《英语》（新标准）（大学三起）五大学下册m6u2教育方案
unit 2：第二课时
1. 了解并运用本课要点单词：east, best, rest, have a rest, ride, rode
2. 掌控本课方针句型：sherode a horse. she climbed the tianshan mountains.
1. 能正确了解并运用本课的要点单词和句型。
2. 能运用所学言语介绍人物的旅行阅历，并结束介绍旅行阅历的小练笔。
培育学生的爱国精力，了解旅行的真实意义。
运用所学言语介绍人物的旅行动历。
教育战略
在阅览教育的进程中选用“使命型教育法”，选用小组协作学习的方法，以快乐喜爱激起学生，以使命驱动教育。
教育内容
（含时刻设置）
教育活动
歌谣热身。
使用天然拼读办法，让学生比照学习：east/west, rest/best, north/south
使用歌谣让学生温习方位名词，激起学生的学习快乐喜爱。
教师出示我国地图，扼要阐明地图上各个方向的代表城市，发问学生：“where is sanya?”引导学生说出：“it’s in the south of china.”最终教师指着新疆对学生说：“we know that lingling went to xinjiang last year. her grandmother lived there, and she had a wonderful time there. now let’s learn more about lingling’s xinjiang travel. after that you can write about your travel experience.”
引入本课主题，呈现使命。
1. 让学生就玲玲的旅行用where, when, who, what等疑问词提出疑问。
2. 听课文录音，答复疑问。
q1: where did ligling go?
q2: when did she go there?
q3: who did she go there with?
3. 读课文，答复疑问。
question: what did she do there?
answers: she rode a horse.
she climbed the tianshan mountains.
she visited the tianchi lake.
(learn the new words: ride, rode. and review climb, climbed; visit, visited.)
4.看动画并跟读。
5. 学唱英语歌曲。
让学生提出疑问，激起学生对文本故事的猎奇心，再经过听力让学生处置疑问，培育学生根据疑问获取首要信息的才能。
先让学生猜测玲玲在新疆都做了哪些作业，引发学生的猎奇心。带着疑问和同学们方才的猜测来感知本课要点句型，并对lingling在新疆的旅行进行简略的晓得。
step 4:practice ande
xtension
(about 15minutes)
practice:
1. 结束讲义activity 3。
2. 谈论你的旅行阅历，并写一写。
t: i had a trip last year. can you ask me some questions?
ss:where did you go?
when did get there?
did you go with your parents?
what di d you do there?
…
教师范文：
i went to qingdao last year. i went there with my daughter. it is in the east of china. i went there by bus. we took some photos. we had a good time there.
让学生两人一组，谈论以上疑问，然后写一写自个的旅行阅历。
对本课所学常识进行收拾和安靖。
介绍自个的旅行动历，在第一单元的基础上，完善对模块论题的笔头输出操练使命。
classroom assessment
language encouragement
stickers
经过不一样的奖赏方法，让学生有快乐喜爱来答复教师的疑问，抵达让学生勇于运用英语的意图。
blackboard design
module 6 unit 2 she visited the tianchi lake.
1. retell the text toyour familyand your friends.
2. share the better travel experience with your friends.回来搜狐，查看更多
责任修改：
