阅读板块分析与阅读活动设计（阅读教学案例）.ppt

I. Lead-in: Activating the students’ prior knowledge and presenting new words 1. Show a list of some important dates to the Ss and let them speak out the names of the festivals. 3. Reading for the author’s writing purpose Let Ss read and find out the sentences that explain the spirit of Christmas. Encourage Ss to use their own words to summarize the author’s purpose of writing this passage. 4. Reading and inferring Let Ss read between the lines and give their own answers to the questions in 2d. Ss are supposed to use the expressions: I guess … I believe … I think … I suppose … 5. Reading for learning the vocabulary Let Ss find out the important words and phrases based on the meanings that T provides. T provides some sentences or a short summary about the reading passage. Let Ss use the correct words to fill in the blanks. 6.Reading for the difficult and important sentences 1) Let Ss underline the difficult sentences or the important sentences worth memorizing and discuss what they really mean or why they are important. 2) T writes on Bb the sentences that Ss mostly feel difficult to understand and gives necessary explanations. 7. Reading aloud Play the tape and ask Ss to read after the tape and pay attention to the sense groups. Choose some students to read aloud the passage to check whether they have problems. Correct their mistakes in pronunciation if necessary. IV. Post-reading Role-play: Divide the Ss into groups and let them make up conversations between Scrooge and the three ghosts. When Ss are ready, ask several groups to present their conversations to the class. 课堂教学活动与练习设计自查参考： PURPOSE: Is the purpose clearly defined? TYPE: Does the type of exercise/activity effectively and economically accomplish the purpose? CONTENT: Is the ratio of language given/learner task economic? Are instructions to learners clear? INTEREST: Is it interesting? AUTHE