M9U4Reading教案.doc

科目English主备时间2013-9-25课题Module 9 Unit 4 Behind beliefs Reading Biblical idioms in English课时2三维目标教学目标Students have a clear knowledge of idioms, especially idioms from the Bible and interested in them.重点与难点1.To figure out the implied meaning of some idioms and use them properly.2.Topractice and reinforce their reading comprehension and improve their overall abilities过程与方法co-operative learning, discussion, activity-based learning. 教学过程设计/教法，学法课练/作业个人主页Teaching procedure:Part 1. Lead-inTask: Picture-presenting and Brainstorming. Show some vivid pictures to students and tell students that they can use idioms to describe the pictures to make our language more colorful and interesting. After it, give them the chance to brainstorm idioms they have known, as many as possible.Part 2. Reading: Focusing on main factsThis part includes four tasks: Task 1: First and fast reading. Tell the students to pay attention to the main idea and main structure of the whole passage. After the instructions, I play the tape of the passage and get students to complete the following table. Paragraph(s)Main ideaPart 1Para. 1_ and _ of the idiomsPart 2Paras. 2 - 5Some examples of _ _ in EnglishPart 3Para. 6the _of learning idiomsTask 2: Second reading. During this task, I get students to scan the passage. Then they are required to answer some questions with a second reading. Questions of this kind are not very difficult and they can be answered directly from the text.Task 3: Detailed reading. In this task, students are required to scan for a detail. Try to find the changes in meaning of some idioms.ExamplesOriginal MeaningsMeanings in modern English1. _Immediately 2. _3. _Part of an image in the dream of a king4. _the salt of the earthSomething precious and important in preserving things5. _6. _King David, who was expected to be taken care of by God like his child.7. _Task 4: Summary. In this task, students are required to make a summary of the idioms they have learned today in the passage. And they are supposed to use them properly. So I move on to design a practice to check whether they have mastered the idioms well. Part 3. Post-reading ActivitiesIn this part, under the guidance of reading strategy ( understanding analogies),I will guide the students how to find the hidden meaning of the idioms. Give students an example at first (“kill a fatted calf”) to make them know it is helpful to consider the use of analogy when they try to understand idioms. That is , Create an image in your mind and compare it to something that is similar. Then I will provide some idioms for the students, giving them a chance to practice how to use reading strategy. (Examples: feel like a fish out of water; shake a leg; pull ones leg; turn someone off; keep it under your hat; have to face the music; go bananas; just around the corner)Part 4. ConsolidationThe part consists of two tasks.Task 1: Fill in the blanks with proper words according to the reading material.An idiom is a group of words or an _whose meaning often cannot be understood by looking at the meanings of the _words in it. In _words, its meaning can be completely _ from the meanings of its _. Idioms often use a number of words to _a single object, person or concept, _other things, and unless you _when an idiom is being used, you easily _what you read or hear spoken. There are many _used in English and quite a few of them come from the _. The Bible was first written in Hebrew and then _into Greek, both of which use many idioms. This means that since the Bible was translated into _ centuries ago, many Hebrew or Greek idioms have become _of the English language. Biblical idioms _had _and clear meanings because they were often meant to _the moral of a story and to give audiences an _to help them understand the story better. Task 2: ActivityRole-play In this task, all the students are divided into several groups of eight. Each group chooses an idiom to act out.Part 5. HomeworkAsk student