“学案导学”教学模式的利弊分析.docVIP

“学案导学”教学模式的利弊分析 G381W901.jpg B. Choose the best answers. （1）In English-speaking countries, there aresome formal greetings, such as________. A. Hi, Hello B. Hi, whats up? C. How are you? How do you do? D. Have you had your breakfast/lunch/dinner? （2）Which of the following is NOT the usual customs of the USA? A. Bargaining. B. Tipping. C. Using knives and forks while eating. D. Sending a small gift to the host after dinner. （3）Which of the following is NOT a British custom? A. Ladies first. B. Talking about the weather. C. Tipping. D. Jumping the queue. （4）Making jokes about the bride and the groom is a wedding tradition in________. A. England B. both France and Germany C. the USA D. both Greece and Italy （5）There are three things that the British seldom or never do. They are________. A. giving tips, asking a woman her age and jumping the queue B. betting, drinking and tipping C. jumping the queue, asking a woman her age and bargaining D. bargaining, tipping and betting 3.知识梳理 知识梳理即学生对知识细节的深刻理解，对知识进行细致入微的分析。在梳理知识的过程中，学生的基础知识就会一步一步地积累，学生的自主学习能力和合作学习能力就会得到培养和提高。知识梳理要以考纲为依据，突出知识重点和难点，扫除知识盲点。知识梳理要遵循“悟、导、练”的原则，切忌以文本的形式对知识进行罗列。如M6 U3Reading（1）： Part A Skimming and scanning： Read the text fast and do Part A on page 34 and C 1C 2 on page 36. Part B Careful reading： Read the passage carefully and fill the table. G381W902.jpg 4.形成性测试 形成性测试即在学生学习完新课内容后，检查学生的学习目标和教师的教学目标是否实现，这个环节一是给学生演练的机会，二是对教与学中存在的问题进行诊断，为下一个矫正环节打下基础，以提高课堂教学的针对性和有效性。如M6 U3 Reading（1）: Choose the best answers according to the text. （1）The example Our American teacher is always talking about Thanksgiving... The British teachers didnt know what he was talking about... is used________ A. to support the argument that there are differences as well as similarities between West weddings B. to explain the concept of cultural differences between English speakers f