只有在認(rèn)真分析了教學(xué)目標(biāo)后動(dòng)筆，我們寫出的教案才有意義，為了課堂的完整和有趣，老師們趕緊寫份詳細(xì)的教案吧，以下是范文社小編精心為您推薦的英語必修教案5篇，供大家參考。
英語必修教案篇1
一、教學(xué)背景分析
1. 單元背景分析
隨著科學(xué)技術(shù)的發(fā)展，各種各樣新的發(fā)明和發(fā)現(xiàn)都層出不窮。生活在這樣一個(gè)知識(shí)爆炸的年代，學(xué)生們更應(yīng)用心去體會(huì)并感受科技和發(fā)明創(chuàng)造者給生活帶來的變化，進(jìn)而能聯(lián)想到他們平時(shí)所學(xué)的學(xué)科及知識(shí)，并用英語為媒介進(jìn)行知識(shí)的整合與串聯(lián)。同時(shí)從另一個(gè)角度來說，科技進(jìn)步的同時(shí)，我們的社會(huì)也產(chǎn)生了各種各樣的矛盾與爭(zhēng)論，因此如何正確的看待或處理這些問題，也成為廣大學(xué)生應(yīng)該了解并掌握的知識(shí)。
2.學(xué)生情況分析
本單元的設(shè)計(jì)與實(shí)施是建立在學(xué)生經(jīng)過高一上半學(xué)期新教材學(xué)習(xí)基礎(chǔ)之上。學(xué)生已經(jīng)逐步的適應(yīng)了在活動(dòng)與任務(wù)中學(xué)習(xí)英語以及如何處理語言知識(shí)與活動(dòng)開展的關(guān)系。并且，他們也已經(jīng)形成并培養(yǎng)了一定的小組合作學(xué)習(xí)及自主學(xué)習(xí)的能力。
二、教學(xué)目標(biāo)分析
語言技能
聽：在聽懂教師向?qū)W生講述實(shí)驗(yàn)中注意事項(xiàng)基礎(chǔ)上，繼續(xù)學(xué)習(xí)并強(qiáng)化捕捉特定信息的能力，以及確定全文主要話題的概括能力。
說：應(yīng)能在了解一定的現(xiàn)代科技發(fā)明基礎(chǔ)上，思考并學(xué)習(xí)如何對(duì)一種新的事物進(jìn)行描述。同時(shí)能與他人進(jìn)行交流，敘述事物的利與弊端。
讀：強(qiáng)化略讀、查讀等閱讀微技能，訓(xùn)練通過尋找關(guān)鍵詞，主題句等方式更快速并準(zhǔn)確的確定文章的段落大意，理清文章的總體框架與脈絡(luò)。繼續(xù)運(yùn)用已經(jīng)掌握的基本猜詞技巧猜測(cè)部分單詞，并在上下文體驗(yàn)中感受某些佳句給讀者帶來的深層含義。
寫：學(xué)習(xí)在對(duì)事物進(jìn)行理性思考的基礎(chǔ)上，運(yùn)用恰當(dāng)?shù)木湫团c詞匯描述對(duì)事物正反面的不同觀點(diǎn)，同時(shí)更應(yīng)注重掌握一些必要的過渡詞增加此類寫作的條理性與層次感，并應(yīng)熟悉議論性作文的基本寫作框架。
情感態(tài)度與文化意識(shí)
(1)進(jìn)一步培養(yǎng)小組合作學(xué)習(xí)的能力，通過調(diào)查、采訪、討論等活動(dòng)完成任務(wù)，取長(zhǎng)補(bǔ)短，加強(qiáng)團(tuán)體協(xié)作意識(shí)。
(2)引導(dǎo)學(xué)生用英語進(jìn)行不同學(xué)科特點(diǎn)的思考，體會(huì)學(xué)科之間的聯(lián)系與區(qū)別。通過話題啟發(fā)學(xué)生積極思考，調(diào)動(dòng)學(xué)生的學(xué)習(xí)興趣。
(3)指導(dǎo)學(xué)生用批判的思維去接受新的事物，增強(qiáng)他們的辯論意識(shí)與能力。
(4)意識(shí)到科技工作的艱苦以及所必需的個(gè)人品質(zhì)與素質(zhì)，鼓勵(lì)學(xué)生在學(xué)習(xí)過程中的創(chuàng)新精神與實(shí)踐能力。
語言知識(shí)
詞匯：學(xué)習(xí)并使用一些與science 和scientists有關(guān)的詞匯。
語法：進(jìn)一步了解一詞多義現(xiàn)象與合成詞的構(gòu)成。
功能：學(xué)習(xí)如何就某一事物給予別人指導(dǎo)與說明。
話題：掌握有關(guān)實(shí)驗(yàn)說明的話題表達(dá)以及如何從正反兩方面對(duì)某一話題進(jìn)行分析討論。
學(xué)習(xí)策略
指導(dǎo)學(xué)生運(yùn)用已學(xué)會(huì)的抓重點(diǎn)、做記號(hào)、摘筆記等方式對(duì)所學(xué)內(nèi)容進(jìn)行整理與歸納，并鼓勵(lì)學(xué)生增加與教師和同學(xué)交流、合作，繼續(xù)培養(yǎng)正確的自我評(píng)價(jià)與相互評(píng)價(jià)的習(xí)慣，從而總結(jié)交流學(xué)習(xí)所得，進(jìn)一步形成有效的學(xué)習(xí)方法。并指導(dǎo)學(xué)生把英語學(xué)習(xí)從課堂延伸到課外，發(fā)揮已掌握的使用工具書，查找資料、上網(wǎng)等方式增加用英語思維與表達(dá)的能力，了解實(shí)驗(yàn)對(duì)于科學(xué)研究的重要性，樹立正確的向上的學(xué)習(xí)態(tài)度，形成具有批判性的看問題習(xí)慣。
三、教學(xué)內(nèi)容分析
本單元的中心話題是science and scientists。話題依附于聽力、對(duì)話、閱讀與寫作等語言載體中。本單元的話題內(nèi)容與學(xué)生的日常學(xué)習(xí)有著密切的關(guān)系，應(yīng)該說是以英語為媒體讓學(xué)生表達(dá)他們對(duì)平時(shí)理化生等理科課程，特別是相關(guān)實(shí)驗(yàn)，所想到及感受到的內(nèi)容。因此，盡管本單元的話題對(duì)學(xué)生而言有著一定的難度，但卻有體現(xiàn)出了以學(xué)生為中心，貼近學(xué)生生活而又富有時(shí)代氣息的特點(diǎn)。
warming up設(shè)計(jì)了四幅與學(xué)生的理科課程有關(guān)的圖片，學(xué)生通過對(duì)日常熟悉的相干實(shí)驗(yàn)工具及場(chǎng)地的識(shí)別，展開相關(guān)學(xué)科特點(diǎn)與學(xué)習(xí)的討論。同時(shí)在此基礎(chǔ)上，要求學(xué)生們?cè)趌istening部分能熟悉某些實(shí)驗(yàn)室的規(guī)則及注意事項(xiàng)，掌握如何給予別人指導(dǎo)與說明，并能抓住文章的中心話題，捕捉相關(guān)細(xì)節(jié)內(nèi)容，回答有關(guān)的問題。
speaking則是一個(gè)極富時(shí)代氣息的討論練習(xí)。要求學(xué)生們能對(duì)現(xiàn)在熱門的尖端科技有所了解，(練習(xí)中提供了諸如maglev train, cloning, nuclear energy, computer 與 space flight等內(nèi)容)然后能就這些新的科學(xué)技術(shù)與工具進(jìn)行理性的辨證的思考，既能感受到它們給我們的生活帶來的巨大利益，同時(shí)也能發(fā)現(xiàn)其中所存在的不足與弊端，并能通過討論、對(duì)話等形式發(fā)表自己的觀點(diǎn)與想法。這一部分也應(yīng)該是本單元寫作內(nèi)容的一個(gè)鋪墊。
reading講述的是科學(xué)家 franklin的風(fēng)箏實(shí)驗(yàn)，從而證明lighting and electricity are the same的故事。學(xué)生在理解文章的基礎(chǔ)上，能充分感受到實(shí)驗(yàn)對(duì)于科學(xué)工作的重要性及科學(xué)家是如何獲得事業(yè)上的成功的。同時(shí)能落實(shí)材料中所出現(xiàn)的一些單詞與短語的使用。
language study是在本單元詞匯學(xué)習(xí)的基礎(chǔ)上，讓學(xué)生進(jìn)一步了解并掌握一定的構(gòu)詞法。主要是兼類詞、一詞多義現(xiàn)象及合成詞的構(gòu)成。
integrating skills 通過學(xué)生對(duì)科學(xué)家是否應(yīng)利用動(dòng)物進(jìn)行實(shí)驗(yàn)，從而達(dá)到發(fā)明新產(chǎn)品現(xiàn)象的討論，理性的從正反兩個(gè)方面看待這一問題。同時(shí)在閱讀、思考與討論的基礎(chǔ)上，寫下一篇闡明自己觀點(diǎn)、立場(chǎng)與看法的短文。
英語必修教案篇2
教學(xué)目標(biāo)
1.students learn some new words and expressions to describe people ,especially famous persons;
2.students are encouraged to give more information about famous persons who they are familiar:
3. students can realize that it is scientific spirit that makes those scientists successful.
教學(xué)重難點(diǎn)
1. words and expressions in this unit
2. previous knowledge of some of the famous scientists
3. comprehending the text
教學(xué)過程
?導(dǎo)入】wordslearning
(students are assigned to learn the new words of this unit and find out the english explainations of the new words )
definitions or explanations
a.examine 1.general principles of an art or science
b.repeat 2.say or do again
c.theory 3.at once; without delay
d.immediate 4.look at...carefully in order to learn about or from...
e.complete 5.of great value, worth or use
f.valuable 6.having all its parts; whole; finished
g.announce 7.make known
h.control 8.come or bring to an end
i.positive 9.power to order or direct
j.conclude 10.quite certain or sure
?講授】usefulsentenceslearning
(the sentences are picked from the text.)
1.“all roads lead to rome, ”he encouraged me after i failed the entrance examination.
2.this sentence doesn’t make any sense.
3.our english teacher is not only strict with us but also friendly to us.
4.he is good-looking, apart from his nose.
5.it is announced that the spacecraft, shenzhou Ⅵ, landed on the earth successfully.
6.it is not tom but you who are to blame.
7.in 1995, the chinese government put forward a plan for“rejuvenating the nation by relying on science and education”.and it has helped chinese scientists make many breakthroughs.
8.have you drawn any conclusion after you read this passage?
9.well done.so much for the learning of the new words and expressions.
?講授】introductionofaclassicarticle
teacher introduce a famous person --qian xuesen and students learn to write an article about the famous scientis using the words and expressions they just learn in class.
?活動(dòng)】sharetheoutcome
students share their article orally and discuss whether they have used some good and advanced expressions.
英語必修教案篇3
good afternoon, everyone, it’s my great pleasure to be here sharing my lesson withyou.the content of my lesson is senior english for china book1b unit 16 scientists at work. i’ll be ready to begin this lesson from five parts. analysis of the teaching material, the teaching methods, the studying methods, the
teaching procedure,and blackboard design.first, let me talk about the teaching material.
part 1 teaching material:
this unit is about science and scientists. by studying of this unit, we’ll enable the students to know the serious attitude towards science and develop the interest in science. at the same time ,let the students learn how to give instructions. this lesson plays an important part in the english teaching in this unit.this is an important lesson in book one. from this lesson, it starts asking the ss to grasp contents of each passage. therefore, this lesson is in the important position of the teaching material. if the ss can learn it well, it will be helpful to make the ss learn the rest of this unit.as we all know ,reading belongs to the input during the process of the language learning. the input has great effect on output , such as speaking and writing . according to the new standard curriculum and the syllabus (新課程標(biāo)準(zhǔn)和教學(xué)大綱), after studying the teaching material and analyzing the rule of children’s growing of mind,i think the teaching aims are the followings:
1.knowledge objects:
a)the ss can hear, read, and use the main sentence patterns b)the ss can understand the content of the lesson.
c)the ss can use the patterns to express their thoughts in the proper situation.
2.ability objects:
(1) to develop the ss’ abilities of listening, speaking, reading and writing.
(2) to train the ss’ ability of working in pairs.
(3) to improve the student’s reading ability, especially their skimming and scanning ability.
3.emotion or moral objects:
a)by completing the task,the ss increase their interest and set up self-confidence in science;
b)teach the ss what is “science”, put the moral education in the language study.
now,let’s come to the important points and the difficult points.
well, how to achieve the teaching objects better, how to stress
the important points and break through the difficult points? as is known to us all,the modern teaching demands the teacher should improve the students’ ability. a good teaching method requires that the teacher should have the leading effects. according to the analysis of the teaching material and the students’learning background ,i will use the following methods .
part 2 teaching methods:
in my opinion,the main instructional aims of learning english in the middle school is to develop the students’ abilities of listening, speaking, reading, writing and their good sense of the english language. so in this lesson i’ll mainly use “communicative” approach(交際教學(xué)法), “whole language
teaching” (整體語言教學(xué)法)and “task-based” language teaching (任務(wù)教學(xué)法). that is to say, i’ll let the ss to get a better understanding of the key structure of the dialogue. according to the modern social communication teaching theories(現(xiàn)代社會(huì)交際教學(xué)理論), i adopt the tsa method(情景教學(xué)) and tblt method (語言任務(wù)教學(xué))in my teaching, namely total situational action and task-based language teaching.the former is a “scene —
activity” teaching method .it establishes a real scene and the interaction between the teacher and the ss . the latter offers the ss an opportunity to complete the tasks in which ss use
language to achieve a specific outcome. the activity reflects real life and learners focus on meaning, they are free to use any language they want.at the same time, i’ll make use of the modern electricity teaching equipments and all kinds of teaching means, it can develop the ss creativity in learning english. part 3 studying methods: ......
英語必修教案篇4
( warming up + speaking in using language + talking and speaking task in workbook +discovering useful words and expressions 4, “play a game in group of four”)
hour課時(shí)：1 period
type 課型：speaking
teaching goals教學(xué)目標(biāo)
1. target language目標(biāo)語??
a. important words and expressions
misunderstand, similar, facial, expression, agreement, yawn, chest, gesture, adult, punish
b. important sentences and structures
act out the following meanings, please.
please show the actions, using body language.
please guess what i meant.
now it is your turn to show the action/gesture.
please use either spoken words or body language to express your ideas.
please use both spoken words and body language to express your ideas.
2. ability goals能力目標(biāo)
a. enable the students to understand what a certain gesture of the body language means in a given situation.
b. enable the students to act out some meanings, requirements, requests or situations given in the target language.
c. enable the students to express with the target language the meanings given in body language.
3. learning ability goals學(xué)能目標(biāo)
a. help the students learn how to express themselves in body language when needed.
b. help the students understand others when body language is being used.
teaching important points教學(xué)重點(diǎn)
1. teach the students how to understand body language used in different countries or cultures as well as in different occasions.
2. teach the students how to use body language in the most appropriate occasions.
teaching difficult points教學(xué)難點(diǎn)
1. enable the students to realize the importance of body language in communication so that little or no misunderstanding may occur.
2. let the students know that there is both positive body language and negative body language.
teaching methods教學(xué)方法
1. individual work, pair work and group work.
2. acting out by imitation, mime or with gestures and body movement.
teaching aids教具準(zhǔn)備
a computer, a projector and some pictures.
teaching procedures & ways教學(xué)過程和方式
step1. lead-in
after greeting, the teacher gives some instructions by body language, ( eg. call the roll, ask a student to close the curtain, etc.)
t: just now, i didn’t say anything, but you understood what i wanted you to do. why?
s: we know it from your body language.
t: yes, body language plays a very important part in our daily life, so we should pay more attention to learning language.
step2. introduction
t: now let’s do some tpr( total physical response) activities together, i hope you will enjoy them and have as well.
touch your head/face/eyes/nose/mouth/ears/cheeks/forehead/shoulders/stomach/legs/ feet/toes…
shake your head/arm/hand…
wave your arm/hand…
open your eyes/mouth…
close your eyes/mouth…
twist your wrist/wais.
cross your arms/fingers.
nod your head. bow your head.
make a face to each other.
bend/cry/shout/scream/smile/laugh…
t: all right. now let’s do them a little bit difficult. let’s play a game together. those who fail to follow the rule of the game will be dropped out. the game is: “simon says”. for example, if i say “simon says, touch your head”, then you touch your head. if not, you shouldn’t touch your head but remain still.
（three or five minutes for the game.）
t: ok. it’s time to take up the lesson. please look at the screen. let’s take a look at the following gestures:
gesture action meaning
a half-closed hand with a thumb up.
good! well done!
a half-closed hand with a thumb
down.
bad!
i will have to refuse you.
palm up and wave the fingers to
oneself continously
come here!
hold up the forefinger and the middle finger and across them
good luck!
point to oneself with doubting facial expression
me?
shrug the shoulder with the
hands out
i don’t know.
t: what are actions of the above gestures? what do they mean?
ask the students to talk about it. try to inspired every student to speak.
t: you have all done a good job. so you see that there are many cases or situations in which body language can convey meanings as well as spoken or written languages. if you want to know more about it, let’s come to unit 4 body language.
step3. practice (warming up + talking)
t: here is a list. on the left side are feelings or ideas. you are asked to add three of your own. make notes on the right side of the chart and then act them out to see how you would make someone understand these feelings and ideas without speaking. do it with your partner first. and then some of you will be asked to the front of the classroom to act them out.
meaning action
1. you are welcome. a smile and a handshake.
2. i am worried. a frowned or upset look.
3. i ate too much. putting a hand on the stomach, patting or rubbing
4. i am sorry that i did something wrong. drooping or hanging the head.
5. i’m so happy. a loud laughter with a shinning face or smiling with arms open and head back.
6. you did a good job. a thumb up.
7. you are angry. turning your back to someone on purpose.
8. stop here.
putting the left palm on the forefinger of the right hand.
… …
demonstration:
the students can be allowed to act out the feelings or ideas without following the order in the chart so that it may be more challenging as well as more interesting.
step4. time for fun
（discovering useful words and expressions 4, “play a game in group of four”）
t: now let’s play a game in groups of four. one thinks of a situation and asks the others to show some actions using body language. when the one choose the action that is most likely, it is his or her turn to think of some other situation for the others to show the actions so that the game may go on for a few rounds. try to make the situations as interesting and enjoyable as you can. and show the situation as lively as possible. besides, make sure that everyone has a turn.
example:
s1: what are you likely to do if it rains?
(actions) s2: puts on a raincoat;
s3: puts on a raincoat;
s4: cleans the house.
s1: ok. i think s3 seems the most likely, so it’s his turn.
s3: what are you likely to do if the river floods?
…
step5. talking (speaking in using language)
get the students work in pairs. the situation is that you are worried about lin pei, who is not friendly any more, and does not want to talk to you or her other friends. she seems to be sad. she stays alone. she is not doing her homework and the teacher is not pleased with her. she doesn’t seem to care about how she looks and behaves.
t: now class, work in pair. discuss lin pei’s behavior. think about the problems she might have. describe her “body language” or the behavior that shows how she feels. three minutes for you.
ask the students to describe or act out lin pei’s behavior.
step 6. role play (speaking task in workbook)
t: now, let’s come to speaking task on page67. we’re given two situations. for each situation, prepare a role-play with your partner. use both spoken words and body language to express your ideas. then explain to the class what the differences are in western and chinese languages, and what they mean.
work in pairs or in group of three:
1. you fall and hurt your foot while you are hiking on a lonely path. you need help, and see someone in the distance,.
2. you are visiting a strange city and need to buy some tea and oranges. you only know a little english and want to know where you can get them and how much they cost.
step7. homework
1. team work: discuss the importance of body language.
2. go over the reading;
1) communication: no problem?
2) showing our feeling.
英語必修教案篇5
一、教學(xué)內(nèi)容 pre-reading; reading; comprehending
二、教學(xué)目標(biāo)
在本節(jié)課結(jié)束時(shí)，學(xué)生能夠
l 認(rèn)識(shí)節(jié)日的分類以及節(jié)日對(duì)人們生活的影響，從更深入的層面理解各國(guó)節(jié)日的意義。
l 運(yùn)用略讀(skimming)、找讀(scanning)、細(xì)讀(careful reading)等閱讀技巧來掌握篇章中心內(nèi)容，獲取閱讀文章中的關(guān)鍵信息。
l 根據(jù)上下文，理解本課的生詞、詞組，如feast, gather, belief, dress up, play a trick on, admire, poet, look forward, day and night。
三、教學(xué)步驟
步驟一 略讀(skimming)
1.學(xué)生看reading中的圖片和標(biāo)題，兩人一組討論閱讀材料中將介紹什么信息，完成pre-reading的練習(xí)2。鼓勵(lì)學(xué)生在班內(nèi)發(fā)表個(gè)人的見解。
2.老師指導(dǎo)學(xué)生快速瀏覽文章中的小標(biāo)題和每個(gè)自然段的首句，了解文章大意，即不同的節(jié)日或慶典類型代表著不同的含義，有些是紀(jì)念死者的，有些是紀(jì)念人士的，有些是慶祝冬天的結(jié)束春天的播種、秋天的豐收、以及獵人獵到獵物等等。
設(shè)計(jì)意圖：快速瀏覽圖片、標(biāo)題信息、文章中的小標(biāo)題和每個(gè)自然段的首句進(jìn)行略讀，可以使學(xué)生在較短時(shí)間內(nèi)準(zhǔn)確地找到文章的基本信息。
步驟二 找讀(scanning)
1.老師先讓學(xué)生看“理解”中的練習(xí)1，了解節(jié)日的分類，老師可做必要的解釋。
設(shè)計(jì)意圖：學(xué)生在把握了節(jié)日的分類后，他們?cè)谕瓿上铝懈鳝h(huán)節(jié)時(shí)更有針對(duì)性。
2.讓學(xué)生帶著練習(xí)1中的任務(wù)通讀一遍課文，重點(diǎn)閱讀和練習(xí)有關(guān)的內(nèi)容，快速找出練習(xí)所要求的基本信息。
設(shè)計(jì)意圖：通過找讀，學(xué)生帶著任務(wù)就可以快速獲得練習(xí)1所要求的關(guān)鍵信息。
3. 在老師的指導(dǎo)下，全班合作填寫練習(xí)1表格中的第一行。然后，老師要求學(xué)生獨(dú)立完成余下的三行表格的填寫。學(xué)生完成表格的填寫后，老師作點(diǎn)評(píng)。
設(shè)計(jì)意圖：學(xué)生在第一環(huán)節(jié)中完成了節(jié)日的分類、第二環(huán)節(jié)中找到了練習(xí)1中的關(guān)鍵信息后，學(xué)生在本環(huán)節(jié)進(jìn)一步整合信息，完成練習(xí)1表格的填寫。
步驟三 細(xì)讀(careful reading)
1. 學(xué)生仔細(xì)閱讀課文，獨(dú)立完成comprehending中練習(xí)2的問題1~3，然后請(qǐng)幾個(gè)學(xué)生回答，最后全班核對(duì)答案。
設(shè)計(jì)意圖：練習(xí)2中的問題1~3較4~5簡(jiǎn)單，通過細(xì)讀全文，學(xué)生能夠獨(dú)立作答。
問題1~3的參考答案：
1) festivals of the dead are for hornouring or satisfying dead ancestors or others, who some people believe might return to help or harm living people.
2) autumn festivals are happy events because people are thankful that food is ready for winter and the hard farm work is finished.
3) at spring festivals, people usually have dances, carnivals and other activities to celebrate the end of winter and the coming of spring.
2. 學(xué)生4人一組討論問題4~5，然后每組選出一名代表，匯報(bào)討論結(jié)果，最后老師給予指導(dǎo)并得出盡可能一致的意見。
設(shè)計(jì)意圖：?jiǎn)栴}4~5是開放性的問題，通過討論，學(xué)生可以根據(jù)文章的線索進(jìn)行推理，根據(jù)已有的知識(shí)和經(jīng)驗(yàn)得出問題的答案。在匯報(bào)中，學(xué)生就能夠分享彼此的成果。
問題4~5參考答案：
1) it is important to have festivals and celebrations so we can enjoy life / be proud of our customs / forget our work for a little while.
2) the chinese, japanese and mexican festivals of the dead all have customs to honour the dead. the chinese and japanese go to clean their ancestors’ tombs.
步驟四 歸納內(nèi)容、對(duì)比
完成練習(xí)3~4的深層次的閱讀理解任務(wù)：
老師要求學(xué)生探討課文的整體結(jié)構(gòu)和細(xì)節(jié)，從每個(gè)自然段中找出練習(xí)所需的具體的例證。然后老師指導(dǎo)學(xué)生完成表格的第一行。學(xué)生仿照第一行的填寫方法，完成表格其它行的填寫。在老師幫助下全班同學(xué)一起核對(duì)答案，力爭(zhēng)取得較一致的意見。
設(shè)計(jì)意圖：通過本環(huán)節(jié)的學(xué)習(xí)，學(xué)生能夠體驗(yàn)歸納、總結(jié)、對(duì)比的學(xué)習(xí)過程，同時(shí)，為完成后續(xù)的寫作任務(wù)做鋪墊。
步驟五 解決閱讀中學(xué)生遇到的困難
老師要求學(xué)生朗讀課文。然后4人一組根據(jù)上下文討論在閱讀中遇到的難以理解的單詞和詞組，如feast, gather, belief, dress up, play a trick on, admire, poet, look forward, day and night等，先是組內(nèi)探討解決，組內(nèi)解決不了的，老師給予幫助。
設(shè)計(jì)意圖：解決閱讀中的障礙，培養(yǎng)學(xué)生根據(jù)上下文進(jìn)行猜詞的能力。
步驟六 歸納整理、復(fù)述課文
1. 老師事先用投影呈現(xiàn)出本課信息圖，學(xué)生在老師的引導(dǎo)下，共同完成信息圖中的信息填寫，選一名學(xué)生填寫投影中的信息圖(可用詞或短語)。然后學(xué)生根據(jù)“信息圖”用自己的話復(fù)述課文：
設(shè)計(jì)意圖：教學(xué)生如何處理和加工信息，檢查學(xué)生對(duì)課文中的主要信息、事實(shí)、情節(jié)要點(diǎn)等是否清楚，訓(xùn)練學(xué)生靈活運(yùn)用所學(xué)語言表達(dá)自己的思想。
步驟七 作業(yè)
讓學(xué)生把復(fù)述的內(nèi)容寫成短文。
設(shè)計(jì)意圖：進(jìn)一步加強(qiáng)學(xué)生對(duì)課文中主要內(nèi)容的掌握，培養(yǎng)學(xué)生寫summary的技巧。
