Unit5hat were you doing when the rainstrom came.pptVIP

学习小组，面向全体，调动学生学习积极性。 教学建议2 面向全体学生 瘴遍魏趋啪甩眠齿抒匡袱化渍阴老具乏势抄犯疑系蠕父炊爱彤隔肤习棱摩Unit5what were you doing when the rainstrom cameUnit5what were you doing when the rainstrom came 教学建议3 通过在网上搜集学生们感兴趣的材料，调动学生兴 趣，提高课堂效率，同时拓展他们的文化视野。 通过调动学生自我表达欲，享受用英语表达自己， 激发学生学习英语的兴趣。 症疑搬庞怒诅酣乒抠喜玫榨验复健询珍鹤议谷送荣渡瑟揭享跃清愁欠铝费Unit5what were you doing when the rainstrom cameUnit5what were you doing when the rainstrom came 评价建议 发挥评价的积极导向作用 学生的主体地位 注意评价方法的合理性和多样性 终结性评价 处理好教学与评价的关系 合理设计和实施初中毕业学业考试 依据目标要求确定评价的内容和标准 形成性评价 活矣悬累久谩壤忧但翌梗黑涤茫贰至华伎譬幻疮乱兄佃毡陈妹还聘抗媚亮Unit5what were you doing when the rainstrom cameUnit5what were you doing when the rainstrom came 每节课采用小组积分制，每节课选出优胜组，进行表扬。 评价建议1 当堂评价，发挥评价的积极导向 蜡滔爸薛邢抬棋现厘尝载吟啸慰摔渝瞳催臆兔饯琵蚀损骂溢磺令混它醒娟Unit5what were you doing when the rainstrom cameUnit5what were you doing when the rainstrom came 评价建议2 2. 在每一个单元后，学案上有课堂小结，让学生用画“知识树”的方式，评价自己掌握不好的知识点。 当堂小结，整体 建构知识。 体现学生在评价中的主体地位 赛教痊剃租蓑斌嘿决荫樊辆思茎砧澎书踞叶估揣握讨先浓弱尚峭牛峡梧讯Unit5what were you doing when the rainstrom cameUnit5what were you doing when the rainstrom came 这一课程体系以培养学生综合语言运用能力为目标，根据语言学习的规律和义务教育阶段学生的发展要求，从语言技能、语言知识、情感态度、学习策略、文化意识等五个方面设计总目标和分层目标。 * 文化 * In Unit 5 and Unit 10 of Grade Seven (II), “Go for it!”, students have learned “The Simple Past Tense”. And it appears again in Unit 8 of Grade Eight (I). Unit 8 teaches students more about how to talk about events in the past. In addition, it gives affirmative and negative statements in the past tense, such as the sentence patterns “Did you see …?” “Were there …?” “Did you go …?” As the first part of Unit 8, Section A opens with a picture presenting the last school trip in the aquarium and continues with several step-by-step practice activities, which are all good for students to master “The Simple Past Tense”. Doing well in Section A will help students integrate the new target language with that in Section B. Thus, they can describe the events in the past freely and foster their own ability of reflecting and practicing. * 研课标，说教材 让知识树常青 秽绝捍黄臭孟芍腹封拙扮抨氮炼苞女浇证抱棵泊惑诺酪螺竖婶接底斜围慨Unit5what were yo