Unit15 Learning- lesson4教材分析和导入设计（北师大必修5）

Unit15 lesson4教材分析和导入设计（北师大必修5）Unit15 learning第3节 lesson4understanding本节教材分析（1）三维目标Knowledge and skills:1. Get students to learn some words and expressions related teachers2. Improve students writing ability.3. Develop the students understanding about“wish” and “should” to express regret4. Learn disagreement and contradiction politely.Process and methods1.Questions-and-answer activity2.Individual, pair or group work to make every student work in class.3.Discussion to help students understand better what they have learn.Emotion, attitude and values 1. Arouse the students interest in learning “wish” and “should have” to express regret2.To practice Ss reading comprehension skill: reading to understand emotion3.Make students become familiar with the detailed information about the text.4.To practice Ss reading comprehension skill（2）教学重点1.Improve thw studentss integrating skills（3）教学难点1.Some students may still feel they need to understandevery word in reading text in order to do the exercises（4）教学建议1.discussing method .pair work or group work to discuss a certain topic新课导入设计导入一Life-learning School Win Hearts of ChildrenAt Garehime Elementary School in Las Vegas, students have their own currency, postal service, and court system. This microsociety teaches more than reading and writing. It teaches life and leadership. Unlike the common teaching-and-learning system, teachers and students here create a united world. Everyone is a leader, everyone has a paying job, and everyone is held accountable. Their mission is to help people to become responsible citizens of a democracy, says Francis Summers, the schools principal. Baby entrepreneurs are no strange phenomenon. They worked in partnership with some of their childhood friends while refining their managerial skills. For example, the school bank, the backbone of all of Garehimes business, its also run by the students. The instructor said that students interest and skill had always increased. The school opened two years ago, in an effort to ameliorate the overcrowded school system in Las Vegas. It is considered a success story by any standard measures. And surprisingly, the school had no habitual disciplinary problems or truancy in its first year. Garehimes microsociety is a model for building leaders when you have few resources but lots of passion. However, summers, the schools principal doesnt want Garehime to be an odd among schools but the norm.导入二Lifelong learningOverview The latest knowledge and successful practices of planning and implementing education for lifelong learning suggest that lifelong learning is more than just education and training beyond formal schooling. A lifelong learning framework encompasses learning throughout the life cycle, from birth to grave and in different learning environments, formal, non-formal and informal.An essential element of lifelong learning is the concept of all children of primary school age to complete a good-quality primary school program through the Education For All (EFA) initiative. However, this is often not sufficient as social and economic development of a country is increasingly dependent upon the knowledge and skills of its citizens in the global knowledge economy. Lifelong learning thus requires a system of learning which provides every citizen with many routes to learning opportunities including all levels and forms of education and training beyond EFA as they need them rather than because they have reached a certain age. A system of lifelong learning also requires mechanisms to recognize the skills acquired through different channels so that people can move from one level or one form of learning to another. Core Lifelong Learning ActivitiesThe concept of learning is facing fundamental changes in the context of the global knowledge economy. One important source of changes is the accelerating speed of scientific and technological advancement; and the resulting changes in the society and economy (or labor market) at any given time. Another reason for new conceptions of leaning is the fact that diverse and innovative approaches to learning is increasingly available to accommodate the needs of people with diverse background and levels of skills and competences. Learning beyond traditional education, training and vocational educ