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ATeachingPlanforReadinginUnit5inGoforit(2B)Contents:DoYouRememberWhatYouWereDoing?Ⅱ.Teachingaims:Knowledgeaims:Learnthenewwordsandphrases:pupil,completely,shocked,insilence,recently,takedown,terrorists,towerUnderstandthecontentofthetextandfinishtheexercises.Abilityaims:TeachSssomereadingstrategiestodeveloptheirreadingabilityofpredicting,skimmingandscanning.Learntousethestructure“…was/weredoing…”totalkaboutthepastevents.Emotionalaims:ArouseSs’interestinAmericancultureandhistoryandtheirloveforthepeacefullife.Ⅲ.Teachingimportantanddifficultpoints:Deepercomprehensionandfurtherthinkingofthetwoeventsandfinishtheexercisescorrectlyinalimitedtime.Usethetargetlanguagecorrectlyintheiroralandwrittentasks.Ⅳ.TeachingmothodsTask-basedlanguageteachingapproachcommunicativeapproachⅤ.Teachingaids:multimedia,pptⅥ.Teachingprocedures:Step1Greetingsandwarming-upLetSsenjoyavideoandapictureofthetug-of-warcompetition(拔河竞赛)thattheytookpartinonourschool’sTree-plantingDay.Thenasksomestudentswhattheyweredoingandhowtheyfeltatthatmoment.设计意图:利用学生亲身经受的大事,创设真实的语言环境来复发生时自己的感受及当时所在做的事情。Step2Pre-readingIntroduceDr.MartinLutherKingandhisfamousspeech“Ihaveadream”.IntroducetheWorldTradeCenterandthe911Event.入和学习重点词语。predictinglookatthetitleandthetwopicturesonthescreen,canyouguesswhatthetextisabout?(Asksomestudentstoguesswhatthetextmaybeabout,anyanswerwillbeOK.)设计意图:教会学生在读前能通过标题、图片来推测文章内容。Step3ReadingSkimmingAskSstofindoutthetopicsentenceofthetextasquicklyaspossible.Guidethemtopayattentiontothefirstsentenceofeachparagraph.Thentrytoanswerwhateventsaretalkedabout.ScanningShowachartofthetwoeventsonthescreen.AskSstofindouttheinformationaboutthefollowingquestionsandthenfillinthechart.Whenandwheredidithappen?Whotoldthestory?Whatwasheorshedoingatthatmoment?Howdidheorshefeelthen?ReadfordetailsWorkon2c.Readthepassageagain.Arethefollowingstatementstrue(T)orfalse(F),oristheinformationnotgiven(NG)?F (1)EveryoneinAmericarememberswhokilledDr.King.F (2)RobertAllenwaseatinglunchwhenDr.Kingwaskilled.T (3)Robert’sparentswereshockedtohearthenews.F (4)KateSmithwaswatchingamoviewhenaplanehittheWorldTradeCenter.T (5)Katedidn’tthinkherfriendwastellingthetruthabouttheevent.LanguagelearningUnderlinesentencesfromthepassagewiththesimilarmeaningstotheonesbelowandexplainsomephrasesandstructures.Noteveryonewillrememberwhokilledhim,buttheycanrememberwhattheyweredoingwhentheyheardthathegotkilled.(Although some people may not remember who killed him, rememberwhattheyweredoingwhentheyheardthenews.)Noonesaidanythingforthetestofdinner.(Myparentsdidnottalkafterthat,andwefinishedtherestofourdinnerinsilence.)September11,2001 thedatealonemeanssomethingtomostpeopleintheUS.(Eventhedate—September11,2001—hasmeaningtomostAmericans.)IhadtroublethinkingclearlyafterthatbecauseIwasveryafraid.(IwassoscaredthatIcouldhardlythinkclearlyafterthat.)学生的阅读技能和更好的理解文章意思。Step4After-readingMemorychallenging(Aninterview)Workinpairs.OneactsasaTVreporter,andtheothertriestobeRobertAllenorKateSmith.Askandanswersomequestionsaboutthetwoevents.WritingWriteashortpassageaboutanimportanteventinyourlifeusingwhatyouhavelearntinthispassage.Thenshareitwithus.Whatwastheevent?Whenandwheredidithappen?Whatwereyouandothersdoingatthattime?Howdidyoufeelthen?Whywasitimportant?Orwhydoyourememberthisevent?ThinkingTerribleevents can make people feel sad, but do you somethinggoodcanalsocomeoutofsomethingbad?Whatelsecanwelearnfromtheseevents?的目的,通过读后思考来对学生进展情感教育。Step5SummaryWhatdoesthewriterwanttotellus?Andhowdoesthewritertellusaboutit?Usefulexpressions1).重要大事animportantevent2).bekilled3).完全震惊了becompletelyshocked4).insilence被摧毁betakendownhavemeaningto几乎神志不清couldhardlythinkclearly设计意图:深对课文的理解,并梳理和回忆重要的语言点。Step6HomeworkOralwork:Readthepassageafterthetapeandtrytoretellthetwoeventsfluently.Writtenwork:Writedowntheeventyoutalkedaboutint
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