发布者：段逸铭 发布时间：2018-11-15 浏览数( -) 【举报】
学员：闫争光
课题：阅读课
Teaching aims:
1. To practise scanning the text to extract specific information.
2.To practise using vocabulary related to paper cutting.
Important point:
To develop strategies to extract specific information.
Difficult point:
To express the meaning of paper cuts by using relating vocabulary.
Teaching procedures:
Step one: Warm-up and lead-in
1. Enjoy some pictures of different types of paper cuts.
2. Have a small talk with students about paper cutting.
3. Tell the students the objective of today's lesson—to learn how to use key words to describe paper cutting.
Step two:Before reading
Give the students 5 minutes to check the meaning of the key words in a dictionary in exercise 3.
Step three:Fast reading
Read the passage quickly and fill in the blanks Chen's information.
I am Chen Zijiang.
I am a paper-cutting expert .
I learned to cut form an early age.
I will have a new student after the interview.
Step four:Intensive reading
Read the passage carefully and do the exercise 4.
Answers to the questions of exercise 4:
1. How many types of paper cuts do people like to make? What are they?
Three. Paper-cuts are used for decorations, for religious purposes and in the design of other crafts.
2. How do we know that there is a long tradition of paper-cutting in China?
The evidence is that paper-cuts of animals have been found in tombs dating back to the time of the Northern and Southern Dynasty.
3. Which Chinese character often appears in wedding paper cuts?
The Chinese character of double happiness often appears in wedding paper-cuts.
4. How is paper-cutting related to fashion?
By using paper-cutting like a pattern on clothing or on a jewellery box
5. Why is the writer going to see Mr. Chen again?
He wants to show he is interested in paper cuts.
Step five: Oral practice
Work in pairs.Describe each paper cut on page 40 and 41.Use the key words to help you.
Step six:Homework
Write something about paper cut you have learned in this lesson.
教学反思：
本节课整体上达到了阅读课的教学目标，学生快速寻找信息的能力以及口头表达能力都得到了锻炼，但整节课在细节上仍有待完善。比如说学生在完成Intensive reading之后可以留出2-3min进行讨论，对自己的答案进行完善。在Oral practise环节由于时间关系学生未能进行充分展示，可以留到下节课上课前让学生继续完成。作业的布置方面，如果条件允许的话也可以布置一项手工作业，小组合作完成，并用英文进行介绍。