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Students learn to use skimming strategy to find out the structure and the main idea of a passage.
Students use scanning strategy to fix exercises on the details.
Students learn to pay more attention to some key words and linking words appearing more than once in a passage.
Students learn the ways of making inference and guessing some meanings.
B. Students master skills on how to deal with task-based reading exercises, paying special attention to capitalization, completeness, punctuation and specific reason.
3 .Affective goals
Students know the importance of reading.
Students have a better understanding of reading exercises.
Analysis of characteristics of the learners （学情分析）:
1 .Teaching object: the ninth grade students in junior high school
2. Teaching background: This lesson is mainly on enabling students to have a better understanding of reading and acquire some reading strategies to do reading exercises.
3.Knowledge base:
a. Reading weighs a lot in English study. However, a number of students get confused about the reading exercises whose answer can’t be found directly in the reading passage.
b. As the ninth-grade students, they lack some reading strategies. But to do better reading, they need to master related reading strategies.
= 3 ﹨* ROMAN III Analysis of the teaching contents（教学内容分析）:
The analysis of important points:
Students know the ways of doing better reading;
Students have an overview of common reading exercises;
Students master some reading strategies and some reading skills when doing reading exercises.
3. Analysis of difficult points:
A. How to enable students to work out the structure and the main idea of a passage;
B. How to enable students to make inference and makes guesses;
C. How to make students understand what kind of reading exercise it is.
4.Teaching aid
A computer, blackboard, multimedia equipment, some cards
= 4 ﹨* ROMAN IV .Teaching methodology:
1. Task-based Language Teaching(TBLT)
2. Deductive Method and Inductive Method
Ⅴ.Learning strategy:
1. Cooperative Learning