Lesson 15 He was driving along when suddenly…
2005-12-02 16:08:17
十二中分校 张桂平
北京市义务教育课程改革实验教材 (Book 13)教案
学 科：英语 授课人：十二中分校 张桂平
授课日期：Nov.9th, 2005
课 题：Unit 4 Facts and stories
Lesson 15 He was driving along when suddenly…
教学目标：
1．知识目标：学生能认读并理解本课词汇；能够正确理解并初步掌握用过去进行时态描述过去正在发生的事情，并学会使用when引导的表示过去时间的状语从句。
2．能力目标：学生能够通过阅读故事，获取所需信息；能够初步使用过去进行时态描述过去正在发生的事情，和正确使用when引导的表示过去时间的状语从句。
教学内容：
1．话题：Story
2．词汇：1）大纲词汇：look for, think about, paper, side, look at, cry, die, light, suddenly, inside, knock, empty
2）新课标词汇 ：appear, silence, mirror, waste
3．句型：He was driving along when suddenly…
4．语法：Interrupted past
教学重点：故事和when引导的表示过去时间的状语从句。
教学手段： 多媒体，录音机
教学步骤：
第一课时
教学步骤 教师活动 学生活动
Step 1
Lead-in 教师用电脑出示图片，并创设语境，学生回答问题：
Do you like reading stories? What is your favorite story?
（语境：Look, lots of books. They are all about stories.） 看图，回答问题
Step 2
Pre-
reading 1. 教师展示故事背景图片，介绍故事背景的同时，在语境中引出生词：empty, look for, customer, streetlight, suitcase, wave.
故事背景：Last week I read a story. （出示图片）Jake, a taxi driver, was
the main character of the story. Late one night, he was driving along. Nobody was in his car except him. So he was looking for customers. Suddenly a customer appeared. A woman was standing under a streetlight. There was a suitcase. She was waving to stop the taxi.
2. Ask Ss to read the words after the teacher.
3. Check the reading of the new words.
4. Get Ss to remember the new words in one minute.
5. Check the words. 了解故事背景，在语境中理解生词的含义。
Read the words after the teacher.
Several Ss read the new words.
Try to remember the words in one minute.
Read and spell the new words.
Step 3
Reading 1. Reading for the general idea
1) Ask Ss to read 1.2, and number the pictures in the right order.
2) Get one student to tell the order.
2. Reading for the details.
1) Ask Ss to read the first part of the story again, circle True or False.
Check the answers, and correct the false statements.
2) Ask Ss to read this part paragraph by paragraph and answer the questions:
① What was the weather like?
(Paragraph 1)
② What was Jake doing when a woman appeared?
③Where was the woman standing? (Paragraph 2)
④ What did the woman do when
they arrived at the house?
(Paragraph 3)
Check the answers, and explain some new words and important points. Read 1.2, and number the pictures in the right order.
Check the answers.
Read the first part of the story again, circle True or False.
Check the answers.
Read paragraph by paragraph and answer the questions.
Answer the questions and learn the new words.
Step 4
Listening
1. Lead-in:
We know the first part of the story well. What happened next? What was the ending of the story? Are you eager to know it?
2. Play the tape of the ending and show Ss the questions:
1) What did Jake find while he was cleaning his taxi?
2) Who called to him when he was waiting at the door?
3. Play the tape of the ending and show Ss the questions:
3) Were there any people in the house?
4) What happened five years ago?
4. Check the answers, show pictures to help Ss to understand the story. Listen to the teacher and answer the question.
Listen to the ending again and answer the two questions.
Listen to the ending again and answer Questions 3 & 4.
Answer questions and try to understand the story.
Step 5 Learn the structure 1. Play the tape for Ss to listen and repeat the story.
2. Deal with the problems from Ss.
3. Check if the Ss understand the story well in details.
课后反思：
本节课最大的特点是将词汇、阅读和语法教学融于一体，且环节紧凑。尤其是对词汇的处理可谓是一大亮点：本节课词汇复现率高，巧妙地贯穿于整个阅读教学中，先是在介绍故事背景时，利用图片自然地学习词汇；其次，在做理解故事情节的练习时，复现词汇，加深印象；最后在检测学生是否很好的理解故事的第一部分时，以图片和在语境中填词或词组的形式巩固词汇。
本节课充分发挥了多媒体的优势，利用图片和音效将故事情节生动化、形象化，课件设计吸引人。在操练所学语法结构时，教师播放学生熟悉的教室和办公室的片断录像，为学生提供使用语言的情景，激发并强化学生的学习动机，他们情绪高涨、积极参与、主动思维、大胆实践，促进了语言实际运用能力的提高。不足之处是在输出新知阶段，教师的设计只是停留在句子的层面上，未能抓住机会与写作练习有效的结合，为学有余力的学生提供更广阔的拓展空间。
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