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Unit6I'mwatchingTVSectionB2b-2c(Reading)ByZhangYunxiafromMiddleSchoolAnalysisonlearning：Thisunitisinthemiddleofthewholebook.Itformsaconnectinglinkbetweentheprecedingandthefollowingknowledge.AndthisunitismainlyaboutthePresentProgressiveTense.SectionB2b,theexpansionoftheknowledgeandthecomprehensiveuseofthelanguageinSectionA,isthereadingmaterialwiththestories(TVreport)inspecifictime.ThestudentsinGradeSevenhavereadsomeshortpassagesaboutstories.Buttheyhaven’tgraspedthecorrectstrategyaboutthem.Tosupplementeachother,theirownwordsandexpressionscanhelpthemcomprehendtheoriginalreadingmaterial.Soreadingthestoryfirst,lookingforthemaininformationsecondly,andthenhavingtheoutputactivitiesatlastcanhelpthemdevelopskillsofreadingstrategies.Theteachingaimsofthisclass:1.Tohaveagoodcommandofthewords,phrasesandsentencesas:race,dragon,any,other,young,children,miss,wish,delicious,still;“there’sstillnoplacelikehome”.2.Helpstudentsuse“ing”formtodescribeactivitiesfreely.3.TeachthestudentssomeknowledgeabouttheDragonBoatFestival.4.Helpthestudentsimprovetheskillsofreading.thestudentslearnknowledgeabouttimezone.Teachingkeyandimportantpoints:1.Tohaveagoodcommandofthewords,phrasesandsentencesas:host,dragon,any,other,young,children,misswish,delicious,still;“there’sstillnoplacelikehome”.2.Use“ing”formtodescribeactivitiesfreely3.ImprovetheskillsofreadingTheaimsonemotionalaspects:1.LetstudentsunderstandthedifferencesbetweenChinesecultureandAmericanculture.2.HelpthestudentstocultivatealoveforChinesetraditionalculture.3.Helpstudentstocultivatealoveforhis/herfamily.Teachingprocedures:I.Pre-reading1.Greeting.2.Watchashortvideo.3.Studentsanswerquestionsaccordingtothevideos.1)Whatspecial(特殊的)dayisitinChinaaccordingtothevideo?[theDragonBoatFestival]2)Whataretheydoinginthisvideo?[Theyarehavingboatraces]4.Showsomepicturestopresentationtherelevantnewwordsandphrases.[dragon,boat,race,delicious,theDragonBoatFestival,watchingarace,makingzongzi]（設(shè)計(jì)意圖：讓學(xué)生根據(jù)視頻回答這兩個(gè)問題，引出話題；結(jié)合相關(guān)圖片，以問答形式，呈現(xiàn)新單詞、短語，復(fù)習(xí)現(xiàn)在進(jìn)行時(shí)，幫助學(xué)生了解了中國的端午節(jié)文化，同時(shí)也為后面的閱讀做了引入，以及為最后的語言輸出活動(dòng)作了鋪墊。）II.While-reading1.Talkaboutthetwopicturesin2b.2.FastreadingAnswerthefollowingthreequestionsaboutZhuHui.1)Whoisthisreportabout?2)Whereishestudyingnow?3)Ishelivingwithhisfamily?（設(shè)計(jì)意圖：利用課本中的圖片，引出文章話題，激發(fā)學(xué)生閱讀興趣；通過快速閱讀，回答問題，介紹文章的背景，并讓學(xué)生在語境中理解詞匯、短語含義，如：studyingintheUSA;livingwithfamily）3.Carefullyreading(Thispassagehas2paragraphs,soteacherwillguidestudentstolearnitonebyone.)Paragraph11)StudentsreadPara.1quickly2）When\where\who\what-questions.3）Finishtask1.WhenWhereWhoWhat4）Studentspresentthesentences.(設(shè)計(jì)意圖：通過提問及表格的形式將朱輝家人在今天的行動(dòng)歸納總結(jié)，有助于學(xué)生理清思路。該任務(wù)難度較小，同樣適于后進(jìn)生。同時(shí)，該任務(wù)也是針對(duì)細(xì)節(jié)理解閱讀題型的訓(xùn)練。)Paragraph21)Studentsreadquicklyandthenfinishtask2ingroups.(scan)(6minutes)WhenWhereWhoWhat2）Studentspresentthesentences.3)Talkaboutthetimezone.4）Task3:Readitcarefullyagainandanswerthequestions.Q1.WhydoZhuHui'sfamilyandthehostfamilydodifferentthings？Q2.WhyisZhuiHuitalkingonthephonewithhiscousin?ZhuHuilikehishostfamily?5).Workon2c.(設(shè)計(jì)意圖：通過不同的閱讀策略、任務(wù)形式讓學(xué)生獲取文章的主要信息，滿足不同層次學(xué)生的需求,同時(shí)，讓學(xué)生發(fā)散思維，從多角度去探究課文中所表現(xiàn)出的深層次的內(nèi)涵，更加深入了解朱輝為什么喜歡紐約喜歡他的寄宿家庭，但同時(shí)也思念他的家人。))II.After-reading1.listenandreadwiththerecording;2.Readthisreportthemselves.3.Retellthewholestories.4.TalkaboutotherChinesetraditionalfestival.5.Task4:Telephoneshow.(設(shè)計(jì)意圖：此任務(wù)是對(duì)學(xué)生對(duì)文章把握的一次整體性檢查，是對(duì)之前所有任務(wù)的一個(gè)總結(jié)。提高學(xué)生對(duì)文章的概括能力，為下一階段的寫作作鋪墊。)III.SummaryTheDragonBoatFestivalisthetraditionalChinesefestival.Trytospendthefestivalwithyourfamilywhereveryouare.IV.AssessmentbythemselvesV.Homework1.ListenandreadthisTVreport;2.TellZhuHui’sstorytoyourclassmates.板書