally let’s talk abut ur Great Wall.
Hw lng is it?
When was it first built?
Try t understand the tw new wrds “watchtwer” and “wnder”.
There’s a famus saying abut the Great Wall: “He wh has never been t the Great Wall is nt a true man.”
【设计意图：鱼骨图是一种新的阅读方式，它脉络清晰，层次分明，通过逐渐添加获得的信息，将文章所有重要内容全部串起来，可帮助学生更好地获取文章细节。在分段读的过程中，在问题的引导下，利用流程图帮助学生理解，尽量做到图文并茂，吸引学生眼球，维持他们的阅读兴趣。部分生词通过构词法、图片或上下文在阅读过程中呈现，很好地与中考的阅读要求进行了对接。】
Step 4 Read fr Guilin
1. Guess: What city is it?
T: Have yu read the pem “江作青罗带，山如碧玉簪”? What city is it abut? Please read the article and find a saying abut Guilin.
2. Make ntes f Guilin
T: Kevin wants t make ntes f Guilin. Help him cmplete them. Then try t understand the new wrds “shape” and “hire” accrding t the cntext.
3. Enjy the beauty f Guilin
T: Guilin is s famus fr natural beauty. Find sentences abut its fantastic landscape.
Why d we say the Reed Flute Cave is amazing?
What abut the rcks?
What is the cave praised as?
【设计意图：引用诗歌，以猜测入手，激发学生的阅读兴趣，通过完成笔记的练习很好地在学生脑中建构文章的脉络图，以探寻桂林山水之美为主线索，再次引领学生走进文本，读出了本篇文章所重点描写的景象。】
Step 5 Critical reading
T: We have learned a lt abut the tw cities. Which city d yu like better, Beijing r Guilin? And why?
【设计意图：在学生学习了两篇文章后，依托文本开展审辩式阅读，学生要运用从文本中所获得的信息或者从脑中提取已有的知识。这是基于文本又高于文本的高级思维活动，经过比较、筛选，追寻最佳的选择。让学生在有理有据的情况下表达自己的观点，其核心意义在于让知识课堂演变为思维课堂。】
Step 6 Welcme t Suzhu
T: Peple ften say there’s paradise in heaven and Suzhu and Hangzhu n earth. Wuld yu like t be a guide and intrduce Suzhu t Kevin?
【设计意图： 在学生习得大量词汇后，跟进有意义的语言输出活动很有必要，这体现了“用中学、学中用”的原则。只有在输出过程中学生能运用自己的语言进行自如的表达，教学目标才真正达成。】
V. Hmewrk
1. Read the tw articles alud.
2. Finish the ntes f Suzhu.