牛津译林2011课标版《Reading 1： The ghost in the park》精品教案下载-武汉市优质课

2. Skimming

3. Scanning

4. Guessing meaning of unknown words

五、教学资源准备PPT 六、教学过程教学过程任务学生活动设计意图及资源准备Step 1

Predict

Look at the picture and predict what happened to Millie and Amy.Predict the story according to the picture.读前预测可以激发学生阅读的兴趣和动机，激活学生相关话题的背景知识，同时也给学生提供了读前学习生词的情景。学生根据图片提供的情景，结合老师的问题大胆猜测，充分表达，有效地培养了创造性思维能力。另外，学生读前预测既是对前面所学内容的巩固和体验，也是本节课的有效导入。Step 2

Pre-reading

Present the new words.Have a good grasp of the new words, including the pronunciation and part of speech.呈现相关目标词汇，并注重词汇的音标和词性，以便于学生掌握和运用词汇。Step 3

While－reading

(1) Skimming

Skim the passage and answer two questions.Read the passage quickly and answer the questions.学生快速浏览文本并回答两个问题。让学生初步感知文本，了解文章内容的梗概。（2）Careful reading

Reading the passage again and complete the chart.Read the passage and find out the key points.借助图表梳理文本信息。读中活动意在引导学生阅读和理解所学文本，促进学生进行体验性阅读，让学生和文本展开对话。有效的语言输入可以保证语言输出的流畅，促进学生语言能力的发展。Step 4

Post－reading

(1) Finish Part B2 and B4.

Finish the exercises.为后续教学活动打下基础。（2）Retell the story.Retell the story according to the information on the chart.在学生个体阅读的基础上，教师鼓励学生运用已获取的细节信息复述课文，在巩固所学内容的同时运用所学语言进行表达，做到在学中用和在用中学。合作学习活动的设计是考虑到组间学生的差异，为学生营造轻松的语言学习和语言运用环境。（3）Discuss some questions and encourage students to analyze the text and express their own ideas.

a. Which phrases or sentences make the story interesting?

For example:

They turned round but saw nothing.

b. The ghost in the park .

Give us your reasons.

c. What can we learn from the story?

d. Is it a wonderful ghost story?

Why or why not?

Students analyze the wonderful sentences which make the story interesting and talk about a sense of reading.教师在学生讲述故事之后引发学生的讨论，促进其积极思考。阅读不仅是为了学习语言，而且是读者与书本的对话、与作者的对话。学生在阅读中思考，在阅读中交流与表达，这不仅体现了读、思、言，也渗透了学生情感、态度和价值观的培养。Step 5 HomeworkRead and recite the passage.

Finish the exercises on the handbook.

Prepare to share a wonderful story with us.

Finish the homework after class.鼓励学生多进行课外阅读，在阅读中增长知识、锻炼才能，并学会与人分享。 教学流程图

A ghost in the park

七、教学评价设计教学目标可以反映在学生的课堂表现之中。

1. 学生话语