教材文本解读与初中英语阅读教学要点.pptVIP

Imagine you are Helen and Jim’s friend and you ask them about their school trip. Use the information in the diary entries to make up a conversation. Add more details if you can. Post-reading (2) Questions: Did you go on a school trip in June? How was your trip? Did you go anywhere interesting? Did you go there by train/bus? Did you see anything interesting? Did you do anything fun? Did you take any photos? Did you buy anything? Were they expensive? … Answers: Yes, (I did.) I … No, (I didn’t.) I … It was interesting/exciting/boring/terrible … … Strategies: Activating prior knowlege Skimming Scanning Drawing conclusions Making comparisons Guessing the meaning of unknown words Interpreting the meaning of sentences Summarizing the main idea Recalling details Synthesizing 感 谢 观 看 和 聆 听 链接: http: ///s/1sjr4Sgt 密码: uwvy * * 文本特征，快速阅读，仔细阅读：reasoning, comparing, guessing words from the context 找出所有的过去式，猜测它们的原形 针对难的句子进行解析，分辨重点和难点 Topic: A school trip to the science museum (diary entries) Function: Describe ones personal experience and feelings during a school trip Structure: Past tense: positive/negative sentence, was/were, past form of verbs Vocabulary: Positive/negative adjectives, other new words and expressions Writing: A diary entry of your own school trip 阅读活动分析 阅读部分每个活动的设计意图是什么？其中渗透了什么策略？ 活动的可操作性和难度如何？是否适用于现实的教学条件和课堂环境？ 学生以什么形式开展活动？活动的结果是什么？想要完成该活动，学生应当具备什么语言水平和能力？ 在课堂教学过程中，学生可能存在哪些困难和障碍？教师可以提供什么支持和帮助？ 活动设计意图与相关策略： 激活学生已有的词汇储备，呈现部分新词汇，为下面的阅读做好铺垫 (Activating prior knowledge) 让学生学会自主整理和归纳词汇，帮助他们构建词汇体系 (Vocabulary learning strategy) Good Bad Pre-reading (1) 1 Let Ss get into groups and brainstorm the adjectives that can be used to describe good or bad things. Ss will make two word lists and be ready to report to the class. 2 T introduces some new adjectives by describing his/her own trip (showing some pics or photos). 3 T reads aloud the new words and Ss repeat after the teacher. 4 Let Ss finish 2a and then check the answers. New words: lovely, e