Unit 6 The Unexplained Lesson 17 True Stories 教案（2课时，表格式）

Unit
6
The
Unexplained
Lesson
17
True
Stories?
【第一课时】
【学习目标】
在本课学习结束时，学生能够：
运用形容词描述怪异的生物；
通过阅读，获取文中三段有关怪异生物的信息；
运用文本信息，在小组内分享自己感兴趣的怪异生物；
对神秘事物保持探索的兴趣。
【学习内容】
学习过程
学习意图
时间
Pre-reading
Warm
up
Warm
up
and
get
ready
for
reading
Lead
in
by
a
story
T
told
a
story
to
Ss
to
lead
in
the
class.
Q:
Do
you
think
the
story
is
real
or
imaginary?
2.
Know
more
things
about
unusual
creatures.
T
shows
some
pictures
and
then
asks
Ss
to
describe
using
adjectives.
3.
Discuss
in
groups.
Did
you
hear
of
these
unusual
things?
Do
you
think
they
are
real?
激发兴趣，导入本课话题和词汇。
5’
While-reading
1st
reading
1.
Skimming
the
text
and
get
the
main
idea
of
the
story.
Ss
are
going
to
skim
the
text
and
match
the
pictures
with
the
stories.
Story
1
Picture
1
Story
2
Picture
2
Story
3
Picture
3
2.
Prediction
Q:
Are
these
unusual
things
real?
通过快速阅读、匹配图片，培养学生快速获取大意的能力。
2’
2nd
reading
What
unusual
things
are
mentioned?
Get
the
Ss
to
read
the
second
time
and
try
to
find
what
unusual
things
are
mentioned
in
stories.
Story
1：A
strange
man.
Story
2：A
strange
creature
in
the
water.
Story3：A
huge
creature
in
the
sea.
通过找出故事中提到的不寻常的事物，培养学生概括的能力。
3’
3rd
reading-
deep
understanding
Read
the
story
1
and
fill
in
the
blanks.
Add
more
questions:
Read
the
Story
2
Add
more
questions:
Read
the
story
3
and
fill
in
the
blanks.
Add
more
questions:
通过细节阅读，帮助学生理清作者在介绍三个故事时的脉络、角度。同时通过追问的方式，帮助学生更好地理解故事信息。
20’
4th
reading-
after
the
tape
Read
with
the
tape.
Ss
are
going
to
read
with
the
tape.
跟读训练。
2’
Post-reading
Task
1.
Share
one
story
you
like
in
your
group.
T
asks
Ss
to
share
a
story
in
their
group.
2.
Discussion
Do
you
think
these
unusual
things
are
real?
Why
or
why
not?
Go
to
page
121
to
find
more
information.
Tell
a
story
in
the
group
and
ask
them
“Is
it
true?”
4.
Language
points.
●
He
was
something
unusual.
●
He
took
out
his
camera.
take?off
起飞；脱下；动身；匆匆离开
take?on
承担；呈现；同…较量；雇佣
take?over
接受；接管；借用
take?down
记下；拆卸；记下来；
take?place
发生；进行；举行；产生
a
bit/
a
little
5.
Summarize
what
they
learnt.
通过学生自己讲述喜欢的故事，内化课本内容。
鼓励学生在小组内讲故事，运用语言。
通过知识点小结，帮助学生区分易混词汇。
通过总结所学，再现本课重点。
12’
Homework:
Read
the
passage
after
the
tape.
【第二课时】
【学习目标】
在本节课学习结束时，学生能够：
1．在情境中正确运用带有get的形容词进行问答练习。
2．总结出after,
before,
during
三个副词的用法，并能在小组中谈论含有这三个词的真实或假设的事物。
3．对神秘事物保持探索的兴趣。
【学习内容】
学习过程
设计意图
时间
Vocabulary
Step
1
Read
the
first
story,
and
pay
attention
to
the
sentence
“He
got
scared.”
Then
ask:
Why
did
Peng
Gensheng
get
scared?
通过引导学生读第一个故事，让他们感知get
的用法。
鼓励学生在故事中再发现一个含有get的句子，然后自己总结结构。
通过补充词汇，进一步感知get用法。
通过采访和汇报的形式，培养学生在情景中运用get+adj.
20mins
Step
2
Get
the
students
to
find
one
more
example
in
the
stories.
“One
evening,
it
was
getting
dark.”
get+
adjective
Step
3
Look
at
the
Sentence
Builder.
Say
out
more
examples.
E.g.:
get
wet,
get
sick,
get
nervous,
get
excited,
get
angry,
get
serious,
get
rich,
get
cold,
get
hot
Step
4
Interview
Interview
your
partner,
and
then
do
a
report
in
groups
and
class.
1.
When
do
you
get
nervous?
2.
When
do
you
get
scared?
3.
When
do
you
get
angry?
4.
What
time
does
it
get
dark
in
your
town?
5.
When
does
it
get
cold
in
your
town?
6.
When
does
it
get
hot
in
your
town?
Then
do
a
report
in
class.
My
friend
xxx
gets
nervous
when
he
meets
new
people.
He
gets…
Step
5
Read
the
underlined
sentences
in
the
stories.
Then
complete
the
sentences
with
after,
before
or
during.
通过让学生读三个故事中含有after,
before,
during
的句子，理解这三个词的用法。
总结三个词的用法，并通过练习，辅助学生掌握其用法。
6mins
Step
6
Summarize
the
usages
of
after,
before
and
during.
Then
do
some
exercises.
Speaking
Step
7
Complete
the
sentences
with
real
or
imaginary
things.
1.
After
our
maths
class,
I
…
2.
Before
the
holiday,
my
mum
…
3.
Before
the
weekend,
I
…
4.
During
the
lesson,
my
teacher
…
5.
After
lunch,
my
classmate
and
I
…
学生通过完成关于假设和真实事物的描述，运用before,
after,
during.
通过小组活动，在运用before,
after,
during的基础上，判断他们描述的真实性。
15mins
Step
8
Pair
work
Listen
to
your
partner’s
sentences
from
Exercise
8.
Are
their
sentences
real
or
imaginary?
Pronunciation:
Sound
changes
4mins
Homework