高中英语外研版选修六Module 3 Reading Roy’s Story教案
文档属性
| 名称 | 高中英语外研版选修六Module 3 Reading Roy’s Story教案 |  | |
| 格式 | zip | ||
| 文件大小 | 17.8KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 外研版 | ||
| 科目 | 英语 | ||
| 更新时间 | 2022-01-19 09:44:11 | ||
图片预览
文档简介
Book 6 Module 3 Roy’s Story
教学目标：
1.知识与技能
(1)学会用英语常见句型陈述和表达自我观点。
(2)学会本模块所要求的重点词汇，短语和句型。如：offer, moody, steal, knock over, go through, the first time, for the first time……
(3)掌握阅读中涉及的阅读技巧
2.过程与方法
(1)通过阅读课文做阅读理解题从而掌握阅读理解能力。
(2)通过讨论掌握记叙文写作的时间顺序。
(3)通过小组讨论的学习活动，体验合作学习的过程和方法，从而培养学生的合作能力。
3.态度与价值观
(1)本节课对我(Daniel)和罗伊(Roy)如何成为好友，这种友谊如何变淡但我依然尽力帮助罗伊进行了描述，进一步增强学生对友谊的理解和珍惜；使学生能够对友谊有一种正确的认识。
(2)帮助学生树立正确的人生观、价值观，尤其是朋友之间出现问题该怎么处理。
教学重点及难点：
1.怎样分析和抓住文章的中心思想,掌握阅读技巧。
2.掌握故事人物和发展。
3.怎样帮助同学处理问题。
教学过程：
Lead in
T: As a proverb says, “A Friend in need is a friend indeed.” Friends are very important in our daily life.
T: Ask students some questions: who is your best friend
Ss:吕子豪，刘文静，高阳，张颖……
T: What kind of person is he/ she
S1: He is hard-working.
S2: She is …… 同学头脑风暴，自由回答。
T: How do you make good friends
Ss: ……
设计意图：引出故事friends---problems---help out---kind/friendly. 让学生多说，多发挥自己的想象力是重点，教师起启、引导的作用。
Fast reading
Ask the students to read the beginning and end of the passage individually, and then ask them a question.
T: What do you think the story is about
Ss: Friendship
Ask the students to read the whole story and check their ideas.
3. Main ideas
Skimming: match the paragraphs with main ideas.
设计意图：快速阅读鼓励学生运用阅读能力独立思考，让更多的学生参与自主探索。
Part 1(Para.1-2) I learnt about Roy and made friends with him.
Part 2(Para.3) Unhappy things happened to Roy and he changed.
Part 3(Para.4- 5) I found Roy stole other students’ wallets.
Part 4(Para.6-8) I found Roy stole the money raised for a charity by accident.
4. Scanning，精读理解文章信息和作者意图,完成一些细节信息。
设计意图：由于是记叙文，比较简单理解。通过这些题学生就可以对文章有了精细的了解。通过阅读学习，最终达到情感升华。
Time: for the first time
Roy: He was standing in the ______of the boys telling a _______.
Daniel: My father got a _____job, so we moved to London. I_____ all my friends so I felt ________________.
Result: Roy was_____ to me and invited me to _______his group, so we became_____________.
Time: under a year ago
Reason: Roy’s father____. The family moved ___ a much smaller house.
Mood: Roy became ____ and _____
Friendship: Roy and his friends, including me, were not ______.
Time: about three months ago
1. Why did I go back to the cloakroom
2. What did I find Roy doing
3. When small money continued to disappear, what did I do
Time: last week，￡500 was lost.
Time: this weekend, I______ his coat and found￡500. I was ___surprised ___ I just stood there, _____the notes in my hand.
5. Retelling
Put the students into pairs or fours to retell the story. When they are preparing the story, the teacher circulates and monitors their production.
Ss: Roy used to be a very good boy, but something unfortunate happened to him, thus…….
6: Guessing”
Still in groups, ask students to try to guess what happens next about the story.
T: What is Roy’s problem at the end of the story What do you think Daniel should do
S1: Roy may realize his mistake.
S2: Roy may break up with Daniel.
S3:……
教师总结：精读促使学生运用阅读能力独立思考，让学生了解更多细节全面理解文章。学生根据时间顺序，谈论这个时间里发生了什么事情。根据设计题就可以完成故事重现的任务，为之后的复述环节做了铺垫。此外，利用本课学到的词汇和句型讨论故事的发展，故事的结局续写。并且可以发挥想象力，大胆地把故事情节表演出来。让学生在实践、合作、交流与探究中达到运用语言技能的目的。
课后反思：通过这节课，教师起了比较好的引导启发作用，带领学生自主学习和发挥想象力。学生也通过自己的自主学习和讨论过程完成了对文章的理解和结尾的想象。通过学习了阅读技巧，阅读能力有所提升，不足之处在于整个课堂中教师的语言多样性还有待提高。
教学目标：
1.知识与技能
(1)学会用英语常见句型陈述和表达自我观点。
(2)学会本模块所要求的重点词汇，短语和句型。如：offer, moody, steal, knock over, go through, the first time, for the first time……
(3)掌握阅读中涉及的阅读技巧
2.过程与方法
(1)通过阅读课文做阅读理解题从而掌握阅读理解能力。
(2)通过讨论掌握记叙文写作的时间顺序。
(3)通过小组讨论的学习活动，体验合作学习的过程和方法，从而培养学生的合作能力。
3.态度与价值观
(1)本节课对我(Daniel)和罗伊(Roy)如何成为好友，这种友谊如何变淡但我依然尽力帮助罗伊进行了描述，进一步增强学生对友谊的理解和珍惜；使学生能够对友谊有一种正确的认识。
(2)帮助学生树立正确的人生观、价值观，尤其是朋友之间出现问题该怎么处理。
教学重点及难点：
1.怎样分析和抓住文章的中心思想,掌握阅读技巧。
2.掌握故事人物和发展。
3.怎样帮助同学处理问题。
教学过程：
Lead in
T: As a proverb says, “A Friend in need is a friend indeed.” Friends are very important in our daily life.
T: Ask students some questions: who is your best friend
Ss:吕子豪，刘文静，高阳，张颖……
T: What kind of person is he/ she
S1: He is hard-working.
S2: She is …… 同学头脑风暴，自由回答。
T: How do you make good friends
Ss: ……
设计意图：引出故事friends---problems---help out---kind/friendly. 让学生多说，多发挥自己的想象力是重点，教师起启、引导的作用。
Fast reading
Ask the students to read the beginning and end of the passage individually, and then ask them a question.
T: What do you think the story is about
Ss: Friendship
Ask the students to read the whole story and check their ideas.
3. Main ideas
Skimming: match the paragraphs with main ideas.
设计意图：快速阅读鼓励学生运用阅读能力独立思考，让更多的学生参与自主探索。
Part 1(Para.1-2) I learnt about Roy and made friends with him.
Part 2(Para.3) Unhappy things happened to Roy and he changed.
Part 3(Para.4- 5) I found Roy stole other students’ wallets.
Part 4(Para.6-8) I found Roy stole the money raised for a charity by accident.
4. Scanning，精读理解文章信息和作者意图,完成一些细节信息。
设计意图：由于是记叙文，比较简单理解。通过这些题学生就可以对文章有了精细的了解。通过阅读学习，最终达到情感升华。
Time: for the first time
Roy: He was standing in the ______of the boys telling a _______.
Daniel: My father got a _____job, so we moved to London. I_____ all my friends so I felt ________________.
Result: Roy was_____ to me and invited me to _______his group, so we became_____________.
Time: under a year ago
Reason: Roy’s father____. The family moved ___ a much smaller house.
Mood: Roy became ____ and _____
Friendship: Roy and his friends, including me, were not ______.
Time: about three months ago
1. Why did I go back to the cloakroom
2. What did I find Roy doing
3. When small money continued to disappear, what did I do
Time: last week，￡500 was lost.
Time: this weekend, I______ his coat and found￡500. I was ___surprised ___ I just stood there, _____the notes in my hand.
5. Retelling
Put the students into pairs or fours to retell the story. When they are preparing the story, the teacher circulates and monitors their production.
Ss: Roy used to be a very good boy, but something unfortunate happened to him, thus…….
6: Guessing”
Still in groups, ask students to try to guess what happens next about the story.
T: What is Roy’s problem at the end of the story What do you think Daniel should do
S1: Roy may realize his mistake.
S2: Roy may break up with Daniel.
S3:……
教师总结：精读促使学生运用阅读能力独立思考，让学生了解更多细节全面理解文章。学生根据时间顺序，谈论这个时间里发生了什么事情。根据设计题就可以完成故事重现的任务，为之后的复述环节做了铺垫。此外，利用本课学到的词汇和句型讨论故事的发展，故事的结局续写。并且可以发挥想象力，大胆地把故事情节表演出来。让学生在实践、合作、交流与探究中达到运用语言技能的目的。
课后反思：通过这节课，教师起了比较好的引导启发作用，带领学生自主学习和发挥想象力。学生也通过自己的自主学习和讨论过程完成了对文章的理解和结尾的想象。通过学习了阅读技巧，阅读能力有所提升，不足之处在于整个课堂中教师的语言多样性还有待提高。