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学生通过跳读来找出每段的大意,再根据每段大意,划分全文的结构。
通过精读三个部分,获取巨石阵相关信息并完成思维导图。
深度阅读由Paul Stoker对巨石阵建造者的评价展开,层层推进,由此让学生们分组讨论,各抒己见,再将学生们的观点融合,让学生们表达从这些伟大的建造者身上学到了什么。最后由How can we also make a wonder?让学生思考并发生情感迁移,然后引出本节课的情感目标:Keep trying to do what we want and make great plans with our partners.
创建不同的语言环境,以小组的形式,在不同的语境下,用对话的形式来复述整篇文章的内容。
介绍世界上另外两个人造的未解之谜,学生仍然以小组的形式搜索所需信息,任选一个写一篇报告,并为之后的说明文写作课作好铺垫。
Teaching Aims:
Students can get general information from the title and the picture before reading.
Students can get basic information from the passage while reading.
Students can retell the main idea of the passage after reading.
Make inferences by using must, might, could and can’t.
Know the usage of linking words or phrases.
Teaching focus and difficulties:
Focus: Reinforce the usage of modal verbs for making inferences and
master the usage of linking words or phrases.
Difficulties: how to use the linking words or phrases rightly
Teaching strategies:
working individually
cooperating in groups
Teaching procedures:
StepⅠ Leading in
Activities
Aims
Evaluation
Set a riddle.
To let Ss be aware of the usage of linking words or phrases.
To make inferences by using modal verbs.
To lead in the topic.
Ss can give their different guesses according to three tips from the riddle.
Step Ⅱ Pre-reading
Activities