人教版九年级英语 Unit 8 It must belong to Carla.阅读课教学设计

渗透阅读策略，提高阅读能力

——人教版初三全一册Unit 8 It must belong to Carla. 阅读课

阅读文本就是个建构意义的过程，在帮助学生进行文本解读的同时，更要培养学生一定的阅读策略，提高他们在阅读过程中构建意义的能力。“授人以鱼不如授人以渔”，帮助学生提高阅读能力，其实也是扩充学生的阅读量和范围，培养学生独立阅读的能力和习惯。本文以人教版初三全一册Unit 8 It must belong to Carla. 阅读课为例进行教学设计，该教学设计旨在渗透阅读策略，帮助学生解读文本，并能运用文本掌握知识，学以致用。

Teaching Objectives:

Knowledge objectives:

Students can know the story.

Students can know how to use correct expression to guess or judge.

Ability objectives:

Students can get main and detail information from the article through fast reading and careful reading.

Students can use modal verbs to guess or judge.

Emotional objective:

Students can have a correct habit of judging according to real situation.

Teaching key points and difficult points:

Key points:

Students can use modal verbs to guess or judge correctly.

Difficult Points:

Students can learn how to judge in an objective way.

Teaching procedures:

Step 1 Revision

1. Have a dictation of the new words learned in the last class.

2. Check the phrases.

(Justification: This step is intended to help students review so that students can enhance their memory of the last lesson. Revision can also lay foundation for the following reading.)

Step 2 Pre-reading

Show students the picture in the book and ask them to guess: what is the woman doing? What happened?

(Justification: This step is to train students’ guessing ability so that their imagination can be better made full use of. At the same time, they can get to know the possible topic next.)

Step 3 While-reading

Fast reading: Work on 3a

Tell students to skim the article and decide which might be the best title.

A. A Small and Quiet Town

B. Strange Happenings in my town

C. Animals in our neighborhood

Work on 3b

Ask students to scan the article and find words to match the meaning.

Careful Reading: Work on 3c

Ask students to read the article carefully and write what people think about the strange noises. Students work in pairs. Let them discuss the answer and check the answers with the students.

(Justification: Through fast and careful reading, students can learn to know the main idea and detail information of the article. Reading strategies are used while students are reading so that students can master reading skills to further read in the daily life.)

Step 4 Post-reading

Language focus

1. Ask students to underline sentences about inference and read twice.

2. Work in group. Ask students to conclude the underlying meaning of these sentences.

3. Ask students to do the practice. Try to use correct modal verbs to express different degree of inference according to the context of each sentence.

(Justification: In this step, students can get closer to the grammar point. Thus, they can use the modal verbs to infer correctly.)

Step 5 Summary and homework

Summary: Invite one student to summarize what we have learned today.

Homework:

1. Review the article.

2. Make at least 6 sentences with modal verbs indicating different degree of inference.

Blackboard design: