Unit 3 In the future 第二课时教案

Unit
3
In
the
future
教案
课时2
1教学目标
Based
on
New
Curriculum
Standard,
I
set
up
three
dimensional
teaching
aims
as
follows:
1.
Aims
on
knowledge
①Students
can
understand
the
story.
②Students
can
describe
how
Bobby
changes
with
the
help
of
pictures
and
hints.
2.
Aims
on
ability
①Students
are
able
to
read
with
questions.
②They
can
use
such
reading
strategies
as
skimming
and
scanning
to
get
information.
3.
Aims
on
emotion
①Students
will
be
interested
in
reading.
They
are
able
to
finish
reading
tasks
by
active
participation
and
cooperation.
②Students
can
be
aware
of
their
strengths
and
weaknesses.
2学情分析
Students
in
grade
5
have
learned
English
about
a
year
and
a
half.
They
like
listening
and
speaking
English.
They
can
understand
some
simple
stories
with
the
help
of
pictures
or
videos.
They
can
also
communicate
thoughts
with
others.
3重点难点
Students
in
grade
5
have
learned
English
about
a
year
and
a
half.
They
like
listening
and
speaking
English.
They
can
understand
some
simple
stories
with
the
help
of
pictures
or
videos.
They
can
also
communicate
thoughts
with
others.
4教学过程
活动1【导入】Pre－reading　preparation
1.
Present
teacher’s
selfie
and
introduce
teacher’s
now
and
future.
Talk
with
students
and
class
begins.
(课一开始,出示老师的个人照,介绍自己的现在和将来,揭示文本主题now
and
future。)
2.
Show
the
picture
of
Bobby.
Introduce
the
main
character.
(接着呈现主人公的图片,通过提问Who
is
he 让学生认识Bobby,进入文本的学习。)
活动2【讲授】While－reading　procedure
With
the
question:
“Do
you
like
Bobby ’’,
students
watch
the
video
about
Bobby’s
now.
(学生带着问题观看第一段文本的动画,观看动画后老师和学生就问题交流讨论。)
After
watching
the
video,
students
get
the
main
idea.
They
don’t
like
Bobby.
What
are
Bobby’s
weaknesses
Students
read
the
text,
discuss
with
partners
and
find
them
out.
(本环节老师进一步提问,引导学生初读文本,找出关键信息。阅读中,指导学生利用scanning(查读)的阅读策略。)
Reading
activity:
what
is
Bobby
like
now
After
reading,
complete
the
notes
in
details.
(在学生了解关键信息后,指导学生再读文本,深入阅读。通过完成表格,学生理解了第一段文本Bobby现在的生活.)
活动3【活动】While－reading　procedure
4.
The
teacher
provides
a
real
situation
for
our
students.
In
Bobby’s
nightmare,
terrible
things
will
happen.
(通过再设情境,展现Bobby想象中的未来的样子,操练…will…和…won’t…句式。)
Think
and
say:
If
you
are
Bobby,
what
will
you
do
(Bobby从梦中惊醒后,发出No,
No,
No,
I
will
change!的呼声,教师顺势引导学生设想,如:I
will
do
exercise.
I
will
study
hard.
I
will
eat
breakfast…过度到第二段将来的文本。)
Listen
and
circle
(听录音、圈关键词的任务,突破文本重点。找出Bobby将来的改变。)
Read
the
text
and
fill
the
blanks.
(学生阅读文本,完成挖词填空,在语境中运用…will…句式,师生共同完成思维导图。)
8.
Read
aloud
and
group
work
(个人朗读全文后,同伴合作,对比说出Bobby的现在情况和将来变化。通过合作或竞赛完成对文本的转述,在活跃的课堂气氛中结束文本的阅读学习。)
活动4【练习】Post－reading　activity
1.
Travel
by
time
machine
(创造情境,借助哆啦A梦的时光机,学生看到未来的自己并描述。学生在穿越前不知道自己未来可能是什么样子,存在信息差(information
gap),情境有效生动。)
2.
Look
in
the
mirror,
find
strengths
and
weaknesses.
(引导学生对现在进行反思。通过照镜子,找到自己现在的优势和弱势、良好习惯和不良习惯进行分析,记下关键词。)
3.
Discuss
with
each
other
and
make
a
future
plan.
(在小组中合作讨论,说说未来将如何改进。体现了“用英语做事情”的新课程理念。)
活动5【作业】Homework
1.
Listen
and
read
the
text。
2.
Discuss
in
pairs
about
your
strengths
and
weaknesses
3.
Make
a
future
plan
(在homework中我布置了和本课有关的听说读写任务,开拓了学生的思维,学生得到大量的输入信息到输出信息,水到渠成。)