多维阅读第五级 Going Up-公开课教学设计教案.docx

多维阅读”系列第5级Going up一、教学目标1 .能够在登山的情境中理解文本内容，通过上下文和图片理解 snow goat> yak、rocks> at the top 等词汇或短语的意思2 .能够通过 make inferences> visualize 和 paraphrase 等阅读策略, 感知、提取和概括主要内容和文本结构，了解you could see different things at different places,并总结 The higher you climb, the colder it will be.3 .通过自主思考，师生讨论，小组讨论梳理文本信息，能够实施 Identify main idea& supporting details > Identify Cause&Effect、classify& Categorize 等技能4 .通过阅读本篇科普文章，能够联系生活，注意登山的基本领项; 对生活中有所观察，培养科学素养二、教学材料外研通点读笔互动教学系统2.0、不同生物的图卡（图片来自课 文插图）三、教学过程学习活动设计意图I Pre-reading阅读前活动Step 1: Greeting.Step 2: Watch a video.T:・ Do you like reading ? Do you often read books?• Today I am going to share a book with you.• ril show you a video.lt will tell you what our良好的轻松气氛创设对阅读进行积极影响 激发兴趣，进入主题book is about?Showing the video...•What is this video about ?S ： Its about the mountain.Step 3:Free talk.T:・ Do you like climbing mountains ?• Have you ever climbed to the top of the mountain.• What can you see on the mountain. Please talk with your partner.(working in pairs)Ss share their ideas.Step 4:Intro.T:・ Today we have a class trip. Please take out yourbook. Let's look at the cover page.• What's the title of this book?• Who are the editors?• What can you see in the picture?• Can you guess what this book will tell us?/What do you want to know about this book?Ss work in pairs and share their ideas.Step 5:Be prepared.通过Free talk实现对 于 K-W-L 中 what do they know 的 了解。

以 学生的已有经验和生 活知识补充本课的课 程资源关注封面信息，增强 文本概念猜想文本信息，调动 学生的阅读动机以 谈话的方式了解 K-W-L 中 what do they want to know;以学生为中心，根据 学生的反应教师可以 及时调整教学T: • We are going to climb this mountain. How do you think of this mountain? Why do you think that?培养学生观察插图的 意识，借助图片理解 文本由具体问题引发思 考，培养学生审辩式 思维能力• Can we go up the mountain like this? What do you need to wear?•We need to wear the right clothes to keep you warm and safe.We can try to be professional.• You also need some equipment go with you.II While-reading阅读中活动Step 1： Independent reading.T: • Let's start our trip. You can read the book by yourself.Teacher draws the outline of the mountain.•What can we see on the mountain?• How many places does this book show us?Please have a fast reading and count it.(5 places)• What are different at different places of mountain?(weather,plants,animals and other things) Step 2： Group work.Using a worksheet to classify the difference. One group introduce one place and stick the pictures on.Teacher gives them some feedback and questions.Place 1 : Why is the place good for bears?Place 2 : Why are the trees good for the mountain.Why does the snow goat have long hair.Place 3 : Why there are no trees here.Which season we can see flowers and grass.Place 4 : What do you think helps to keep the yak warm.Place 5 : What do you think it is like at the top.You could seedifferent thingsat different对于户外登山活动， 增加平安意识，做好 充分准备。

学生自主阅读，通读 全文，初步整体感知 文本尝试提取主要 信息和文章结构通过 cause& Effect 图表提取出文章中 general ideas.以速度任务为导向， 快速提取信息以小组合作的方式发 现、分析不同地点的 环境区另L并进行展o(Bloom's Taxonomy)由具体问题引发思 考，培养学生审辩式 思维能力• What's the main idea of this book?/You could see different things at different places.学生精读文本，为前期 所概括main idea寻找 supporting details.What does this book want to tell us?The higher you climb, the colder it will be.Ill Post-reading 阅读后活动完成K-W-L中what they learned;以此来 了解学生所获学生的汇报展示可以 作为本课的教学效果 评价方式依据完成K-W-L中what they learned;以此来 了解学生所获学生的汇报展示可以 作为本课的教学效果 评价方式依据。

Step 1: ReviewT: • What do you learn today?Step 2: Show time• Can you draw your own organizer./ Can you make a poster for this class?You can share it with our classmate.培养学生珍惜和积累 学习成果，提升学生 的实际获得感进一步培养学生的科 学素养，提高探索与 发现的意识能够帮助学生体验用 用语言做事情的成 功IV Homework.(1) color your poster, and show it to your friends or parents.(2) You can make your own non-fiction book.Ex. From North to South in China.四、板书设计The higher you climb, the colder it will be.You could see different things at different places.WORKSHEETPlaceweatherplantsanimalsother thingsMg own organizer。