年级Unit阅读教学的任务活动设计.docVIP

9年级Unit14阅读教学的任务活动设计 在9年级Unit14阅读课文Have you ever been to trhe place where your ancestors lived？中，就while-reading 这个环节，我是这样设计的： Ⅰ. Fast reading Find out the answer to the question while reading quickly: Where is Robert’s homeland in China? What’s he looking forward to? 设计思路： 因课文篇幅较长，不必进行过多的导语输入，开门见山，直奔主题。 Ⅱ. Careful reading 设计思路： 这个环节我采取分段处理的方式，目的是让学生充分获得信息，理解语言知识和篇章结构 Read the second paragraph carefully and complete the chart: In search of Roots summer camp program Organized by Started in Activities of this program It has brought Read the third paragraph for detail and answer the question: What do the overseas students do during the camp? study see visit go to post- reading 设计思路： 读后精练设计了5个步骤，填词、选择、改写句子、浓缩课文再填空等，旨在按不同要求分段突破语言点，逐步达成技能目标。在设计第三个步骤时，我就文章中出现的定语从句和宾语从句的6个句子分类归纳，对定语从句和宾语从句进行对比，使学生进一步理解了句子与句子之间的结构关系。 1) Look up the new words and write out their forms then fill in the blanks : 1. south (adj.) 2. village (村民) 3. strong (adv.) 1. Most people are used to the living way in the of China. (south) 2. The of that were very kind to us. (village) 3. All the students believe that he is enough to take the heavy stone away. (strong) 2)Choose the correct meaning to the underline part: 1.Robert is just one young overseas Chinese who has come to visit his ancestors’ homeland, as part of the In Search of Roots summer camp program. A. the kind of B. the areas of C. the member of 2.The students mainly visit parts of Guangdong Province in southern China. A. the kind of B. the areas of C. the member of 3.This program started in 1980. A. establish B. was set up C. begin 4.I’ve really enjoyed the trip so far. A. until B. up to now C. so many years 5.Thanks to In Search of Roots, I am beginning to understand ?