零售部晋升制度.docx
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零售部晋升制度.docx
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零售部晋升制度
Unit5SectionB
Reading
Doyourememberwhatyouweredoing?
TeachingProcedures
Unit5Whatwereyoudoingwhentherainstormcame?
SectionB2bDoYouRememberWhatYouWereDoing?
It'smygreathonortostandhereGoodafternoon,ladiesandgentlemen!
tosharemyteachingplanwithyou.I'llteachUnit5SectionB2b.Tomake
mypresentationclear,I'llpresentmyteachingplanfromsixparts..
I.Analysisofteachingmaterial
ThetopicofUnit5isaboutunforgettableevents.Thepassageof2bis
peoplecommonandAmericaneventstwoaboutimportantinhistorywhat
weredoingatthetimeofimportantevents.Studentsmaybenotfamiliarwith
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thetwoevents,soI'llprovidesomebackgroundknowledgewhenneccesary
toarousestudents'learninginterests.
II.Analysisofthestudents
StudentsinGrade8havelearnedpresentprogressivesincetheywerein
Grade7.AndtheycancommunicatewithothersinEnglish,usingthesimple
wordsandexpressions.Soit'snotdifficultforthemtolearnpastprogressive.
III.Teachingobjectives
AccordingtotheteachingmaterialandthestudentsinGrade8,I
designedthreeobjectives:
1.Theknowledgeobjectives:
Bytheendofthislesson,studentscanknowabouttheinformationofDr,
MartinLutherKingandtheSeptember11attack.Andtheycanmasterthe
importantwordsandexpressions,suchaspupil,completely,silence,take
down,date,towerandsoon.
2.Theabilityobjectives:
(1).Totrainstudents'readingability:
a.Studentscanpredict“Whatisthepassageabout?
”withthehelpofthetitle
andthepictures.
b.Studentscanretellthemainideaofeachpartafteransweringquestions.
C.Studentsdeveloptheabilityoffastreading,intensivereading,lookingfor
information,gettingthemainideas,catchingthekeywordsandmakinguse
ofinformationaccordingtothecontext.
2
(2).Toimprovestudents'writingability.
3.Themoralobjectives
(1).Toopposetheracismandterrorism.
(2).Torealizetheimportanceofjusticeandpeace.
(3).Studentslearntolovepeace,loveworld,lovelife
IV.Teachingkeypointsanddifficultpoints
Keypoints:
(1).Tograspthenewwordsandexpressions.
(2).Toknowthedetailsandgeneralideaofthepassage.
Difficultpoints:
Learntousesimplepasttenseandpastprogressivetodescribepast
events.
V.Teachingapproachesandlearningways
1.Teachingapproaches:
Iwilladopttask-basedlanguageteachingapproach,situationalteaching
approachandaudio-visualteachingapproach.
2.Learningways:
Cooperationandself–studyingwillbeinvolved.
VI.Teachingprocedures
Step1Warmingupandleadingin
1.Watchavideoaboutabigfire.
2.Leadinthewordsandexpressionsthroughtalkingwhatwerethey
3
doing.
3.Leadinthetextthroughtwodates.
A(设计意图:
通过身边发生的火灾引导学生用过去进行时提问,复习来导入课文主specialdays部分学习的内容同时导入个别生单词。
并用)
题。
Step2Pre-reading1.Lookatthetitleandpicturestoguess.
“What'sthepassageabout?
”
2.Readandanswer
Readthepassagefastandanswerthequestion:
What'sthepassageabout?
Whatpeopleweredoingwhenthetwoeventshappened.A.B.Whythesetwoeventshappened.
设计意图:
首先让学生根据图片和标题进行预测,再快速阅读把握全()文,了解文章中涉及的任务的地点,训练快速阅读的技巧。
Step3While-readingTask1:
Readthepassageanddividethestoryintotwoparts.
设计意图:
学生划分段落并通过跳读文段首句获取其大意,从整体上(对文章进行把握。
)
Task2:
Readpart1andanswer:
1).WhenwasDr.MartinLutherKingkilled?
2).Wheredidithappened?
3).WhatwasRobertAllendoing?
4).Howdidhisparentsfeel?
5).Whatdidtheydo?
被刺杀这一美国重要的历史·金路德马丁(设计意图:
学生通过阅读了解·事件。
体会用一般过去时和过去进行时描述过去的事,并把握描述事件4
(How),感受地点(Where),人物(Who),的要素:
事件(What),时间(When),
通过五个问题把握整个时间,并通过思维导图引导学生理解文章结构和具体的内容,为复述课文打下基础。
)Task3:
RetellEvent1:
April4,1968
WhenDr.MartinLutherKingwas...WhatInAmerica.
Event1
Where
waseatingdinner
Whatdidnottalk.....finished...insilence
completely
How
shocked
设计意图:
通过思维导图的方式引导学生从事件的几个要素来复述课[]文。
有助于学生对课文的整体把握,训练学生对关键句型的掌握。
Task4:
Readpart2andanswer.1.Watchavideo.
2.Readpart2andcompletethechart:
Who(KateSmith)Where
When
What
1.Hedidn'tNewAplanehitInShewas
wasIton
workinginthe
SeptemberworldYork.Believeher
heroffice.
friendat
11th,2001.tradecenter.
first.wastakenIt
by
2.Shewas
down
veryscared.
terrorists.
Task5:
Retellevent2
5
OnSept.11,2001When
The...Center...wastaken
What
WorldTradeCenter
KateSmithwas
What
Who
Shelooked...
How
scared
设计意图:
学生通过判断句子对错读第三段,让学生了解世贸大厦在(日被撞毁这一重要历史事件,培养学生做判断题找相似9月112001年反对恐怖主义,帮助学生了解恐怖主义,11句型的方法。
并通过9·视频,)培养热爱和平的精神品质。
Task4:
ListenandRead.设计意图:
学生通过边听边通读课文再一次把握全文,并纠正自己的发()
音。
Task5:
Summary.
6
April4,1968was...Dr.MartinLutherKing
InAmerica.1
Evenwaseatingdinner
RobertAllen
didnottalk....finish...in
silence
completely
shocked
OnSept.11,2001
The...Center...wastakendownbyterrotists.
KateSmithwas2
—Eventworking.....when.......
Shelooked...andrealized...true.
KateSmith
scared
的阅读策略,让“问题推进,图示总结”设计意图:
帮助学生感知并学习()学生根据思维导图回顾文章内容。
Step4:
Post-reading
Task1:
Discussthequestionswithyourgroup:
Whatisyourimportantevents?
①Wheredidithappened?
②Whendidithappened?
③Whatwereyou/yourfriendsdoing?
④Whydoyouremembertheevent?
⑤设计意图:
学生通过模仿老师给的示范,讨论对自己而言最重要的事,(学会用一般过去时和过去进行时来描述过去发生的事,进而为写自己的)
故事做铺垫。
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Task2:
Writeanessay.
Peopleoftenrememberwhattheyweredoingwhentheyhadimportant
eventsintheirlives.Forme,myimportanteventis__________.I
_________on_______.Iwas_______andmyfriend/...was__________.I
remembertheeventbecause_____.
(设计意图:
本环节为输出环节,学生通过写作,学会用一般过去时和过去进行时叙述过去事情,描述事件时要注意包括事件的要素“事件—时间—地点—人物—感受”,提高写作能力。
)
Task3:
EmotionEducation
Step5:
Homework.
1.Ifyouhavetime:
SurftheInternetandlearnmore
importanteventsinhistory.
2.Enjoythevideo--IhaveadreambyDr.MartinLutherKing
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- 关 键 词:
- 零售 晋升 制度
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