外研版 (新标准)Unit 2 I became so bored with their orders that I wished they would leave me alone.精品表格教案设计

教学过程

教师活动

学生活动

设计意图

Step 1

Warming up

and lead-in

向同学们展示小鬼当家的经典视频，引导学生共同讨论:

Do you like staying at   home alone?

Why or why not?

Have you ever stayed at home alone?

How long did you stay at home alone?

学生与老师或同学自由对话

通过提问学生对于“独自在家”这个事情的观点以及自己的经历和感受激发学生对此话题的兴趣和思考，为阅读文章内容做铺垫。

Step 2

Pre-reading

教师提问学生两个问题：

If you stay at home for a week, what will happen to you?

Do you think being alone at home is like a perfect holiday?

Can you predict what Zheng will write about from the title?

学生小组讨论并回答问题。

让学生想象一下“长时间独自呆在家里”会是什么情形能够帮助学生更好地理解文中作者独自在家几天的经历。培养学生通过题目预测文章内容的能力，为阅读进一步做准备。

Step 3

While-reading

Fast reading:

Did Zheng have a really perfect holiday? What does the quotation mark ( “ ”) mean in the title?

Careful reading:

1、Which is the right structure of the passage?

Read Para.1 carefully and finish the tasks.

Read Para.2 carefully and finish the tasks.

Read Para. 3-4 carefully and finish the tasks.

Read Para. 5 carefully and finish the tasks.

在老师的引导下，学生较为顺利地理解了引号表达的是否定的意思。学生进行第二遍阅读，通过抓住故事的发展的时间顺序将文章划分为几大部分: 学生逐段阅读，逐步填写，获取有关作者行为、感受和原因的细节信息。

学生通过检验之前对文章内容的预测和对标题的理解，获取文章的大意。学生通过把文章划分为三大部分，抓住作者叙述的顺序和线索，有利于下面分析文章细节内容的教学活动的展开。由于学生提取信息的能力不强，对内在的因果关系把握不好，教师把书中的活动3加以改编，不是按书上的要求：根据原因只填写感受，而是填写感受的同时还要从上下文中找出原因，培养学生从字里行间、上下文查找细节的能力。文章是以时间为线索，这个表格能清楚地展示作者在不同时期的感受和原因。

Step 4

Summary and retell

Choose the best summary .

A. Zheng Chenyu found his life more difficult without his parents.

B. Zheng Chenyu depended on his parents to prepare meals for him.

C. Zheng Chenyu had so much homework that he did not have time to look after himself.

D. Zheng Chenyu should learn to cook.

学生总结文章选择答案。

梳理完文章结构以后，让学生再来总结，学生对文章的结构以及主人公的经历更加清晰。

Step 5

Post-reading

Think

Why couldn't Zheng have a really perfect holiday?

学生阅读文章，回答问题。

培养学生的思维能力和对文章深层理解的能力，起到对文章内容点睛的作用，并且为读后的讨论做好了铺垫。

Step6 Group

Discussion

1.What changes will Zheng have after the “perfect holiday”?

2.What can you learn from Zheng's experience ?

学生以小组形式就下面的问题和提示展开讨论：

通过对作者可能发生的情感、行为变化的讨论，对学生起到正面的引导，为后面学生反思自己的生活、与家长的关系做好铺垫。

Step 7

Homework

Write a passage according to the following situation:

Your parents will be on a business trip next month, and you’ll stay at home alone for a week.

Write a short passage including:

what you will do what you won’t do?

What abilities you will develop from now on?

将文本的思想与读者的切身生活联系起来，让学生运用总结的文本思想去认识自我,提升自我。