文档内容
第 4 课时 Section B (1a-1e)
一、教学目标
1.掌握本课时的重点单词、短语和句子。
2.能够通过略读的阅读策略,快速获取文章的主旨大意和细节信息,了解与“决心”相关的内
容,培养高效阅读的能力。
3.能够掌握并运用阅读技巧,如通过扫读定位关键词、理解上下文逻辑关系等,提升阅读理解
能力。
二、核心语言知识
1.核心词汇:
单词:
able;stick;resolution;achieve;physical;health;healthily;photography;confident;organized;wisely;po
ssible;paragraph;introduce;meaning;fail;ahead
短语:
stick to sth;have (…)to do with sb/sth;take up
2.核心句式:
(1)People might decide they are going to take up a hobby,like painting or photography.
(2)And some resolutions have to do with self-improvement,like becoming more confident or
organized.
(3)Although there are differences,most resolutions have one thing in common:people hardly ever
keep them!
(4)Sometimes the resolutions may be too difficult to keep.
3.教学重难点:
(1)理解文章内容,掌握重点词汇和短语。
(2)提高阅读理解能力,能够准确回答与文章相关的问题。
(3)用“be going to结构”描述追求梦想的计划。
(4)制定切实可行的计划并合理规划,培养分析规划时间的逻辑思维。
三、教学过程
学习活动 效果评价
教师通过观察学
◆Step 1 Lead-in
Enjoy a video before class:What's a resolution? 生观看视频时的
Popular New Year's Resolutions 专注度能够有效
Eat Healthy Food Get Better Education 判断学生对新年
Get a Better Job Lose Weight 计划相关内容的
Volunteer to Help Others Reduce,Reuse,and Recycle
兴趣点及理解程
Save Money Take a Trip
度。
设计意图:通过播放与主题相关的视频,吸引学生的注意力,激发他们的学习兴趣。
◆Step 2 Pre-reading 教师通过观察学
Work on 1a
生对问题的思考
T:Look at the questions and answer them.
与回应状况,能
What kinds of plans did you make last year?
够有效判断学生
Were you able to stick to the plans?Why or why not?
S1:I planned to ,and I made it. 对过往自身计划
S2:I planned to ,but I didn't make it. 的反思深度。设计意图:自然地引入本节课的主题,为后续的学习做好铺垫。
教师通过观察学
生在快速阅读任
◆Step 3 While-reading
务中的表现,如
Work on 1b and 1c
阅读速度、信息
1.Fast-reading
(1)Read the text.Put the sentences [A-D] in the correct places. 提取的准确性以
(2)Teacher asks students to read the text again and match each paragraph 及对关键词、短
with its main purpose. 语和句子的理解
Paragraph 1 A.To list some popular resolutions
程度,给予及时
Paragraph 2 B.To introduce the meaning of a resolution
反馈和评价,确
Paragraph 3 C.To give advice on how to achieve resolutions
保学生有效掌握
Paragraph 4 D.To explain why some people fail to keep resolutions
阅读技巧和语言
知识。
设计意图:通过快速阅读训练学生的信息提取能力。
2.Careful-reading
(1)According to Paragraph 1,answer the questions:
①What is a resolution?
②Why do people make resolutions?
③What is the most common kind of resolution?
(2)Read Paragraph 2,finish the mind map:
教师观察
学生在回
答问题时
的准确性
(3)Read Paragraph 3 carefully and answer the questions:
以及完成
What do most resolutions have in common?Why?
思维导图
(4)Read Paragraph 4 carefully and finish the mind map:
时的条理
性,评估
学生对文
章内容的
理解程度
和阅读技
巧的掌握
情况,并
给予针对
性反馈。
设计意图:通过问题引导和思维导图任务,帮助学生深入理解文章内容,培养其信息提取、
归纳总结和逻辑思维能力,同时巩固对阅读技巧的运用。
教师观察
◆Step 4 Post-reading
学生对文
Work on 1d
本的理解
Ask students to read the text again and complete the mind map with the
概括能
information from the text.
力。设计意图:通过完成思维导图任务,培养学生对篇章的整体概括和提取关键信息的能力。
教师通过
观察学生
◆Step 5 Group Work
在小组讨
Groups discuss:
What resolutions will you make this year?How to keep them?Each group 论中的参
presents.Groups discuss whether they think making resolutions is useful and 与度、语
provide reasons for their opinions. 言表达的
Encourage students to use phrases like:
流利度给
“I think resolutions are useful because…”
予适当反
“In my opinion,resolutions help with…”
馈和指
导。
设计意图:通过小组讨论和分享,鼓励学生运用目标语言表达观点,培养其口语交流能力、
合作学习能力以及逻辑思维能力,同时增强学生的自信心和参与感。
板书设计
Unit 6 Plan for Yourself
第4课时 Section B (1a-1d)
Making Resolutions
Ⅰ.What is a resolution? A promise to oneself
Ⅱ.Kinds of resolutions Physical health;Learning new things;Self-improvement
Ⅲ.Difficulties in keeping resolutions Too difficult;Forget
Ⅳ.Ways to make resolutions workSet mini-goals;Write them down;Talk about them with
family and friends
课堂评价
作业布置
必做:
1.Recite the key words,phrases and sentences in the reading material.
2.Briefly introduce to your family in English what a “resolution” is,and describe in English a
type of plan that you are interested in.
选做:
Interview a friend or a family member,ask about his or her New Year's resolutions,record them
in English,and organize them into a short passage.
教学反思
本节课通过视频导入、快速阅读、仔细阅读、问题回答和小组讨论等多种活动,帮助
学生深入理解“决心”这一主题,并有效提升了他们的阅读技巧和口语表达能力。学生在
课堂中表现出较高的参与度,尤其是在小组讨论环节,能够积极运用目标语言表达观点。然
而,部分学生在回答问题和完成思维导图时仍存在逻辑不够清晰、语言表达不够流畅的问
题。今后在教学中,应加强逻辑思维训练和语言表达的指导,帮助学生更自信、准确地表达
自己的想法。
