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爱问共享资料Unit3Howdoyougettoschoolsectionb3文档免费下载,数万用户每天上传大量最新资料,数量累计超一个亿 , <h1>Unit3 SectionB(3a-Self Check) 教案</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> &...

Unit3Howdoyougettoschoolsectionb3

<h1>Unit3 SectionB(3a-Self Check) 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 定性数据统计分析pdf销售业绩分析模板建筑结构震害分析销售进度分析表京东商城竞争战略分析 </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: thanks for, talk to, how far, how long, </p> <p>1.1.1.1.2  For comprehending: bus ride, what about</p> <p>1.1.1.2  Sentence Structures</p> <p>1) Thanks for….</p> <p>2) My school is about…from my home.</p> <p>3) It takes…to get to…by….</p> <p>4) The bus ride is never boring because I always talk to my classmates.</p> <p>5) How do you get to school?</p> <p>6) How far is it from your home to school?</p> <p>7) How long does it take you to get to school?</p> <p>1.1.1.3  </p> <p>Grammar Focus</p> <p>1) Thanks for your last e-mail.(谢谢你的最后一封电子邮件。thanks for sth. / doing sth.意思是因为某事而 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 示感谢。)</p> <p>2)The bus ride is never boring because I always talk to my classmates.(校车行程从来都不无聊,因为我总是和同学们说说笑笑。这是一句由because引导的原因状语从句,because引导的从句表示原因,需要注意的是,so的意思是“所以”,在英语的表达中“because”和“so”不能同时使用。)</p> <p>1.1.2  Ability goals 能力目标</p> <p>1.1.2.1 教师引导学生全面浏览性复习,总结归纳所有学过的出行方式、距离、路程所需时间的表达。</p> <p>1.2.2.2 教师引导学生学会用同伴商讨交流,达到共同完善与提高。</p> <p>1.2.2.3教师培养学生发散思维,通过写作练习帮助学生建构话 快递公司问题件快递公司问题件货款处理关于圆的周长面积重点题型关于解方程组的题及答案关于南海问题 表达的框架体系。</p> <p>1.2.2.4 教师培养学生在朗读句子时的重读意识,能用正确的语音语调朗读文章。</p> <p>1.1.3  Emotional goals 情感目标</p> <p>1.1.3.1教师鼓励学生积极交流,正确沟通,合理表达,允许不同意见的存在。</p> <p>1.1.3.2 对比中外学生上学方式的异同,教师引导学生思考、探讨,培养学生审辨式思维和国际视野。</p> <p>1.2 Important and difficult teaching points 教学重难点</p> <p>1.2.1 准确使用目 标语 宣传标语下载抗洪救灾标语防溺水标语工程质量标语开学标语 言进行写作表达。</p> <p>  1.2.2 引导学生在写作时有谋篇布局的框架意识。</p> <p>  1.2.3 鼓励学生通过访谈、讨论、实地考查,寻找最佳出行方案。</p> <p>2.0 Student analysis学情分析</p> <p>2.1 Fundamental State基本情况</p> <p>学生通过本单元的学习,学生基本掌握了本单元目标句型和单元话题词汇,能灵活运用相关语言进行话题重组,表达具体语境下的情境对话。通过本单元语篇的学习,激发了学生对生活中的交通方式的思考,有对自己所拥有的平凡而普通的生活的重新审视,进而激发出珍惜幸福生活的情感,也有对山区的孩子求学路的坎坷的同情,进而思考帮助他人的方式和对自身能力强大的情感渴求,同时在教师的引导下有审辨式思维的发展:帮助村民建一座桥好还是让村民搬出极端不便利的山村好?这些知识和情感上的铺垫对本节课的写作都具有积极的作用。</p> <p>2.2 Knowledge Reserve知识储备</p> <p>本课时是一个复习与写作的课时,学生对于单元主题下的语篇理解及语言结构表达有了充分的积累学习,为本课时的开展积累了扎实的语言知识和表达能力。学生对交通方式的选择、出行距离、出行时间的句型基本上能熟练掌握,但是how far与how long容易受母语的影响,学生易混淆,另外,动词的形式也是一个易错点,所以,本课除了结合语篇中的情感教学,激发学生的写作激情,更要在语言知识上通过学生的说---议---写来夯实本单元目标句型的掌握。</p> <p>2.3 Class data本班实际</p> <p>本班学生积极向上,活泼开朗,有较强的语言表达欲望和表达能力。通过围绕单元话题内容的学习,学生们具备了表达出行方式、询问和回答出行距离、时间的语言能力,教师应该适当引导学生归纳总结,内化知识,帮助学生建立写作时的谋篇布局意识。</p> <p>3.0 Teaching methods教法建议</p> <p>Self-directed learning method自主学习法;</p> <p>Discussion method讨论法;</p> <p>Exercise method练习法</p> <p>4.0 教学辅助</p> <p>blackboard and chalk, computer or IPad, projector</p> <p>5.0 Teaching procedures 教学进程</p> <p>5.1  Reviewing and Summarizing 复习与总结</p> <p>5.1.1 Enjoy a short video, and then revise some phrases:</p> <p>•        1、步行回家</p> <p>•        2、骑自行车去图书馆</p> <p>•        3、开车去上班</p> <p>•        4、坐火车去成都</p> <p>•        5、多远</p> <p>•        6、多久</p> <p>•        7、多少钱</p> <p>•        8、多大(年龄)</p> <p>5.1.1.1 Self Check 1 </p> <p>Teach Ss to read the words in the boxes, help the Ss understand the part of speech of the phrases. </p> <p>Give Ss two mints to fill in the blanks in Ex.1, then check the answers in their groups, pay attention to the phrases in the articles.</p> <p>5.1.1.2 Self Check 2</p> <p>Revise the sentence patterns “How far is it from A to B?” “How long does it take sb. to get to B from A?” Then ask the Ss to make sentences according to the information in the chart.</p> <p>Ss work in groups to make sentences, then check their answers, walk around the classroom, pay attention to the sentences in which Ss may have mistakes in sentence structures.</p> <p>5.2 Discussing and Expressing 讨论与表达</p> <p>5.2.1 Ask the Ss to fill in the blanks according to the passage in 2b.</p> <p>It is ___ for us to go to school every day, but for the students in this village, it is so ______ .  Because there ____   a big river _______ their school _____ the village. They have to ____  it  to school. There is ____ bridge and they cannot go by boat because the river runs too ______. So they have to go on a _______  to cross the river to school. It’s dangerous but the boy is not_______. Because he _____  _____ play with his classmates and he _____ his teacher, he is _____ a father to him.</p> <p>    The students and the villagers want to have a bridge. Can their dream come______?</p> <p>Answers: easy, difficult, is, between, and, cross, no, quickly, ropeway, afraid, loves to, loves, like, true</p> <p>5.2.2 Show the picture of the passage, get the Ss to discuss “What idea can you think of to help the villagers?” The Ss may think of the following answers: I think they can write a letter to the TV station</p> <p>to ask for help. / I think the villagers can move out from the village. / For me, I want to be a teacher to teach the students in their village….Encourage the Ss to express their ideas, let them know every idea is possible if we put our heart to do it. For different people, they think up different ways to give help.</p> <p>5.2.3 Elicit the e-mail from Tom, show the Ss more outside their daily life. Show the same five questions:</p> <p>1). When do the students leave home?</p> <p>2). How do the students get to school?</p> <p>3). How far is it from their homes to school?</p> <p>4). How long does it take them to get to school?</p> <p>5). Do they like their trip to school?</p> <p>Ask: “Are the answers the same in some small villages in China and in UK?”</p>

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