M3U1 Reading1

1.What iHale Waihona Puke the story about?
A young lady in the fog.
2.Where did Polly live?
At 86 King Street. 3.Who helped Polly? A blind man.
1. Why did Polly leave work early?
4 Polly felt frightened when a rough hand brushed
her cheek.
8 Polly got to King Street safely.
1 Polly left the office at four o’clock. 10 The old man went to help others.
4 According to Lines 23-25, what made Polly afraid ? The rough hand that brushed her cheek, and the man’s voice that was close to her ear made Polly afraid. 5. According to Line 33, what did the man look like ?
What’s the weather like in this picture?
Reading strategy—how to read a story
There are different types of stories. Stories have basic elements as follows: What happened; a plot When it happened ;a certain time period Where it happened; a place Why it happened; a problem or an issue to be solved Who was involved in the event; main character A story with a climax or a surprise ending is usually more eye-catching.

我看高中英语阅读课的“文本解读”和“词汇全球译M188中英语音翻译机讨论旨在理解cannot have（不允许）women falling in love的涵义和对文本整体意义的提升。

为了有条理表达的需要，篇章结构还有总分、因果、转折和按事物的几个方面等来安排材料的。

文本的基本体裁可以帮助我们较快地把握文章的条理，有助于理解课文的主要内容。

教研员潘老师自己执教的M3U1 Festivals around the world阅读课，也充分体现这一思路。

潘老师的课属于总分的篇章结构。

她以“为何庆祝节日”和“如何庆祝节日”为解读路径，通过阅读中的讨论、填表、补全信息等活动，了解节日的起源、分类和庆祝的方式，分类归纳语篇关键词块。

潘老师在教学设计上不仅关注结构模式，还体现课题组的另一研究意图——重视“主题”。

起承转合的结构模式说是从形式、从结构角度对文本规律性的总结，主题论则是从意义、从内容角度对文章规律性的总结，这是课题组的又一深层思考成果。

同时，潘老师在“节日分类”后解读文本时，在活动形式设计上有许多独到见解，这是课题组又一特色，保证了学生始终充满热情地参与对文本的共同解读过程。

(1)处理第一个节日，潘老师采用填表和在原文中划出关键动词。

在对比理解中国类似节日时，又设计中译英活动，巩固重点词块的用法。

Festivals of the dead (Para 2) How many festivals are mentioned here? Read and underline the verb phrases describing the celebrations Q: What is the festival of the dead in China? (Qingming festival) Do you know its origin? Translation:清明节起源于祭祀祖先的古老习俗。

Qingming festival has its origin in the old custom about offering sacrifices（祭祀）to ancestors. (2)处理第二个节日时，潘老师采用重点词句填空和跟踪问题的形式，解读节日的意义，习得相关词汇honor，in memory of的用法。

复习操练语法.为新课学习减轻语法障碍，为课堂难度减负。
(Step2)
Warm up
Show some pictures about sports ,ask :What sports do you like?
They talk about freely in class.
图片导入，图文并茂，激发学生的学习兴趣和学习热情。
教 具
教学flash
学 具
Books and paper
课 时
2
课 型
Listening andreading
其 它
程序
教师活动
学生行为
设计意图
个人补充
(Step 1)
Review grammar
Show some garammar exercises about M2—M3
The Ss finish this part task ,and ask them to say“why”.
They talk about freely in pairs .
句型操练，训练学生的口语表达，掌握本课的重点句型
Step10
Summary
Summary(Step 5)
1.The form and the pronunciation of the superlative adjectives
2.The usage of the superlative adjectives
2.Put the students in pairs ,Tell them to use their tables to point ,ask and answer about their sports.
3.Ask a few pairs to present their coversations

fog
confuse blind
get lost
accident
Lead-in
1. How do you feel on a foggy day?
2. What would you do if you get lost in the fog?
Have you ever heard a blind person helped an ordinary one in foggy weather ? Can you believe it?
He looked old. 6. How could the man tell that Polly was young ?
He could tell Polly was young by hearing her voice.
Fill in the following chart using the information you find in the story Fog to check your understanding of the story. Part Place Time & weather Person What happened Polly's thought or feeling She wondered if the bus would still be running.
10. The old man went to help others .
Read the story carefully and try to find the route that Polly took home.
Outside Polly’s working place
At the bus stop on the street