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1、英语导学设计 编写人：长治三中闫晋芳 2014-08-18Module 1 People and places Unit 1 People around us (Reading) Class： Name： 温馨提示：Never give up no matter what problem you meet. 【Learning objectives】学习目标1. Students can learn how to describe people around you and improve their skills in using some adj. words to describe pe
2、ople.2. Students can find out the specific information according to the questions.3. Guide the students to learn to discover others merits.【Learning key points】学习重点Students can learn how to describe appearances , personalities and qualities after reading three students articles.【Learning difficult p
3、oints】学习难点Students can write sth.about people according to the articles in their own words.【Learning process】学习过程设 计理 念 Pre-reading（自主学习）Lead-in ：look at some pictures. (say some adj. words to describe pictures)Task1 Think over some adj. words to describe the following people. 1.Tom is very_. He can
4、 always answer the teachers questions.2.We are_ students. We study hard.3.My mother is_ . She always takes time to help me.Task2 Scan the articles quickly and find out the adjectives that describe their personalities.(迅速浏览P3的三段文章，找出描绘他们性格的形容词)a. Grandma was_ _ _b. Alice is_ c. Mr. Li is _ _ 环节1通过看相关
5、自己家庭的图片导入本课主题，并采取“头脑风暴”法让学生充分发挥想象力来描绘人物环节2通过两个教学任务来协助学生理清文章思路，为以下的精读环节作了铺垫（目标1） 环节3Step1 以合书听录音的方式再次让学生感知本篇文章Step2 再次浏览文章理解文章主旨大意，通过填写表格加深对文章的整体理解，以“找读”的方式实行研究性学习并由我引导学生口头逐个复述文章Step3 通过小组合作互相谈论自己周围的人物检验学生是否真正掌握描绘人的形容词，并能根据所给范文连成文章也为后面的提升训练打下基础（目标2） While-readingStep1 Listen to the passage. Step2 Rea
6、d the passage again, discuss in groups and fill in the following table.（小组共同找读填写以下表格中的信息并小组选代表展示）1) _ writer:_Main character(主要人物)Relationship with the writer（和作者的关系）Appearance(外貌)Character(性格)Writers feeling about the character（作者对主人公的感情）2) _ writer:_Main character(主要人物)Relationship with the writer
7、（和作者的关系）Appearance(外貌)Character(性格)Writers feeling about the character（作者对主人公的感情）3) _ writer:_Main character(主要人物)Relationship with the writer（和作者的关系）Appearance(外貌)Character(性格)Writers feeling about the character（作者对主人公的感情）Step3 Read the passage by yourself and then work in pairs to talk about your
8、own family members, friends or teachers.(二人一组根据例文提示相互谈论自己的家人，朋友或老师) Eg. My best friend is_, she is _years old. She is very _ and _. She likes eating_and_. She has many hobbies, such as playing the piano, _ and_.She wants to be a_ when she grows up. She often helps me to study_. I am very lucky to ha
9、ve such a good friend. Post-reading（归纳提升） 环节4通过角色表演来增强对目标语言的学习，同时也提升了学生学习英语的乐趣，并实际使用于生活中，增强了学生擅长发现他人的优点的品质(目标3) 环节5基础反思侧重于对描绘人的形容词的检测；水平提升是通过本文的学习增强对阅读课的阅读技巧的训练；拓展创新是本节课的生成检测，完成了通过阅读课上升为写作的最终目标Role-play. （一名同学扮演学校小记者采访文章中的作者）A school newspaper reporter interviewed Ben, Alice and Mr.Li. Complete thei
10、r conversations with the words from the box.forget gives up miss remain strict about successful1. Reporter: Ben, do you still_your grandma? Ben: Yes. She was so kind. Ill never _ her.2. Reporter: What do you think of Joyce, Alice? Alice: Shes my best friend. Shes very friendly. I really like her. Im
11、 sure well always_ friends.3. Reporter: What do you think of Amy, Mr Li?Mr Li: Shes_ her studies, so shes always_ in her exams. She never _when there are difficulties. 检测反馈 基础反思: 根据句意填写单词1.Tim is very_. He is always helping other people.2.We are_ students. We study hard.3.My dad is_ . he often works
12、 until midnight.水平提升 阅读理解 Jack and I are good friends. Jack is an English boy, but I am a Chinese girl. He is thirteen years old, and I am twelve years old. We are in the same class, Class Two. Jack has a nice frisbee. He is very good at it. I have a beautiful kite. I can fly it, but I can not throw
13、 a frisbee . I think it is too hard. But I want to go. Jack teaches me to throw a frisbee一.I think it is too hard. Jack teaches me to throw it like that, and I teach him to fly the kite like this. Now we both can do them very well.（ ）1、 The writer ( 作者 )is _but her friend is _.A. JapaneseChinese B. Chinese EnglishC. English American D. Chinese American( )2、 How old is Jacks friend? _.A. Hes thirteen years old B. Hes three years old
