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4、教学重点难点
a.教学重点:运用扫读和细读的阅读技巧,完成对语篇的大意理解,找出语篇中的疑难点,并通过小组合作解疑答惑、向老师寻求帮助等多种学习方式解决问题,完成对语篇意义的透彻理解。
b.教学难点:通过完成阅读的各项任务,理清语篇的框架结构,完成简单的语篇输出。
5、学习策略:Guide the students to master the reading skills .
6、文化知识:引导学生文明旅游,保护历史文化,不要乱丢垃圾,不要乱涂乱画。
7、教学过程
Step 1: Warming-up & Lead-in
暑假刚过,教师先提问学生们的假期如何:Where did you go on vacation? What did you do there? And did you have a good time?除了学生的回答,教师同时展示一些常见的假期活动图片,如游泳、去海边、参加夏令营、垂钓、爬山、读书等,还可以将文段中的一部分活动纳入其中。
[设计意图]通过学生的经历及图片,吸引学生的注意力,激发学生对相关话题和内容的兴趣。
Step 2: Pre-reading
1. 教师利用多媒体幻灯片呈现一组马来西亚图片,包括马来西亚的地图、马来西亚人、乔治市、海墘街、槟榔山来介绍马来西亚的风情,从而引出教学内容。
[设计意图]此环节旨在进一步增强学生的好奇心和阅读欲望。求知心理会让学生对于将要学习的内容更加关注,学习的主动性有助于推动教学进程,改善教学效果。
2. 设置Prepare to Read环节,做好学习词汇的准备。教师用PPT呈现本课重点词汇和表达:decide activity try bird bicycle building trader wonder difference top wait umbrella wet below enough hungry hill duck dislike ,feel like,because of。教师首先以decide为例,给出示范:I decided to visit my friend Tom on weekends. 学生造句,然后互相交流。教师再根据实际情况,选择学生共同的难点加以必要的讲解。
[设计意图]本课生词较多。在让学生阅读前,对于可能会造成阅读障碍的关键词汇进行处理,扫清对课文理解的障碍,为阅读活动的顺利进行做好准备,以保证快速理解课文。长期坚持就能够提高学生的阅读能力。
Step 3: Reading
Skimming Read the article fast and silently to find the general idea读取大意。
T:Jane went to Penang in Malaysia on vacation. Please read 2b on Page 5. Read it fast and complete the task:
The general idea of the article is about ______. A. Places of interest in Malaysia
B. Jane’s diary entries about her vacation C. How to keep a diary
[设计意图] 引导学生速读课文,回答问题来实现对课文的整体感知。这种任务设计帮助学生从整体上把握大意,长期练习可以提高阅读速度。
Scanning Read the article carefully and silently to find the specific ideas读取细节 Give the students three tasks.
Task1:Read Jane’s diary entries about her vacation and answer the questions.
Did Jane have a good time on Monday?
What about on Tuesday?
Task2 : 1). Read the first diary and answer the following questions.
Did Jane have a good time? What did they do?
2).Read the second diary and answer the following questions.
Why did they decide to take the train to the top of the hill?
Because it started raining a little.
How long did they wait for the train? Why did they wait so long?