九(下)Unit13第6课时-Reading

课题：Unit 13 Reading
Learning goals:
In this lesson, students will learn how to receive and treat a gift and understand the thought behind a gift. And at the same time they can use the words and phrase below freely: home-made, schoolbag, purple, purse, guilty, taste, thought, count, saying, feel guilty/embarrassed, I don’t mind if…, prefer to…, pretend that…, make sb./sth.+adj, would rather do…(than…).
Step 1 Review
I) Put the following into English
钱包__________ 紫色的________ 内疚的___________
书包__________ 品味，鉴赏力_________ 思想，想法______ 有价值，重要__________ 格言___________ 感到尴尬________
II) Put the following sentences into Chinese
1.I don’t mind if it’s something I don’t need.______________________
2.I prefer to receive a gift that has some thought behind it.____________
3.I pretend that I liked it. ______________________________________
4. This made me feel guilty.____________________________________
5. To make things easier, some people would rather just give money.
_________________________________________________________
(设计意图：阅读本身需要耗费的时间就比较多，所以我们提前让学生们熟悉单词和里面比较难的句子。

这样能够节省课上的时间，同时也提高了学生的阅读效率)
Step 2 Warming up
1. “Almost everyone has received a gift. How would the gift below make you feel? ”And show the tree to help students answer.
a history home-made cookies schoolbag
You can tell me the answers like this:
Receiving ________would make me feel________.
2.“Do you prefer to receive gifts or money? And why?”
(设计意图：用一些图片和学生们感兴趣的话题来开始本课，能提高学生的阅读兴致。

图片的使用使话题更直观的进行。

)
Step 3 While reading
Task 1 Read for main idea
1.Read the passage and try to find the answer to each question below:
1) There are ______paragraphs in the passage.
2) Choose the right main ideas for each paragraph.
Para 1 Para 2 Para 3 Para 4 Para 5
3) We can divide the passage into three parts. Please try to put each paragragh into different parts.
Task 2 Read for details
1) Read Part 1 & 3 and fill in the blanks:
Receiving a gift can be __________, especially when someone buys a gift you
______ _______.
Different people have different _____ _____this subject. Maybe the art of receiving is ____ _____ ______than the art of giving.
2) Read part 2, answer the questions and fill in the blanks:
9. Some people would rather just give money to _____ _____ _____. But in other cultures, it can make people _______. People may think that the one who gives money is _______ ______. In England, people prefer a gift that has some _______
______it. They won’t mind if it’s something they _____ _____. It’s the thought that ______.
Task 3 & 4 Listen and read the passage
Have student listen to the tape, then read it aloud to find if they have any problem about the passage.
Task 5 Retell the text
Have the students try to retell the text with the help of task 2.
(设计意图：本部分从全文理解的段落大意，到将本文分解成3部分，然后每一部分进行细节阅读。

使学生节省了阅读时间，并且对文章的结构掌握的更清楚，因为我们在这部分中使用了mind-map 的教学方法。

)
Step 4 After reading
1.Finish the sentences according to the reading:
1)Receiving money might make______________________
2)We might pretend to like a gift because ______________
3)Han Ling wore the sweater _________________________
4)It’s important to make people feel that ________________
5)It’s sometimes easier to___________________________
2.Discuss:
What is the most important when giving a gift?
What is the most important when receiving a gift?
From the discussion, we know that the art of receiving is _____________;
And the art of giving is ______________________
(设计意图：我们阅读是为了里面所蕴含的的信息，从而对我们的生活、学习等
有所帮助。

因此，我们不光是为了阅读而阅读；而是为了文章所蕴涵的道理。

所以读完文章我们要将其总结出来。

这就是这部分的作用)
Step 5 Inquiry into knowledge by translation
1. Still, I pretend that I liked it because I knew it would make my parents happy.
_________________________________________________________________ Pretend 意为“________” , 后跟__________或_____________.
我假装对他的故事感兴趣。

_________________________________=___________________________
2.Different people have very different thoughts on this subject!
__________________________________________________________
Different 后跟_______ 例如：不同的尺寸_______________
On 意为“________”可与_______互换。

但是，__________一般指简单的或浅显的论述；而_______多用于系统论述或专题讲演、论著等，具有学术性
(设计意图：在进行了全文理解之后，学生可能还有一些疑问，我们将它们放在这部分中解决。

学生先进行讨论，然后教师解惑。

)
Step6 Test
一．根据句意和首字母提示完成句子
1.There is a Chinese s_______: well begun is half done.
2.My parents bought me a sweater, but I don’t like it, because we have different
t___________
3.To be honest, I don’t like it at all, because it made me feel g________.
4.He likes h__________food, so he seldom goes to the restaurants for dinner.
5.What color do you like, pink or p______?
二．翻译下列句子
1. 有时，接受的艺术甚至比给予的艺术更难。

__________________________________________________
2. 我喜欢自制的小甜饼。

_______________________________________________
(设计意图：以学评教、强化落实。

当堂检测主要是由本节内容组成的形成性评价。

)
课后反思:
本节课我整体上采用了mind-map 的形式进行全文的讲解。

我想学生应该对全文的结构掌握的很好。

但是，由于时间比较仓促，个别环节的处理过于简单。

使用建议：
可以根据不同班级的实际情况，对内容进行删减。

另外部分内容对于学生来说有些难。

参考答案：
Step 3
Task1：
1. 1）5 2）BEDCA 3）Part 1：Para 1 Part 2：Para2—4 Part 3：Para5 Task 2
1）different, don’t want, thoughts on, even more difficult
2） 1. A purple purse 2. When she was about twelve years old
3. Her parents
4. It made her feel embarrassed
5. An orange sweater
6. A few years ago
7. Her grandparents 8. It made her feel guilty
9. make things easier, uncomfortable, being lazy, thought behind,
don’t need, counts
Step 4
1. 1)people feel uncomfortable
2). we don’t want to offend the person who gave it to us.
3) to make his grandparents happy.
4) you like the gift they gave you.
5) give a gift than to receive one
2. whether you like the gift or not, be happy; it’s the thought that counts.
Step 5
1.我仍然假装喜欢它，意为我知道那会使我的父母高兴。

“假装”；that从句；to do;
I pretended that I was interested in his story.
= I pretended to be interested in his story
2.不同的人对这个话题有非常不同的见解。

名词复数；different sizes; 关于；about; about; on
Step 6:
一、1. saying 2. tastes 3. guilty 4. home-made 5. purple
二、1. Sometimes, the art of receiving is even more difficult than the art of giving.
2. I like the home-made cookies.。