牛津英語5B_Tidy_up教案

1、【精品文檔】如有侵權(quán)，請聯(lián)系網(wǎng)站刪除，僅供學習與交流牛津英語5B_Tidy_up教案.精品文檔.Module 1 Changes and differencesUnit 1 Tidy up!（第一課時）教學目標：1、通過演唱Sing a song的歌曲，活躍課堂氣氛，讓學生感知本單元的核心句型。2、通過Listen and sing中有關(guān)整理房間的對話，幫助學生掌握本單元的核心句型。3、通過look and learn欄目，幫助學生學習日常生活用品的名稱。教學重、難點1、能掌握單詞tidy, let, sock, cap, yours, mine, tidy up2、會運用句型Are they

2、 yours?及回答No, they arent.教學方法：任務教學法、情景教學法。教學過程：第一次備課第二次備課Pre-task preparations1、利用教室中的實物與學生進行對話，以復習學過的句型Whose.is this/that? Whose.are these/those?T：(point to a bag in the classroom) Whose bag is this/that?S1：Its(S2s name) s.T：Is this/that.?S2：Yes, its. / No. Its.T：Whose.are these/those?S3：They are.T

3、：Are these/those.?S4：Yes, they are. / No, they arent.2、讓學生欣賞Sing a song中的歌曲，病朗讀歌詞，然后跟唱。唱完以后，學生還可以用身邊的實物改編歌詞并演唱，以初步感知本單元的核心句型。 While-task procedures1、教師與學生就Listen and say第一幅圖片中的情景展開問答。引出對話內(nèi)容。T：Look！This is a picture of a room. Is it tidy?Ss：No, it isnt.T：Who are they in the picture?Ss：They are Sally

4、and Peter.T：What are they doing?S3：They are tidying up the room.T：(write tidy up on the blackboard) Yes. They are tiding it up. “tidy up “means “make it clean”. How do they tidy it up? Lets listen.2、出示以下句子，讓學生聽錄音后判斷句子正誤并改錯，以檢測他們是否理解了對話的大致內(nèi)容。1) The socks are Peters. ( )2) The socks are not on the bed

5、. ( )3) Both the cap and the T-shirt are Pauls. ( )4) Sally asks Peter to put the T-shirt on the chair. ( )然后出示下面兩組句子，利用學生的書和文具和他們問答，幫助學生理解mine 和 yours的用法。Is that your book? / Is that book yours?This is my book. / This book is mine.T: Is this your pen?S1: Yes, its mine.T: Is this yours too?S2: No. I

6、t isnt.3、讓學生聽錄音并跟讀對話，男女生分角色朗讀對話。然后，學生兩兩一組，根據(jù)Listen and say的對話以及后續(xù)練習中的對話提示做問答練習。S1: Whose bedroom is it?S2: Its Peter and Pauls bedroom.S1: Who is tidying up the bedroom?S2: Sally and Peter are tidying up the bedroom.S1: Whose socks are those?S2: They are Pauls.S1: Whose cap is this?S2: Its Peters.4、

7、出示一雙短襪和一頂帽子或相應的圖片，與學生對話，引導學生學習單詞socks和cap,同時引出用Yes,./Ok./Sure.等表達方式來應答別人的請求或指令。 Post-task activities 1、跟學生借一些學習用品，根據(jù)這些學習用品和學生問答。T: Whose ruler is this?S1: It is mine. T: Is this ruler yours?S2: No, its hers.T: Is this ruler hers?S3: Yes, its hers.接著，利用幾件其它學習用品和學生問答。T: Whose pencils are those?S1、S2:

8、They are ours.T: Are these pencils yours (S3s name)?S3: No, they are theirs.T: Are these pencils ours (S4s name)?S4: No, they arent. They are theirs.然后，讓學生利用自己的學習用品，仿照上述對話進行句型操練。Module 1 Changes and differencesUnit 1 Tidy up!（第二課時） 教學目標：通過Think and write 的語言輸出活動，幫助學生鞏固新學的語言知識。 教學重、難點1、詞匯： crayon, um

9、brella, hers, theirs2、句型： -Whose.is this/are these? -Its/theyre 教學方法：任務教學法、情景教學法。 教學過程：第一次備課第二次備課Pre-task preparations1、讓學生利用實物進行問答，在問答之后根據(jù)Please put./Can you put.?等指令正確的擺放實物，并學會用Yes,./Ok./Sure.等表達方式來應答別人的請求或指令。T: Whose.is this/that?S1: Itss.T: Is it yours/his/hers?S1: Yes. /No. ItsT: Please put the

10、S1: Ok.T: Whoseare these/are those?S2: TheyreT: Are they yours/his/hers?S1: Yes. /No. TheyreT: Can you put themS1: Sure.接著，學生可以根據(jù)以上示范，開展對子活動或小組活動，以進一步鞏固課時一所學內(nèi)容。 While-task procedures1、出示Think and write中的連線圖，然后出示umbrella的單詞卡片。學生根據(jù)教師提供的語境和單詞卡片，通過問答學習新詞匯，并鞏固已學句型。T：(show a picture of an umbrella) Whats

11、this?S1：Its an umbrella.T：(stick the picture on the blackboard) Umbrella, an umbrella.Ss:：Umbrella, an umbrella.T：(point to the picture) Whose umbrella is this?S2：Its Bens.T：This umbrella is Bens. Its his.Ss:：This umbrella is Bens. Its his.然后，用同樣的方法教授crayon.2、學生根據(jù)Think and write中的圖片，看圖填表。3、學生根據(jù)表格所填的

12、內(nèi)容，兩人一組做問答練習。一方面檢查學生對圖片內(nèi)容的理解是否正確，另一方面讓學生操練所學的語言。S1：Are the crayons Alices?S2：No, they are not hers.S1：Whose crayons are these?S2:：They are Jills.S3：Is the schoolbag Joes?S4：No, its not his.S3：Whose schoolbag is it?S4:：Its Alices.4、學生根據(jù)圖片及表格內(nèi)容，完成Think and write中的書寫練習，鞏固重點和難點，從聽、說、讀的技能過渡到寫的訓練。Post-tas

13、k activities學生分為6組，開展小組活動，每個學生把一件物品放在桌上，然后小組內(nèi)學生根據(jù)桌上的物品對話。Module 1 Changes and differencesUnit 1 Tidy up!（第三課時）教學目標：1、 幫助學生通過閱讀故事神奇的石頭抓住關(guān)鍵信息，了解故事大意，并完成后續(xù)練習。2、 了解字母組合ar, ue, oo在單詞中的發(fā)音。3、 通過學習任務(task),幫助學生鞏固和綜合運用本單元所學的知識和技能，描述物品的歸屬和應擺放的位置。教學重、難點1、 語音：ar(car), ue(blue), oo(school)2、 詞匯：(be) full of, a f

14、ew。教學方法：情景教學法。教學過程：第一次備課第二次備課Pre-task preparation1、讓學生根據(jù)教師出示的學習用品回答問題。T: (show a pencil) Whose pencil is this?S1: Its my pencil.T: Is this your pencil?S2: No, it isnt. Its (S3s name) s.T: (show some books) Whose books are these?S3: They are my books.T: Are these your books?S4: No, they arent. They a

15、re (S5s name) s.接著讓學生兩兩對話，以進一步鞏固課時一和課時二所學內(nèi)容。 While-task procedures1、播放Read a story的錄音，讓學生合上書本聽故事。然后，教師出示教學掛圖中的故事圖片，與學生問答，熟悉故事人物。T: (point to Jimmy) What is his name?Ss: His name is Jimmy.T: (point to the father) Who is he?Ss: He is Jimmys father.出示以下問題，學生帶著問題閱讀文章，然后回答問題。Picture 11) What is in the bo

16、x? (The box is full of nails.)2) Whose box is it? (It is Jimmys fathers.)Picture 21) What does Jimmy do? (He drops the nails.)2) What happens to the nails? (All the nails fall on the floor.)Picture 31) What does Jimmys father gives him?(Jimmys father gives him a black stone.)2) What does Jimmys fath

17、er say?(He says,”this stone can help you,Jimmy. try it.”) Picture 41) Where does Jimmy put the stone? (He puts the nails near the stone.)2) What happens to the nails this time?(The nails all stick to the stone.)2、學生再次閱讀故事，教師在黑板上寫出每幅圖片的關(guān)鍵詞，學生根據(jù)圖片及關(guān)鍵詞復述故事。Picture 1: box, table, nailsPicture 2: drop, n

18、ails, fall, messPicture 3: give, black stone, help, tryPicture 4: put, near, stick, floor, clean, magic stone3、指導學生完成課本第5頁Read a story的后續(xù)練習，然后填空完成故事概要。Jimmys father has a small box. He puts it on the table. There are a lot of nails in it. Jimmy drops the box. Al the nails fall on the floor. Jimmy sa

19、ys,”what a mess!” Jimmys father gives him a black stone to help him. It is a magic stone because all the nails stick to it.4、出示Learn the sounds的語言單詞卡片ar(car), ue(blue), oo(school)請學生跟讀并感知字母組合ar, ue,oo在單詞中的發(fā)音。T: ar,/a:/,car,carSs: ar,/a:/,car,carT: ue,/u:/,blue,blueSs: ue,/u:/,blue,blue T: oo,/u:/,sc

20、hool,school Ss: oo,/u:/,school,school 教師播放錄音，學生跟著錄音朗讀。播放錄音，學生按照錄音節(jié)拍誦讀兒歌。教師朗讀單詞，學生在多個單詞中找出教師所讀單詞。Post-task actvities1、 學生三人一組，演出課本劇。2、 讓學生完成練習冊中task的看圖搭配練習，然后組織學生根據(jù)Ask and answer的句型提示，就圖片信息結(jié)對問答，鞏固所學句型和詞匯。Module 1 Changes and differencesUnit 2 Our new home!（第一課時） 教學目標：1、通過Listen and enjoy的兒歌朗讀，活躍課堂氣氛，

21、并引出本單元的話題。2、通過look and learn欄目，幫助學生掌握本單元的核心句型。教學重、難點1、能掌握單詞why, because, study, dining room2、會運用句型Do you like? I like Why? Because教學方法：任務教學法、情景教學法。教學過程：第一次備課第二次備課Pre-task preparations1、出示第一個問題，讓學生看Listen and enjoy的圖片討論問題。Q1：Who lives in the shoe?T：Who lives in the shoe?S1：An old woman.S2：An old woma

22、n and her children.S3：An old womans big family.播放錄音，出示第二和第三個問題，學生聽錄音后討論問題。Q2: What does the old woman do?Q3: What does she say?T：What does the old woman do?S1：She gives the children some food.T: . What does she say?S2: Its time to go to bed.最后，學生跟錄音朗讀兒歌，可以自己朗讀，也可以集體朗讀。2、呈現(xiàn)不同房間的圖片，學生邊欣賞圖片邊思考以下問題。Q4：W

23、hats in your room?S1: There is a kitchen, a living room, a bathroom and two beds.S2: There is a kitchen, a dining room, a living room, two bathroom and three bedrooms. While-task procedures1、依次出示不同房間的圖片或單詞卡片，讓學生說出與這些房間對應的英文單詞或拼讀這些單詞，以復習學過的相關(guān)內(nèi)容。T：(show a picture of a kitchen)Ss：Kitchen. K-i-t-c-h-e-n

24、, kitchen.緊接著，學生根據(jù)一張書房的圖片學習單詞study.T：Look. This is a study. Is there a study in your room?S1：No, there isnt.S2：Yes, there is a study in my room.T：What can you do in the study?S1: I can read books in the study.S2: I can do my homework in the study.S3: I can play computer games in the study.然后，用同樣的方法帶

25、領(lǐng)學生學習單詞dining room.2、呈現(xiàn)課本第12頁Ask and answer欄目Nancy和Dan家中房間的圖片，教師分別對Nancy和Dan的家進行描述，讓學生猜測哪個是Nancy的家，哪個是Dan的家。3、學生針對Nancy和Dan家的房間圖，兩人一組對話，鞏固和運用所學語言。 Post-task activities 1、出示兩個房間的圖片，學生兩人一組說說喜歡那個房間，并闡述喜歡的理由。Module 1 Changes and differencesUnit 2 Our new home!（第二課時） 教學目標：1、通過Listen and say中關(guān)于新家的對話，幫助學生鞏

26、固新學的核心句型。2、通過Write and say欄目，讓學生從口頭表達過渡到筆頭練習，鞏固運用所學詞匯和句型。教學重、難點1、詞匯：all day2、句型： -Why do you like it? -Because it is so big.教學方法：任務教學法、情景教學法。教學過程：第一次備課第二次備課Pre-task preparations1、出示Listen and enjoy的兒歌，讓學生朗讀或背誦，在復習所學內(nèi)容的同時活躍課堂氣氛。2、通過和學生對話，了解學生的家庭居住情況。While-task procedures1、學生根據(jù)Listen and say的圖片，聽錄音后回答

27、問題。1) What are they talking about?2) Are they happy with their new home?2、出示以下細節(jié)問題，讓學生帶著問題再聽一遍錄音后作答，以培養(yǎng)學生捕捉關(guān)鍵信息的能力。1) Which room does Sally like?2) Which room does Sallys dad like?3) What do Peter and Paul like?3、在回答完細節(jié)問題后，教師出示問題Why do they like their new home? 并再次播放錄音，讓學生聽完錄音后，兩人一組談論上述問題。S1：Why doe

28、s Sally like the living room?S2：Because it is so big. Why does Sallys dad like the study? S1：Because it is quiet. He can read and write there. Why do Peter and Paul like the garden?S2:：Because They can play in the garden all day.4、學生四人一組，扮演Brown一家，操練對話，鞏固運用核心句型。鼓勵學生盡量模仿錄音中的語音語調(diào)。S1：(act as Mum) Why d

29、o you like our new home?S2: (act as Sally) I like our new home because the living room is so big.S3: (act as dad) I like our new home because the study is quiet. I can read and write there.S4: (act as Peter) Paul and I like our new home because we can play in the garden all day.Post-task activities讓

30、學生完成課本第13頁Write and say的練習，描寫自己的家，并闡述喜歡某個房間的原因。教師可補充 I do not like.because.句型，讓學生闡述不喜歡某個房間的原因，在培養(yǎng)學生寫作能力的同時，鞏固學生靈活運用各種句型。Module 1 Changes and differencesUnit 2 Our new home（第三課時）教學目標：4、 幫助學生通過閱讀故事大雁為什么遷徙，了解故事大完成調(diào)查報告，幫助學生進一步鞏固新學語言知識。5、 了解字母組合ir,ur,au及oo在單詞中的發(fā)音。6、 通過學習任務(task),幫助學生鞏固和綜合運用本單元所學的知識和技能，描述

31、自己夢想的家園。教學重、難點3、 語音：ir(skirt), ur(purse), au(Laura), oo(floor)4、 詞匯：change, place, every, then教學方法：情景教學法。教學過程：第一次備課第二次備課Pre-task preparation1、請一兩組學生在全班同學面前表演Listen and say的對話，復習第二課時的內(nèi)容。對于學有余力的學生，可要求他們適當改編對話。2、展開一些動物的圖片，讓學生看圖思考動物們是什么樣子，以及動物是否也會搬新家，以此引出本課時的內(nèi)容。T: (show pictures of some animals) Do anim

32、als have their homes?Ss: Yes, they do.T: (show a picture of a rabbit) What does a rabbits home look like?S1: Its a hole. Its dark. While-task procedures1、學生獨立閱讀Look and read的短文后完成表格。Where to flywhyIn autumnSouthThey cannot find enough foodIn springnorthIt is warm.2、學生獨立閱讀Look and read的第一段后回答問題。1) Ho

33、w many times do wild geese change homes every year?2) Where do they fly in spring?3) Where do they fly in autumn?學生獨立閱讀Look and read的第二段后回答問題。1) Where are wild geese in winter?2) Why dont they stay in the north?3) Will they fly back to the north?3、播放Look and read的錄音，學生跟讀課文。然后出示課本第11頁的動物圖片，讓學生看圖思考還有什

34、么動物會遷徙。鼓勵學生暢所欲言，不予以對錯評論。4、出示Learn the sounds的語言單詞卡片ir(skirt), ur(purse), au(Laura), oo(floor)請學生跟讀并感知字母組合ir, ur, au, oo在單詞中的發(fā)音。教師播放錄音，學生跟著錄音朗讀。播放錄音，學生按照錄音節(jié)拍誦讀兒歌。教師朗讀單詞，學生在多個單詞中找出教師所讀單詞。Post-task actvities3、 組織學生表演Look and read的課本劇。鼓勵學生加上生動的肢體語言。4、 讓學生完成練習冊中task第一部分的問題提示做調(diào)查，了解同學夢想的房子是什么樣子。Module 1 Ch

35、anges and differencesUnit 2 Our new home!（第一課時） 教學目標：1、通過Listen and enjoy的兒歌朗讀，活躍課堂氣氛，并引出本單元的話題。2、通過look and learn欄目，幫助學生掌握本單元的核心句型。教學重、難點1、能掌握單詞why, because, study, dining room2、會運用句型Do you like? I like Why? Because教學方法：任務教學法、情景教學法。教學過程：第一次備課第二次備課Pre-task preparations1、出示第一個問題，讓學生看Listen and enjoy的

36、圖片討論問題。Q1：Who lives in the shoe?T：Who lives in the shoe?S1：An old woman.S2：An old woman and her children.S3：An old womans big family.播放錄音，出示第二和第三個問題，學生聽錄音后討論問題。Q2: What does the old woman do?Q3: What does she say?T：What does the old woman do?S1：She gives the children some food.T: . What does she say

37、?S2: Its time to go to bed.最后，學生跟錄音朗讀兒歌，可以自己朗讀，也可以集體朗讀。2、呈現(xiàn)不同房間的圖片，學生邊欣賞圖片邊思考以下問題。Q4：Whats in your room?S1: There is a kitchen, a living room, a bathroom and two beds.S2: There is a kitchen, a dining room, a living room, two bathroom and three bedrooms. While-task procedures1、依次出示不同房間的圖片或單詞卡片，讓學生說出與

38、這些房間對應的英文單詞或拼讀這些單詞，以復習學過的相關(guān)內(nèi)容。T：(show a picture of a kitchen)Ss：Kitchen. K-i-t-c-h-e-n, kitchen.緊接著，學生根據(jù)一張書房的圖片學習單詞study.T：Look. This is a study. Is there a study in your room?S1：No, there isnt.S2：Yes, there is a study in my room.T：What can you do in the study?S1: I can read books in the study.S2: I

39、 can do my homework in the study.S3: I can play computer games in the study.然后，用同樣的方法帶領(lǐng)學生學習單詞dining room.2、呈現(xiàn)課本第12頁Ask and answer欄目Nancy和Dan家中房間的圖片，教師分別對Nancy和Dan的家進行描述，讓學生猜測哪個是Nancy的家，哪個是Dan的家。3、學生針對Nancy和Dan家的房間圖，兩人一組對話，鞏固和運用所學語言。 Post-task activities 1、出示兩個房間的圖片，學生兩人一組說說喜歡那個房間，并闡述喜歡的理由。Module 1 C

40、hanges and differencesUnit 2 Our new home!（第二課時） 教學目標：1、通過Listen and say中關(guān)于新家的對話，幫助學生鞏固新學的核心句型。2、通過Write and say欄目，讓學生從口頭表達過渡到筆頭練習，鞏固運用所學詞匯和句型。教學重、難點1、詞匯：all day2、句型： -Why do you like it? -Because it is so big.教學方法：任務教學法、情景教學法。教學過程：第一次備課第二次備課Pre-task preparations1、出示Listen and enjoy的兒歌，讓學生朗讀或背誦，在復習所

41、學內(nèi)容的同時活躍課堂氣氛。2、通過和學生對話，了解學生的家庭居住情況。While-task procedures1、學生根據(jù)Listen and say的圖片，聽錄音后回答問題。1) What are they talking about?2) Are they happy with their new home?2、出示以下細節(jié)問題，讓學生帶著問題再聽一遍錄音后作答，以培養(yǎng)學生捕捉關(guān)鍵信息的能力。1) Which room does Sally like?2) Which room does Sallys dad like?3) What do Peter and Paul like?3、在

42、回答完細節(jié)問題后，教師出示問題Why do they like their new home? 并再次播放錄音，讓學生聽完錄音后，兩人一組談論上述問題。S1：Why does Sally like the living room?S2：Because it is so big. Why does Sallys dad like the study? S1：Because it is quiet. He can read and write there. Why do Peter and Paul like the garden?S2:：Because They can play in the

43、garden all day.4、學生四人一組，扮演Brown一家，操練對話，鞏固運用核心句型。鼓勵學生盡量模仿錄音中的語音語調(diào)。S1：(act as Mum) Why do you like our new home?S2: (act as Sally) I like our new home because the living room is so big.S3: (act as dad) I like our new home because the study is quiet. I can read and write there.S4: (act as Peter) Paul a

44、nd I like our new home because we can play in the garden all day.Post-task activities讓學生完成課本第13頁Write and say的練習，描寫自己的家，并闡述喜歡某個房間的原因。教師可補充 I do not like.because.句型，讓學生闡述不喜歡某個房間的原因，在培養(yǎng)學生寫作能力的同時，鞏固學生靈活運用各種句型。Module 1 Changes and differencesUnit 2 Our new home（第三課時）教學目標：1幫助學生通過閱讀故事大雁為什么遷徙，了解故事大完成調(diào)查報告，幫

45、助學生進一步鞏固新學語言知識。2了解字母組合ir,ur,au及oo在單詞中的發(fā)音。3通過學習任務(task),幫助學生鞏固和綜合運用本單元所學的知識和技能，描述自己夢想的家園。教學重、難點1語音：ir(skirt), ur(purse), au(Laura), oo(floor)2詞匯：change, place, every, then教學方法：情景教學法。教學過程：第一次備課第二次備課Pre-task preparation1、請一兩組學生在全班同學面前表演Listen and say的對話，復習第二課時的內(nèi)容。對于學有余力的學生，可要求他們適當改編對話。2、展開一些動物的圖片，讓學生看圖

46、思考動物們是什么樣子，以及動物是否也會搬新家，以此引出本課時的內(nèi)容。T: (show pictures of some animals) Do animals have their homes?Ss: Yes, they do.T: (show a picture of a rabbit) What does a rabbits home look like?S1: Its a hole. Its dark. While-task procedures1、學生獨立閱讀Look and read的短文后完成表格。Where to flywhyIn autumnSouthThey cannot f

47、ind enough foodIn springnorthIt is warm.2、學生獨立閱讀Look and read的第一段后回答問題。1) How many times do wild geese change homes every year?2) Where do they fly in spring?3) Where do they fly in autumn?學生獨立閱讀Look and read的第二段后回答問題。1) Where are wild geese in winter?2) Why dont they stay in the north?3) Will they

48、fly back to the north?3、播放Look and read的錄音，學生跟讀課文。然后出示課本第11頁的動物圖片，讓學生看圖思考還有什么動物會遷徙。鼓勵學生暢所欲言，不予以對錯評論。4、出示Learn the sounds的語言單詞卡片ir(skirt), ur(purse), au(Laura), oo(floor)請學生跟讀并感知字母組合ir, ur, au, oo在單詞中的發(fā)音。教師播放錄音，學生跟著錄音朗讀。播放錄音，學生按照錄音節(jié)拍誦讀兒歌。教師朗讀單詞，學生在多個單詞中找出教師所讀單詞。Post-task actvities5、 組織學生表演Look and re

49、ad的課本劇。鼓勵學生加上生動的肢體語言。6、 讓學生完成練習冊中task第一部分的問題提示做調(diào)查，了解同學夢想的房子是什么樣子。Module 1 Changes and differencesUnit 3 In the future（第一課時）教學目標：1、通過Listen and say中的關(guān)于Kitty未來情況的動短文，幫助學生掌握本單元的核心句型。2、通過look and learn欄目，幫助學生學習表示日常行為動作的動詞短語。教學重、難點1、能掌握單詞future, stand, machine, will, in the future,2、會運用句型 I will to be a

50、teacher. I wont wear glasses.教學方法：任務教學法、情景教學法。教學過程：第一次備課第二次備課Pre-task preparations1、學生觀看屏幕上快速呈現(xiàn)的人物圖片，說出人物職業(yè)，以復習學過的關(guān)于職業(yè)的單詞。T：(show a picture of a doctor) Whos she?Ss：A doctor.T：(show a picture of a driver) Whos he?Ss：A driver.然后就不同職業(yè)提問，讓學生回答問題，為下面的新課學習和表達打下基礎(chǔ)。T: What can a doctor do?S1: A doctor can

51、help sick people. While-task procedures1、出示年歷并與學生問答，幫助學生展開合理的想象，進入所示情景中。T：Look at the calendar. Which year is it now?Ss：Its the yearT: (show a new calendar) Look. Which year is it now?Ss: Its the year.接著，學生根據(jù)教師口中的單詞卡片，學習單詞future.T：(show the flashcard for future) In 15 years, what will happen to you?

52、 Its the future. Future, f-u-t-u-r-e, future.Ss: Future, f-u-t-u-r-e, future.T: (write in the future on the blackboard) Today well talk about your future.然后，學生根據(jù)教師黑板上出示的句型，學習單詞will和句型 I will be I willT: In the future, what will you be? What will you do? In 15 years, Ill be years old. Ill still work

53、in the school. My son will be 21 years old. Hell2、學生看Listen and say的組圖1，在教師的幫助下理解圖意。T: (point to the machine) Look. This is a machine. Look at the first picture. What is Kitty doing?S1: Shes putting some money into the machine.3、出示Look and learn 的單詞卡片，讓學生猜測每個單詞卡片所對應的動詞短語，并結(jié)合本單元的核心句型與學生對話。T: (show th

54、e flashcard for do exercise) What are the children doing in the picture?S1: Theyre doing exercise.T: Yes, theyre doing exercise. Who does morning exercise every day?4、讓學生兩人一組分別扮演神奇機器和Kitty朗讀兩段文字，引導學生朗讀時關(guān)注人稱變化。 Post-task activities 1、學生仿照Listen and say中照片背面的文字，用第一人稱將自己未來的情況寫在一張小紙條上，每人寫五到六項，如：In 15 years, . I will not have long hair. I will be beautiful. I will be a pilot. I will enjoy my life.接著，學生將自己所寫的小紙條和同桌的放在一起，結(jié)對問答。S1: Will you have long hair?S2: No, I wont. Ill have short hair.Module 1 Changes and differencesUnit 3 In the future（第二課時）教學目標：1、通過Ask and answer的問答練習，幫助