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Ability objectives:
Students can get a good understanding of the passage.
Effective objective:
Cherish happy life; Help others
学情分析Analysis of the Students
在Section A部分学生已经学习了有关“how to get to places”的三大句型及回答:How do you get to…? How long does it take? How far is it from… to… 具备一定的语言知识,可以用自己的语言简单表述自己的上学方式,路程距离和所用时间。另一方面二十八中教育集团青云学校地处城乡结合部,留守儿童占一定的比例。整体来说,英语这科是他们的弱项,大多数孩子对英语这科不太自信。他们理解和分析语言的能力相对来说较弱。本篇课文较长,且文中生词较多,学生对语篇的理解会出现困难。因此,要特别注意在正式阅读前,尽力帮他们清扫阅读障碍,以便顺利地完成本节课的教学任务。
重点难点 Teaching important and difficult point
Important and difficult point:
Get a good understanding of the passage.
教法与学法Teaching method and Learning method
Teaching method: Task-based Language Teaching
Learning methods: Self learning, Cooperative learning
教具 Teaching aids
Multimedia, blackboard
教学过程Teaching procedures
Step1 Greetings.
Step2 Pre-reading
用三个学生已经掌握的问题来进行导入,从已知的知识入手,舒缓学生学习新知识的心理压力,增强自我效能感,激起学生的学习兴趣。
How do you get to school?
How long does it take?
How far is it from your home to school?
通过师生对话,小结各种上学方式。Some students go to school on foot; Some students go to schoolboy bike; Some students go to school by bus.此时,抛出问题: Do you think it is difficult or easy for us to get to school? 对于我们,到学校上学是比较容易的。可是,对于一些特殊的孩子而言,上学却不是一件容易的事情。然后呈现文中的图片,非常自然地过渡到今天要上的内容。
充分讨论图片。What can you see in the picture?
Are they students? Why?
The river is small or big? It runs slowly or quickly?
What are they doing?
Why do they go to school like this?
Are they afraid?
(该环节在讲到village, bridge, between…and…时,可以呈现相应图片,便于学生理解)
在讨论中,尽量多地引出多生词和重点句型:river, village, between… and…,bridge, boat, afraid…尤其是难句子…go on a ropeway to cross the river to school的引入和提前练习,特别关键。该步骤对于学生进行正式阅读意义重大,提前解决的大部分的生词和难句,清扫了学生的阅读障碍,为后面教学任务的顺利进行奠定了基础。