初中英语阅读课活动案例
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第1篇一、案例背景随着新课程改革的深入推进,英语教学不再局限于传统的知识传授,而是更加注重培养学生的综合语言运用能力。
在初一英语教学中,如何激发学生的学习兴趣,提高他们的英语学习效率,成为了教师们关注的焦点。
本案例以情境教学法为基础,通过创设真实、生动的教学情境,让学生在轻松愉快的氛围中学习英语。
二、教学目标1. 知识目标:掌握本节课的单词和句型,了解西方文化背景。
2. 能力目标:提高学生的听说能力,培养他们的思维敏捷性和反应速度。
3. 情感目标:激发学生学习英语的兴趣,增强他们的自信心。
三、教学对象初一学生,年龄在12-14岁之间,正处于青春期,好奇心强,喜欢新鲜事物,但自制力相对较弱。
四、教学过程(一)导入(5分钟)1. 播放一段英文歌曲,如《Happy》,营造轻松愉快的课堂氛围。
2. 引导学生说出歌曲中的单词和句型,复习旧知识。
(二)呈现新知(15分钟)1. 创设情境:以“学校生活”为主题,展示一张校园地图,包括教室、图书馆、操场等地点。
2. 引导学生用英语描述地图上的地点,如:“This is our classroom. That is the library. O ver there is the playground.”3. 教授新单词:classroom(教室)、library(图书馆)、playground(操场)等。
4. 教授新句型:Where is...? It is...(在哪里?它在...)(三)巩固练习(15分钟)1. 游戏环节:进行“找朋友”游戏,让学生用所学单词和句型描述自己,如:“I am in the classroom. I like reading books.”2. 小组合作:分组讨论,设计一个校园地图,并用英语标注地点。
3. 角色扮演:模拟校园生活场景,如上课、借书、运动等,让学生用英语进行对话。
(四)总结与拓展(10分钟)1. 总结本节课所学单词和句型,强调重点。
提升初中英语阅读能阅读能力的活动方案全文共4篇示例,供读者参考提升初中英语阅读能阅读能力的活动方案篇1一、指导思想小学阶段开设英语课程的目的,是培养学生学习英语的积极情感,形成初步的英语语感,为其打好语音、语调基础,最终使学生具备初步的用所学英语进行交流的能力。
要适应社会、时代的需求,应以学生发展为本的思想、以学校发展的眼光对待英语教学。
成功的英语教学要依赖大量的语言材料和语言实践,然而我们在多年教学实践中感到:小学阶段的学生接触和使用语言的时空受到一定的限制。
课外阅读是语言学习的一个重要方面。
阅读教学在外语教学中起着十分重要的作用,长期以来在我国的英语教学中,阅读课一直是最受重视的科目。
还有,阅读是巩固和扩大词汇量的好方法。
然而现行的小学英语并无明确的英语阅读教学目标和配套的阅读教材,因此在小学阶段开设英语课外阅读课具有重要的现实意义,也是时代发展的必然趋势。
二、总体目标面向全体学生,注重素质教育。
关注每个学生的情感,激发他们学习英语的兴趣,激发学生广泛的阅读兴趣,使学生喜欢阅读,感受阅读的乐趣。
引导学生注重积累,注重阅读感受和体验,培养语感。
培养学生良好的阅读习惯。
增强学生阅读理解和分析鉴赏能力。
使他们在学习过程中发展综合语言运用能力,提高人文素养。
三、阅读目的1.扩大学生的词汇量。
通过课外阅读,让学生掌握更多的词汇,进一步提高英语的阅读水平和范围,让他们的生活不再仅限于课堂上,让他们体验到学习英语的快乐。
2.积极营造书香校园,激发学生英语课外阅读的兴趣,培养学生良好的英语阅读习惯,拓宽学生的英语视野,全面提高学生的综合英语素养。
3.介绍英美文化背景,帮助学生理解不同文化背景下的习惯用语并增加学习兴趣,拓宽眼界,增长知识。
4.通过英语课外阅读,丰富英语涵养,提升英语能力,挖掘英语潜力,借助多种形式的英语课外活动,全面展示学生的英语阅读成果,建立自信、激发动力,为学生的可持续发展奠定厚实的基础。
第1篇一、案例背景随着我国英语教育改革的不断深入,初中英语阅读教学越来越受到重视。
阅读教学不仅是培养学生英语语言能力的重要途径,也是提升学生综合素质的有效手段。
然而,在实际教学中,许多教师仍然采用传统的阅读教学模式,导致学生阅读兴趣不高,阅读效果不佳。
为此,本文以外研社英语教材为例,探讨基于情境创设的阅读教学策略,以期提高初中英语阅读教学质量。
二、教学目标1. 知识与技能目标:通过情境创设,帮助学生掌握课文中的生词、短语和句型,提高学生的阅读理解能力。
2. 过程与方法目标:通过情境创设,培养学生自主阅读、合作学习和探究式学习的习惯,提升学生的英语综合运用能力。
3. 情感态度与价值观目标:通过情境创设,激发学生对英语学习的兴趣,培养学生积极向上的学习态度和团队合作精神。
三、教学重难点1. 教学重点:情境创设的有效性,帮助学生更好地理解课文内容,提高阅读效率。
2. 教学难点:如何将情境创设与阅读教学有机结合,使学生在情境中自然地运用英语。
四、教学过程(一)导入阶段1. 利用多媒体展示与课文相关的图片或视频,激发学生的兴趣。
2. 提问:What do you see? What do you think about it? 引导学生初步感知课文内容。
(二)阅读阶段1. 情境创设:- 利用课文中的关键词汇和短语,创设与课文内容相关的情境。
- 例如,在讲解“go shopping”这一课时,可以创设一个购物场景,让学生在情境中学习生词和句型。
- 通过角色扮演、小组讨论等方式,让学生在情境中运用所学知识。
2. 阅读理解:- 引导学生阅读课文,注意生词和短语的学习。
- 设计问题,引导学生思考课文内容,培养学生的阅读理解能力。
- 例如,提问:What are the characters doing in the story? Why do they do it? 通过问题引导学生深入思考。
3. 拓展延伸:- 根据课文内容,设计拓展活动,如:写一篇短文、制作海报等。
牛津初中英语阅读课Post-reading环节的活动设计通过教学实践,我概括出Post-reading环节的以下几种常见的活动形式:一、习题练习(Exercises)这是一种最常见、使用较频繁的训练形式。
这种形式可以帮助学生复习课文内容,巩固语法知识,锻炼综合运用语言的能力。
常见的题型有:短语翻译、单项选择、词形变化、根据课文内容填空、句型转换等。
题目选择设计时,一定要有针对性,注重精讲精练,题型要新颖、创新,切不可一味地“拿来主义”。
二、写作(Writing)三、讨论(Discussion)对于初中阶段的学生来说,讨论是一种难度较大的Post-reading 练习形式,要求学生有一定的词汇量和口语交际表达能力,而且练习时要花费一定的时间来保证讨论的效果,有条件的,还要专门进行训练,也可以设置专门的讨论课程。
要想练习效果好,必须指导得法、提示到位。
教师和学生对Discussion这种活动形式都比较熟悉,操作起来也比较简便。
但值得注意的是所讨论的问题的设计一定要独具匠心、精益求精。
我觉得设计时,首先,讨论的话题必须实用、有用,要紧扣阅读材料,为学生加强对课文的理解和运用服务。
然后,话题要适当拓展延伸,要有一定的深度和开放性,能引起学生的思考,激起他们的兴趣和讨论表达的欲望,不可过于简单和重复。
这样才能锻炼学生的思维深度和广度,拓展他们的视野和知识面。
例如:在牛津英语9B Unit2 Robots Reading 一文的第一课时Reading(1)教学设计中,最后Post-reading环节我就设计了Discussion活动,我给学生以下几个题目供选择:1.If you have a robot, what would you like the robot to do for you? 2.Why do you want to have a robot? 3.What can a robot bring to your life? 这几个题目学生有话可谈且容易用英语表达。
精品案例基于学习活动观理念的英语阅读教学设计———以人教版九年级Unit13“Save the sharks!”为例文|顾玉珍一、英语学习活动观概述《义务教育英语课程标准(2022年版)》指出,初中英语教师应当遵循立德树人教育理念,深度落实核心素养,着重培养学生的学习能力、文化意识、思维品质以及语言能力。
英语学习活动观就是教育学者基于学科核心素养提出的一种新型教育方式,其要求教师在明确单元主题意义后,设计迁移创新、实践应用、学习理解在内的一系列教学活动,指导学生根据已学知识分析并解决各个类型的语篇问题。
二、学习活动观引领下的英语阅读教学设计本研究基于人教版九年级教材中Unit13“Save the sharks!”的案例,从单元整体教学角度剖析解读了文本内容,依托学情设计教学目标,最终根据学习活动观的内涵围绕三个维度(迁移创新、实践应用、学习理解)设计了层次丰富的教学活动。
(一)解读文本主题Section A1a~2d:这一文本首先用两位主人公Mark与Tony 的聊天内容来引出学习主题,学生能够在阅读中了解到水源污染的原因及防治方式,并明白保护环境的重要性。
文本主题的解读与提炼:The issue of environ原mental pollution is extremely serious,and it’s imperative that we increase our efforts to address it.3a:这一阅读材料通过讲解鲨鱼这一濒危动物背后的故事,让学生意识到保护濒危动物的重要性。
文本主题的解读与提炼:It is our sacred obligation to preserve the endangered species.4a~4c:这一模块要求学生完成两道补充内容的练习题,并提出“Saving the earth starts with petty things.”学生在完成阅读后就能够完善自身认知:我们需要从身边小事开始保护地球,不仅节约能源,还要保护环境,进而引出下一文本Section B的主题内涵———节约能源。
优秀初中英语阅读课教案你知道怎么写优秀初中英语阅读课教案吗学会一些表示动物名称的单词,学会运用动词smell, understand, believe, remember等。
一起看看优秀初中英语阅读课教案!欢送查阅!优秀初中英语阅读课教案1一、说教材(一)教材的作用和地位牛津英语教材把语言结构、语言功能和主题内容有机地结合起来, 所以语言的信息输入量大, 选材广泛、主体有序、内容集中, 学习内容非常贴近学生的生活实际和思想实际。
本节课的内容是:Unit 4 的综合技能训练(Integrated Skills),是将听说读写糅合在一起进行综合训练,以提高学生综合应用英语的能力。
我要求学生直接借助于网络进行查阅相关资料,并在此根底上进行归纳,使学生的信息量有了大大的增加,由学生的被动的接受变成了主动的学习.(二)教学目标1.知识目标:学会一些表示动物名称的单词,学会运用动词smell, understand, believe, remember等。
能熟练运用所学句式描述、询问奇闻轶事,并对别人的描述作出反响。
2.技能目标:通过真实的语境,重点培养学生听、说及综合运用语言的能力。
3.情感目标:培养学生的参与意识、竞争意识和合作精神,激发学生对我们所处的世界的热爱和不断探索未知世界的兴趣。
二、说教法(一)教学设计的原那么1 坚持自主学习,合作学习的教学原那么教师打破了以教师为中心, 单项灌输的陈旧模式, 在课堂教学中尽可能发挥学生的主动性和合作精神, 营造了良好的学习气氛, 更重要的是在频繁的交流中, 学生的语言表达能力提高了。
2 遵循英语教学的交际性原那么交际性原那么是英语教学中的一个指导性原那么, 教学最终的目的不仅要使学生掌握知识, 更重要的是使学生在理解的根底上, 在交际性练习中培养交际能力,而培养这种交际能力, 就是反映在课堂教学中学生以主人翁态度, 积极、主动、大胆地参与英语课堂练习活动的主体意识上。
第1篇一、案例背景随着我国教育改革的不断深入,教学方式和方法也在不断更新。
本案例选取了一堂初中英语阅读教学课,旨在分析教师如何通过创新教学策略,激发学生学习兴趣,提高教学效果。
二、案例描述1. 教学内容本次教学案例的主题为《My Favorite Food》,属于初中英语阅读理解部分。
教材内容主要围绕食物展开,介绍了不同国家和地区的特色美食,并要求学生通过阅读理解,掌握文章大意,了解文化差异。
2. 教学过程(1)导入环节教师首先通过多媒体展示各种美食图片,激发学生的兴趣,引导学生思考自己最喜欢的食物是什么。
然后,教师简要介绍本节课的学习目标,让学生带着问题进入阅读环节。
(2)阅读环节教师引导学生进行自主阅读,并在阅读过程中进行标注和批注。
阅读完毕后,教师组织学生进行小组讨论,分享阅读心得,并总结文章大意。
(3)拓展环节教师针对文章内容,设计了多个拓展活动,如:- 比较不同国家和地区的特色美食;- 创作自己的美食介绍;- 用英语进行美食推荐。
(4)总结环节教师对本节课的学习内容进行总结,强调文化差异的重要性,并鼓励学生在日常生活中多关注各国文化。
三、案例分析1. 创新教学策略(1)多媒体辅助教学教师利用多媒体展示美食图片,激发了学生的学习兴趣,为阅读环节奠定了良好的基础。
(2)小组合作学习教师组织学生进行小组讨论,让学生在交流中分享阅读心得,提高了学生的口语表达能力。
(3)拓展活动设计教师设计了多种拓展活动,使学生在实践中巩固所学知识,培养了学生的创新能力和实践能力。
2. 教学效果(1)学生兴趣浓厚通过多媒体展示和拓展活动,学生积极参与课堂,学习兴趣浓厚。
(2)知识掌握扎实学生在阅读环节和拓展活动中,对文章内容有了深入的理解,知识掌握扎实。
(3)能力得到提升通过小组合作和拓展活动,学生的口语表达能力和创新能力得到提升。
四、总结本案例展示了一堂优秀的初中英语阅读教学课。
教师通过创新教学策略,激发了学生的学习兴趣,提高了教学效果。
全英文英语阅读课教案【篇一:全英文英语教案模板】lesson plannsefc module2 unit reading in teacher:period:period1 type:readingduration: 45minutesteaching ideologythe current theory view reading as a interactive process which involves not only the printed page but also the reader’s old knowledge of the language in general, the world and the text types. in the reading process, these factors interact with each other and compensate for each other. based on the understanding of reading as an interactive process, teaching reading in the classroom is divided into three stages in which the top-down and bottom-up techniques integrated to develop the students language efficiency in general and reading strategies. the three stages are pre-reading, while-reading and post-reading.teaching material and learning conditionthe analysis of teaching materialthe teaching material is the reading part from nsefc module2 unit. the topic of this unit is . this passage mainly introduces the passage consists of paragraphs. the first paragraph is a general introduction of the . para.2 to para.4 introduces . the last paragraph tells about . the topic is not new to the ss. but there is some new words and phases in the passage.the analysis of learning conditionthe students are from grade1 in senior high school. as high school students, they have achieved certain english level and they have the ability to get the basic idea of the reading. since they are in grade1, they are easily activated and want to air their own opinions on the topic. they are familiar with the topic of and know some. but they may not know before. moreover, their vocabulary is limited so they may have difficulties in understanding some sentences.learning objectives1. language skillsat the beginning of the class, ss can predict the content ofthe passage based on the title. ? ss can scan the passage andfind out the specific information such as the person relatedwithss can summarize the passage with the help of the clues ofthe passage.2. language knowledgess can master the key words and phrases of the passage as follows, . ? ss can learn , especially3. affectsss will realize that and they will concern themselves with the issue of4. cultural awarenessss will broaden their minds by knowing something about 5. learning strategiesss will cultivate their ability individual learning and cooperative learning by doing someactivities independently and some in groups.ss will communicate with each other in english while doingthe group work.language difficultiesfocuses and anticipatedlanguage focusesthis is a reading period so the focus is to cultivate thestudents’ reading skills. the many activities are designed tohelp ss to train their reading skills, such as predicting, skimming, scanning and summarizing.it is also important for the ss to master the new words and phrases.anticipated difficultiesas the ss have a limited vocabulary, so they may have some difficulties in understanding the passage. so the teacher willhelp them learn the new words and phrases.ss may did not heard before, so the teacher will tell themsome background knowledge about it.teaching methodthree-stage model: based on the understanding of reading asan interactive process, teaching reading in the classroom is divided into three stages in which the top-down and bottom-up techniques integrated to develop the students languageefficiency in general and reading strategies. the three stagesare pre-reading, while-reading and post-reading.teaching aidsmultimedia devices and ppt documents: in order to help ss tofully understand the whole passage, i adopt multimediadevices and ppt documents to bring the real-life situation intothe classroom.teaching proceduresstep1. lead-in (6min)activity1. greetings and free-talking (2min)t leads into the topic by asking ss some they know. ss tell the name of the they know freely.t: hello boys and girls. (ss say hello to the teacher.)t: when we say , what appears in your minds? (ss tell thethings appear in their minds freely.) t: what are the ? (ss tell some names of .)activity2. picture-talking (4min)t shows some pictures about the in china and abroad. after seeing the pictures, ss are expected to tell the similarities of them.t: just now, you talk about some in china. now, let’s see some pictures of some . (t shows the pictures and ss see them carefully.)t: what do the have in common?for example, they are very precious. what are your opinions?(t gives them some hints and ss tell the characteristics of ) [aims]in this step, t first leads in the topic by talking with the ssfreely about the whichis familiar to them and then ss see some pictures and tell the characteristics. these two activities aim to arouse the ss’interests in the topic and activate their old knowledge of . thenss will be mentally prepared for the reading comprehension. what’s more,when they are talking about the charateristics of, they will realize that theare rare and precious and they will concern themselves with the issue of .step2. pre-reading (3min)activity1. knowing something about (1min)t gives a brief introduction of the. ss will know the t: today, weare going to learn . it is . do you know what is? (t shows some pictures ofand ss get to know the .)activity2. predicting (2min)t asks ss to read the title of the passage and then ask themsome questions. ss will predict the content of the passage withthe help of the title.t: please look at the title “”, what does “” mean?(if the ss can not give the answer, then t explain it.)t: in search means that people are looking for it. why arepeople looking for it? can you guess? what will the passagetalk about?(ss predict the content, but t will not give the answer here.)[aims]in this step, the ss first know some information of the ; the background information will make it easier for the ss tounderstand the passage. then t asks ss to make predictionsabout the passage. it aims to help ss develop the reading skillsof predicting.step3. while-reading (22min)activity1. skimming (4min)ss skim the whole passage and find out and check their predictions. t: why are people still ? here is a multiple choicefor you.activity2. scanning (3min)t presents several true or false statements and asks the ss toscan the passage and judge the right from the wrong.(keys: F,F,T,T,F)activity3 close-reading (15min)t designs various kinds of activities and ss do the activities tofully understand the passage. para.1t: please read para.1 carefully and then take some note aboutthe .para.2-4please read para.2-4 carefully and then find out the removal ofthe room.please read para.2-4 carefully and then find out the personrelated with the amber room and the things them down with it. para.5please read para.5 carefully and then find out the therebuilding of the amber room.【篇二:初中英语阅读课教学设计】谈初中英语阅读课教学案例吉林省桦甸市金沙中学:王欣平一、背景现行初中英语教材具有很多的优点,但由于学生认知水平的发展具有规律性,教师只有充分认识和掌握这种规律,并结合教学实际,合理设计教学程序,充分发挥学生的主体作用,教学相长,才能达到教学效果的最优化。
初中英语阅读课教案激发学生们对英语学习的兴趣,培养对多种文化新奇有趣的初步认识和欣赏。
二、教学准备1.学材料:1) 一个与本课题相关的短文一份;2)物英语词汇卡片。
2.学准备:教师提前准备好有关动物的英语卡片,以便在学生能够更快的掌握并记忆词汇。
三、教学过程1. Warming up教师先请学生们开展对动物的讨论活动,内容包括动物的部位,动物的特点,动物的习性等。
2. Pre-reading教师出示一份卡片,内容是关于动物的英语词汇,教师首先介绍每一种动物,然后让学生快速进行反复训练。
3. Reading教师出示一个短文,内容是关于动物的生活。
学生根据文章的内容跟读,学习动物的英语词汇。
4. Post-reading教师问一些问题,帮助学生总结文章的内容。
问题包括:What are the animals doing?They are eating, playing, sleeping……5. Homework教师要求学生根据文章内容,设计出一个游戏,练习动物英语单词。
四、设计意图该课程设计的意图在于通过让学生读一篇有关动物生活的短文,以及进行相关练习,培养学生对动物词汇的掌握,同时也能培养学生对文章内容的理解和总结能力。
中学英语课堂上,阅读课以其兴趣性、多样性和有趣性被视为教学重中之重。
而初中阶段的阅读课,更是年轻学生英语学习取得突破性进展的关键。
本文便以“初中英语阅读课教案”为题,分析了一节初中英语阅读课的教学内容与实施方案。
首先,针对该节课的教学目标,我们把语言知识目标定为:学习有关动物的英语词汇,掌握句型“What are they doing? They are…”;而情感态度价值观目标定为:激发学生们对英语学习的兴趣,培养对多种文化新奇有趣的初步认识和欣赏。
接着,按照相关的教学准备,需要准备教学材料和辅助教具,即一份与本课题相关的短文,以及与其相关的动物英语词汇卡片。
教师提前准备好它们,是为了便于学生能够更快的掌握并记忆词汇。
初中英语阅读课教案模板范文
一、教学目标
1.知识目标:通过本节课的学习,学生能够熟练掌握本文的关键词汇
和短语。
2.能力目标:提高学生的阅读理解能力,培养学生的批判性思维和创
新能力。
3.情感目标:培养学生对英语阅读的兴趣,激发学生学习英语的热情。
二、教学重点和难点
•教学重点:学生能够准确理解课文内容,掌握关键词汇和短语。
•教学难点:学生能够通过阅读理解课文内容,培养学生对英语阅读的习惯。
三、教学准备
1.教师准备:具有一定的英语教学经验,熟悉本节课的课文内容。
2.学生准备:提前预习课文,准备学习用书和笔记。
四、教学过程
1.导入:谈论课文主题,激发学生对课文的兴趣。
2.预测:让学生根据课文标题和图片预测文章内容。
3.阅读:学生独立阅读课文,并在阅读后回答相关问题。
4.讨论:小组讨论课文内容,并分享自己的理解。
5.总结:整理学生的讨论内容,总结本节课的重点。
6.巩固:布置相关练习,巩固本节课的词汇和短语。
五、教学反思
本节课通过多种教学方法,旨在提高学生的阅读理解能力,并培养学生对英语
阅读的兴趣。
学生积极参与,表现出良好的学习状态。
下节课将继续巩固学生的阅读能力,拓展学生的词汇量,提高学生的综合英语能力。
以上是本节课的教案范文,希望对您有所帮助。
初中英语(新目标)八年级(下)阅读活动课案例 ——麻城市盐田河中心学校 丁光英 一、活动课题:Unit 9 Reading Have you ever been to Singapore 二、教学目标:
(一):知识目标: 1. The Present Perfect Tense/have been/gone to; about Singapore and some new items. (二):能力目标: 发展、培养学生快速阅读并归纳总结、记录要点以概述全文、综合语言运用和理解的能力;训练写作和阅读技能。
(三):情感目标; 激发学生对生态环境的关注和爱护和对大自然的了解热爱,形成积极的情感态度,主动思维,大胆想像表述,提高语言实际运用能力。 三、教学重点: (1)Understand the passage correctly. (2) Key phrases: Southeast Asia ,take a holiday,three quarters,population, wake up,be awake,all year round. 四、教学难点: Write sentences correctly using the target language. 五、教具准备: 1. A tape recorder 2. A computer for multimedia use. 3. Ad. Papers 六、活动过程 Step 1. Greetings and revision. Greet the class and check the homework.. Step 2. Section 1 Before you read. Ask students to read the new words first. Correct the pronunciation. Teach the new words and ask students to repeat. Activities: Talk about the coming summer vacation and what the students will do T: The summer vacation is coming. Are you going to travel Ss: Yes! T: Where are you going S1: I’m visiting the Greet Wall. S2: I’m visiting Disneyland. S3: ……. T: Have you ever been to a foreign country S1: No, but I’d like to. S2:This year my parents and I are going to France. T: It’s good to find out a place you are going to visit before you go there . Activities: Show some photos or pictures of the cities in the box on P74 on computer.
T: Now watch these photos , choose a place to visit and write down four things you know about it in groups. Get the students to work in groups. Discuss the places. (Invite four groups to write their answers on the Bb) eg: Four things about Sydney. 1. Sydney is a famous city of Australia. 2. Sydney is a seaside city 3. Sydney Opera House is very famous. 4. 2000 Olympic games were held in Sydney. Step 3. Section 2 While you read. T: Have you ever been to Singapore It’s not too far from China. It’s a wonderful place to take a holiday for us Chinese tourists. Here is an article about Singapore. Read it carefully. Find out three or more things you think are new to you or different from other foreign countries. Activities: Ask different students to say the things they’ve learnt and answer some questions. Talk about these questions:1. Can we speak Putonghua in Singapore 2. What can we eat in Singapore
3. Which season should we visit Singapore 4. What is “Night Safari” Do you want to build one in your city 5. What do you think of Singapore
Note: Show some photos for each question . Step 3 After you read T: Please listen to the tape and try to remember most things in it .After a while , we’ll have a test. Activities ( After reading): T: Please look at the screen . Complete the word map with the words from the reading . S1: Names of places: China; Singapore; Night Safari; Southeast Asia. T: Can you add more words to it S2: Zoo; equator. T: Well done! What about animals S3: Lions, tigers, foxes. Check the rest answers. T: Now look at the four sentences on the screen . They are all false. Using information from the reading ,write four true sentences. Do you know what to do Ss: Yes ! T: ( After a while) Who can tell me the true sentences S1: Singapore is a small island in Southeast Asia. S2: In Singapore , you can find a lot food from China and some new food/ you can find many kinds of food. S3: It’s better to see lions and foxes at night when they are awake. S4: You can visit Singapore at any time of year /in any season/ all year round.……………….. T: Great ! You are very smarter! Step 5. Summary. T: From the passage we know that Singapore is one of the cleanest countries in the world. They have great ecological environment. Do you think so Step 6. Activities T:Now, let’s work in groups. Talk about our hometown, find out the special attractions as many as possible. Discuss and write an ad. for our hometown. Include details about why people should visit it Give away the to each group, the teacher go around and help them if necessary. After a few minutes, call someone to tell the class their ad. and check it. Step Surf the Internet and find out more information about the countries and the cities mentioned in this passage.
Bb Design: Unit 9 Have you ever been to an amusement park Items: Southeast Asia东南亚 take a holiday 度假 three quarters 3/4 population 人口(U/C) be awake 醒着的 all year round一年到头