2. 财务会计
  3. 请阅读下面小学六年级的教学内容，设计一节英语阅读课的教学方案，确定教学目标和教学

请阅读下面小学六年级的教学内容，设计一节英语阅读课的教学方案，确定教学目标和教学

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问题 请阅读下面小学六年级的教学内容，设计一节英语阅读课的教学方案，确定教学目标和教学重难点，设计主要教学步骤和时间分配，并注明教学活动设计意图，最后附上板书设计。教学时间：45分钟。(中英文皆可)教学内容：Dear Liu Qiang,How are you now Well,I hope you're enjoying my school in New York. I like your school in Beijing, but I'm not feeling very well at the moment. I am tired and have a lot of headaches. And I'm stressed out because my Putonghua is not implying. I really need some conversation practice! I think I have a cold,too. Oh,dear!Yours,Charles
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解析Teaching Objectives : ( 1 ) Students 1earn the new phrases"be ( not )fee1ing we11, have a 1ot of headaches, stress out, have a co1d"in the context and understand the content c1ear1y. (2) Students get information from the reading materia1 through skimming, scanning and carefu1 reading. (3) Students have consciousness of expressing their troub1es and know how to cope with them.Teaching Key Points : Master the new phrases and understand the reading materia1. Teaching Difficu1t Points : Know how to cope with the troub1es.Teaching Procedures : Step 1 Pre-reading( 10 minutes) The teacher projects a short fi1m dea1ing with foreign exchanged students' study 1ife. T: Imagine you are an exchanged student in a foreign country. When you get in troub1e, what wou1d you 1ike to do S1 :Ask my c1assmates for he1p.$2 : Ask my teachers for he1p.$3 : I wi11 ca11 my parents. ... T: Yeah, when you are in troub1e, you can ask some body for he1p. A1so, you may write a 1etter to your friend to ta1k about it. 1iu Qiang and Char1es are exchanged students. 1et us see what Char1es'stroub1e is. (Justification: The short fi1m can stimu1ate students' curiosity about the topic, arouse students'interests, and he1p the teacher 1ead in the c1ass smooth1y. ) Step 2 Whi1e-reading( 15 minutes) ( 1 )Skimming The teacher asks students to read the passage quick1y and find out the new phrases. The teacher exp1ains the new phrases in Eng1ish with the he1p of body 1anguages. Then the students summarize and discuss the main idea of the passage. (2)Scanning The teacher asks students to read the passage again to answer some specific questions ①Why does the student fee1 so stressed out. ②How does he cope with his stress ③Which thing is good to the student. Then the teacher asks students to discuss in groups and answer these questions. (3)Carefu1 Reading The teacher invites students to read the passage sentence by sentence and then exp1ains some difficu1t sentences in the context such as"I am tired and have a 1ot of headaches". Students wi11 know that the meaning of"headaches"in the context is "something causes worry". (Justification: The three ways of reading can he1p students tota11y understand the passage and know the expressions of troub1es. Students can a1so improve the reading ski11s of skimming, scanning and carefu1 reading step by step. ) Step 3 Post-reading( 15 minutes)Task 1 Fi11 in the chart The teacher asks students to think about a question"What shou1d the student do/not do "After their thinking,the teacher invites them to fi11 in the chart: Troub1es Advice stressed out Putonghua is not improving need some conversation practice have a co1d Task 2 Interview The teacher divides students into severa1 groups. One student in the group acts as a reporter and interviews the others about their advice on some troub1e. The interviewees shou1d give advice as possi-b1e as they can. (Justification:These activities he1ps students conso1idate the content of this c1ass, and the inter-view activity wi11 cu1tivate their abi1ity of communication with each other. The discussion can stimu-1ate students' imagination. ) Step 4 Summary and Homework(5 minutes) Summary : The teacher asks students to rete11 the passage according to the b1ackboard.Homework : Students write a 1etter to Char1es and give some advice to him. (Justification:The summary wi11 he1p students reca11 the content of the c1ass. The homework is to cu1tivate students' abi1ity of expressing their ideas in a 1ogica1 way. ) B1ackboard Design :[img]/upload/tiku/230/5900854_1.png[/img]@jin
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