Unit 15 Learning Lesson 4 Understanding 教学设计2.doc

Unit 15 Learning Lesson 4 Understanding 教学设计 教学目标： By the end of this period, students will be able to: understand key information of this article and learn how to acquire knowledge. use linking words and reference words to help understand the texts; 教学重点： 进一步培养学生的阅读能力，能够通过理解重点连词和指示词从而掌握文章中语句及文章整体的意思。 教会学生树立活到老学到老的意识，明白达到理解的最好方法是询问。 教学难点： 面对篇幅较长的文章，部分学生会抱有将每字每句看懂而达到理解整篇文章的心理，故此课的教学难点在于如何培养、训练学生阅读并正确理解重点连词和指示词，从而提高学生的阅读能力和阅读技巧。 预教词汇: acquire, ignore, urge, inspire, vital, assume, assumption 词汇 重点词汇: (n.) religion, civilization, rank，defence (v.) acquire, ignore, urge, inspire, assume (adj.) unwilling, conventional, vital, beneficial 教学过程 教学步骤 教学活动 设计意图 活动形式 Lead in Using a proverb “Knowledge is power.” from Francis Bacon to lead in the class. 激活学生已有知识，引入话题。 Class work Warm-up Teacher (T) presents a question “Can you think up the ways to get and understand knowledge?” to have a brainstorming activity. 鼓励学生积极思考，开拓思维，同时引入预教生词的环节。 Class work Individual work Pre-reading T pre-teaches key vocabulary: acquire, ignore, urge, inspire, vital, assume, assumption by using English explanations or context. 预教部分重点词汇，为学生第一篇阅读扫清障碍。 Class work Fast-reading Students (ss) read the first paragraph for the first time and find out the first thing which the writer suggests we use to understand things. Step2：Ss read the whole text for the second time and match the main idea with the four parts of the text. 培养学生搜索作者主要观点的能力。 通读全文获知各部分的主要内容。 Individual work Class work Careful-reading Step1: Ss read the text for detailed information by filling a table. T helps ss have a better understanding of the text by analyzing the reference words. Step2：Answering questions. T asks ss three questions meanwhile teaches new vocabulary and cultivate ss’ reading strategy on purpose. 细读全文寻找细节信息并通过理解重点指示词从而达到进一步培养学生阅读策略的目的。 学生通过进一步阅读获知新词汇并准确理解词义。进一步训练理解重点连词和指示词的阅读策略。 Individual work Class work Post-reading Ss work in pairs to analyze two long sentences picked ou