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Unit2Topic2SectionA教課方案.Materialanalysis本課是第二單元第二話題的第一課時。主活動是1a。1a經(jīng)過Kangkang向他的伙伴Maria和Jane訴苦惡劣的天氣,引出本課的功能意念:訴苦和責怪。同時也初步表現(xiàn)了本單元的語法點:不定代詞和不定副詞。1b主要培育聽力策略,即要點聽對話的粗心。1c重視于考察概括總結的能力。在2中,經(jīng)過“用所給詞的正確形式填空”這類題型,穩(wěn)固1a中的要點語言點。借助3的圖片和信息提示,進一步形象地認識沙塵暴形成的過程。經(jīng)過4的聽力練習,提升學生聽取文段細節(jié)的能力。本課經(jīng)過討論沙塵暴的成因說了然樹木對環(huán)境保護的重要作用。同時也讓學生認識天氣與人類活動的關系,關注全世界的環(huán)境問題。.Teachingaims1.Knowledgeaims:掌握本課的要點詞匯和短語,討論沙塵暴的成因。初步感知不定代詞和不定副詞的用法。2.Skillaims:能聽懂討論沙塵暴成因的對話。能夠從所聽資猜中獲取有效的細節(jié)信息。能夠依據(jù)圖片和信息提示詞描繪沙塵暴形成的過程。Emotionalaims:(optional)讓學生認識環(huán)境污染的嚴重局勢,指引學生愛惜大自然,愛惜花草樹木,建立綠色環(huán)保意識。Cultureawareness:(optional)經(jīng)過課文的學習,讓學生認識沙塵暴形成的原由和過程,關注全世界的環(huán)境問題。.Thekeypointsanddifficultpoints1.Keypoints:Wordsandphrases:sand,although,sandstorm,desert,humanbeing,reduce,completely,changeinto,stopfrom,blow/wash

away,asaresultSentences:Alotofwatercanbesavedbyforests.Althoughwehavebuilt“TheGreenGreatWall”we,stillneedtodosomethingtoprotecttheenvironment.Grammar:Indefinitepronounandadverb.Difficultpoints:能夠從所聽資猜中獲取有效的細節(jié)信息來補全句子。能夠依據(jù)圖片和信息提示詞描繪沙塵暴形成的過程。.Learningstrategies經(jīng)過指引學生在聽前閱讀1b和3,培育學生形成聽前熟習、展望聽力資料的學習習慣。經(jīng)過3中的插圖展望并描繪新話題,培育學生的邏輯推理能力。.Teachingaids對于沙塵暴的視頻和圖片,錄音機,幻燈片等。.TeachingproceduresStageInteraction(timeperiod)TeacheractivityStudentactivityRemarkspatternsPlayashortvideoaboutaWatchavideoabout經(jīng)過播放與沙塵sandstormandletSsguessasandstormand暴有關視頻,進Gettingwhatkindofweatheritis.guesswhatkindof入本課話題,從studentsT:Hi,boysandgirls!Itsaweather’itis.視覺,聽覺等方1readyforClassactivityfineday,isn’tit?Ss:Yes.面感知沙塵暴這learningSs:Yes.種惡劣的天氣現(xiàn)(3mins)T:Nowwatchtheshort象,為認識環(huán)境movieandguesswhatkind問題做好準備。ofweatheritis?Ss:Yes,沙塵暴.T:Canyoutellmewhattheweatheris?Ss:Yes,沙塵暴.T:Right.Wecallit“sandstorm”.Its’akindofstormcausedbysand.SoweSs:“sand”,“sand”callitsandstorm.NowreadT:“storm”,教師在教讀單詞“storm”afterme,“sand”“sandSs:”.“storm”時,,注意使用升(Pointtoasceneinthevideo.)Ss:“sand”,“sand”T:“storm”,“storm”

“storm”調解降調,配上Ss:“sandstorm”手,勢,培育學生“sandstorm”的語音語調。Ss:“storm”,“storm”T:“sandstorm”“,sandstorm”ShowthepicturesofaLookatthepictures先辦理3部分,sandstorm,lettheSsguessaboutasandstorm,簡單描繪沙塵暴howsandstormcomesintoguesshow形成的過程,讓beingandnumberthesandstormcomes學生對這類天obeingand氣,有所認識,T:OK,doyouknowhownumberthepictures而后在進入1a,Lead-insandstormcomesintoin3.詳盡討論沙塵暴2Groupworkthe(3mins)being?Pleaselookat形成的原由以及pictures,discussand樹木的功能,這numberthemingroups.樣,讓講堂環(huán)節(jié)更為流利。T:OK,howdoesthesandstormcomeintobeing?S1:Its4’-1-5-3-6-2.Tellmetherightorder,果,表現(xiàn)小組的風范。經(jīng)過課文插圖,please.S1:Its4’-1-5-3-6-2.GroupworkLettheSstalkaboutTalkabout指引學生經(jīng)過圖sandstormaccordingtothesandstorms片和短語提示,picturesandthegivenwordsaccordingtothe正確擺列圖片順in3ingroups.picturesandthe序,對沙塵暴形T:Yeah,youareright.Withgivenwordsin3.成的過程進行描thehelpofpicturesandthe述,訓練學生連wordsbelow,canyoutalk詞成句,連句成somethingabout片的能力。為了sandstorm?Ss:Yes.降低難度,能夠Ss:Yes.這樣操作:先讓T:Nowdiscusswithyour小組內的每個成Pre-listenigroupmembers.員依據(jù)提示詞寫ngS1:Longago,there一個或許幾個相3T:OK,whocantry?werelotsoftreesand(5-7關的句子,再一mins)S1:Longago,therewereforests.Butpeople起將這些句子串lotsoftreesandforests.Butneededsomewood起來,最后注意peopleneededsomewoodtotobuildhousesand加上正確的連結buildhousesanddootherdootherthings,so詞。在展現(xiàn)環(huán)節(jié),things,sotheycutdownthetheycutdownthe能夠讓學生以小treesdaybyday.Andthetreesdaybyday.And組為單位,一同forestshavegoneslowly登臺做一個對于theforestshavegoneslowly沙塵暴的S2:,展presentationS2:示小組合作的成4While-listIndividualStep1:PresentthepictureLookatthepictureeningworkin1a.LettheSslistento1a(8mins)onceanddo1balone.T:Right.Nowlookatthispicture.What’stheweatherlike?S1:Itsa’sandstorm.T:Howdoyouliketheweather?S2:Ithinkitsterrible’.T:Peoplecan’seetthingsclearly.Anditsbad’forourhealth.Nowlistentothetapeandchoosethebestanswerin1b.Whenyouarelistening,payattentiontothemainidea.PairworkT:Nowpleasecheckanswers.TheboyandgirlsaretalkingaboutS1:B,thereasonsforsandstorms.Step2:LettheSslistento1aagainandcompletethefunctionsoftreesin1c.Theycandiscussinpairs.T:Listento1aagainand

in1a,listenand指引學生展望課choosethebest文內容,為達成answerin1b.聽力降低難度。.1b的聽力是抓對S1:Itsa’sandstorm.話的主題,不可以直接找到要旨S2:Ithinkits’句,而是要經(jīng)過terrible.概括的方式得出,假如教師提示學生用“清除法”,能夠幫助學生作出正確的選擇。S1:B,thereasonsforsandstorms.Readandcompletethefunctionsin1c.Discussinpairs.假如學生基礎較好,也能夠將1c調整成聽的活動,學生能夠找到答案,但會很S1:Treescanstop難記下來。所以,thewindfrom能夠用聽讀聯(lián)合blowingtheearth的方式,先聽兩findthefunctionsin1c.away.遍,記下要點詞,S2:Theycanalso再經(jīng)過朗誦,檢Whatarethetrees’stopthewaterfrom查答案。functions?washingtheearthS1:Treescanstopthewindaway.fromblowingtheearthaway.S2:Theycanalsostopthewaterfromwashingtheearthaway.GroupworkStep1:LettheSsread1ainRead1aingroupsgroupsandthenroleplayit.andthenroleplayit.T:Read1awithyourgroupmembersandactitout.GroupworkStep2:LettheSsreadagainRead1asentenceby在辦理知識點andfindtheimportantsentence,and時,教師要讓學phrasesin1a.Thenwriteunderlinethe生自己去發(fā)現(xiàn)重themdownontheBb.importantphrases.難點,這有助于Post-listenT:Nowread1asentenceby學生調整復習方5ingsentence,underlinethe向。假如他們組(10mins)importantphrasesandthen表現(xiàn)的都是本課writethemdownontheBb的要點知識,教behind.師要賜予一定和鼓舞。在解說過T:OK,lets’lookatyour程中,注意綜合notes.No.1,“changeinto”.“turn全部小組的重S1:ItmeansWhocantellusitsinto”.點,并讓學生自meaning?己想方法解決,S1:Itmeans“turnintoS2:”.Wecanchange經(jīng)過造句等方式T:Right.Whocanmakeaiceintowater.sentencewithit?S2:Wecanchangeiceintowater.

在情境中來運用該知識點。ClassactivityT:Wonderful!Ifyourgroupalsohasthisphrase,pleasetickitout.Nownextone,Completethe“stopfromdoingsth.”sentenceswiththeWhocanmakeasentencecorrectformsofthewithit?givenphrasesintheS3:boxin2.(Teachotherphrasesinthesameway.)Step3:LeadtheSstocompletethesentenceswiththecorrectformsofthegivenphrasesintheboxinS1:Peoplehavecut2.downsuchalargeT:OK,wehavelearntthenumberoftreesthatkeyphrases.Nowletsfillin’thelandhaschangedtheblanksin2withtheintodesert.correctformsofthephrases.S2:,sothewindalwaysblowstheT:Lets’check.earthaway.S1:PeoplehavecutdownS3:,sowemustsuchalargenumberoftreesdosomethingtothatthelandhaschangedreduceit.

在辦理完課文知識點后,查驗學生學習狀況最好的方式就是做題,本課2,就是對1a知識點的穩(wěn)固訓練和學習狀況的檢測,也是提升學生綜合運用語言的能力。intodesert.S4:S2:,sothewindalwaysS5:blowstheearthaway.S3:,sowemustdosomethingtoreduceit.S4:S5:LeadtheSstolookattheLookatthephrases,聽力4的B部分phrases.Listentothelistenandcirclefor較難,教師指導passageandcirclethethefirsttime.Then學生在做“填空phrasesyouhear.Thenlistentwiceto類”聽力題時注listentwicetocompletethecompletethe意策略:聽前,sentences.Finish4.sentences.Finish4.能夠率領學生根T:Lookatthesephrases,據(jù)題目展望聽力what’sthemeaningof內容,降低難度;“becomeweaker”?S1:Itmeans“變得聽時,先掌握句S1:Itmeans“”更衰弱”inChinese.子的整體意思,變得更衰弱FinishinginChinese.只要要寫出單詞6Task4(10Classactivity的前兩個字母就mins)T:Right.HowaboutS2:Itmeans“損壞行;聽后,聯(lián)合“destroytheenvironment環(huán)境”.語境,將句子補”?S2:Itmeans損壞“環(huán)境”.充完好(假如是動詞短語,要特T:Nowlistencarefullyand別注意時態(tài),如circlethephrasesyouhear.果是名詞,要注...意單復數(shù)形式,T:OK,nowcheckthe假如是形容詞answertogether.WhichS41等,則要關注詞phrasesdidyouhear?S5性的變化)。S41S5Welldone.Nowlistenagainandfillintheblanks.Whenlistening,youcanonlywritethefirsttwolettersofeachword.Afterfinishinglistening,youhavesometimetocompleteyouranswers.Ready?T:OK.Itsa’bitdifficult.SoS6:NowsomekindsyouhaveonemoreminuteofanimalsaretocompletethesentencebecomingandpayattentiontotheS7:Someanimalsformsofverbs.aredyingoutcompletely.T:Lets’checktheanswersS8:andhadtogether.food.S6:NowsomekindsofanimalsarebecomingS7:Someanimalsaredyingoutcompletely.S8:andhadfood.SummariziClassactiv

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