[设计说明]
运用寻读阅读策略（scanning）， 学生通过合作较容易完成任务
Mini—task 4：Ask Ss to do Part C1, then check answers as a whole class activity.(3分钟)
Mini—task 5: Ask the Ss to arrange the following actions according to the time after skimming the text（2分钟）
A. In 1960 I got married.(   )
B. I moved out of the Kowloon Walled city in 1991.(   )
C. I was born in a block in the Kowloon Walled City.（   ）
D. I lived with my parents until 1960.（    ）
E. I moved to another flat in the same block.（   ）

Mini—task 5： Read the passage carefully and answer the questions in pairs.（ 5分钟）
1. Where was Mr. Dong born?
2. Where did Mr. Dong live before 1960?
3. How many people lived in the Kowloon Walled  City in the past?
4. Why did Mr. Dong move out of the Kowloon Walled City ?
5.What was in the Kowloon Walled City in the past?
6.What does Mr Dong do in the new park?
7.Why is it less noisy now?
8.What did people say about the planes?
9.Does Mr Dong think life is better now? Why
 [设计思路] 细读课文 ，学生合作，一问一答。为复述课文铺垫.
Mini—task 6:  Retell the passage according to the above questions and key words.（5分钟）
[设计说明]
 本课为第一课时，这篇文章采用采访的形式，一问一答，学生通过略读和寻读策略，对文章有了比较全面的了解，在此基础上，让他们用自己的语言将对话变成短文，这既检查了学生的阅读能力，也训练了学生的口语能力，让单个学生复述可能有难度，因此可以让学生互相合作，作此安排是从学情考虑以降低难度。
Step 5  Post-reading（7分钟）
Mini—task :  Discussion （阅读后的扩展练习—课内指导课外，课外加强课内）（5分钟）
Talk about the changes in your town.
 [设计说明]
培养学生自主、合作和探究精神。体现了本课的情感与价值观的目标。
  整合阅读材料和已有知识结构，将阅读技能训练与深层思维训练相结合。本课难点在这两个环节得到突破。      
Step 6  Homework（2分钟）
1. Listen to the tape and read , then finish Part C2 and Part D
2.Encourage more able students to interview their classmates’ hometown using the text as a model after class and write it down.
3. 用本课中所学短语的正确形式填空
 1) Many people ___________ the city and now they live in the country because there is less ___________ there.
 2) When the plane _______, it makes a lot of noise. But when it ________, people are very pleased.
 3)  Nowadays young people don’t like to live with their parents. The old ________ __________.
 4) There are many _____, ______ and ______ in the Chinese Town.
七． 板书设计
Get married
Dentist
Take off
Land safely
A bit lonely
Market stalls
 [设计说明]
本部分旨在培养学生的书面表达能力，并能让他们用所学的句法结构去评价他们家乡的变化，做到学以致用。也是对本课难点突破的检验。
八。教学反思
本节是阅读课，目的是运用预测、略读、寻读等阅读策略培养学生阅读技能，训练其深层思维能力。笔者将策略知识、训练的量和学习动机有机结合，由浅入深，由感知到领悟再到运用，由知识向能力迁移。教师在该过程中主要起着引导和协助作用，设计任务实现师生互动，生生互动。学习的方法既有自主学习，又有合作学习和探究性学习，增强了参与意识，给学生提供了充分表现和自我发展的空间，体现了“以学生为中心”的教学原则。

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