09浙江优质课评比课件教案-9

A Businessman’s View
教学目标：
I.语言知识：
1. 语音（Phonology）：
（1）能根据语音辨别和书写本材料中不太熟悉的单词。

（2）能就本教学材料的有关话题流畅地表达自己的观点，并做到语音准确、语调自然。

2．词汇（Vocabulary）：
能理解、运用以下单词和词组unload, pack, nap, eventually, notice, fisherman, millionaire, business, go on vacation, the rest of, take a nap, spend time with sb., run the business, millions of, at least, a number of
II.语言技能：
阅读：能获取相关信息(Reading for language, Reading for information, Reading for appreciation, Reading for enriching experience)，且进行predicting, skimming, scanning, generalization等阅读微技能训练。

III. 情感态度（Affect）
1.引导学生在理解文章的基础上明白:人的快乐来自于对生活的态度，而努力奋斗也是一
种生活态度，人们可以从中获取更大的快乐。

2.引导学生在活动中形成一定的合作精神。

教学步骤及设计说明：
1．预习
下发预习目标卡。

让学生明白本课时的重点是什么，课上需要解决哪些问题，他们需要掌握的知识点和技能是什么。

2．上课
Step1. Warming-up
Play a song and greet students to get ready for the class.
Step2. Lead-in
Talk about the teacher’s trip to Hokkaido last year with husband. Show students the pictures.
(设计说明：从教师身边的人物和事件引出一系列的新单词，能满足学生的好奇心，并且贴近生活，有真实感，能引起学生的兴趣。

)
Step3. Reading
1.Pre-reading
Predict what the story is about according to the title.
(根据标题来预测文章的内容。

培养学生预测的能力。

但是因为有一定的难度，所以
用选择题的形式来降低难度)
2．Skimming
Skim the story and answer two questions:
What kind of life does the fisherman have now?
What is the businessman’s advice?
(这两个问题实际上就是本篇文章的核心内容，通过这两个问题的回答，学生能够初步明白文章的重要内容)
3．Read for information
Read the story carefully and try to answer the following questions:
How long had Martin been going on vacation to the Mexican fishing village?
What was the fisherman doing when Martin saw him?
How long did it take Pablo to fish every day?
What did he do with the rest of the day?
In Martin’s view, how could the fisherman make more money?
How long will it take the fisherman to make millions of dollars?
What did Martin think the best part life is?
(学生通过问题的回答能基本理解文章的脉络。

老师可以通过这一步解决文章的语言点和文章的疏通。

)
4．Read with the tape.
(通过这一步骤来帮助解决学生的语音问题，通过录音的停顿来更好地理解意群)
Ask the students if they have any more problems about understanding the story.
If not, answer the following questions.
What is the difference between Mexico and Mexico City？
(学生通过地图可以直观地了解到墨西哥)
What does “eventually” mean? Can you explain it in English?
（帮助学生培养根据上下文来理解新单词的能力，并尝试用熟悉的英语单词来解释生词）
5. Post-reading Activities
The fisherman couldn’t decide whether to accept the businessman’s advice, so he came back home and told the story to his wife and asked for advice.
（学生通过此步骤来进一步熟悉课文，复述课文，并就此发表自己的看法）
Step4. Discussion
Is the fisherman’s life now the same as the businessman’s life after retiring?
If not, what is the difference?
Then lead the students to talk about how they get more happiness from the school life?
(引导学生将今天课堂所学的内容，结合自己的观点来讨论，并引导学生理解在努力奋斗能获取更多的快乐)
Step5. Homework
I. Read the passage.
II. Recite 5-8 beautiful sentences.
III. Complete the word chucks in part6.
IV. Finish the self-reflection.
Self-reflection 自我评价
After learning the passage, go through the following checklist and tick out what you are able to do.
ITEMS
What am I able to do? T O P I C S □ Able to understand the businessman ’s view □ Able to share with others my understanding of happiness
S T R A T E G I E S
□ Able to identify specific information about the author’s opinion by reading
□ Able to understand and process information related to the topic
□ Able to understand the unknown words in the context
V O C A B U L A R Y □unload □pack □eventually □millionaire □notice □fisherman
□a number of □catch the fish □the rest of □run the business
□be able to □take a nap □spend time with □millions of
□open the factory □at least
课后反思
本课时的教学对象来自温州外国语学校。

学生有较好的英语基础，与老师的配合也很默契。

本课时的思路和框架比较清晰。

教学目标也很清晰：引导学生较好地使用阅读策略。

本课时采取了prediction, skimming, reading for information, reading for generalizing 等阅读策略，能帮助学生理解文章，并能借助课堂上所学的语言知识来阐述文章大意和自己的观点。

本课时在复述这一块做的还是很不够。

由于关键词的给出滞后，学生没能完全明白老师的指令和意图，所以没有很好应用本课的语言点来概述这个故事。

在学生给出的精彩回答后，教师未及时给予充分的鼓励和评价，这点也是以后的课堂中需要注意和改进的。