高中英语_Module7 Unit4 Sharing阅读课教学设计学情分析教材分析课后反思.doc

Teaching Procedures教学过程设计  Steps Teaching procedures Design purpose Step One: Pre-reading I. Warming up: ﹡show students pictures about sharing to appreciate the significance and necessity of sharing. ﹡Show some pictures about PNG.. II.Prediction: Students predict the content of the text according to some photos. To arouse students’ background knowledge about PNG. To arouse the students’ further interest in this material Step Two: While-reading I. Fast reading ( skimming ): 1. What’s the main idea of this letter? 2. Read the whole passage and match each part with its main idea. Part1 ( Pa1) Village life Part2 ( Pa2-3) The end of the letter Part3 ( Pa4-8) The introduction to the topic Part4 ( Pa9) School life This is to train the students to summarize the main idea of the passage. II. Detailed reading ( scanning and analyzing ) 1. Read part 1(pa1)and answer: Why did Jo send Rosemary some photos? 2. Read part 2(pa2-3)and answer: 1. Why is the high school called a bush school? 2. Why is science the most challenging subject for Jo? 3. What will most boys do after Year 8? Read Part3 and fill in the chart: Family relationships Everyone seemed to be a _______of Tombe’s. Type of houses Men’s hut is a low ________hut with grass _______ _____ of the roof. No windows, small _______. Floor was covered with fresh grass. Possessions I could only see one _______, a few ____?plates and cups, and a couple of______. Sleeping arrangements Kiak usually would sleep in her own?hut . A _________ was newly made for Jenny and me to sleep on. Diet Sweet potato, corn and _______. Cooking methods Hot _______ are placed in an oil drum, then vegetables are placed in the drum, covered with _______leaves and steamed. Beliefs The villagers believe that any leftovers attract ____ spirits in the night, so the food is _____ ____ in the can and the can is then _______ ____of the hut. This is to get the students to understand this passage bet