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教学设计典型要做题3题(1)——阅读课
请根据外研版八年级上册Module 10 The weather的阅读版块内容完成以下教学设计。
内容包括以下要点：
1.培养学生搜索信息、概括信息、提炼信息的能力;
2.包括教学目标、教学重点、教学难点、教学过程、作业布置、板书设计;
3.用全英文书写，设计意图可用中文。
答案解析
【题目分析】
1.本题为阅读课教学设计;
2.教学设计中应体现对学生搜索信息、概括信息、提炼信息能力的训练;
3.教学设计包括教学目标、教学重点、教学难点、教学过程、作业布置、板书设计。
【参考答案】
1. Teaching Objectives
(1) Knowledge Objectives
①Students are able to know the weather about US cities and know the best time to visit America.
②Students can learn how to use “because” to express reasons.
(2) Ability Objectives
①Students can use the skimming and scanning skills to find specific information by learning this passage.
②Students’ speaking ability can be improved by interview and discussion.
(3) Emotional Objective
Students can be aware of that protecting hometown and the world is their duty.
2. Teaching Key and Difficult Points
(1) To enable students to use the reading skills of skimming and scanning to understand themain idea and details of the passage.
(2) To enable students to master the use of “because” and “so”.
3. Teaching Procedures
Step 1:Lead-in
Find your hometown
Show students a map and lead students tofind their hometown in the map. Students can use direction words (east/west/southeast…) to describe the location of their hometown. For example, my hometown isin the east of China.
【设计意图】通过在地图上寻找家乡激发学生的学习兴趣，同时激活学生已有的关于方位名词的知识图式，为接下来的阅读活动做准备。
Step 2:Pre-reading
Theteacher shows students some pictures about StatueofLibertyand Yellowstone National Park, and leads students to guess which country it is. And ask students when is the best time to visit the US?
【设计意图】通过图片呈现美国的著名景点激发学生的阅读兴趣，同时通过询问学生问题引导学生预测文章内容。
Step 3:While-reading
(1) Skimming for main idea
Ask students to read passage and get the main idea of this passage. The teacher can tell students theycan usually find out the main idea in the first or the last paragraph, even the title.
【设计意图】学生借助阅读技巧寻找文章大意可以提高阅读速度，培养学生的阅读技能。
(2) Scanning for the cities and places
Students read again and complete the following tasks.
①circle cities and places in the passage.
②find out the best time to visit these cities and the reasons. Students can give their answers with the sentence “The best time to visit…is in…, because...”.
【设计意图】学生再读课文，找出最适合美国各个城市的时间，完成细节阅读，引导学生用because回答原因。
(3) Intensive reading
Students can read carefully and complete the table. Then lead students to pay attention to the word “so”.
| Cities | Weather | Best time to visit | Advice |
| New England | |||
| California | |||
| Seattle | |||
| Alaska | |||
| Texas & southeast |
【设计意图】通过intensive reading借助表格将文章内容进行完整清晰地展示，获取细节信息后，再获得整体感知;提示学生注意文章中“so”的用法，为后面布置作业做准备。
Step 4: Post-reading
Group work
①The teacher leads students to try to discuss their ideas and create a travel map. Then put their information together on the travel map.
②Ask students to interview their partner.
A: Which place do you like?
B: …
A: When is the best time to visit… and why?
B: …
A: What can you bring?
B: …
【设计意图】根据本节课学习的内容制作旅行地图，进行采访练习，能帮助学生运用语言，提高综合语言运用能力。
Step 5: Summary
Guide students to summarize what they have learned in this class. If necessary, the teacher makes some supplements. The teacher points out the emotional objectives in the end of this class.
Step 6: Homework
①Read the passage fluently after class.
②Write a short passage about the best time to visit your hometown.
Step 7: Blackboard Design
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