【操作要领】预设问题，引导预学——生成问题，整体把握——探究问题，深化理解——总结问题，巩固应用

1.预设问题，引导预学(1)设计问题的目标在于：①帮助和引导学生对文章的结构和中心大意有大概的了解②培养学生获取和处理信息的能力(2)根据Reading文章的话题，联系生活实际和学生已有的背景知识，设计一至两个问题，让学生锻炼口语，并自然导入课文情境，激发他们对语言学习的兴趣。

2.生成问题，整体把握核对导学案上设计的阅读练习答案，对于学生暴露的问题，通过讨论解决。然后结合Reading strategy,让学生再次快速浏览课文，运用skimming技能，了解文章的大意和篇章结构。此环节要处理好预设与生成的关系，预设要尽可能详尽，增加课堂教学的针对性。

3.探究问题，深化理解(1)让学生讨论预习中提出的问题（由老师通过导学案汇总或由课代表搜集），并在课上呈现，由各小组组长组织进行分组讨论，并通过汇报形式来解决问题。对于一些复杂的问题，可以通过师生互动，共同解决问题。(2)对文章做深层次理解：通过以作者的观点态度、写作目的、细节推断为主题或段落任务型阅读为形式的问题或作业设计，加强学生对文章的深层次理解和学生思维能力的培养。

4.总结问题，巩固应用(1)在学生对于阅读材料有了进一步的理解之后，让学生运用课文中的词组和句子并结合自己的观点，重新组织语言表达观点。先在小组内由组长组织讨论，决定汇报人选，课后写在作业本上，注重书写要求和表达的层次和条理。(2)学生通过自我反思和小组讨论总结错误原因，此环节包括预设问题和生成问题的解决途径，任务型阅读中的词性词形变化等，某一种特定文体的写作特点和阅读注意点，并要求把反思心得汇在笔记本上。

【导学案】Module 2 Unit 1ReadingBoy Missing, Police Puzzled

一、课标导读1.运用skimming & scanning阅读课文，了解文章大意和文章结构。2.了解阅读策略（Reading strategy），体会报纸文章的特点及如何阅读此类型的文章。3.运用所学知识进行相关信息的重组与表达。

二、问题导思        1.What’s the complete form of the title “Boy missing,police puzzled”?

2. Go throughthe first paragraph and fill in the blanks.

Who ________________________

What ________________________________

When________________________________

Where_________________________________

Why _________________________________

3. What’sthe main idea of this t

ext? 4. Your questions or puzzles:_______________________________

三、例题导练1.Paragraph 2 mainly tells us _________.A. the police was very worried about Justin’s disappearanceB. Justin liked to play baseball very muchC. what Justin did that night                         D. Justin did return home last night2.Accordingto the passage, we can infer(推断) that _______.A. Aliens took Justin awayB. Some people inDoveralso say that they saw aliens that nightC. The boy might go missing in his own roomD. Mrs. Foster was worried when Kelly told her about the spaceship3. Theattitude of the police is _______.A. cautious (谨慎的)  B. worried  C. indifferent (冷漠的)  D. optimistic (乐观的)4.Translate thefollowing sentences and pay attention to the underlined words.I haven’tseen Justinsince.（L44）  此句中since的词性是______,译为_______。However,sinceMrs Foster thought thatJustin was spending the night ... bed.(L47)此句中since的词性是______,译为_______。Ihaven’t been sleeping wellsinceI returned home.（L63）此句中since的词性是______,译为_______。So,whilewe have not dismissed theidea, we are looking into other possibilities as well. (L76) 此句中while的意思是_______，还有哪些意思________________________。

【课堂实录】Module 2 Unit 1ReadingBoy Missing, Police Puzzled朱宇婷

一、预设问题 引导预学T: This period we will learn Reading ofModule 2, Unit 1 together. First, let’s look at the title -- Boy missing,police puzzled.Q1 : It’s clear that it’s not ________. or,we can say it’s________.Q2: The complete form of the title is “___boy___missing________police_____puzzled”.Q3:According to the title, where is the passage probably taken from?A.Newspapers.   B. Fashion magazines. C. History books.   D. Travel booklets.Q4: Whyare some words of the title missing?Conclusion:The title of a newspaperarticle is usually incomplete but brief, direct and attractive. (引导学生注意新闻故事标题，让学生尝试总结其特征。预设答案：简洁、吸引人的特征)

二、生成问题 整体把握

1. Checking answers--Main idea (请学生回答)Who_________________________________

What_________________________________

When_________________________________

Where_________________________________

Why________________________

2. Checking answers

[详见课堂辅助材料]让学生通过讨论得出错误率较高的第1、4题并解释正确答案，在此基础上教师进行适度点拨。比如第一题引导学生观察动词，但是选了D而不是C,强调从整体来理解问题，不能孤立地看问题。3. Reading strategyT: Now go through theparagraphs inReadingstrategy on page 3 quickly and find what we can learn from the followingparagraphs when we are reading a news story.Para1 or lead                               main idea and most important factsPara2                                    importantfacts not included in the leadThe rest of thestory                         new but less important background information(方格内让学生通过阅读课本上的阅读策略回答)T: That is to say, we can getgeneralideafrom the first paragraph, and from other paragraphs we can learn aboutdetails. (引导学生归纳)Conclusion: For general idea, read the first paragraph or the lead.For details, readthe second paragraph and the rest of the story.

三、探究问题 深化理解1. Puzzles of studentsT: Some students find the two sentences area bit difficult to understand. Then, discuss with your partner to translate andanalyze them.①L4-8 Thisincident has received great interest due to reports of strange lights in thesky and of alien visits around the time the boy disappeared.句中due to意思是“由于、因为”。Of strange lights in the sky与of alien visits修饰名词reports. The boy disappeared是定语从句，修饰先行词time,关系副词when被省略了。②L47-51However, since Mrs Foster thought that Justin was spending the night with afriend, she assumed that Kelly was having a bad dream and sent her back to bed.本句是主从复合句。句中since引导原因状语从句，意思为“因为、既然”，该从句中thought后是由that引导的宾语从句。主句中assume与sent her back to bed是并列关系，其中assume后是由that引导的宾语从句。（呈现以下两句（投影），让学生通过讨论，翻译并分析句子结构，请学生解释，最后通过填空题的形式巩固理解。）2. Task-based readingT: Go through the text again and fill inthe blanks. When you are writing down the answers, underline the sentences thatoffers information about the blanks.请2个学生把答案写在黑板上，核对答案，解释学生出错的题目。四、总结问题 巩固应用1.总结任务型阅读   要转换的题号1、7、8 （如何转换）;  归纳的题号9。2. the attitude of the authorT: The form above is about the opinions ofthe family members and Mrs Mavis Wood. The police’s attitude is cautious. Then,answer this question:Q: What does the author think about the incident?
A. The author thinks the aliens took Justin away.B. The author doesn’t think the aliens took Justin away.
C. The author isn’t sure whether the aliens took Justin away.
D. The author’s view is unknown.Conclusion:The tone (语气) of this news story is objective (客观的).3. Group workT: All the people are concerned aboutJustin’s disappearance. The author isn’t sure whether the aliens took himaway. Then, what about you?What do you think mighthave happened to him? First, fourstudents in each group, discuss with your group members and make up a possibleending to the story. You have 5 minutes to prepare. Later, I will invite you totell the story in the front. (小组成员合作，通过讨论给故事加一个结尾；再volunteer到前面展示；学生讲完故事以后，老师和学生给出评价)4. 3 to 5 minutes for students to summarizeand write down something on the notebook.

【教学反思】本文是一篇典型的新闻故事题材文章，采用新闻标题的特点导入，比较自然，然后以五“W”问题形式导出本文的中心大意，再结合阅读策略梳理出这篇文章的框架结构并让学生了解如何阅读此类文章，以及如何在此类文章中快速捕捉重要信息。教学步骤的设计以通过略读和寻读等阅读技巧的训练培养学生说、读、写的综合能力。本节课的主要目的是帮助学生理解课文内容并通过阅读练习训练阅读技巧,形成良好的阅读策略,提高阅读理解能力。本节课注重学生在预习过程中提出的疑问和课堂活动中的生成问题，让学生通过合作讨论，解决问题，同时在教学过程中充分发挥教师的主导作用，适时引导学生归纳总结。新的课程标准要求我们运用新的教学理念，要时刻记住以学生为主体，课堂的关键在于学生学到了多少而不是我们教师讲了多少，学习的关键在于学生通过自己的思考习得，而不是我们教给他们怎么去做。我们要对学生有足够的耐心和信心，给他们充分思考的时间和展示自我的机会，相信他们的能力，让他们学得更好，学得更快乐。