人教版九年级英语上册 Unit 8 Section A 3a-3c
Everyone in our town is feeling uneasy, and everyone has his or her own ideas. There must be something visiting the homes in our neighborhood, but what is it? We have no idea. Most people hope that this animal or person will simply go away, but I do not think that is going to happen. The noise-maker is having too much fun creating fear in the neighborhood.
noises
unusual
Writers describe events in is
The police
nothing _________
strange
ahapcpeerntinagi.n order. This order
will help you understand Helen
noises _________ outside
Read and fill in the blanks.
People
What they hear/see
What they think
Something
Victor’s wife
Victor and his friends
strange ______ _______ outside their window
To learn the new words: drop, final, worried, owner
Words Review
happening
noise policeman wolf uneasy
n. 事件；发生的事情 (常指不寻常的)
n. 声音；噪音 n. (pl. policemen)男警察 n. 狼 adj. 担心的；不安的
the wind
It might be _a_d_o_g___.
a bear or a Maybe it is _______________.
wolf
The writer
creating
fear
The noise-maker is having too much fun _______________ in the neighborhood.
Victor’ s next-door neighbor Helen is worried, too. “At first, I thought that it might be a dog, but I couldn’ t see a dog, or anything else, either. So I guess it can’t be a dog. But then, what could it be?” One woman in the area saw something running away, but it was dark so she is not sure. “I think it was too big to be a dog,” she said. “Maybe it was a bear or a wolf.”
How do you feel when you hear something strange at night?
nervous uneasy
worried
scared curious
Look at the picture on page 59 and guess the answer.
What’s the article about? It may talk about something happened at night.
the story bOentetwero.man
in the area
running away something _______________
It could be ____ ________.
an
animal
It must be teenagers
_h_a_v_i_n_g__f_u_n_.
It might be __________.
➢ Look and make inference
What does he do? He must be a/an ______. He could/might be a/an __________ teacher.
What does he do?
He must be a ______. He can’t be a _________. I’m not sure. He might/could be _______.
something unusual _is__h_a_p_p_e_n_i_n_g in our town. Victor’s wife thinks that it c_o_u_l_d__b_e__ an animal, but Victor and his friends think it _m_u__st__b_e_ teenagers having fun. The policemen think it _m__ig_h_t_b__e_ the wind. Helen thought it __m__i_g_h_t_b_e__ a dog at first, but she changes her mind later. One woman in the area thinks it’s __to_o___ big _t_o_ be a dog. She thinks that _m__a_y_b_e_ it was a bear or a wolf. The writer thinks the _n_o_is_e_-_m_a_k__er_ is having too much fun _c_r_e_a_t_in_g__ fear in the neighborhood.
3a Read the article and decide which might be the best title.
A. A Small and Quiet Town B. Strange Happenings in My Town C. Animals in Our Neighborhood
The policemen
She thinks that it could be an animal.
They think it must be teenagers having fun.
They think it might be the wind.
We live in a small town and almost everyone knows each other. It _u_s_e_d_t_o__b_e very quiet. However, these days,
He’s running.
Did you hear something unusual? What might be happing at this midnight?
I think something must have broken.
It could be…
It might be a car crash.
What’s the man doing? What could he be running for?
He could be running for exercise. He could be running after a thief because he looks so angry. He could be running to catch the bus.
Skimming: Look through the passage quickly to find the main idea without having to read every word.
We lived in a small town and almost everyone knows each other. It used to be very quiet and nothing much ever happened around here. However, these days, something unusual is happening in our town. Victor, a teacher at my school, is really nervous. When he was interviewed by the town newspaper, he said, “Every night we hear strange noises outside our window. My wife thinks that it could be an animal, but my friends and I think it must be teenagers having fun. My parents Called the policemen, but they couldn’t find anything strange. They think it might be the wind. I don’t think so!”
Unit 8
It must belong to Carla.
Section A 3a-3c
➢Objectives
Read to learn people’s opinions about the strange noises.
To learn to use must, might, could and can’t to talk about what people think about thestrange noises.
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最新人教新目标版九上英语Unit8SectionA(3a-3c)【教案】
(Tip: For stronger classes, T can ask Ss to fill in the answers withoutlooking at the passage and only based on what they can remember from the first reading. Tell Ss that it is all right if they can’t remember a lot. Next, get Ss to share their answers with a partner to see how much each one remembers. Then, get Ss re-read the passage and go through the questions again.)
Teaching Difficulties
能正确运用must,might,could和can’t进行推断
Teaching Aids
multimedia courseware or other realia that the T needs for teaching
Teaching Procedures
Pre-reading
Show the picture of this article to Ssand ask them to think about the following questions (answers can be varied):
1.When is it?
2.What is the woman looking at?
Tips
Step 1Warming up
导入部分先给学生听声音，让他们猜测这是什么声音，有可能正在发生什么事情（用情态动词表推测），然后过渡到有时候生活种我们会听到一些奇怪的声音，当听到奇怪的声音时你会有什么感觉。
Teaching Difficulties
能正确运用must,might,could和can’t进行推断
Teaching Aids
multimedia courseware or other realia that the T needs for teaching
Teaching Procedures
Pre-reading
Show the picture of this article to Ssand ask them to think about the following questions (answers can be varied):
1.When is it?
2.What is the woman looking at?
Tips
Step 1Warming up
导入部分先给学生听声音，让他们猜测这是什么声音，有可能正在发生什么事情（用情态动词表推测），然后过渡到有时候生活种我们会听到一些奇怪的声音，当听到奇怪的声音时你会有什么感觉。
人教版九年级英语 Unit 8 Section A (3a~3c) 精品课件
Warming-up Pre-reading While-reading Post-reading Homework
Read and find
Read the article again and find words to match the meanings in 3b.
young people person in the next house
bird
Warming-up Pre-reading While-reading Post-reading Homework
I think it might/could/must be…
What do you think of the strange noises?
bird
Warming-up Pre-reading While-reading Post-reading Homework
3. What do policemen think of it? They think it might be the wind.
Warming-up Pre-reading While-reading Post-reading Homework
Read and fill Read Para 1. again and fill in the mind map.
animal like a very large dog nervous and worried
area where people live
person who makes noise
Warming-up Pre-reading While-reading Post-reading Homework
Different opinions
九年级英语人教版全一册_Unit8_SectionA(3a-3c)精品课件
B: Well, it could be a boy. The earrings might be a present for his mother.
Did something strange happen in your neighborhood before? What was it?
Look at the picture and answer the two questions.
animal like a very large dog ____w__o_lf_____
person who makes noise
n_o_i_se_-_m__a_k_e_r__
3c Read the article carefully and write what people think about the strange noises.
The policemen They think it might be the wind.
Who gave opinions What are the opinions?
Helen
She thought it might be a dog.
One woman in the area
The writer himself
Who gave opinions What are the opinions?
Victor’s wife
She thinks that it could be an animal.
They think it must Victor and his friends teenagers having fun.
room!
— How nice!
A. look B. noise C. voice 【解析】look 可数名词，意思 是“相貌， 样子，外表 ”，常用复数形式； noise 不可数名词，意思 “噪杂声，吵闹声 ”； voice是可数名词， 意思 是“嗓音，说 话声 ”。
Did something strange happen in your neighborhood before? What was it?
Look at the picture and answer the two questions.
animal like a very large dog ____w__o_lf_____
person who makes noise
n_o_i_se_-_m__a_k_e_r__
3c Read the article carefully and write what people think about the strange noises.
The policemen They think it might be the wind.
Who gave opinions What are the opinions?
Helen
She thought it might be a dog.
One woman in the area
The writer himself
Who gave opinions What are the opinions?
Victor’s wife
She thinks that it could be an animal.
They think it must Victor and his friends teenagers having fun.
room!
— How nice!
A. look B. noise C. voice 【解析】look 可数名词，意思 是“相貌， 样子，外表 ”，常用复数形式； noise 不可数名词，意思 “噪杂声，吵闹声 ”； voice是可数名词， 意思 是“嗓音，说 话声 ”。
人教版英语九年级全册Unit8SectionA3a3c教学设计
2.运用一般过去时描述过去发生的事件，并能运用适当的时间状语（如：yesterday, last week, two days ago等）。
3.能够理解并运用以下重点词汇和短语：ancient, history, traditional, culture, dragon boat festival, kung fu等。
人教版英语九年级全册Unit8SectionA3a3c教学设计
一、教学目标
（一）知识与技能
本节课是针对人教版英语九年级全册Unit 8 Section A 3a-3c的内容进行设计。通过本节课的学习，学生能够：
1.掌握并运用与过去事件相关的动词过去式，如：visited, went, did, saw等。
1.写作练习：字数不少于80词，要求句子通顺，表达清晰。鼓励学生运用丰富的词汇和句型，提高写作能力。
2.阅读理解：要求学生认真阅读课文，准确回答问题，培养阅读理解能力。
3.词汇巩固：学生应认真整理词汇表，通过造句加深对词汇用法的理解。
4.口语练习：鼓励学生大胆开口，与家人或朋友分享自己的经历，提高口语表达能力。
2.词汇教学：采用图片展示、语境创设等方法，帮助学生理解和记忆重点词汇和短语。同时，设计各种互动游戏，让学生在实际操作中巩固所学词汇。
3.语法教学：结合课本3a-3c部分的内容，引导学生观察、总结一般过去时的结构和用法。通过设计真实的语境，让学生在实际交流中运用过去式，强化语法知识。
4.听说教学：播放听力材料，让学生回答与过去事件相关的问题，锻炼他们的听力理解和信息捕捉能力。同时，开展小组活动，让学生相互询问过去发生的事情，提高口语表达能力。
在这个阶段，学生的认知能力和自主学习能力逐步提高，他们对于有趣、富有挑战性的学习任务充满兴趣。因此，在教学过程中，应注重激发学生的学习兴趣，引导他们主动参与课堂活动。
3.能够理解并运用以下重点词汇和短语：ancient, history, traditional, culture, dragon boat festival, kung fu等。
人教版英语九年级全册Unit8SectionA3a3c教学设计
一、教学目标
（一）知识与技能
本节课是针对人教版英语九年级全册Unit 8 Section A 3a-3c的内容进行设计。通过本节课的学习，学生能够：
1.掌握并运用与过去事件相关的动词过去式，如：visited, went, did, saw等。
1.写作练习：字数不少于80词，要求句子通顺，表达清晰。鼓励学生运用丰富的词汇和句型，提高写作能力。
2.阅读理解：要求学生认真阅读课文，准确回答问题，培养阅读理解能力。
3.词汇巩固：学生应认真整理词汇表，通过造句加深对词汇用法的理解。
4.口语练习：鼓励学生大胆开口，与家人或朋友分享自己的经历，提高口语表达能力。
2.词汇教学：采用图片展示、语境创设等方法，帮助学生理解和记忆重点词汇和短语。同时，设计各种互动游戏，让学生在实际操作中巩固所学词汇。
3.语法教学：结合课本3a-3c部分的内容，引导学生观察、总结一般过去时的结构和用法。通过设计真实的语境，让学生在实际交流中运用过去式，强化语法知识。
4.听说教学：播放听力材料，让学生回答与过去事件相关的问题，锻炼他们的听力理解和信息捕捉能力。同时，开展小组活动，让学生相互询问过去发生的事情，提高口语表达能力。
在这个阶段，学生的认知能力和自主学习能力逐步提高，他们对于有趣、富有挑战性的学习任务充满兴趣。因此，在教学过程中，应注重激发学生的学习兴趣，引导他们主动参与课堂活动。
人教版九年级英语全册Unit8SectionA(3a～3c)教学设计
2.强调在实际交流中注意语法和词汇的正确运用，提高口语表达能力和跨文化交际能力。
3.鼓励学生在课后继续练习，将所学知识应用到日常生活和旅游活动中。
4.提醒学生关注文化差异，尊重各种文化，培养他们的国际视野。
五、作业布置
为了巩固本节课的学习成果，确保学生对现在完成时的掌握，以及提高他们的词汇运用和跨文化交际能力，特布置以下作业：
-通过角色扮演活动，模拟真实的跨文化交际场景，提高学生的口语表达能力和文化意识。
3.分层次教学：
-对于基础薄弱的学生，提供额外的词汇卡片和语法练习，帮助他们巩固基础。
-对于基础较好的学生，设计更具挑战性的任务，如撰写旅游攻略或进行辩论，以提高他们的语言运用能力。
4.巩固练习：
-设计多样化的练习，如填空、改错、翻译等，让学生在不同的题型中反复练习现在完成时。
4.文化意识需加强：学生对不同国家的文化了解有限，容易产生误解，教师应引导学生正确看待文化差异，培养他们的跨文化交际能力。
针对以上学情，教师应结合学生的实际情况，设计有针对性的教学活动，帮助学生在巩固基础知识的同时，提高英语综合运用能力。
三、教学重难点和教学设想
（一）教学重难点
1.重点：本章节的重点在于学生对现在完成时的掌握，以及能够运用所学词汇和语法结构进行描述、讨论和表达观点。
2.鼓励学生发挥主观能动性，积极参与作业完成，培养他们的学习兴趣和合作精神。
3.教师应及时批改作业，给予反馈，关注学生的进步和问题，以便进行针对性的教学指导。
1.写作练习：请学生撰写一篇关于自己或家人旅游经历的短文，要求至少使用本节课所学的5个重点词汇和现在完成时态。通过实际写作，让学生在实践中巩固语法和词汇知识。
2.口语作业：与同学或家人进行对话练习，用现在完成时讨论各自的旅游经历。要求每人至少分享三个不同的经历，并以录音或视频的形式提交作业，以提高学生的口语表达能力。
3.鼓励学生在课后继续练习，将所学知识应用到日常生活和旅游活动中。
4.提醒学生关注文化差异，尊重各种文化，培养他们的国际视野。
五、作业布置
为了巩固本节课的学习成果，确保学生对现在完成时的掌握，以及提高他们的词汇运用和跨文化交际能力，特布置以下作业：
-通过角色扮演活动，模拟真实的跨文化交际场景，提高学生的口语表达能力和文化意识。
3.分层次教学：
-对于基础薄弱的学生，提供额外的词汇卡片和语法练习，帮助他们巩固基础。
-对于基础较好的学生，设计更具挑战性的任务，如撰写旅游攻略或进行辩论，以提高他们的语言运用能力。
4.巩固练习：
-设计多样化的练习，如填空、改错、翻译等，让学生在不同的题型中反复练习现在完成时。
4.文化意识需加强：学生对不同国家的文化了解有限，容易产生误解，教师应引导学生正确看待文化差异，培养他们的跨文化交际能力。
针对以上学情，教师应结合学生的实际情况，设计有针对性的教学活动，帮助学生在巩固基础知识的同时，提高英语综合运用能力。
三、教学重难点和教学设想
（一）教学重难点
1.重点：本章节的重点在于学生对现在完成时的掌握，以及能够运用所学词汇和语法结构进行描述、讨论和表达观点。
2.鼓励学生发挥主观能动性，积极参与作业完成，培养他们的学习兴趣和合作精神。
3.教师应及时批改作业，给予反馈，关注学生的进步和问题，以便进行针对性的教学指导。
1.写作练习：请学生撰写一篇关于自己或家人旅游经历的短文，要求至少使用本节课所学的5个重点词汇和现在完成时态。通过实际写作，让学生在实践中巩固语法和词汇知识。
2.口语作业：与同学或家人进行对话练习，用现在完成时讨论各自的旅游经历。要求每人至少分享三个不同的经历，并以录音或视频的形式提交作业，以提高学生的口语表达能力。
人教版英语九年级全册Unit8SectionA3a3c说课稿
（二）教学目标
1.知识与技能目标：学生能够掌握本节课的主要词汇和语法知识，运用一般过去时描述过去的事件。
2.过程与方法目标：通过小组讨论、角色扮演等活动，提高学生的阅读理解能力和口语表达能力。
3.情感态度与价值观目标：学生能够理解并尊重父母的教育原则，学会与父母沟通，形成正确的价值观。
（三）教学重难点
（三）巩固练习
为了帮助学生巩固所学知识并提升应用能力，我计划设计以下巩固练习和实践活动：一是分组讨论，让学生围绕本节课的主题展开讨论，用英语表达自己的观点；二是角色扮演，让学生模拟课文中的场景，运用所学知识进行实际交流；三是完成课后练习，让学生在课后进一步巩固所学知识。
（四）总结反馈
在总结反馈阶段，我会引导学生进行自我评价，并提供有效的反馈和建议。首先，我会让学生回顾本节课所学的知识，总结自己的收获和不足。然后，我会根据学生的表现，给予他们积极的评价和鼓励，并提出一些改进的建议。
（三）学习动机
为了激发学生的学习兴趣和动机，我将采取以下策略或活动：一是通过引入与学生生活密切相关的话题，激发他们的学习兴趣；二是通过设置各种层次的问题，引导学生主动思考，积极参与课堂讨论；三是通过小组合作学习和角色扮演等活动，提高学生的参与度和实践能力；四是及时给予学生反馈，鼓励他们积极参与，增强他们的自信心。
三、教学方法与手段
（一）教学策略
在本节课的教学中，我将以任务型教学法为主，结合交际法和情境教学法。任务型教学法能够让学生在真实的任务中运用所学知识，提高他们的实践能力；交际法能够引导学生进行真实的交流，提高他们的口。这些方法的的理论依据是现代语言教学观，即语言学习应该以学生为中心，注重学生的实践和应用。
人教版英语九年级全册Unit8SectionA3a3c说课稿
1.知识与技能目标：学生能够掌握本节课的主要词汇和语法知识，运用一般过去时描述过去的事件。
2.过程与方法目标：通过小组讨论、角色扮演等活动，提高学生的阅读理解能力和口语表达能力。
3.情感态度与价值观目标：学生能够理解并尊重父母的教育原则，学会与父母沟通，形成正确的价值观。
（三）教学重难点
（三）巩固练习
为了帮助学生巩固所学知识并提升应用能力，我计划设计以下巩固练习和实践活动：一是分组讨论，让学生围绕本节课的主题展开讨论，用英语表达自己的观点；二是角色扮演，让学生模拟课文中的场景，运用所学知识进行实际交流；三是完成课后练习，让学生在课后进一步巩固所学知识。
（四）总结反馈
在总结反馈阶段，我会引导学生进行自我评价，并提供有效的反馈和建议。首先，我会让学生回顾本节课所学的知识，总结自己的收获和不足。然后，我会根据学生的表现，给予他们积极的评价和鼓励，并提出一些改进的建议。
（三）学习动机
为了激发学生的学习兴趣和动机，我将采取以下策略或活动：一是通过引入与学生生活密切相关的话题，激发他们的学习兴趣；二是通过设置各种层次的问题，引导学生主动思考，积极参与课堂讨论；三是通过小组合作学习和角色扮演等活动，提高学生的参与度和实践能力；四是及时给予学生反馈，鼓励他们积极参与，增强他们的自信心。
三、教学方法与手段
（一）教学策略
在本节课的教学中，我将以任务型教学法为主，结合交际法和情境教学法。任务型教学法能够让学生在真实的任务中运用所学知识，提高他们的实践能力；交际法能够引导学生进行真实的交流，提高他们的口。这些方法的的理论依据是现代语言教学观，即语言学习应该以学生为中心，注重学生的实践和应用。
人教版英语九年级全册Unit8SectionA3a3c说课稿
Unit 8 Section A(3a-3c) 课件 人教版英语九年级全册
3a
happenhappeninghappenings
v. 发生
n. 事件
Tips: Look through the passage quickly to find the main idea without having to read every word. Pay attention to the key word of each title.
nervous
worried
uneasy
scared
curious
[ʌnˈiːzɪ]adj.不安的
['kjʊərɪəs]adj. 好奇的
......
A: Whose …is this?B: It must belong to xx. Because …
be xx’s.
Mary
Carla
Jane
By the end of the class, you will be able to: 1.learn some key words and phrases happening, noise, policeman, wolf, uneasy 2.continue to make inference with model words. 继续用情态动词作推测。 3. improve reading skills. 提高阅读能力。
It might be wind.
It can't be a dog.
Maybe it is a bear or wolf
The noise maker is having fun creating fear.
Read the article again and find words to match the meanings.
happenhappeninghappenings
v. 发生
n. 事件
Tips: Look through the passage quickly to find the main idea without having to read every word. Pay attention to the key word of each title.
nervous
worried
uneasy
scared
curious
[ʌnˈiːzɪ]adj.不安的
['kjʊərɪəs]adj. 好奇的
......
A: Whose …is this?B: It must belong to xx. Because …
be xx’s.
Mary
Carla
Jane
By the end of the class, you will be able to: 1.learn some key words and phrases happening, noise, policeman, wolf, uneasy 2.continue to make inference with model words. 继续用情态动词作推测。 3. improve reading skills. 提高阅读能力。
It might be wind.
It can't be a dog.
Maybe it is a bear or wolf
The noise maker is having fun creating fear.
Read the article again and find words to match the meanings.
Unit8SectionA3a-3c课件人教版英语九年级全册
A．Victor and his wife.
B．Victor’s friends.
C．Victor’s parents.
D．The policemen.
Read Para. 2 and fill in the blanks.
Helen’s opinion
At first, she thought it __m_i_g_h_t _ _b_e__ a dog. But she _c_o_u_ld_n_’_t_ see a dog. So she guessed it _c_o_u_ld_n_’_t_ _b_e_ a dog.
Para. 1 Para. 2 Para. 3
The writer’s opinion about the strange noises. Something unusual is happening in our town. What people in the town found and what their opinions are.
3．What is the writer’s opinion?
He doesn’t think that is going to happen. The noise-maker is having too much fun creating fear in the neighborhood.
3b Read the article again and find words to match the meanings.
The writer himself
He thinks the noise-maker is having too much fun creating fear in the neighborhood.
人教版英语9年级 Unit 8 第2课时(A 3a-3c) Deja vu
Listen and analyze the passage
定语从句 Have you ever done something that felt familiar, even
though you knew you hadn’t? This feeling is known as even though引导的让步状语从句 被称为；被认为是
Others even think there could be a link between déjà
vu and parallel universes. However, most scientists say
that déjàvu is just a mix-up in the brain,[making us
déjàvu, a French term meaning “ already seen”.
据说…… It is said that most people have experienced déjàvu at least once in their lives. But why does it happen? People have studied this fascinating question for over a century, and there are now a number of interesting theories about
有趣的理论 déjàvu. Some people believe the familiar scenes of déjàvu must come from past dreams. And some suggest that déjà vu might show we have a hidden power to see the future.
2024年人教版九年级英语上册Unit 8第二课时 Section A (3a—3c)
第二课时Section A (3a—3c)教学目标通过本课的学习,学生能够:1.了解本课内容,理解并掌握本课时重点词汇:policeman、noise、happening、uneasy、something unusual等。
(获取信息)2.使用读前、读中等不同形式的阅读策略对语篇信息进行结构性梳理,并在语境中正确理解must、might/could、can’t的运用。
(梳理整合)3.深层思考如何正确合理看待生活中发生的神秘事件,根据已有事实进行合理推测,勿人云亦云。
(内化应用)4.对身边发生的事件进行合理推测,提升逻辑性思维。
(迁移创新)语篇研读What:这是一篇有关小镇夜晚奇怪声音的神秘事件,描述了怪声发生的情况及不同的人对此事的看法。
Why:3a旨在训练学生的快速阅读技巧(Skimming),根据文章内容找出文章主题;3b训练寻读策略(Scanning),灵活掌握语言的不同表达;3c则是一个读写综合,引导学生进一步关注文章细节,梳理文中众多人物关于奇怪声音的推测。
How:通过情景创设导入,吸引和组织同学积极参与阅读训练。
通过预测、快读、寻读、细读策略,引导学生观察、思考、交流及合作完成本课任务。
在掌握基本的阅读技能的同时,促使学生进行归纳推理、迁移应用。
教学过程设计理念:以《义务教育英语课程标准(2022年版)》核心素养为导向,以单元主题为引领,基于语篇的育人理念,体现《义务教育英语课程标准(2022年版)》“学思用创”的英语学习活动观和“教—学—评”一体化设计理念。
教学目标学习活动效果评价Lead-in通过播放视频调动学生兴趣Lead-in.Play a video.Have you seen this movie?Is thisfilm full of mysteries?Now,here is achance for you to try to be adetective.观察学生的表现,了解学生对小区发出怪音的思考情况设计意图通过播放有奇怪声音的视频,帮助学生快速进入学习情境,提高学生的积极性与兴趣Activity1:Pre-reading通过不同方式引导学生了解文章内容Let’s predict.Pay attention to thepicture and finish the questions.1.When is it?2.Where is the woman?3.What is she doing?4.How does she feel?Why?观察学生能否通过浏览文章大概内容完成相关问题,并且能够根据学生的完成情况,引导学生进行更多的阅读技巧的训练设计意图创设任务,帮助学生提高迅速获取信息的能力,提升学生的阅读技能【学习理解】Activity2:While-reading通过阅读全文,对文本内容进行深度解析1.Skimming.Read the article anddecide which might be the best title.Make sure that students know themeaning of each title.2.Scanning.Match the main ideawith each paragraph.3.Careful reading.(见PPT)观察学生是否能准确获取并理解文章的细节,能否在有限的时间完成相关任务,同时要关注是否能够培养学生的语言应用能力设计意图通过完成相关任务,提高学生对细节信息的理解能力以及学生根据上下文进行词义猜测的能力【学习理解】Activity3: Language points 解释要点Learn some key phrases and explainthe language points.观察学生是否掌握本课知识点,并给予必要的讲解设计意图解释文中的知识点,帮助学生更好地理解本课内容Activity4:Post-reading通过读前、读中的铺垫,启发学生进行思考,并完成读后任务1.Retell.2.What do you think about thestrange noises?Why?3.Have you ever had somethingunusual happening around you?观察学生读后效果,学生是否能够更深入地完成问题,把握学生内化所学内容和语言的情况设计意图通过复述,培养学生的语篇意识以及口语表达能力。