2021学年Reading教案

这是一份2021学年Reading教案，共3页。
Reading (I)
I. Teaching aims and learning bjectives
By the end f the lessn, students shuld be able t:
1. learn abut the unusual thing that happened t Millie and Amy;
2. use reading skills t guess the meanings f the new wrds, t get the general idea and details.
II. Teaching cntents
New wrds and phrases: as, usual, suddenly, anybdy, nbdy, reply, strange, leave, quickly, happen, everything, wnder, carefully, search, himself, weak, pick, surprised, later, smebdy, whisper, bush, miaw, as usual, turn arund, n ne’s/the way, say t neself, pick up, take … t, the animal centre, run away
III. Fcus f the lessn and predicted area f difficulty
1. Many past frms f verbs in the stry;
2. Reading skills t get the general idea and details.
IV. Teaching prcedures
Step 1 Lead-in
T: Lk at the screen. Hw d yu feel?
1. Are there any ghsts in the wrld?
2. Are yu afraid f ghsts?
3. D yu like reading ghst stries?
【设计意图：通过图片和自由交谈引出本文的主题——鬼故事。】
Step 2 Presentatin
1. Read and guess
T: Tday let’s share a ghst stry. First, read the title, lk at the picture and answer the fllwing questins:
(1) Where did the stry happen?
(2) Wh might see the ghst?
(3) Hw did they feel?
【设计意图：以问题的形式引导学生通过解读故事标题和图片猜测故事内容。】
2. Fast reading
T: Lk thrugh the stry quickly and silently, and tell me: What was the ghst in Sunshine Park?
【设计意图：整体浏览，指导学生快速阅读，找到问题答案即可，无需逐词逐句理解意思。】
3. Difficult wrds
T: Read the stry silently again and circle the wrds yu dn’t understand.
T: Here are sme wrds in the stry. Find the meaning f each wrd by circling the crrect letter.
【设计意图：让学生罗列不会读或不理解的单词，指导他们根据上下文猜测词义。对于一些不规则动词的过去式，可直接告诉学生这是哪个动词的过去式。】
4. Further reading
T: Read the stry with yur partner. Try t divide the stry int three parts and discuss the main idea f each part with yur partner.
5. Detail reading
T: Read the first part. Ask and answer in pairs accrding t the table n the screen.
T: Hw did Andy search fr the cat? Read the secnd part by yurselves ludly and try t fill in the blanks with sme verb phrases.
T: Read the third part in grups f fur and try t guess what questins I will ask. Clse yur bks and let me see wh has a gd memry.
(1) Wh made the strange sund?
(2) Why did the little cat sund like a ghst?
(3) Hw did Millie and Amy feel when they saw the little cat?
(4) Where did they take the little cat?
【设计意图：通过不同的阅读方式和活动形式帮助学生梳理故事的三个部分，引导学生最大限度的获知故事细节。】
Step 3 Practice
1. Put sentences in the crrect rder
T: S yu knw the stry in the park, right? Millie wrte sme sentences abut what happened, but they are nt in the crrect rder. Read these sentences carefully and then help Millie put the sentences in the crrect rder. Write the numbers 1-7 in the bxes.
T: Read the sentences in the crrect rder, and try t get the main idea f the stry by filling in the blanks. Pay special attentin t the simple past tense f the verbs.
2. Crrect Millie’s sentences
T: Millie is telling her friend Wendy n the phne abut what happened in the park, but Wendy cannt hear her clearly. Write a T if a sentence is true r an F if it is false. Check the answers with yur partner.
3. Help Andy answer Henry’s questins
T: Henry, Andy’s friend, is asking Andy abut the “ghst”. Help Andy answer his questins.
T: Wrk in pairs. One is Henry and the ther is Andy, and try t act the dialgue ut.
【设计意图：通过各种形式的练习和不同的活动形式让学生从整体和细节两个方面进一步熟悉故事内容。】
Step 4 Prductin
Rle play
T: I think yu knw the stry very well nw. Let’s wrk in grups f fur and act the stry ut. Yu can chse t be Amy, Millie, Andy r the narratr in yur grup. Remember t use yur bdy language and expressins.
【设计意图：通过角色扮演，让学生在熟悉故事内容的同时，能够熟读课文，复述课文，甚至将其表演出来。】
Step 5 Summary
T: There is n ghst in the wrld. We can read ghst stries fr fun. D the crrect things and d things crrectly. There’s nthing t be afraid f.