troubles reading教案

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1、Unit3Troubles课时教学内容及课型教学目标及简单教学环节设计Purposes第1课时ReaingA一．定位：Input-based,训练各种听与说的语言微机能，并给予阅读学习策略的指导，读为主。二．教学环节设计：1.LeadinginCartoontalk)1).WhatisLodoing?Whyisheafraid?2).WhatdoesHisay?3).Guessingthemeaningof‘trouble’4).Hassomeoneeverstoleyourpurse?5).Howdidyoudealwithit?(hurryhome?

2、arguewithhim?...)(Teachsomekeywordsbytheway)6)HaveawordpuzzleToknowthemeaningoftrouble2.While-readingFirstreading1)Para1-3,observeandanswer2)Para4-7,read,answerandmakeadialogue.SecondreadingReadandthenguessthemeaningsThirdreading1)Readafterthetape,finishthesentencesaccordingtothe

3、text2)Payattentiontothepastformsatthesametime3)Fillinthemissingaccordingtothegivenlettterwithoutlookingatthetext.Reporttheanswers.Thenreadthispassageinchorus.Togetthestudentstoknowhowtogetinformationfromthepictures.Thisisalsoareadingskill.Fostertheabilityofguessingthenewwords.Mak

4、etheSsknowhowtogothroughthewholestory.Revisethepastforms。TogettheSsmasterthetextwell.3.Post-reading1)SupposeyouareSunFei.Pleaseretellthestoryinyourownwords(5-10sentences)2)ShowtheSssomepictures,askSstodiscussingroups,getthemknowwhattosaywhendescribinganevent.Tousetheknowledgethat

5、islearnedthisclass.Tofostertheabilitytospeakaccordingtotheirideas.4.Summary1)AskSstotellwhattheyhavelearnedtoday2)KnowtheformofadiaryandaletterTogettheSstoknowwhattheylearninthisclass5.Assignment(1min)Writing1)writeadiary)2)readthetextagainandagainandtrytoretellitAsaput-out.课时教学内

6、容教学目标及简单教学环节设计Purposes及课型第2课时ReaingB一．定位：Input-based,训练各种听与说的语言微机能，并给予阅读学习策略的指导，读为主。二．教学环节设计：1.Revision1)Retellthestory2)FillintheblanksonP353)Checkthehomework4)Revisethenumberswedialindifferentsituations.RevisethestoryandlettheSsguessinordertoimprovetheirimagination2.While-readi

7、ng1)SkimChenYu'sstoryandfindoutwhichnumberhecalled.2)Readquicklyandchoosethebestanswer3)Readcarefully,findoutChenYu’sproblemsandthefeelingchanging4)saysomethingaboutthestory?5)Listenandreadafterthetape.Thenreadthewholestoryinchorus.FinishPp8.TogettheSstogetsomeinformationaboutthe

8、passage.3)Post-reading1)Retellthestory.2