Unit 6 Let’s Learn Chinese教学目标教学重点根据课文信息，正确回答文章下面的问题教学难点通过阅读课文，找出文章有关越来越多的外国人学习中文的原因教学方法讨论小组合作学习教学准备PPt courseware教学过程教师活动设计学生活动设计设计意图时间安排Warm-upGreet with the Ss.Talk about the pictures “Why do people learn English ?”ReadingPre-reading Vocabulary learning1. Lead inShow the students two pictures and get them to answer questions.2. New words learningPresent ten expressions to Ss.Do some drilling of the ten new expressions.Have an oral test of the new expressions. 3. Lead-inShow Ss three pictures and ask some questions.While-reading1. Fast ReadingGet the Ss to read the passage for the first time and match the main ideas with the Paragraphs .2. Detailed readingRead the passage for the second time one part by one part1) Read the first part and answer two questions:The third reading Get the students to fill in the blanks with the new words and grammar words .Post-reading1) Exercise 2 and Checking 2) Exercise3 and Checking3) Get the Ss. to say sth. about Kimi according to the questions .4）Summary (conjunctions of adverbial clauses) Greet with the teacher and answer the teacher’s questions .1. Look at the pictures and try to answer the teacher’s questions.2. Try to remember thespelling according to the pronunciation and Chinese meaning.3.Look at the pictures, listen to the teacher and try to answer the teacher’s questions.1. Read the passage and finish off the tasks..2. Read the first partagain and find out the answers, check the answers in pairs.3. Check the answers in class.1.Finish the exercise and check the answers . 2.conjection of adverbial clauses learning. 3.Say something about吸引学生注意力，激发学生学习英语的兴趣，复习1、进入到新知识的学习状况中2、用速记法培养和训练学生记忆词组的能力3、通过图片导入新课，这样可以激发学生对新知识的渴望。
本环节将训练和培养学生览读的阅读策略获取信息并抓住文章大意的能力通过活动的设计帮助学生对文章进行整体理解巩固重点词语与语法词汇的学习与应用提供多样的阅读形式调动学生阅读的积极性培养学生根据语境判断词义的能力巩固语法词汇的学习培养学生语言表达能22板书设计 Part2 reading and writingWho is kimiWhy does she learn chinsesHow does she getting along with her chineseWhat does her parents think of the life in china 课后反思从策略上，加强学生实际问题的研究，做到缺什么、补什么，从对象上，要重点关注学科明显薄弱的学生，采用教师定学生、师生结对、等有效形式使学生随时能得到。
