一、教学目标

1. 本课是一节阅读课。

2. 通过阅读让学生自主学习单词“cabinet,useful,warm”的读音和意思。

3. 培养学生通过表格的呈现就已有信息进行表述、综合的能力；在读文本之前请学生提问，在阅读后自主寻找答案的能力；以及通过阅读来发现新单词，并在上下文的帮助下自主理解词意以及通过构词法学习新单词的能力。

4．结合两所学校的说明，让学生了解如何进行有条理地比较和介绍。

二、目标制定依据

1.教材分析

本课是一节阅读课，主题是介绍学校。要求学生综合运用there be句型和I/You can see句型有条理地介绍相应的场所。由于教材中没有适合的现成的阅读文章，所以本课所使用的文本是结合学生最近所学习的there be句型，由教师自己编写的。虽然每节阅读课都使用自编教材，好像不太现实，但本课由于使用的自编教材，所以，在编写阅读文本的过程中，教师有意识的结合本课的教学目标，即通过已有信息进行介绍、综合的能力和自主发现、学习新单词的能力，设计了三个层次清晰、各有侧重的自然段，期望学生的阅读技巧和能力，能随着本节阅读课学习的推进，有所提高。

2.学生分析

本班学生从一年级开始学习英语，除个别学生还在课外学习英语，大部分学生的英语学习依靠学校英语课。由于本班的英语教师同时担任本班的班主任，平时有各种机会营造英语学习的氛围，提供学生说英语、秀英语的活动，所以除了1-2位学生在英语学习方面有畏难情绪，其他绝大多数学生对英语非常感兴趣，敢说乐说英语。由于教师在平时课堂上关注的点还不够全面，有少数学生在课堂上还是会表现出一定的惰性，思考、发言不够主动积极。

本课是学生第一次上阅读课，平时学生阅读能力的训练和培养可能更多的是和听力、练习、写作等内容结合在一起，从来没有单独拿出一节课，专门训练学生的阅读能力。虽然在设计教学内容的过程中，关注到了知识前后联系的问题，但学生已经掌握了哪些阅读技巧，掌握到什么程度，掌握学生的面有多大，都还是未知数，所以这节阅读课可能更多的是一次尝试和研究。

Teaching Procedure

Procedure

Teacher’s activity

Learners’ activity

Purpose

Warming up

What day is today?

What’s the date today?

Today is …

It’s September the …

常规积累

Paragraph 1

I think you know a lot about our school. Would you like to know other schools?

Okay, let’s meet two new friends first. Look at the screen. What are their names?

According to the table, can you say something about Tom and Mike? You can prepare with your partners.

Let’s see how Mike and Tom

introduce themselves.

Yes, of course.

They’re Mike and Tom.

Prepare with the partners and then introduce Mike and Tom.

Read the first paragraph of the reading materials.

通过表格的呈现训练学生阅读、捕捉表格内关键信息，然后结合这些信息进行说明和综合介绍的能力。

Paragraph 2

You knew Tom and Mike now. Would you like to know their school?

What would you like to know about their school? Do you have any questions about their school?

Read Mike and Tom’s introduction and try to find the answers by yourself.

Yes.

Think and tell the teacher their questions.

Read the second paragraph of the reading materials and find the answers of what they want to know before reading.

通过阅读之前的学生提问，罗列学生感兴趣和想知道的一些问题。再进行阅读，自主寻找问题的答案。在问和答的过程中，完成第二自然段的学习。

Paragraph 3

Would you like to know something about Mike and Tom’s classroom?

Okay, you can read the third paragraph now. You can underline the new words while you are reading.

What words did you underline just now?

Can you read this word by yourself? Show three words that Ss know.(cat+big+cinema)

Clever. Can you guess what does it mean?

Great. How did you know?

Yes, you’re right.

Do you have other words that you don’t know the meaning.

I see. Who can help S4? Who can read this new word?

Right. Look, there’s a word we learned in it. It’s use. Can you guess what does useful mean?

Can you guess what do these words mean?

colourful

thankful

helpful

Right. So we should remember when a verb plus ful, it will become an adjective.

Yes.

Read and underline some words that they don’t know the meaning.

S1: c-a-b-i-n-e-t

S2:I know. It’s cabinet.

S3: It means 衣柜。

Because the students can put their coats and bags in it.

S4: Yes, u-s-e-f-u-l. It’s on the tenth line.

S5: Useful.

S6: Maybe it means …

S7: It means …

在阅读的过程中发现新单词，并通过上下文理解、构词法来学习新单词的音、形、义；同时，结合不同的语境，帮助学生感受、理解新单词的不同含义。

Consolidation

Now you know Mike and Tom’s school. Can you discuss with your deskmates and then tell me what’s the difference and similarity between their school and your school?

Discuss and think first, then tell.

There is/are … in their school, and there is/are… in our school, too.

There is/are … in their school, but there isn’t/aren’t ,,, in our school.

在两所学校的比较过程中让学生了解如何有条理地进行比较和表述。