Book2Unit1IlaughedtillIcried!第二课时.doc

第二课时 Reading & Writing一、教材分析1. 教学内容本课时系教材英语2（基础模块 高教版）第一单元的第二课时，为Reading & Writing部分，具体内容为：能够看懂关于家庭成员的小故事；能够描述一些已经发生过的有趣的经历。教材中的阅读材料在第二册中的篇幅长度和难度都有了一定的提高，教师在教学中做好铺垫工作，帮助学生克服畏难情绪。2. 教学重点、难点 教学重点能够看懂关于家庭成员的小故事；能够描述一些已经发生过的有趣的经历。 教学难点能够描述一些已经发生过的有趣的经历。二、教学目标1. 知识目标 帮助学生理解并掌握以下词汇：如career, housewife, household, daily, return, hesitation, typical, chore, volunteer, ham等 能够看懂教材中的两个关于家庭成员的故事。2. 能力目标 学生能根据不同的阅读需求，正确地掌握一些阅读的方法，如skimming, scanning等。 学生能在理解故事的前提下，根据所给提示词语，复述家庭成员的故事。(3) 学生能从连词成句渐渐过渡到连句成段，简单地描述自己或家庭成员的经历。3. 情感目标在描述家庭成员的过程中，学生能慢慢体会到对父母的爱、对家庭的爱，学会珍惜自己所拥有的一切。三、教学步骤Step One Lead-in （8 mins）1. Revision.The teacher greets the Ss and get them to talk about their holidays. T: How was your winter vacation?Where did you go?What was the weather like there?What did you do?Did your family have a good time?Who made a decision in your family during the vacation?Who had more experience in your family?（设计意图：在日常的师生问候中，自然地复习了上一课时所学的内容，并在交流中，导入本课时所要牵涉的话题。）2. Involve more questions about families. Make a short survey. In your family, Your fatherYour motherYouwho does the housework?who is the most hard-working?who is the laziest?who is the funniest?who likes eating most?who usually makes decisions?（设计意图：把活动9的问题进行补充，多方面的问题能够让学生慢慢回忆起家庭中的各种趣事，从而会在下面的阅读中引起共鸣。可以叫几个学生做一个简短的汇报，必定会引起其他同学的笑声不断。本课时的教学即能在欢快轻松的氛围中展开。）Step Two Reading (25mins)1. Activity 10: fast reading. Get the Ss to read the letters as quickly as they can and tick the right topic. Then check the answer with the whole class. （设计意图，这一教学活动要求学生抓住重点，培养他们快速捕捉信息的能力。）2. Activity 11. Read the letter again and tick the things Bobs mother and Bens father did. （设计意图，找出课文中的关键活动，初步理解课文。）3. Activity 12. Read the letters again and tick the correct sentences. Then check the answers with the Ss. See if they have any problems, help them with some important and difficult points. （设计意图，通过找出正确的句子让学生进一步理解课文，同时在与学生校对答案时看他们是否存在阅读障碍，讲解重点词组。）4. Reading aloud. Get the Ss to read the letters by themselves. While they are reading, the teacher walks around to help them. （设计意图：在课堂教学中，要时刻培养学生大声朗读的习惯，以朗读进一步促进对文章的理解，并为下一活动复述故事做好铺垫。）5. Activity 13: Complete the summary of Bens story. Then check the answers with the Ss. Ask the Ss to prepare for telling the stories. （设计意图：在完成此活动时，可让学生尝试着不看阅读材料，直接填写。这样做一方面可以检测他们在前半节课中的掌握程度，另一方面让他们养成勤记忆的习惯。当然，这一要求可在上一活动朗读中就提出。而我们的能力培养并没有到此为止，活动13为我们提供了很好的复述示例。因为是第一次接触比较长的课文，学生肯定会有点困难。能力较强的学生可以参考方框中给出的词语来复述，教师也可以提供几幅简笔画，帮助学生记忆和复述。而能力较弱的学生则可以看着完整的语句进行复述，这样就会有更多的同学参与到活动中来。Step Three Writing (11 mins)1. Group work: Activity 14. Get the Ss to use the given information to describe the pictures. The teacher can get the Ss to work in groups and then ask some individuals to do it orally. Finally, ask the Ss to write down the sentences according to the pictures. （设计意图：让学生独立完成这项活动前，应先进行小组活动，集体活动，让不同程度的学生能够互相帮助、讨论。第一步，小组讨论。第二步，教师让个别同学发言，然后全班同学一起校对。第三步，学生把句子写下来。写作在第二册中的难度有了一定的提升，而这样做可以循序渐进，分解难度，帮助学生克服写作的心理障碍。）2. Activity 15. Get the Ss to connect all the sentences. （设计意图：学生在上一活动中已经完成了对每一幅图片的描述，那么在这里学生就要把这些句子连成一段话，从而完成词句段落的过渡练习。)Step Four Homework (1m)1. Retell one of the two short stories that you are interested in. 2. Complete Activity 15. 3. Write down some expressions that are accosiated with your experiences in your childhood or in the vacation. （设计意图：这里的作业设计为单元任务做了第一个准备，即请同学们考虑一件自己童年发生过的趣事或在假期中发生的一件趣事，写出在描述这件事情时会用到的表达方式。）四、板书设计Bobs story:career womanhouseholddailyreturn toslipon the drivewaysend to the hospitalwithout hesitationBens story:typical housewifedo the houseworkfamily c