文档介绍:of rural drinking water sources, protection of drinking water sources in rural areas by the end of the delimitation of tof protection, complete with warning signs, isolating network protection facilities
学****文档 仅供参考
of rural drinking water sources, protection of drinking water sources in rural areas by the end of the delimitation of the scope of protection, complete with warning signs, isolating network protection facilities
,兼顾听说,并包括词汇、语法学****活动。 
 unit1中已经接触过过去时,对本单元的时态不会感到陌生。 
,口头及书写表达能力较薄弱,但在课堂中还是很活跃。 
三.教法分析 
:把学生分组,让他们参与讨论,交流,合作从而获得知识,技能,情感体验。 
:主要通过图片、录音机等多种媒体手段提供让学生看、听、说的练****时机。 
:老师提问、学生答复,学生互问互答等方式,让学生利用图片进行交流,让学生在做中学,在实践中获得信息****得英语。 
四.教学过程设计〔45分钟/课〕 
 (一) 课前准备 
:布置学生复****unit1词汇,预****记忆本单元词汇。 设计意图: 
让学生养成先预****再学****培养学生自主学****词汇的好****惯,同时为课文阅读做好充分的准备。 
:上完M8 Unit1后,以小组为单位,让学生猜想Goldilocks 吃完碗里的美味食物之后会发生什么事情。
of rural drinking water sources, protection of drinking water sources in rural areas by the end of the delimitation of the scope of protection, complete with warning signs, isolating network protection facilities
学****文档 仅供参考
of rural drinking water sources, protection of drinking water sources in rural areas by the end of the delimitation of the scope of protection, complete with warning signs, isolating network protection facilities
 设计意图: 
让学生提前猜想故事的发展,以小组的形式,不仅锻炼了学生口头表达能力和合作能力,又为接下来的文章学****做好了铺垫。 
(二