Reading 1: Down the rabbit hole教学目标

unit6

reading Teaching aims: Knowledge aims: Students can learn some new words and phrases. Ability aims: Students can get the main idea of the passage. Students can use scanning skills to get some specific information. Emotional aims: Students will cooperate with others well. Teaching key points and difficult points: Key points: Students can learn some new words and phrases. Students can apply reading strategies: making prediction, skimming and scanning. Difficult points: Students can improve their reading abilities such as skimming and scanning. Students can retell the story in their own words. Teaching procedures: Step 1 Lead-in Greet students and play a short video about "Alice in wonderland". Ask students to share some information they know about this story. (Justification: The video is a vivid media to arouse students' interest, and the teacher can lead in the topic of this class.) Step 2 Pre-reading Let students look at the pictures on the book besides the passage, and they can predict what this passage is mainly about. (Justification: Students' predicting ability can be improved, and it can help to lay a foundation of the next reading steps.) Step 3 While-reading 1. Fast reading Read the passage for the first time and check their prediction about the main idea of this passage. (Justification: Students' global reading ability can be trained. It's an individual work, so the autonomous learning method can be demonstrated also.) 2. Careful reading ①

Read the passage again and rank these statements in correct order: (1) Alice saw a small key. (2) Alice saw a rabbit in a coat. (3) The rabbit jumped a hole. (4) Alice opened the small door. (5) The rabbit said he would be late. (Justification: This task can help students find how the story developed, and it can also improve students' scanning skills.) ②

Read the passage carefully and guess the meaning of these words and phrases:

sit by; run across; get away; go through (Justification: Students can understand the passage better by guessing the meaning of these phrases, and they can also develop their ability to paraphrase the sentences.) Step 4 Post-reading Retelling: Work in group of four to retell the passage according to the time line on the blackboard. Then invite some representatives to share their result. (Justification: This task can help students improve their speaking ability and achieve the emotional aims to improve their cooperative awareness.) Step 5 Summary and homework Summary: Invite one student to summarize what we have learned today. Homework: Ask students to imagine what would happen after Alice went through the small door and write it down. (Justification: It can help students consolidate what they have learned in this class and develop their creative ability.) Blackboard design: