ideas教案-唯一店鋪教育

2019Unit1Develo板塊教學(xué)設(shè)（80–90Reading+本板塊呈現(xiàn)了從另一角度反映單元一種生活方式，還是一種用來闡明世界的工具。課文通過闡述MarkTwain和先生的幽默故事，論說了幽默的重要性，讀寫部分對(duì)Chaplin學(xué)習(xí)MarkTwain和在作品和生活中的幽默方式，領(lǐng)悟他們的ActivityTeacheraskstwostudentstoreadtheshortintroductionstoMarkTwainandLinYutangrespectivelyandhelpsstudentscleartheobstaclesinTeacherasksstudentstoreadshortStudentsreadtheshortintroductionstoMarkTwainandLinYutangrespectivelycleartheobstaclesinreading.StudentsreadtheshortintroductionsandgetthemainideasofStudentsToactivatestudents’knowledgeandprepareforthefollowingreadingandgetthemainideasofthem. TeacheraskssomestudentstosharewhatelsetheyknowaboutMarkTwainandLinYutangwiththewhatelsetheyknowaboutMarkTwainandLinYutangwiththeActivityTeacherasksstudentstoreadtheactivityinstructionandmakesuretheyunderstandthereadingtask.TeacherasksstudentstoreadthepassagetofindoutMarkTwainandLin’sandrefertodictionarywhenTeacherinvitessomestudentstopresenttheiranswersandotherstudentstomakeStudentsreadtheactivityinstructionandmakesuretheyunderstandthereadingtask.StudentsreadthetexttofindoutMarkTwainandLin’sattitudeandrefertodictionarywhenStudentspresenttheiranswersandotherstudentsmakeTotrainstudentstoreadapassagetasksandfindoutthekeyinformation.ActivityTeacherasksstudentstoreadthepassageorganiseinformationfromthepassageandcompletetheTeacherasksstudentstochecktheiranswersandlearnfromeachotherinStudentsreadtheorganisetheinformationfromthepassageandcompletethediagram.StudentschecktheiranswersandlearnfromeachotherinSomestudentsrelthepassageandotherstudentsmakeTotestabilitiestosortoutthestructureandspecificinformationofa Teacherinvitessomestudentsto lthepassageandotherstudentstomakeThink&TeacherasksstudentstoworkinpairstodiscussthefourTeacherasksstudentstoanswerthequestionsandotherstudentstomakesupplementsorStudentsworkingroupstodiscussthefourquestions.SomestudentsanswerthequestionsandotherstudentsmakesupplementsorTohelpstudentsfurtherexplorethethinkingTohelpstudentsapplywhatthey’velearntinareal-lifeActivityTeacherasksstudentstoreadtheequationfromthepassage,thinkofitandtryansweringthequestionsTeacherasksstudentstoworkingroupstofullyexpresstheirownopinionsandgiveTeacheraskssomegroupstosharetheiropinionsoftheequationandothersmakeTeacherasksstudentstopaycloseattentiontoself-evaluationandthinkabouttheirperformancesinthisStudentsreadtheequationfromthepassage,thinkofitandtryansweringthequestionsStudentsworkingroupstofullyexpresstheirownopinionsandgiveSomegroupssharetheiropinionsoftheequationandothersmakeStudentsthinkabouttheirperformancesinthisactivity.Toinspirestudentstothinktheauthor’sattitudeandthevalueofthepassageandcultivatestudents’abilitytothinkadvicetoimproveActivityTeacherasksstudentstosharetheinformationChaplinthattheyhaveknown.TeacherasksstudentstoreadtheblogpostquicklyandmatchtheheadingstotheTeachercheckstheanswerswiththeStudentssharetheinformationaboutthattheyhaveReadtheblogpostquicklyandmatchtheheadingstotheStudentschecktheanswerswiththeTotrainstudents’readingskills.ActivityTeacherasksstudentstoreadthepassageagainandfindoutthespecificinformationinthisTeacherasksstudentstoworkingroupstodiscussthespecificinformationandhowtheauthorpresentsTeacherasksstudentstochecktheanswerswiththeclass.StudentsreadthepassageagainandfindouttheinformationinthisStudentsworkingroupstodiscussthespecificinformationandhowtheauthorpresentsit.SomestudentsanswerthequestionsandotherstudentschecktheToteachstudentshow yseapassage,andprepareforthefollowingwritingTeacherasksstudentstoreadpassageinactivity5andysethestructureofit.TeacherasksstudentstochooseacomedianStudentsreadthepassageinactivity5andysethestructureofit.StudentschooseacomedianandcompletetheStudentswriteaToprovideopportunitiesforstudentstopresenttheirwritinganddocompletetheTeacherasksstudentstowriteashortintroductionofthecomedianaccordingtothenotestheyTeacherasksstudentstoworkinpairsandmakeimprovementstoeachother’sTeacherasksstudentstosharetheirintroductionswiththeclass.TeacherandotherstudentsmakeTeacherasksstudentstopolishtheirwritingandpostthemonsocialintroductionoft