TeachingPlanM2Unit6Lesson4DreamHousesTeachingaims:Attheendofthisperiod,thestudentswillbeableto:appreciatethedetaileddescriptionofhousesduringreading;describethehousesinthetextusingthelanguagelearned;learntodesigntheirdreamhousesandsharetheirideas;developtheirawarenessoftheimportanceofpursuingtheirdreams.Readingstrategies:predictingfromthepicturesskimmingformainideareadingforkeyinformationguessingthemeaningofwordsfromthecontextTeachingaids:computer,blackboard,PPT,handoutsTeachingprocedures:Step1.Lead-intowarmupT:Lookatthehouseonthescreen.Isitbeautiful?S:Yes.T:ThisisthehouseiboughtafewyearsagoinXiamen,whichmeansthatihaveahouse,towardsthesea,withalltheflowersblossoming,inthewarmspring.Doyouknowhowmuchitisworth?S:...T:ItisworthatleastmorethantenmillionRMB,whichmeansthatiamamillionaire.Butitisapitythaticanonlyownsuchahouseinmydream.S:(Laughters)...T:Talkingabouthouses,differentkindsofhousesmaycometoourmind:castle,palace,cottage,apartment/flat,townhouses...T:today,wearegoingtoreadTheHouseonMangoStreet.Theauthor:SandraCisneros.SandraCisnerosisoneofthemostinteresting‘Latina’writersintheUSA.TheHouseonMangoStreetwasaboutadissatisfiedlittlegirlwhowasbroughtupinapoorfamily.(teachingpurpose:StartfrompicturesandSsownfeelingssothatSscanrelateittosomethingtheyarefamiliarwithandgetreadyforthereading.)Step2、Skimmingtomatchthetopicswiththeparagraphs.(Ssreadthroughthearticlequicklytomatchthetopicswithparagraphs.)Para.1TheflatonLoomisPara.2ThehouseonMangostreetPara.3TheplacesshelivedbeforePara.4ThehouseofherownPara.5Herdreamhouse(teachingpurpose:Readformainidea.)Step3Readtolearnfordetails(Ssanswerquestionsaboutsomedetailedinformationinthearticle.)1.Readparagraph1andanswerthequestion:Howmanyplaceshasthegirllivedin?2.Readpara2andanswer:WhatarethegoodpointsthegirlthoughtthehouseonMangoStreethad?3.Readpara3andanswer:WhydidtheyleavetheflatonLoomis?4.Readpara4andanswer:Whichofthesethingsdidthegirl’sdreamhousehave?swimmingpool,pipe,ayardwithtrees,washrooms,balcony,gamesroom,fence,runningwater,bathtub,basement,“real”stairs5.Readpara5andanswer:HowdoesthewriterdescribethehouseontheMangoStreet?(teachingpurpose:Readingstrategytraining:readingforkeyinformation.)Step4、MatchthehousesaccordingtothedescriptioninPara.3-5.(Tshowsthreepicturesofhouses.Ssworktomatchthepictureswiththehouses.Checkwiththewholeclass.Describethehouses.)HerdreamhouseTheflatonLoomisThehouseonMangostreet(teachingpurpose:Readfordetailedinformation.GetSsfamiliarwiththecontent.)Step5、Canyoudesignyourowndreamhouses?(TasksSstotalkaboutthewaythewriterdescribesthehousesinthepassage.)Introduction:Kindofhouse:flat/apartment,cottage,castle,palace,townhouseMaterials:concrete,steel,glass,wood,bamboo,stoneLocation:inthecitycenter,inaforest,onamountain,attheseaside…Rooms:Describewhattheroomsarelike,wheretheyareandwhatisinthem(furniture)bedroom,sittingroom,diningroom,kitchen,hall,bathroom,basement,garage,stairssofa,bookshelf,fireplace,curtain,lampSpecialfeaturesofthehouse:solarpanelsontheroof,yard,swimmingpool,balcony,ceiling,statue,painting…Conclusion:saywhyyouwouldliketolivethereIwouldliketohavea…sothatIcan…HaveapeacefullifeSleepcomfortablyEnjoythesunshinestudyquietlyHaveteaparties…ThehouseonMangostreet（asamplebasedonthestructureandthekeywords）Kindofbuilding?Materialsused?Location?Rooms?Features?(teachingpurpose:HelpSsbeclearaboutdetaileddescription.)Step6、GroupWork:(Grouppresentation:Ssworkingroupsof4totalkaboutasittingroom/kitchen/bedroom/bathroom/balcony/basement/study…intheirdreamhouse.)First:Ingroupoffour,designahousethatyouthinkisperfectanddothedrawingonapieceofpaper.Thendescribeittootherstudents.Trytousethekeywords.Second:Interaction:Makeapresentationaboutyourdreamhousestoyourclassmatesaccordingtoyourdrawing.（Youcanusethekeywordsinthetextbooktohelpyou）T:Good!Timeislimited.Iamsureyoumusthavemorefantasticideasofdreamhouses.Ithinkyoucansharethemwitheachotherafterclass.It’stimeforustomakeasummaryforthisclass.(teachingpurpose:Studentsusetheexpressionsandinformationtheyhavelearnedtopractisedescribinghouses.)Step7SummaryInthisperiod,wehavereadtheHouseonMangoStreet;andwehavelearnedhowtodescribeahouseusingthekeywordsinthetext;moreimportantly,wehavelearnttodesignadreamhouseanddescribeitusingwhatwehavelearned;mostimportantly,wehaveunderstoodhowimportantitistopursueourdream.(teachingpurpose:tohelpthestudentsgetageneralideaofthewholelesson.)Step8、Homework：(consolidatethereadingpracticeinthisperiod)1.Readthetextaloud.2.Writeapassagetitled“MyDreamHouse”.(teachingpurpose:toputwhathavebeenlearntintopracticeandachievetheaimofreadingtowrite.)Reflectionforthisperiod:本節(jié)課充分體現(xiàn)了《普通高中英語課程標準》強調(diào)課堂教學注重學生自主性、探究性原則：首先，本節(jié)課設計以“閱讀---思考---表達”教學思路為主線，根據(jù)文章的特點，采用中心句，逐段設置問題的形式，引導學生分析語篇的段落結(jié)構(gòu)，把握文章的主要脈絡，并深入語篇，借助語境建立語句之間、段落之間的語義聯(lián)系，開展語篇閱讀整體教學。其次，加強閱讀技巧的訓練。設計跳讀、速度、細讀等教學流程培養(yǎng)學生不同的閱讀方式和策略，按由淺入深、由表及里、先篇章后語義的順序進行閱讀。第三，設計了讀后活動：讓學生討論自主設計自己的dreamhouse，先進行組內(nèi)描述分享，最后派代表與全班同學分享，充分發(fā)揮了學生的想象力、創(chuàng)造力以及學生間的合作精神和動手能力，鼓勵學生追求理想，并為理想努力奮斗，同時這些讀說活動為后續(xù)的作業(yè)寫一篇MyDreamHouse做好了鋪墊，達到以讀促說，以讀促寫的目的，較好地實現(xiàn)了語言的輸入、內(nèi)化和輸出的過程，也充分體現(xiàn)閱讀-思考-表達的新的教學理念。第四，本節(jié)課的特點和亮點：1.導入自然、切題、有趣，激發(fā)了學生的學習興趣和求知欲，使學生在心理上和知識上做好了學習這節(jié)課的準備。老師先在PPT上呈現(xiàn)一棟在海邊的漂亮的房子，告訴學生這是他幾年前在廈門買的房子，價值千萬，引起學生驚嘆，然后說“It’sapitythatIcanonlyownsuchabeautifulhouseinmydream.”從而引入本課主題MyDreamHouse.2.讀-思-說-寫教學模式。注重學生的閱讀技巧和閱讀能力的培養(yǎng)，通過問題的設置進行語篇結(jié)構(gòu)和寫作特點及語言描寫的剖析，為最后的語言表達說與寫奠定基礎。讀完這篇文章后，寫一篇關于MyDreamHouse的文章，學以致用，培養(yǎng)寫作能力。3.語言知識的學習運用與MyDreamHouse有機結(jié)合。語言知識與自己生活實際、理想相結(jié)合，提供了良好的語言實踐的情境，創(chuàng)造性地使用了教材。4.教學理念是閱讀-思維-表達?；谖谋静牧?，設置問題引導學生思考，促使學生在讀中思，思中讀，使閱讀變得更有意義，通過問題的巧妙設計使文章脈絡清晰，幫助學生把握內(nèi)化篇章結(jié)構(gòu)和學習相關的系統(tǒng)的語言知識，通過在一定策略引導下的訓練，做到真正意義的輸出：說與寫。5.本節(jié)課是典型的任務型教學活動。教師能處理好中心任務和各項活動的關系，明確各項活動為中心任務服務。同時，各項活動環(huán)環(huán)相扣，前呼后應。教學過程中的活動和中心任務構(gòu)成了任務鏈，活動一是準備型活動，在于熱身和幫助學生構(gòu)建圖式，為下一步的文本輸入服務。隨后文本輸入又為學生能夠設計描述自己夢想的房子的輸出任務提供必要的語言支持?；顒游迨悄繕苏Z言的拓展訓練，解決目標語言的從操練到熟練的問題?；顒恿鶠樽詈蟮闹行娜蝿盏耐瓿纱罱ā澳_手架”，降低難度，是不同層次的學生都能順利實施和完成中心任務。6.本節(jié)課把目標語言的教和學融入各個環(huán)節(jié)。本節(jié)課的教與學遵循發(fā)現(xiàn)、體驗、模仿和運用的認知規(guī)律，從控制性操練---半控制性操練---目標語言的靈活運用，讓學生在不同層次的活動中，自覺地把注意力從語言形式轉(zhuǎn)向語言意義，轉(zhuǎn)向信息和情感的交流，主動運用目標語言進行意義表達，解決生活實際問題，實現(xiàn)知識、技能向能力的飛躍。7.采用多媒體教學技術把枯燥的文字變成了圖文并茂、生動有趣的課件，課件的設計既精美不繁冗，又突出主題，有利于充分調(diào)動學生的各個感官。8.注重對學生的非智力因素---自信心、合作精神、交際能力、學習策略和情感態(tài)度的培養(yǎng)?？傊?，這堂課的最大特點是始終貫穿了新課程的理念：從學生的認知水平、生活經(jīng)驗和興趣培養(yǎng)出發(fā)，層層遞進地設計課堂活動。堅持做到以“體驗、實踐、合作、交流”的學習形式，使學生真正達到在“做中學”效果。教學設計的知識和技能目標明確，重點難點突出。能選擇學生感興趣的、時新的、有趣的話題作為切入點，引出“MyDreamHouse”的概念，使學生能比較容易地歸納、總結(jié)、開展課堂交流活動，做到人人有話可說，從而在讓學生進行口語表達訓練---設計和描述自己理想的房子這個主題的過程中，將“說”的技能要求體現(xiàn)在日常的英語教學中，同時，整節(jié)課始終圍繞“閱讀-思維-表達”這條主線，是一節(jié)有意義的、值得借鑒的一堂課。M2Unit6Lesson4DreamHouses閱讀導學案一、Skimmingtomatchthetopicswiththeparagraphs.Para.1TheflatonLoomisPara.2ThehouseonMangostreetPara.3TheplacesshelivedbeforePara.4ThehouseofherownPara.5Herdreamhouse二、Readtolearnfordetails1.Readparagraph1andanswerthequestion:Howmanyplaceshasthegirllivedin?2.Readpara2andanswer:WhatarethegoodpointsthegirlthoughtthehouseonMangoStreethad?3.Readpara3andanswer:WhydidtheyleavetheflatonLoomis?4.Readpara4andanswer:Whichofthesethingsdidthegirl’sdreamhousehave?swimmingpool,pipe,ayardwithtrees,washrooms,balcony,gamesroom,fence,runningwater,bathtub,basement,“real”stairs5.Readpara5andanswer:HowdoesthewriterdescribethehouseontheMangoStreet?三、MatchthehousesaccordingtothedescriptioninPara.3-5.HerdreamhouseTheflatonLoomisThehouseonMangostreet四、Canyoudesignyourowndreamhouses?Introduction:Kindofhouse:flat/apartment,cottage,castle,palace,townhouseMaterials:concrete,steel,glass,wood,bamboo,stoneLocation:inthecitycenter,inaforest,onamountain,attheseaside…Rooms:Describewhattheroomsarelike,wheretheyareandwhatisinthem(furniture)bedr