二、创设情境,呈现新知
问题1:Do you want to go on a school trip?(呈现科技博物馆图片)
问题2:What do we need if we go on a school trip?(头脑风暴活动)
问题3:How do we go on a school trip?(呈现快慢火车图片)
完成书中2a 活动
Do the following words describe good things or bad things?Put a√for good and an ×for bad. Leave a blank if they can mean both.
_____interesting _____difficult _____lovely _____ slow
_____exciting _____boring _____cool _____hot
_____lucky _____large _____expensive _____terrible
_____delicious _____great _____cheap _____fast
【设计意图】通过设疑,让学生能在情境中体验并学会运用新短语和新形容词,先解决重点词汇后,再完成书中2a找褒义、贬义或中性的形容词活动。从而完成第一个教学目标,也为接下来的阅读扫清障碍。
三、设置任务,提升能力
任务一:略读猜测,找中心句
书中2b问题:
1. Did Helen and Jim go on the same trip?
2. How do they feel about the trip?
【设计意图】读前的猜测让学生在心里对学习新课文产生期待,同时让学生在略读中自己总结出文章开头和结尾能归纳文章大意的句子叫中心句。
任务二:细读文章,合作探究
Groupwork:
1. When did Helen and Jim go on the school trip?
2.What did Helen see along the way?
3.Is Jim interested in robots?
4.Did Jim like the trip?
【设计意图】从略读抓住文章大意到细读解决问题,培养学生掌握阅读策略。合作探究培养学生主动与他人合作共同解决问题的意识,也是"兵教兵"的过程。
任务三:找过去式,推测原形
1.went- 2.visited- 3.was-
4.got- 5.saw- 6.learned-