9BUnit1AsiaReading(I)I.TeachingaimsandlearningobjectivesBytheendofthelesson,studentsshouldbeableto:1.knowmoreaboutBeijingandGuilin;2.talkaboutsomeChineseplacesintheirownwords;3.usedifferentreadingstrategiestomakethereadingprocessmoreefficient.II.TeachingcontentsNewwordsandphrases:middle,emperor,raising,flag,landscape,attraction,watchtower,wonder,lie,shape,underground,cave,hang,point,upwards,hire,inthemiddleof,beworthavisit,lieonthetwosidesoftheLijiangRiver,standindifferentshapes,hangdown,pointupwards,bepraisedasIII.Focusofthelessonandpredictedareaofdifficulty1.ToknowmoreaboutBeijingandGuilin;2.TouseproperexpressionstotalkaboutChineseplaces.IV.TeachingproceduresStep1FreetalkT:Whatplaceshaveyouvisited?【设计意图：首先自由交谈的方式导入显得自然亲切，可以缩短师生之间的距离。其次学生们都是带着知识、经验来的，不是空空的容器，而是待点燃的火把。通过对话激活了学生脑中原有的记忆，能很快地切入主题。】Step2FastreadingT:Gothroughthearticlesasquicklyaspossibleandanswer:Whatarethearticlesabout?T:Howcanwegetthemainideaquickly?Titlescanhelpus.Step3ReadforBeijing1.Watchavideo.T:Howmanyattractionscanyouseeinthevideo?2.Workoutthearticlestructure.T:Pickoutthetopicsentenceofeachparagraphwhilereading.3.Readandmatch.T:Payattentiontosomekeywords,suchasinthemiddleof,nextto,inthenorth-westandacrossnorthernChina,andtheattractionscanbeeasilyfound.【设计意图：通过观看关于北京的视频，让学生初步了解各个景点，产生阅读期待。阅读过程中指导学生看标题获取文章大意，找主题句获取段落主旨并明晰文章结构，关注关键词获取各景点在北京的方位线索。通过这种方式，将阅读微技能策略指导落在实处。】4.Closereading.(1)ThePalaceMuseumT:Firstlet’sreadaboutthePalaceMuseum.Whilereading,askyourself:①Whatisitalsocalled?②Whousedtolivethere?③Whyisitworthavisit?(2)Tian’anmenSquareT:NexttothePalaceMuseumisTian’anmenSquare.①Whyisitsofamous?②Whydotouristsliketogatherthereearlyinthemorning?(3)TheSummerPalaceT:ThenhowabouttheSummerPalace?Isthereanythingspecial?(4)TheGreatWallT:Finallylet’stalkaboutourGreatWall.①Howlongisit?②Whenwasitfirstbuilt?Trytounderstandthetwonewwords“watchtower”and“wonder”.There’safamoussayingabouttheGreatWall:“HewhohasneverbeentotheGreatWallisnotatrueman.”【设计意图：鱼骨图是一种新的阅读方式，它脉络清晰，层次分明，通过逐渐添加获得的信息，将文章所有重要内容全部串起来，可帮助学生更好地获取文章细节。在分段读的过程中，在问题的引导下，利用流程图帮助学生理解，尽量做到图文并茂，吸引学生眼球，维持他们的阅读兴趣。部分生词通过构词法、图片或上下文在阅读过程中呈现，很好地与中考的阅读要求进行了对接。】Step4ReadforGuilin1.Guess:Whatcityisit?T:Haveyoureadthepoem“江作青罗带，山如碧玉簪”?Whatcityisitabout?PleasereadthearticleandfindasayingaboutGuilin.2.MakenotesofGuilin.T:KevinwantstomakenotesofGuilin.Helphimcompletethem.Thentrytounderstandthenewwords“shape”and“hire”accordingtothecontext.3.EnjoythebeautyofGuilin.T:Guilinissofamousfornaturalbeauty.Findsentencesaboutitsfantasticlandscape.①WhydowesaytheReedFluteCaveisamazing?②Whatabouttherocks?③Whatisthecavepraisedas?【设计意图：引用诗歌，以猜测入手，激发学生的阅读兴趣，通过完成笔记的练习很好地在学生脑中建构文章的脉络图，以探寻桂林山水之美为主线索，再次引领学生走进文本，读出了本篇文章所重点描写的景象。】Step5CriticalreadingT:Wehavelearnedalotaboutthetwocities.Whichcitydoyoulikebetter,BeijingorGuilin?Andwhy?【设计意图：在学生学习了两篇文章后，依托文本开展审辩式阅读，学生要运用从文本中所获得的信息或者从脑中提取已有的知识。这是基于文本又高于文本的高级思维活动，经过比较、筛选，追寻最佳的选择。让学生在有理有据的情况下表达自己的观点，其核心意义在于让知识课堂演变为思维课堂。】Step6WelcometoSuzhouT:Peopleoftensaythere’sparadiseinheavenandSuzhouandHangzhouonearth.WouldyouliketobeaguideandintroduceSuzhoutoKevin?【设计意图：在学生习得大量词汇后，跟进有意义的语言输出活动很有必要，这体现了“用中学、学中用”的原则。只有在输出过程中学生能运用自己的语言进行自如的表达，教学目标才真正达成。】V.Homework1.Readthetwoarticlesaloud;2.FinishthenotesofSuzhou.
