1、Module3 Unit 8 Reading signs Period 3 The path of stones 学情分析学情分析 本节课的教学对象是六年级的学生，该班的学生对英语有着较浓厚的兴趣， 具备一定的语言知识和语言能力。经过近两年多的学习，学生的听、说、读的能 力有了很大的进步，但是读写的能力还较薄弱，需在课堂中给予系统指导。 学习内容分析学习内容分析 本堂课是阅读课， 阅读材料是一个故事， 所以教学重点放在阅读技能的训练， 故事内在的文本逻辑关系是因果关系， 学生在教师引导下逐步推理出这层关系是 本堂课的难点。 教学目标教学目标 1复习情态动词：can/cant, should/s
2、houldnt, must/mustnt。 2在学习故事的过程中，训练略读、查读、细读等阅读技能。 3提炼语篇 Cause & Effect 文本逻辑关系，并能口头概述故事。 教学过程教学过程 ProcedureContentMethodPurpose Pre-reading1.Arhyme of signs 2.Revision of signs 1.Read the rhyme in chorus. 2.Classify the signs Prohibition: cant/mustnt/shouldnt Caution: must/should Permission: can 由儿歌引
3、出单元主题 sign. 通过谈论标志含义复 习情态动词 can/cant, should/shouldnt, must/mustnt。 While-readingLead-in: Predicting 1streading: Reading for main ideas 2ndreading: Readingfor charactersspeech 3rdreading: Readingfor inference 1.Predict: Whatcanyouseeinthe picture? What is the story about? 2.Watch and enjoy How many
4、people were there in the story? Who were they? 3.Read and find out: Who said these? 4.P1:Understandthenew words: may, get lost/be lost Paraphrase the sentences(2) P3:Understandthenew 根据故事封面预测故 事内容，同时引出故 事 题 目 The path of stones。 通过跳读了解人物语 言。 细读 P1&P3,通过英 译英、图释、情景匹 配等方法理解新词。 通过换一种表达方式 4threading: Rea
5、dingforthe logic words: worry, drop. Read in role-play. 5.Read the Qs in the table: Did their father/Jack want them to go into the forest? Did their father/Jack worry they might be lost in the forest? Why/Why not? 6.Read the story individually and underline the sentences. 7.Check the answers. 8.Fill
6、 in the Cause&Effect chart. Their fatherJack 9.Put the sentences in order. 复习情态动词。 通过表格罗列问题， 感知之间的因果关 系。 教师示范完成图表， 梳理故事内在逻辑， 然后让学生借助图表 把握故事内在逻辑。 Post-readingRetelling the story A discussion of the title 1.Retell the story. 2.Discuss: Does the path of stone have special meaning here? 3.Classifythesigns:Letters /words /pictures/objects 借助图表概述故事。 通 过 讨 论 理 解 the path of stones 在故事 中作为 sign 的特殊含 义。 通过标志分类再次回 到reading signs主题。 Boarding: 6BM3 U8 Reading signs The path of stones Becauseso
