Unit3Howdoyougettoschoolsectionb2

<h1>Unit3 SectionB（2a-2c） 教案 中职数学基础模块教案 下载北师大版¥1.2次方程的根与系数的关系的教案关于坚持的教案初中数学教案下载电子教案下载 </h1> <p>1.0教情分析</p> <p>1.1 Teaching objectives 教学目标</p> <p>1.1.1 Language targets 语言目标</p> <p>1.1.1.1 Key Words and Chunks </p> <p>1.1.1.1.1 For applying: cross, leave, river, village, bridge, year, dream, many, afraid, true, between, like, between…and…, come true</p> <p>1.1.1.1.2  For comprehending: ropeway, villager, Dave</p> <p>1.1.1.2  Sentence Structures</p> <p>1) How do you get to school?</p> <p>2) For many students, it is easy to get to school. </p> <p>3) There is a very big river between their school and the village.</p> <p>4) There is no bridge and the river runs too quickly for boats .</p> <p>5) One 11-year-old boy, Liangliang, crosses the river every school day .</p> <p>6) But he is not afraid.</p> <p>7) He is like a father to me.</p> <p>8) It is their dream to have a bridge. </p> <p>9) Can their dream come true? </p> <p>10) Why do they go to school like this?</p> <p>1.1.1.3  Grammar Focus</p> <p>1) For many students, it is easy to get to school. （It is + adj. +for sb. + to do sth. 对于某人来说，做某件事是怎样的。在这句话中，句型中的for sb.提到了句首，强调真正的句子主语，意思是“对于许多学生来说，上学是很容易的。”）</p> <p>2) There is no bridge and the river runs too quickly for boats.（河上没有桥，河流太急，没办法行船。在这句话中，用到了There be句型 表 关于同志近三年现实表现材料材料类招标技术评分表图表与交易pdf视力表打印pdf用图表说话 pdf 达存在，句子中的run表示河水流动，要注意翻译时意译。）</p> <p>3) One 11-year-old boy, Liangliang, crosses the river every school day.（一个11岁大的男孩，亮亮，每天要穿过河流去上学。句子里11-year-old是一个复合形容词，意思是“11岁大的”，在这种表达法中“year”只能用原形，类似的表达还有an 800-meter-long rope “一条800米长的绳子”，a 2-day holiday “一个两天的假期”等。）</p> <p>4）It is their dream to have a bridge. （他们的梦想是拥有一座桥。It is one’s dream to do sth. “做某件事是某人的梦想”。类似的用法还有It is one’s duty to do sth. “做某事是某人的职责”。）</p> <p>1.1.2  Ability goals 能力目标</p> <p>1.1.2.1 教师教会学生正确运用cross, leave, river, village, bridge, year, dream, many, afraid, true, between, like, between…and…, come true，并能掌握like在不同词性下的用法。</p> <p>  1.1.2.2 教师教会学生通过根据图片和文章标题预测文章内容，并通过略读、扫读等阅读策略掌握文章详细内容。</p> <p>  1.1.2.3 教师教会学生通过分析文本结构，利用图片进行文本复述。</p> <p>1.1.2.4 </p> <p>教师教会学生掌握字母组合ee, ear, er的发音规则。</p> <p>1.1.3  Emotional goals 情感目标</p> <p>1.1.3.1通过文本内容的学习，教师引导学生珍惜良好的生活、学习条件。</p> <p>1.1.3.2 教师引导学生多方位思考如何给予有效帮助。</p> <p>1.2  Important and difficult teaching points 教学重难点</p> <p>1.2.1文中出现的重难点单词，短语及句型。</p> <p>1.2.2 掌握文章大意和框架结构分析，并复述文章。</p> <p>1.2.3 让学生学会表达和话题讨论：如何帮助村民实现梦想。</p> <p>2.0 Student analysis学情分析</p> <p>2.1 Fundamental State基本情况</p> <p>本课时是一节阅读课，文本内容以乡村孩子出行上学为出发点，从而引发学生思考在那样的环境中每一个学生、每一个村民的出行条件，他们的愿望。通过对文本的解读，引导学生对比城市里的便利交通和优越的生活条件，激发学生“在如此良好的条件下，我有什么理由不认真学习”、“我可以给予这样的乡村孩子什么样的帮助”、“当我有什么样的能力时，我才能给予他人有效的帮助”等思考。让学生在基本的阅读策略的教学渗透下也有情感上的引领，让学生有表达的愿望，实现“用英语做事”的教学目标。</p> <p>2.2 Knowledge Reserve知识储备</p> <p>通过本单元Section A 的学习和Section B第一课时的学习，学生已经能熟练掌握常用的交通方式表达，并且对“到达某一目的地”有多种路线的思考，能够就某一目的地的达到方式进行几种交通方式的换乘话题讨论。同时，学生已经很清楚本单元的话题与“出行”、“交通方式”密切相关，因此，通过文章的图片和标题学生可以很容易地预测文本大意。在文本阅读时除了生词容易给学生造成理解障碍以外，“like”作为介词的用法是一个难点，学生对于该单词的元认知是理解句子“He is like a father to me.”的障碍。</p> <p>2.3 Class data本班实际</p> <p>本班学生学习动机明确，能够在小组活动中互相帮助，积极与他人合作，敢于用英语进行表达。本课时读前引导学生谈论How do you get to school? How do we get to Shanghai? It is+（） to+（）.时，内容贴近学生实际，接近本单元话题内容，学生愿意讨论，应该有话可说。对于阅读篇目，教师应该使用恰当的阅读策略，引导学生从读前讨论，进入读中的思考，进行有效的思维训练。同时，读后的难句理解分析也应该为学生留足空间。</p> <p>3.0 Teaching methods教法建议</p> <p>3.1thematic teaching method主题教学法；</p> <p>3.2 Discussion method讨论法；</p> <p>3.3question and answer method问答法</p> <p>4.0 教学辅助</p> <p>blackboard and chalk, computer, projector</p> <p>5.0 Teaching procedures 教学进程</p> <p>5.1 Leading-in and warming-up 引入与激趣活动</p> <p>5.1.1 Show some pictures, and then talk about “How do we get to Shanghai?”</p> <p>5.1.2 Show pictures to learn the sentence structure “It is…to… .”</p> <p>5.1.3 Teach “It is my dream to...” Can your dream come true? (Teach the phrase “come true”) </p> <p>Possible answers: It is my dream to … school. ( ride a bike / fly / take a subway/ …)</p> <p>It is my dream to …. ( have no homework every day / have fun playing computer games every day / have much money / be NO. 1 in my class….)</p> <p>5.2 Reading Practice 阅读训练</p> <p>5.2.1 Pre-reading 读前导入</p> <p>5.2.1.1  Show pictures about the students in poor villages, ask “ What’s their dream? Can their dream come true? ”</p> <p>5.2.1.2  Play a short video about how the students in villages go to school.</p> <p>5.2.2 while-reading 读中理解</p> <p>5.2.2.1 Skimming</p> <p>5.2.2.1.1 Ask Ss to read the picture and the title, predict what the passage is about:</p> <p>        The students cross a river to get to school.</p> <p>5.2.2.1.2 Focus on the following questions:</p> <p>1）How do the students in the village go to school？</p> <p>2）Why do they go to school like that?</p> <p>3)  Does the boy like his school? Why?</p> <p>4)  What is the villagers’ dream?</p> <p> Guide Ss to pay attention to the question words: how, why, what and does.</p> <p>Tips: To skim a passage, we can read the title and sub-title (if there are any) and the picture to predict the content of the passage.</p> <p>5.2.2.2 Scanning:</p> <p>   Work with the Ss to focus on Para 1, find out the answers to questions 1&2, help the Ss to learn to find out the detail information in the passage. Then the Ss can deal with the next two questions in Paras 2&3.</p> <p>   The answers are: 1. The students go on a ropeway to cross the river to school.</p> <p>                 2. Because there is no bridge and the river runs too quickly to cross the river to school.</p> <p>                 3. Yes, he does. Because he loves to play with his classmates. And he loves his teacher, the teacher is like a father to him.</p> <p>                 4. They dream to have a bridge.</p> <p>5.2.2.3 Play the tape, Ss listen and follow it, then read the passage.</p> <p></p>