阅读课教学案例

Unit6Topic2湘教版英语教材阅读课教学说课案福建省福州华侨中学陈榕三.说教法

导学——自悟任务驱动back四.说教学过程1.Warmingup2.Pre-reading3.Whilereading4.Postreading5.Followup6.Assessment7.HomeworkbackTask1Freetalk（Individualwork）

Step1.WarmingupTask1Freetalk（Individualwork）

【设计说明】

向学生展示有关十三陵的图片，通过freetalk来复习相关内容。同时激发学生探究的好奇心和学习的兴趣，为引导学生阅读做了铺垫。

Step1.WarmingupbackTask2Predicting（Individualwork）

Step2.Pre-readingTask2Predicting（Individualwork）

【设计说明】

这一任务的设计进一步激发学生阅读的兴趣，有助于学生更好地理解即将要阅读的文章，同时也培养了学生阅读预测的能力。

Step2.Pre-readingbackTask3Skimming（Individualwork）

Step3.Whilereading4123TrueorFalseKangkang,MichaelandDarrenwenttotheMingTombsbybus.ThereweremanypeoplevisitingtheMingTombs.WhenDarrenfinallyrushedout,hesawhisfriends.Theywereallhappytoseeeachotheragain.Task3Skimming（Individualwork）

【设计说明】

学生通过略读文章，快速理出四幅图的正确顺序把握文章的基本结构，并通过判断4个句子的正误，指导学生从整体上把握文章的大意，便于下一步查读。

Step3.WhilereadingTask4Scanning（Individualwork&Groupwork）

Step3.WhilereadingspacepushsteponhistoesrushoutnoticeoutofsighthugeCircle–Guess--Match踩到他的脚注意；注意到巨大的空间看不见推冲出去Putthekeywordsintherightorder.rodetotheMingTombssteppedonDarren’stoesenjoyedexploringparkedtheirbikesjumpedhappilyrushedoutwalkedintoDinglingcalledDarrencouldn’tfindKangkangandMichael________________d___________________________________________________________i_________________________Task4Scanning（Individualwork&Groupwork）

Step3.Whilereading

【设计说明】

学生个人先通过查读，排好关键词的顺序，然后小组组员之间交流各自的答案，有疑义的地方，经过讨论，最终确定答案。不仅让学生了解文章的具体内容，而且培养学生快速阅读的能力和互帮互助的团队合作精神。Task5Intensivereading

(Individualwork&Groupwork)

Step3.WhilereadingrodetotheMingTombsparkedtheirbikeswalkedintoDinglingenjoyedexploringsteppedonDarren’stoesrushedoutcouldn’tfindKangkangandMichaelcalledDarrenjumpedhappilyMakesimplesentencesusingthosekeywordsaccordingtothepassage.TheyrodetotheMingTombs.Theyparkedtheirbikes.TheywalkedintoDingling.……2.Readthepassageagainandfindouttheconjunctions,helpthestudentslearnmoreabouttheadverbialclauseoftime.预习导纲板书

Unit6Topic2SectionC1a1b&SectionD1a1bDate时间状语从句的连词after,while,when,as,not…until,assoonas

竞赛表格第三课时预习导纲一.请你写出下列单词的汉语意思：when___________while____________as_____________before_________after____________until____________not…until_______________assoonas__________________二．你能看懂下列的句子吗?1.Don'tgetoffthebusbefore/untilitstops.2.IwillcallyouassoonasIgettoShanghai.3.Youcanleaveafter/whenyoufinishthework.4.Hedidn'traisehisheaduntil/beforesomeonecalledhisname.5.Astheywereexploringhappily,thecrowdbecamelargerandlarger.6.Theysangastheywalked.7.JohnwascookingwhileMichaelwasdoinghishomework.8.Iwaswalkinghearmyhousewhentheaccidenthappened.9.When/WhileIwassleepingintheroom,mymothercamein.你能口头翻译上面的句子吗？句中划线的词是用来引导___________从句的_______(词性)然后观察这些时间状语从句,分析这些连词的用法:1).从例句(1-4)中,我们发现了哪些共同点?结论:当before,after,when,not…until,assoonas引导时间状语从句时,若主句是____________________________时,从句用_________.若主句是过去时态,从句通常也用___________.2).从例句(5-9)中,我们发现:when,as,while,都是“__________”(汉语意思),它们的用法有什么区别呢?(请观察从句的谓语动词的特点,查阅相关工具书,分析它们的异同点.)结论:_________________________________________________三．用下列所给的词填空.

when,while,as,assoonas,before,after,until1.Itwasraining______hereachedhome.2.Heleftschool______hecleanedtheclassroom.3.Icouldn'tdrawpictures______Iwasten.4.Shereadaletter______shewalkedalongtheriver.5.Pleasethinkitover______youanswerit.6.I'lltellyouthenews______youcomeback.3.Makecompoundsentences.Kangkang,MichaelandDarrenrodetotheMingTombstogether.Theyparkedtheirbikes.TheywalkedintoDinging.Thereweresomanypeople.Theyenjoyedexploring.SomeonesteppedonDarren’stoes.Darrenfinallyrushedout.Hecouldn’tfindKangkangandMichael.Heraisedhishead.Kangkangcalledhim.Theysaweachother.Theyjumpeduphappily.4.Askandanswerquestions.5.Makealistoftheusefulexpressionstheylearnedfromthispassage.板书

Unit6Topic2SectionC1a1b&SectionD1a1bDate

时间状语从句的连词after,while,when,as,not…until,assoonasUsefulexpressions1.竞赛表格

2.…

Task5Intensivereading

(Individualwork&Groupwork)

Step3.Whilereading【设计说明】

引导学生逐步消化、理解和应用所学的语言知识与技能，将语言能力的培养落实到语言学习的基点上。backTask6(Individualwork&pairwork）

Step4.Postreading

Retellthestoryaccordingtothepicturesandsomekeywords.rideparkenjoyexploringsteprushcalljumpupTask6(Individualwork&pairwork）

Step4.Postreading【设计说明】

学生通过了略读、查读和细读，抓住了文章脉络，理解了文章内容。在此基础上，要求学生合上书本，完成练习。学生根据图片和关键词复述短文，及时使学生把已输入的阅读信息进行加工，并以口语的形式输出，从而提高学生的口语表达能力并达到训练学生的阅读记忆能力的目的，促进语言知识的巩固和深化。backTask7(Groupwork)

Step5FollowupReadSectionD1aandtrytomakeasummaryofitafterfinishing1b.Task7(Groupwork)

Step5Followup【设计说明】

再次循环巩固，加强了教学效果。在小组活动过程中，教师要巡视，并给予学生必要的指导和帮助。最后，请各组展示他们的成果。这一任务作为本文阅读后的一个拓展和升华，体现素质教育中培养学生创新思维的思想，使学生运用习得的策略将输入的信息以笔头形式输出，由阅读过渡到写，培养学生综合运用语言的能力。back

Step6Assessment【设计说明】

这一步体现了发展性评价，有助于学生提高学习兴趣，促进学生的发展。一二三四Task1Task2&3Task4Task5Task6Task7Totalback

Step7Homework1.ReadPart1aofSectionDagainandtrytofindoutsomeusefulexpressions,payingattentiontothedifferentstylesbetweenSectionCpart1aandSectionPart1a.2.Readapassageandthentrytowriteasummary.补充的阅读文章

WhenSusangotupthismorning,itwasabeautifulspringday.Shesawlittlecloudsfaraway,butshedidn’tthinkaboutthem.Shegotherdog,Spot,andputhiminthecar.Thenshedroveoutintothecountryforapicnicwithherdog.Anhourlater,thewindbegantoblowanditturnedcold.SusanandSpotwerewarmfromrunning,sotheyweren’tcold.ThenwhenSpotwasplayingwiththeball,Susansawsnowflakesinthesky.ShecalledtoSpot,pickedupthepicnicthingsandgotbackinthecar.Asshewasdrivinghome,thesnowbecameharderandharder.SoonallSusancouldseewaswhiteallaroundher.Theroadbeacameslipperyandshehadtodriveveryslowly.Then,thecarhiticeanditwentaroundincircles.Itwentdownahillandfinallystoppedinfrontofatree.SusanreachedoverforSpot.Hewasshaking,buthewasOK.Shegothermobilephoneandaskedforhelp.Atlast,thepolicesavedthem.NexttimeSusanwilllistentotheweatherreportbeforegoingonapicnic.根据原文，添加适当的时间状语从句完成下面的缩写。

ItwasfinewhenSus