牛津译林版选修十unit 1《building the future》优秀教案重点资料docWord文档格式.docx
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牛津译林版选修十unit 1《building the future》优秀教案重点资料docWord文档格式.docx
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Step1Brainstorming
Theteacherbeginsthelessonbyaskingstudentstofindoutthecausesofpovertyandthepossiblesolutionstotheproblembymeansofpairwork.
【设计说明】教师通过学生头脑风暴活动进入本单元的主题“Buildingthefuture”。
Step2Pairwork
Askstudentstolookatthefourpicturesanddiscussquestionsaccordingtotheeachpicture.
【设计说明】利用图片帮助学生结合自身的经历和生活经验展开两人活动,培养了学生的听说能力。
Step3Groupdiscussion
AskstudentstofindoutthegreatchangesthathavetakenplaceinWuxi,wheretheyarelivingandstudyingsothattheywillcaremoreabouttheirhometownandtrytheirbesttolearnmoreknowledgetoservethehometowninthefuture.
【设计说明】教师让学生通过小组讨论,谈谈他们生活和学习的城市无锡的巨大变化,真正做到学以致用,把发生在身边的事情用英语表达出来,做到了“Localization”。
从而通过小组讨论培养学生合作学习的能力。
●Period2Reading
(1)
1.TrytohelpSsknowsomethingaboutthepovertyindevelopingcountriesandthewaytohelpthemsolvetheproblem;
2.TrytocultivateSs’abilitiesinlistening、speaking、readingandwriting;
3.HelpSsmasterthereadingstrategy:
understandingatitle.
Step1Introduction
Theteacherbeginsthelessonbyaskingstudentstosaysomethingaboutthetitle.
【设计说明】作为文章的导入,为阅读理解做好热身准备。
Step2Scamming
Askstudentstotrytofindouttheanswerstothethreequestionsinaveryshorttimewithoutfinishingreadingthewholetext.
【设计说明】培养学生快速阅读技能,不需要通读全文就能找到答案。
Step3Silentreading
Askstudentstoreadthepassagecarefully,tryingtofindoutthemainideaofeachparagraph,finishthetrueorfalsequestionsandanswerallthesevenquestions.
【设计说明】有目的地默读,帮助学生寻找信息。
Step4Comprehension
Askstudentstofinishthetrueorfalsequestionsandanswerallthesevenquestions
Howmanypeoplearequotedinthearticle?
【设计说明】检查学生的理解效果。
Step5Listeningandreading
Askstudentstolistentothetapeandreadafteritsothatthestudentswillhaveabetterunderstandingofthetext.
【设计说明】在课文理解完毕的基础上听读课文,不仅能更好地理解课文,而且训练了学生的听读能力。
Step6Readingstrategy:
understandingatitle
Helpstudentstomasterthereadingstrategy:
【设计说明】帮助学生掌握阅读策略,怎样理解文章题目。
Step7Summary
Askstudentstofillintheblanksaccordingtowhattheyhavelearnedformthepassage.
【设计说明】这也是检查学生理解效果的一种重要手段,同时也培养了学生写的能力。
Step8Groupdiscussion
Askthestudentstalkaboutthetwotopicsbyworkingingroups.
【设计说明】这是阅读理解课的最高层次,培养学生的听说能力及发散思维能力和创造能力。
Step9Homework
Askthestudentstowritea150-wordpassageabouteitherofthetwotopics.
●Period3Reading
(2)
1.Learnthelanguagepointsinthepassage.
2.Practicelistening、speakingandwriting.
Step1Learnthenewlanguagepoints
1.shock
v.震动、震惊A.sth.shocksb.B.sb.beshocked(todo)C.sb.beshockedthat…
Agreatnumberofpeopleintheworldaresufferingfromhunger,whichgreatlyshocksus.
=Wearegreatlyshockedthatagreatnumberofpeopleintheworldaresufferingfromhunger.
=Wearegreatlyshockedtolearnthatagreatnumberofpeopleintheworldaresufferingfromhunger.
n.震动、冲突、震惊
Agreatnumberofpeopleintheworldaresufferingfromhunger,whichisagreatshocktous.
Itgivesusquiteashocktolearnthatagreatmanypeopleintheworldaresufferingfromhunger.
2.intendv.
A.sb.intendtodosth.打算做某事
WhatdoyouintendtodothisSunday?
Iintendedtovisityoulatnightbutitrained.
B.sb.intendsb.todosth./sb.beintendedtodosth./sb.intendthat…打算让某人做某事
Theyintendtheirsontotakeoverthecompany.
=Theirsonisintendedtotakeoverthecompany.
=Theyintendthattheirsonwilltakeoverthecompany.
C.sb.intendsth.assth.=sth.beintendedassth.
sb.intendsth.forsb.=sth.beintendedforsb.
sb.intendsth.forsb.assth.=sth.beintendedforsb.assth.
Mother’sdaywascoming.Tomboughtsomeflowersforhismotherasagiftinhonorofhismother.
Tomintendedtheflowersasagift.=Theflowerswereintendedasagif.
Tomintendedtheflowersforhismother.=Theflowerswereintendedforhismother.
Tomintendedtheflowersforhismotherasagift.=Theflowerswereintendedforhismotherasagift.
Thejoke,intended(intend)topleasetheaudience,turnedouttobeveryboring.
3.doubt
1)doubtsb./sth.
SarahdoubtedHannah.
SarahdoubtedHannah’shonesty.
2)doubtwhether/if…
Thereissomedoubtwhether/if…
Sb.hasdoubtswhether/if…
SarahdoubtedwhetherHannahwashonest.
TherewassomedoubtwhetherHannahwashonest.
SarahhadherdoubtswhetherHa
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