Unit 2 Teams Lesson 6 A Special Team 教案（2课时，表格式）

Unit
2
Teams
Lesson
6
A
Special
Team
【第一课时】
【学习目标】
在本课学习结束时，学生能够：
1.
通过阅读短文，获取有关一个团队在地震中如何自救的信息；
2.
通过阅读，在语境中了解resort,
flashlight等词的语义；初步运用call
for
one’s
attention,
encourage,
support等有关地震和团队的词汇；
3.
体会在地震这种特殊的时期团队的重要性。
【学习内容】
学习过程
学习意图
互动模式&时间
Getting
Ready
Step
1
T
asks
Ss
to
look
at
the
website
presented
on
the
PPT
and
tells
Ss
something
big
happened.
T
presents
pictures
on
the
screen
and
teaches
new
words.
Meanwhile,
T
asks
Ss
to
take
a
guess
what
might
happen
in
the
text.
New
words:
ruins,
earthquake,
special,
couple,
resort,
on
holiday,
take
a
walk,
heavily,
flashlight,
blanket
Q：1.
What
are
the
people
doing?
2.
What
happened?
导入本单元话题，激发学生对话题的兴趣。
预教词汇。用图片的形式，生动地呈现词汇，引导学生推测出地震的发生。
IW
CW
4’
Pre-reading
Step
2
Warm-Up
T
asks
Ss
to
predict
the
main
idea
of
the
passage
according
to
the
picture
and
the
title:
What’s
the
passage
mainly
about?
New
word:
special
读前预测。通过预测，激发学生读的兴趣，为学生在读中捕捉关键词做准备。
IW:
1’
While-reading
Step
3
1st
reading
Ss
read
the
story
and
finish
Ex.
2
with
correct
numbers.
Ss
check
answers
in
class.
T
asks
Ss
to
choose
the
main
idea
of
the
story.
New
words:
last,
divide…into
2nd
reading
T
introduces
the
basic
structure
of
a
story:
setting,
development
and
ending.
Ss
read
the
story
and
divide
the
passage
into
three
parts.
3nd
reading
Ss
read
part
by
part
and
finish
the
exercises.
Part
I
(1-2)
WHEN?
WHERE?
WHO?
WHAT?
Ss
finish
the
sequence
of
the
event
and
learn
some
new
words.
Part
II
(3-5)
Ss
complete
the
table
according
to
the
passage:
1.
Mr.
Lin
decided
to__________.
He
______
everyone’s
attention.
They
_____
to
the
ruins
to
_______
food
and
blankets.
追问：
1)
How
many
blankets
did
they
find?
2)
How
did
they
solve
the
problem?
New
words:
take
the
lead,
call
for…attention,
enough
2.
Mr.
Lin
______
the
people
____
five
groups.
He
also
_______
all
the
mobile
phones
and
________
each
group
had
one.
The
group
leaders
______
their
mobile
phones
to
make
everyone
________.
追问：
1)
What
did
the
group
leaders
do?
2)
Why
did
they
do
that?
New
words:
divide…into
3.
The
people
started
to
_____
the
mountain.
The
journey
was
_____,
but
they
_____
and
_______
each
other.
追问：
1)
Was
it
easy?
2)
How
did
they
make
it?
New
words:
encourage,
support
Part
III
(6)
What
was
the
ending
like?
Ss
check
answers
in
pairs,
then
in
class.
4th
reading
Ss
listen
to
and
read
the
dialogue
after
the
recording.
通过第一遍读，核查预测是否准确。引出地震这一事件。
通过第二遍读，获取有关地震事件的信息。段落的划分帮助学生梳理文章脉络：setting-development-ending。
通过逐部分阅读，不断地追问加深对课文的理解，并结合问题处理相关生词。
通过朗读，学生纠正语音语调，进一步内化对话信息和语言。
IW
PW
CW
20’
Post-reading
Step
4
T
asks
Ss
to
discuss
the
following
question:
Why
did
they
feel
lucky?
T
asks
Ss
to
finish
Mr.
Lin’s
diary
with
the
help
of
the
outline.
Mr.
Lin’s
diary
got
wet
in
the
heavy
rain.
Please
finish
the
diary
with
the
information
we
read
in
the
passage.
T
asks
Ss
to
retell
the
story
one
by
one.
深化课文理解，突出团队精神。
以日记的形式引导学生回忆课文内容，并加深理解，实现语言输出。
IW
PW
CW
15’
Homework
思考为什么这是一个“特别的”团队。
【第二课时】
【学习目标】
在本课学习结束时，学生能够：
1.
通过复习课文，在语境中运用描述团队活动的相关词汇：take
the
lead,
call
for
one’s
attention,
divide…into…,
encourage,
support,
etc.；
2.
通过复习课文，在语境中发现和归纳介词在短语on
holiday,
in
just
two
minutes,
at
that
moment,
not
enough…for,
divide…into,
use…as中的语意和语用功能；
3.
运用本课所学词汇和介词短语，描述一个身边的特殊团队。
【学习内容】
学习过程
学习意图
互动模式&时间
Review
Step
1
T
asks
Ss
to
recall
the
details
of
the
story
they
read
in
the
last
lesson.
T
presents
a
task
to
Ss:
an
interview
1.
Ss
work
in
pairs
2.
Ss
choose
the
roles
randomly
(one
is
a
team
member:
Mr.
Lin,
Mrs.
Lin
or
any
other
team
member;
the
other
is
a
journalist)
3.
Ss
work
individually
first:
1)
The
team
member
writes
down
what
he
did
and
how
he
felt
in
the
earthquake.
2)
The
journalist
writes
down
the
questions
he
wants
to
ask.
4.
Ss
act
out
the
interview.
学生通过复述课文，复习语言知识。
IW
PW
15’
Step
2
T
leads
Ss
to
think
about
the
reasons
why
it
is
called
“a
special
team”.
T
asks
Ss
to
discuss
about
“team”
first:
What
have
they
done
as
a
team?
Ss
finish
the
sentences
in
Ex.
5
and
check
answers
in
pairs.
T
collects
answers
from
Ss
and
leads
Ss
to
think
about
the
important
factors
in
a
team
by
asking:
What
can
we
learn
from
this
team?
※In
this
way,
Ss
can
summaries
what
a
good
team
is
made
up
of.
T
asks
Ss
to
discuss
about
“special”
together:
1.
Have
they
prepared
for
what
happened?
2.
Was
it
a
difficult
journey
for
them?
Why?
Ss
finish
the
sentences
in
Ex.
6
and
discuss
in
what
way
the
team
is
special.
Encourage
Ss
to
feel
the
meaning
of
the
preposition
in
sentences.
T
presents
a
passage
and
asks
Ss
to
fill
in
the
blanks
with
proper
words.
利用Ex.
5中的句子，引导学生关注影响“团队”的重要因素，从而复习与团队相关的词汇。
利用带有介词短语的句子，引导学生体会这个团队的“特殊性”，同时也引导学生关注并体会这些介词短语的语义。
通过短文填空，实现对目标语言的机械操练。
IW
PW
CW
10’
Language
in
use
Step
3
T
invites
Ss
to
talk
about
the
special
teams
they
know
and
emphasizes
the
“special”
aspects
in
these
teams.
Ss
talk
about
the
special
teams
around
them.
T
asks
Ss
to
think
about
a
special
team
they
were
in.
Ss
discuss
in
groups:
1.
Setting:
who,
when,
where
and
what?
2.
Development:
What
problems
did
you
meet?
What
have
you
done
as
a
team:
who
took
the
lead;
how
did
you
encouraged
and
supported
each
other?
3.
Ending:
T
invites
Ss
to
talk
about
their
special
team.
紧紧围绕“团队”这一话题，引导学生讨论身边的特殊团队。最后让学生谈论他们所在的某个特殊团队中的所做所感，从而达到语言的综合运用。
IW
PW
CW
15’
Homework
1.
以“A
Special
Team”为题，描述你所在的某个特殊的团队。
2.
跟读录音，进行语音训练。