教学目标

1. 能掌握以下单词和结构：

drive, live, stop, think of, cross, river, many, village,   villager, between, between…and…, bridge, boat, ropeway, year, afraid, like,   dream, come true 

It is +adj.+(for sb)+to do sth. It takes sb some time to do sth等。

2.运用阅读策略理解课文并能获取相关信息，并能利用核心句型表达这一主题。

3. 通过对偏远山区学生入学交通方式状况的描述，比对我们自己的情况，认识到作为社会同龄一员的责任与重担。

教学重点

理解课文主题，利用思维图讲述故事。

教学难点

能够了解因地域文化差别所造成的出行方式的差异。并能够反思自我，懂得珍惜现有的生活和学习。

教学方法

Listening   and pair wowk

课前准备

教师

制作能反映各种活动和交通方式的课件

学生

金太阳导学案，设计一个较为合理的出行计划

教学活动设计

教师活动

学生活动

设计调整

Class   opening

1.   Greet Ss as usual.

2. Show   teaching aids such as model planes and ropes.

Talk   about how to get to places.  

Ⅰ.   Lead -in

Ⅱ. Pre-reading

1.Word study with picture   presenting.

Create situations to learn   words.

2.2a. Predict according to the   title and the picture.

Ⅲ.While-reading

1. Skim   for the main idea.

2.Scan   for detailed information

3.Read   for further understanding

Ⅳ.Post-reading

1. Deal   with complex sentences

 2. Draw mind map

Ⅴ.Show time

.

Ⅵ.Summary and share

Homework

1. Make   a poster

2. Ask   Ss try to retell the passage after class.

Guess   the means of transpotation

Watch a   video

Study   new words

Look at   the pictures and learn the new words.

Answer   the question ,What is the passage about?

What   does the passage  talk about? And find   out the topic sentence.

Groupwork.

2b.Question   first, then locate and find   the answer.

Finish 2c.   Guess first to go faster.

Before   2c,guess the missing words to complete the sentences.Find more quickly when   scanning. It will give them some ideas about what words or types of words   they are looking for.

Finish   off some exercises in the workbook in groups.

Retell   the passage with the

teacher’s   help.

A reporter from CCTV   wants to interview(采访 )Liangliang, so make a conversation with your

partner.

Let's help each other   and love each other, then the world will be better and better!

Review   what they have learnt in this unit.

Play a video   to wave the seeds of emotional education.

Check   vocabulary learning. and focus on pronuncitation. lead to the theme of the   story.

They   have a strong desire to read.

Grasp   the details of the message in light language.

Reading   questions first can help students predict what the passage might be about and   in turn activate any knowledge or vocabulary that might help students better   understand the passage.

Recognize   descriptive words between adjectives and adverbs.

Refine   the core.information.

Use   target language,and know that thoughts and culture collide.

Consolidate   what you have learned. Develop ideas and sublimate themes.

Report the   text and write in target language.

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书

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