李向云

Teaching objectives

By the end of the period， the teacher must enable the students to：

1. understand the passage and master some reading strategies.

2. summarize the passage by making notes and underlining the main ideas.

3. be more aware of asking about prices.

Teaching key points and difficult points

Getting the students to understand the passage and master some reading strategies.

Teaching methods

Task-based teaching approach， the communicative approach and translation method.

Teaching procedures

Step 1 Warm-up（序曲）

Two students role-play the conversation of buying and selling clothes in class.

The teacher show students a leaflet about Mr. Cool’s Clothes Store.

T： This morning I passed by a clothes store. People there gave me a leaflet. Let’s see what it’s about. Tell me your ideas.

S： Mr. Cool’s Clothes Store is on sale.

T： Yes. 50% Off. What does it mean？

S： The shop cuts half the price.

T： One week only. What does it mean？

S：It starts on Monday， and it ends on Sunday.

T： Yes， they also put up an ad （廣告）. Let’s read 2b on P41 and find out what the ad is mainly about.

【設(shè)計(jì)意圖】課堂的開(kāi)始，就像一場(chǎng)戲的序曲一樣，幕布一打開(kāi)，就要使學(xué)生快速入戲。在這種期待中，老師打破常規(guī)，手拿傳單，一下就抓住所有學(xué)生的注意力，為學(xué)生營(yíng)造一種輕松、愉悅的學(xué)習(xí)氛圍，并且很快拉近師生距離。緊接著，在教師情境中不露痕跡地引出與閱讀文本相關(guān)的幾個(gè)新詞，啟發(fā)學(xué)生思維，激起學(xué)生閱讀的欲望。由于學(xué)生沒(méi)有預(yù)習(xí)，因此在情景中適當(dāng)認(rèn)識(shí)幾個(gè)新詞，為后面的閱讀理解掃除基本障礙、作些鋪墊。

Step 2 Presenting（發(fā)展）

T： What is the ad（廣告） mainly about？ The ad is mainly about __________.

A. many beautiful clothes.

B. the prices and colors of the clothes.

C. The great sale in Mr. Cool’s Clothes Store.

S： OK.

T： Which is the answer？

S： C.

T： Why do you choose C？ Where can you find the answer？

S： From the first two sentences.

T： Read the sentences aloud. “Come and buy your clothes at our great sale！We sell all our clothes at very good prices.”

1. Scanning.

What clothes are on sale in Mr. Cool’s Clothes Store？

Sweaters， trousers， shorts， skirts， jackets， shoes， and socks.

2. Careful Reading. Read the ad again and finish the chart.

【設(shè)計(jì)意圖】這一步相當(dāng)于戲劇里面故事的展開(kāi)。通過(guò)前面環(huán)節(jié)對(duì)學(xué)生們文章大意已經(jīng)了解，教師需要引導(dǎo)學(xué)生一同展開(kāi)對(duì)文章內(nèi)容更細(xì)致的解讀。“Making notes” （做筆記） 是閱讀的一個(gè)很重要的方法。閱讀后完成表格其實(shí)就是閱讀的同時(shí)把要點(diǎn)記錄下來(lái)，這樣既最大限度地挖掘課文內(nèi)容訓(xùn)練學(xué)生的歸納總結(jié)能力和細(xì)節(jié)獲取能力，也能使學(xué)生在自己的頭腦里形成一個(gè)較為清晰的思維導(dǎo)圖，讓文本在他們的頭腦里網(wǎng)絡(luò)化、條理化。

Step 3 Suspense （懸念）

Read and retell. Ask the students to summarize the whole passage.

T： Now， we know so much about the passage， can you summarize the passage？ The following structure may help you. You can tell your partners first.

S： …

Further Reading. Read the ad again and complete the conversation in 2c.

T： I need three volunteers to practice the conversation in class and check the answer

at the same time.

【設(shè)計(jì)意圖】戲劇或者故事的懸念是觀眾最期待的。課堂里學(xué)生的產(chǎn)出到底有多少，也是一個(gè)懸念。通過(guò)前面的閱讀活動(dòng)，學(xué)生已經(jīng)把握各段落大意，在此基礎(chǔ)上怎么檢測(cè)學(xué)生是否理解了整篇文章呢？通過(guò)對(duì)文章內(nèi)容的總結(jié)，既培養(yǎng)了學(xué)生歸納段落大意的能力又為學(xué)生提供口頭練習(xí)的機(jī)會(huì)。這樣就把輸入和輸出相結(jié)合，把文本和表述相結(jié)合。

Step 4 Climax （高潮）

Read， think and Write.

T： There is another example. Linlin’s Clothes Store is at a great sale， but the ad is in the wrong order. Can you make it right？

Come quickly！ You can get what you like. You can’t miss it！

Welcome to Linlin’s Clothes Store！ The clothes in the store are on sale today.

Our hats are six dollars. They are really pretty. How much is the white sweater？ It’s only 9 dollars. Do you like shorts？ For boys， we have green shorts for only 8 dollars.

S： 2-3-1.

Writing.

T： Now， it is your show time. Look at 3b， write an ad for your own clothes store.

e.g. Sale at ____________________

Come and buy your clothes...！ Do you like...？ We have...

...

Come to our store now！

【設(shè)計(jì)意圖】戲劇的高潮部分最吸引人，是全劇的重頭戲。這節(jié)課的產(chǎn)出部分，無(wú)疑是這節(jié)課的亮點(diǎn)和重點(diǎn)。課本42頁(yè)的3b的寫(xiě)作設(shè)計(jì)，與閱讀理解本身聯(lián)系緊密。這里增加一個(gè)Look at 3b， write an ad for your own clothes store.的任務(wù)，引導(dǎo)學(xué)生在仔細(xì)閱讀文本的基礎(chǔ)上，加深對(duì)文本深層次的理解，在理解的基礎(chǔ)上發(fā)散開(kāi)來(lái)，由里而外，由人到己，將文本與思考相結(jié)合，將學(xué)習(xí)與生活相結(jié)合，將閱讀與寫(xiě)作相結(jié)合。

Step 5 Ending （結(jié)局）

1. Homework assignment

Write the ad for your own clothes store on your exercise book.

【設(shè)計(jì)意圖】一堂課的結(jié)尾相當(dāng)于一部戲的結(jié)局。編筐編簍，重在收口。讓學(xué)生將所學(xué)的內(nèi)容寫(xiě)成一個(gè)篇章，既能鞏固、強(qiáng)化這堂課所學(xué)的內(nèi)容，又能培養(yǎng)學(xué)生的寫(xiě)作能力。