Reading and vocabulary国家优质课一等奖

Teaching goals

教学设计

1. Enhance students’reading ability.

2. Master the words, phrases and sentence structure in this period. 3.

Get students to love their hometown and their motherland. Teaching important points

1. Encourage students to talk about their hometown and architecture. 2.

Help students to understand and improve their reading ability. Teaching difficult points

1. Guide students to speak in class actively. Deal with the difficult language points in this period. Teaching media

The blackboard and the multi-media. Teaching procedure：

一、导入

1. 通过图片展示，让学生说出建筑的类型，以此直观掌握什么是

apartment, apartment block, high-rise building 和a five-storey building．

2. 根据书上的两幅图片及其描述，模仿着描述自己的家或社区．

3. 展示厦门的海滩风光，景点鼓浪屿等，让学生猜测这是哪个城市, 引出本课标题

“A Lively City”.

二、

Reading 1. Pre-reading

“If a friend comes to Xiamen for the first time, which places will you take him to?”

2. While-reading

1) fast-reading

完成Activity 1. 2) Careful reading Find out the information about Xiao Li’s hometown The city The people

__________________

Business district Western district _______________ 3) Post-reading 完成活动3和4，巩固所学单词。

三、Language Points 在句子中理解重点短语和句型：

１. They have put up a lot of high-rise buildings recently. ★扩展：He put up his hand to catch the teacher’s attention.

A new notice has been put up on the board. 2. It’s been six years since we last saw each other. 自从我们上次见面已经有6年了。

It is /has been +一段时间+since 从句

___________, interesting and lively

___________

pretty hot & wet in the summer, quite cold in the winter

Lots

of ________ have been put up; There are some great ________. there are some pretty ________ __________, with some interesting architecture

3. …this is the first

time I’ve visited your hometown. ★

表示“这是某人第几次做某事” 常常用“This /It is the first /second…/last time (that) …”这个句型。that 常省略。主句用一般现在时, 从句用现在完成时。主句用一般过去时

, 从句用过去完成时。

★翻译：这是这位教授最后一次给我们做报告. This is the last time the professor has given us a talk.(was, had) 五、

布置作业：

每６人一组，一人充当导游，另外五人充当游客，来天津旅游观光。编一个小的情景剧，并要求表演出来。

教学反思：本节课我首先通过图片来直观认识单词，通过阅读教材中两个学生的家的描述，进而简单介绍自己家或社区的建筑，鼓励学生用简单的语言来表达自己，积极参与课堂。另外，通过图片所含信息推测城市名称，引发学生学习课文的兴趣。在阅读前，考虑：若自己有朋友来厦门，那么你会带他／她去哪些地方？由此，相对应地，文中小李带游John Martin 会是怎样的游览顺序？然后，就是阅读三步走，层层推进，培养学生捕捉有效信息的能力和总结归纳的能力。另外，设置了一个比赛抢答的环节，选择数字之后，屏幕上会显示出相应的题目，极大地调动了学生参与的积极性，也是本节课的高潮部分。作业的布置还是以英语的应用为目的，介绍以导游和游客的身份来看待家乡天津，培养学生热爱家乡的美好情感。

不足之处在于：由于Introduction 部分拖的时间太长，课堂后半部分时间分配上有点过于紧迫，没能充分展开。以后会多注意时间分配方面的问题，更有效地开展英语教学。