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IV. Important Points:对刘宇和父母观点的探索、归纳和提炼,并能想出合适的解决办法。
V. Difficult Points:能够理解文章,有发现问题,分析问题、解决问题和勇于表达自己的能力。。
VI. Teaching aids: blackboard; PPT
VII. Teaching Procedures
Step1. Greeting and Lead-in (2mins)
Welcome to my class today! In my school, I have jobs, one is an English teacher, the other is an Agony Sister(知心姐姐). So everyday I receive a lot of letters from Ss. I will help them to solve their problems. Show two letters to help them., and ask Ss to help them to solve problems. (Letter 1: worry about English, reading is difficult; Letter 2: too much homework gets in the ways of drawing.)
教学设计说明:介绍自己是知心姐姐这一身份设置真实场景,通过对两封简短信的口头回复,点燃学生帮助别人的热情,自然引出第三封来自刘宇的信。
Step2. Pre-reading (1min)
Make a prediction from the picture and the title. What is Liu Yu’ problem/decision?
教学设计说明:阅读技巧:培养学生读前习惯,通过观察和猜测为把握文章内容做好准备。
Step3. While-reading(22mins)
1.Fast reading (4mins) Close to his problem.
Read quickly and fill in the chart.(age/hobby/dream/problem)
Read Para.2-5 quickly to circle the key words to decide whose idea in each para..
Make the structure of this passage.
教学设计说明:1.快速阅读找到刘宇遇到的问题;
2.阅读技巧:寻找关键词,确定发表每段话观点的人物,理清文章结构,发现刘宇与父母的观点冲突。
2. Careful reading (10mins) Analyze his problem
1).Read para.2&4 and answer questions.
Analyze parents’ ideas
①T or F.
1) His parents against him running. ( )
2) His parents want him to enter university. ( )
3) He should spend more time on running. ( )
②.Finish the mind-map of parents’ ideas.
③.With the mind- map, Ss retell the ideas in their own way.
教学设计说明:1.T or F的练习引导学生完成mind-map,是提炼论据的过程; 2.看mind-map用自己的语言来表达是学生组织语言内化的过程。
2).Read para.3&5 .(8mins)
①Work in groups to complete the mind-map.(设计说明:前面思维导图的示范,为此处的小组合作做好的铺垫。)
②Pay attention to the sentences that Liu Yu wants to show how much he loves running. Ask Ss to read these sentences with strong feelings. (设计说明:学案里的思维导图所需填写信息为以下黑体部分)