Unit6SectionAReading教学设计.doc

Unit 6 Section A Reading教学设计一、教学内容分析本课时的内容是以慈善活动“滑冰马拉松”的新闻报道为主题，通过以读促说的教学目的展开话题。二、教学目标1、语言目标 词汇：skater raise several 句型：How long have you been doing something? I have been doing something for/since. When did you start doing something?2、情感目标通过阅读使学生树立和加强积极参加慈善活动的意识，了解马拉松作为慈善活动之一的文化内涵。3、能力目标以读促说，培养学生的读说能力。通过对以滑冰马拉松这一慈善题材的阅读，促进学生在一定的语境中运用现在完成进行时和一般过去时进行语言的输出和交流。阅读中渗透阅读策略，培养学生分析问题、解决问题的能力。三、教学重、难点1、在特定的语境中正确运用现在完成进行时和一般过去时进行语言交流。2、对发生的事情进行现场报道。四、教学方法 任务型教学法，情景教学法，交际法。五、教学步骤Step1教师先进行自我介绍，并介绍自己学习英语的时间，接着问学生的情况。以此复习句型：How long have you been doing something? I have been doing something for/since.When did you start doing somethingStep2Before you reading1.点拨马拉松的发展史，初步了解马拉松的文化内涵。2.指导学生对文本进行预测。While you reading 1.指导学生进行快速阅读，了解文本的整体框架结构，找出文章的topic sentence和关键词。2.引导学生运用恰当的阅读策略进行细读，提出一些有层次的问题，引导学生逐步从对文本的表层理解过渡到深层的理解。浅层性问题：(1)How long has the skating marathon going? (2)How many skaters are still skating?深层性问题：(1)How much will Alison raise for charity? (2)Why didnt they start at the same time?(3)Why are several skaters still skating?3.指导学生慢读。提出深层性问题：What do you think the reporter will say at the end of the news report?4.指导学生通过阅读了解新闻报道的完整性（Beginning-Body-Ending）After you reading1.指导学生运用目标语进行现场采访，通过自己与学生的示范表演，要求学生模仿。2.联系生活实际展示自己参加慈善活动的经历，指导学生展开调查，并做报道。Step 3 HomeworkA. Its 2 pm. Read the passage and complete the following table.NameHas been skating forStarted atAlisonSamLu NingLi ChenB. Group workDo a survey about what charity activities your classmates take part in.NameActivitiesWhen startedHow long1. Show your survey.2. Give a news report.Im talking to you from Huandong