Unit2Reading日期地点课题M9Unit2Reading教学设计过程组内研讨意见主讲内容注：列出主要提纲导入设计Step1Leadinginandbrainstorming1.Let’senjoysomepictures,whichcountrycanyouthinkofwhenseeingthepictures?(ppt5)(Athens,thecapitalcityofGreece)2.Questionsforbrainstorming:(ppt6)1)WhenwetalkaboutGreece,whatdoyouthinkof?2)DoyouknowanythingaboutGreece?Possibleanswers:AegeanSea;FirstOlympicGames;Athenaandmythology;2004OlympicGames;ElginMarbles.(ppt7-8)3)DoyouknowthegreatestsymbolofAthens?TheAcropolis.3.Let’senjoysomemorepicturesabouttheAcropolis.(ppt9-13)通过图片复习地名，课前写在黑板上。如果学生回答不了有关希腊的问题，则可以用问答的形式引出这些话题。通过有关卫城以及三座神庙的这些图片，引出与文章相关的部分信息，激起学生阅读本文的兴趣，为阅读后面的文章做好铺垫。学生独学内容Step2FastreadingActivity1:Firstreading(ppt14-15)Readthefirstandthesecondsentencesofeachparagraphandfindoutakeynounwordorphrase.Activity2:Secondreading(ppt16-17)本步骤旨在培养学生快速阅读的策略之一——通过本文每段的关键词获得大意，第一遍通过阅读每段开头获得关键词，可以把学生的各种答案写在Readthewholetext,andchecktheirkeywords.Getthestructureofthetext.黑板上，然后第二遍阅读全文检验刚才的哪个关键词最恰当。从而根据关键词理清整篇文章的结构。学生群学内容Step3DetailedreadingActivity1:ReadPart1&2indetails,tryingtoanswerthefollowingquestions.(ppt18)1.WhatisthegreatimpactonWesterncivilization?(ppt19)inphilosophy,science,mathematics,art,architecture,theatre,politicsandsport,thealphabet,marathon2.WhenandwherewastheAcropolisbuilt?(ppt20)Inthe5thcenturyB.C.Risesuphighabovethecity.3.Trytogetinformationaboutthemainthreetemplesandtheirfunctions.(ppt21)theParthenon:thelargest,--statueof--theErechtheum:usingsixfemalestatuestosupporttheTempleofNike:thesmallest,--statueof--Activity2:Agame—trytoidentifythetemplesaccordingtotheinformationyougot因本篇文章较长，且专用名词较多，有一定难度，所以分成几个部分进行阅读，每个部分安排了不同形式的阅读任务，通过回答问题、小测试、填表格、任务型阅读、复述等各种活动使学生熟悉文章内容。尤其在Activity4这一活动中设计了类似任务型阅读的表格，训练学生获取信息、处理信息的能力；最后通过复述本部分内容，既锻炼了口语表达能力又为后面的讨论做好了铺垫。justnow.(ppt22-24)Activity3:Readpart3,andfillintheforminpairs.(ppt25-26)Activity4:Readpart4,tryingtofillintheformingroups.Afterfinishing,askthestudentstoretelltherestorationaccordingtotheform.(ppt27-28任务型阅读的解题技巧训练和referencemarkers的运用方法点拨。)学生活学部分Consolidation—thelastreadingReadthetextagain,tryingtofindoutfourwordswiththesamesuffix“-tion”tosummarizethewholetext.(ppt29)FunctionConstructionDamageRepair整篇文章采用了总——分——总的方式引导学生逐步深入，让学生再读整篇文章，并归纳出四个带有相同后缀tion的名词，加深学生对文章的了解。形成共识Discussthefollowingquestion:(ppt30)Asforus,whenwetraveltothehistoricsites,e.g.theTian’anmenSquare,whatshouldwedosoastoprotectthem?Tryusingthelinkingwords.(Heretheteachercangivesomeexamplesorshowsomepicturesifthestudentshaveanydifficulty.)Ononehand,…Foronething,…Ontheotherhand,…Foranother,Finally,…Besides,…
