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Unit 6 Learning by doing：Reading 教学设计
教学内容 First thoughts (p.83), Reading (pp. 84–85), Reading comprehension (p. 86), Vocabulary practice(p. 87)
主要语篇 English Week: A chance for students to shine
教学目标 通过本课的学习，学生能够： 1.通过预测及快速阅读，获取新闻报道的核心信息，如英语周举办的时间、地点、主题及活动内容等;学习有关英语周活动的核心词汇promote, abroad, costume, opportunity, acquire等。 2.通过细读，从对师生的采访中梳理他们对英语周活动的评价，并思考“在做中学英语”的意义。 3.根据核心信息，口头复述英语周活动的内容及意义。 4.选取文中一个角色并根据新闻报道的核心信息开展采访活动。
教学重点 用所学的阅读策略，读懂新闻报道中的核心信息，并选取一个角色开展采访活动。
教学难点 在学习中逐步理解文章的主题意义“English Week is a great opportunity for students: they get to take part in fun activities, practise using English and acquire valuable cultural knowledge at the same time.”
【单元课前预习】
1. Making predictions
引导学生观察单元标题和单元主题图，预测本单元学习内容。
2. Sharing ideas
（1）学生针对关键问题“How can we make English learning meaningful and fun ”，在First thoughts的思维导图中写下自己的答案，并与同桌比较、交流。
（2）学生在课前思考课本第83页Think的问题，并在预习单上写下答案。
【教学过程】
Step 1 Warm-up
Play a video or show some pictures of English Week
播放学校英语周活动的视频片段或活动图片，如Spelling Bee，English Drama Festival等，引导学生思考以下问题“Do you know what these activities are called Have you tried any of these yourself What are these activities What do the students do in them How can they help you improve your English ”。
Vocabulary learning
在完成师生互动后，教师可引导学生看课本第84页图片，并学习与英语活动相关的词汇，如 a book fair, a speaking competition, a treasure hunt, spelling bee等，检测学生的预习情况。
Step 2 Prediction
引导学生通过观察单元主题图，阅读文章指令语，回答下列问题，开展读前预测活动。
What are the students doing
Why is English Week a chance for students to shine
What do you think students can get out of English Week
What is an online news report What information can we usually find in it （A news report usually gives the time, place, people, event.）
...
Step 3 Reading—Read for the general information
引导学生通过快速阅读，梳理及概括新闻报道的基本信息，完成课本第86页的活动1。
在学生填写完活动1的表格后，教师可引导学生思考问题“What makes a good newspaper report ”，然后结合主阅读语篇下方的阅读策略，引导学生关注新闻报道中的几个关键要素：（1）Who (Who was involved ) （2）What (What happened )（3）When (When did it happen )（4）Where (Where did it happen )（5）Why (Why did it happen ) （6）How (How did it happen )，为后面的采访活动和微写作做铺垫。
Step 4 Reading—Read for detailed information
引导学生完成课本第86页的活动2。学生从报道中找出体现被采访者（师生）不同态度的引语（quotes），填入“It’s fun.”（有趣）和 “It’s valuable.”（有价值）两个单元格内。学生可通过对子活动来完成，一个找有关“It’s fun!”的引语，另一个找有关“It’s valuable!”的引语，看谁找得快，找完后交流答案。该活动的关键之处在于：让学生在寻找人物的话语的过程中主动发现和体会活动的价值与趣味，而非被动接受“It’s fun.”和“It’s valuable.”的结论。
Step 5 Reading—Read for structure
引导学生根据活动1中的表格信息完成新闻报道的思维导图。若学生基础较好，可引导他们自主建构思维导图，梳理文章的整体框架；若学生基础较弱，可给出思维导图的部分内容，引导他们补充完整。思维导图范例可参考教学课件。
Step 6 Retelling
引导学生结合教材第86页中活动1中的表格或Step 5中思维导图的内容复述课文。
Step 7 Further thinking
引导学生围绕核心问题“What made the English Week so successful ”探究文章的主题意义，教师可让学生先在组内交流，然后以抢答方式回答教师提出的问题。问题链设置如下：
What events and activities were there during English Week
Were Zhang Xin and Su Mei happy with English Week How can you tell that
What can students learn during English Week
Why did the writer use “no wonder” in the last sentence
Why does the writer say “English Week is a chance for everyone to shine”
What makes a successful English Week
Step 8 Interviewing
设计采访活动，情境为“假如你是Yangguang Junior High School的英语校报记者，计划采访参加了英语周活动的Zhang Xin或Su Mei或学校的几位老师”。学生与同桌结成对子，一个是采访者，另一个是被采访者，从新闻报道中选取一个角色完成采访任务。教师可提示学生将新闻报道中的几个核心问题融入采访中。
Step 9 Vocabulary practice
设计以下词汇活动，引导学生复习巩固主阅读所学核心词汇及语块：
学生完成课本第87页活动1，教师在PPT上呈现答案，并有所侧重地讲解部分词汇的常见用法，如no wonder—It is no wonder that...，abroad—home and abroad等。随后，学生朗读这些单词或词块。
学生随机抽取单词与释义，随着音乐的停止，读出手中单词（选自主阅读中的核心词汇，尽量不重复练习1中词汇），与其匹配词义的同学站起来用英语回应，答对者可得分。
填字游戏
Across:
②The spelling b______ competition was exciting. Everyone tried their best to spell difficult words correctly.
③English Week is a great chance to a________ knowledge about different cultures and improve our English.
⑦We really look f_______ to English Week every year because it’s so enjoyable.
Down：
①During English Week, we learned about festivals celebrated both at home and a_______.
④All the activities at English Week are fun and v________ for our learning.
⑤ Class 3 put on a fantastic s_______ play about Christian Andersen’s fairy tale in English.
⑥Zhang Xin’s winning poster taught us about the history of the Silk R______.
Key: ①abroad, ②bee, ③acquire, ④valuable, ⑤stage, ⑥Road, ⑦forward,
对话练习
要求学生根据单元课前预习2准备的素材，开展结对对话，对于表达准确且富有感情的对子给予及时肯定与鼓励。
连词成篇
教师在PPT上呈现以下短文,让学生用主阅读篇章中的核心词汇和短语填空，答对最多的小组获胜。
Last week, students at Yangguang Junior High School worked hard to make their English Week a big success. This year’s theme was “promoting cultural exchange”.
There were lots of fun events, such as an English book fair and a treasure hunt.
Some students took part in a speaking competition. They gave speeches on recent technological developments in China and abroad. The Drama Club also put on an English play. The winner of the poster design competition, Zhang Xin, made a poster about the Silk Road. He really enjoyed learning about this network of trade routes. A student named Su Mei was happy about this year’s English Week. She said it was a great opportunity to learn about the world and improve her English skills. One of the teachers said English Week gave students a chance to practise English and acquire cultural knowledge. No wonder everyone is looking forward to next year’s event.
Step 10 Word building
教师引导学生回到原文观察valuable在句中的位置与用法: ...they get to take part in fun activities, practise using English and acquire valuable cultural knowledge at the same time.然后讲解其构词法：value可作名词或动词，而valuable 是形容词，由value加后缀-able派生而来。需根据句子成分判断其词性。
E.g.
The thieves stole paintings to the value of $1 million.（n.）
She values honesty and kindness.（v.）
My teacher gave me some valuable advice. (adj. ）
教师可引导学生列举更多这样的例子（详见教学课件）。
Step 11 微写作
学生用5–6分钟完成课本第87页活动3的微写作任务——用方框中的词汇或句型描述自己学校的英语周活动，然后在组内进行交流。
【评价】
课后指导学生填写以下学习评价表：
评价内容 评分（1-5）
我获取了线上新闻报道的核心信息，如英语周举办的时间、地点、活动内容及主题等。 1 2 3 4 5
我能从师生的采访中推测他们对英语周活动的评价并从中思考“在做中学英语”的意义。 1 2 3 4 5
我能根据核心信息口头复述英语周活动内容及意义。 1 2 3 4 5
4. 我能选取一个角色并根据新闻报道的核心信息，开展采 访活动。 1 2 3 4 5
【课后作业】
基础作业：
模仿课文录音，朗读课文。
2. 请你扮演Zhang Xin或Su Mei，用第一人称复述这次英语周，重点说说你参加了什么活动？你看到了什么？你最大的感受是什么？
拓展作业：
撰写一份活动建议书，为你学校的下一届英语周提出2–3个全新的活动创意。
根据老师的要求进一步修改完善自己的微写作。
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