英语Unit 5 At the weekend教案

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这是一份英语Unit 5 At the weekend教案，共9页。

Teaching Plan of Oxford English 5B

Module2 Unit5 At the weekend (Period 2)

Tomorrow

Text analysis:

It’s the second period of Unit 5 from Module 2 in Oxford English 5B. It mainly helps students review simple future tense and improve their reading skills.

Teaching aims:

1. Knowledge aims:

1) Students can understand and say the words: tomorrow, build, next, cry, until etc.

2) Students know the main idea of the story.

2. Ability aims:

1) Students can use the new vocabulary to talk about the main idea of the story.

2) Students can use simple future tense to talk about what the monkey is going to do tomorrow.

3. Moral aims:

To help students know it’s important to do what they want to do now. Don’t wait until tomorrow.

Language Focus:

The pronunciation of the new vocabulary.

The main idea of the story.

The usage of simple future tense

Difficulty:

To help students retell the monkey’s six days correctly.

To help students improve their reading skills.

Teaching methods:

Task-base language Teaching Approach

Teaching aids:

Multi-media, blackboard, paper sheets

Teaching procedures:

教学环节学习内容	活动序号	导学方法		设计意图
教学环节学习内容	活动序号	教师活动	学生活动	设计意图
I Pre-task preparation
Free talk Learn the word ‘tomorrow, next’.	1	T: Look at this calendar. What day is it today? T: What day is it tomorrow? Teach: tomorrow T: We can also say ‘The next day is Saturday.’ T: What day is the next day?	Today is Friday. Tomorrow is Saturday. The next day is Saturday.	从讨论日历导入故事主题，开门见山。
Play a guessing game.	2	T: For me, I’m going to a wonderful place. (PPT 森林模糊效果) Can you guess where it is? T: Look, it’s a forest. Who is coming? Are they happy?	Guess. Is it a park/ garden…? Some animals. Wwo, they’re so happy.	通过有趣的猜测任务，引导学生进入故事情境。
II While-task procedure
Lead in the story.	3	T: Oh, what’s happening? How’s the weather now? T: It’s rainy. Can we stand in the rain? What should we do? T: What do they do? (PPT--- Animals：Oh, it’s rainy. Let’s go home. Let’s go home.) T: It rains heavily. Are there any animals in the forest?	It’s rainy/raining. Run away./ Go home. /Go to a house./ Under an umbrella…. No, there aren’t.	呈现课文中主人公。发散学生英语思维。
2. Read the story about the first day. Question1 ‘Why is Little Monkey still in the rain?’ Question2 ‘What is Little Monkey going to do?’ Learn to say. I’m going to build a house tomorrow. d. Listen and read.	4	(PPT动物哭声) T: But who is crying? Who is still in the rain?	Little Monkey.	通过设置两个递进问题，帮助学生理解文本第一段。
		T: Why is Little Monkey still in the rain?	Read the first paragraph and think.
		Why is Little Monkey still in the rain? A. He likes playing in the rain. B. He does not have a house. C. He wants to drink rainwater.	Read and choose. B. He does not have a house.
	5	T: It’s raining. Little Monkey has no house. Next what is he going to do? (PPT---“I need a house,” he thinks. “I’m going to build one tomorrow.”) T: What does he need? T: What does he think?	Listen and think. He needs a house. I’m going to build one tomorrow.
	6	T: What does “one” mean? T: Here “one” means “a house”. T: Please try to say after me.	A house. Read. Build, build, build a house.	理解并运用所学词汇。
	7	Practise to say more. T: Look! What are the workers doing? Look at three little pigs. What are they doing? T: So we can say like this.	They’re building a house. Three Little Pigs are building their houses. I’m going to build a house tomorrow.	理解并运用所学词汇。
	8	Listen the story about the first day again. T: Little Monkey needs a house eagerly. How can we read this sentence? (PPT--- I’m going to build one tomorrow.）) Invite individual students try to read.	Listen. Try to read. Then read together.	指导朗读，体验Little Monkey的情感。
3. Enjoy the whole story. 4. Read the whole story and try to find the reason.	9	T: Little Monkey is going to build a house. Look at this calendar. (PPT---Saturday Sunday Monday Tuesday Wednesday Thursday. ) T: From Saturday to Thursday, how many days? T: Yes, six days passed. Does Little Monkey have a house on the sixth day? Let’s watch.	Six days. Watch the story.	引导学生带着疑问，整体感知故事。学生自读，找出六天来Little Monkey没有房子的原因。
	10	T: Does Little Monkey have a house on the sixth day? T: Why? Please try to read the story by yourselves. And underline the reason you think. T: Why doesn’t Little Monkey have a house? Do you find the reason? Which sentence? T: Does Little Monkey play every day? What does he think? Let’s see.	No, he doesn’t. Read the whole story and underline the reason. I’m not going to work./ I’m going to play on it today. etc.	引导学生带着疑问，整体感知故事。学生自读，找出六天来Little Monkey没有房子的原因。
5. Read and fill in the blanks. a. Read and fill in the blanks about Day 1. b. Read and fill in the blanks about Day 2 and Day 3.	11	T: On the first day, how’s the weather? Little Monkey does not have a house. What does he do? T: He plays with his friends. What does he say?	Rainy. He plays with his friends. Read and choose. A. I need a house. I’m going to build one tomorrow.	精读文本，引导学生抓关键词。
	12	T: How about the second day and the third day? Let’s read and think.	Read by themselves, then try to fill in the blanks about Day2 and Day3.	学生尝试自读找信息。
	13	T: On the second day, how’s the weather? Is it rainy? What does Little Monkey do? Does he build a house? What does he think? Talk about Day2. The next day is Sunday. The weather is fine. Little Monkey plays. He thinks, “It’s Sunday today. I’m not going to work. ”	No. It’s sunny. No. He plays. Read and choose. C. It’s Sunday today. I’m not going to work. Try to say with their deskmate.	通过由扶到放的任务设置，引导学生用自己的语言讨论第二天和第三天的故事，为后面复述整篇故事铺垫。
	13	T: And the third day? Talk about Day3. The third day is Monday. The weather is fine. Little Monkey finds a swing/plays. He says, “I’m going to play on the slide today./ I’m going to build a house tomorrow.”	Pair work： 1. Read and fill in the blanks. 2. Try to say with the deskwork..	通过由扶到放的任务设置，引导学生用自己的语言讨论第二天和第三天的故事，为后面复述整篇故事铺垫。
6. Look and image about Day 4 and Day 5.	13	T: What does Little Monkey do on the fourth and fifth day? If you’re Little Monkey, what will you do?	Group work. Look and imagine in group. Talk about it with their own ideas. Little Monkey: It is a fine day. I’m going to ________today. I tomorrow.	文本中没有Day 4和Day 5的内容，通过扮演Little Monkey想象的任务说，创设情境，引导学生运用 be going to的句型，体验情感。
7. Read and fill in the blanks about Day 6.	14	T: Day after day, it’s the sixth day. T: How’s the weather? T: How is Little Monkey? Let’s listen. T: Is Little Monkey happy? T: Oh, he cries. cry—cries T: Little Monkey is very sad. He says loudly. Let’s cry like Little Monkey.	Rainy. Listen and think. No. Learn to read. Role-play.	通过教师引导，学生读故事最后一部分，体会Little Monkey的情感变化。
8. Sum up.	15	Ask and answer, then finish the blackboard design. T: Boys and girls, look at the screen. What does Little Monkey do every day? T: What does he usually say? T: So does he have a house on the sixth day? T: What do you want to say to Little Monkey? T: What does his friend Little Rabbit say? Little Rabbit says, … Learn to say. Don’t wait until tomorrow. 今日事今日毕。	He plays every day. I’m going to build my house tomorrow. No. He does not have a house. Don’t play any more./ Don’t cry. /Build a house quickly….) Listen and say. You should build your house now. Say after the teacher.	对照PPT表格小结，引导学生悟出故事寓意，完成板书。
9. Read and retell the whole story.	16	Read the whole story together.	Read together.	朗读复述故事，培养语用能力。
9. Read and retell the whole story.	17	Retell the story.	Group work: Retell the story.	朗读复述故事，培养语用能力。
III. Post-task activities
A new story. Tomorrow	18	T: In our daily life, there are many Little Monkeys. Look at this boy. His name is Tom. He is a primary school student. He always says, “I am going to do my homework tomorrow.” Read the following story and fill in the blanks.	Group work： 1. Read and write the story. 2. Share the story in group.	通过再构文本，使学生更直观的感受Don’t wait until tomorrow. 语用能力的培养。
Emotion education:	19	T: How is Tom? Is he a good boy? If you take time tomorrow, Tomorrow will be tomorrow. If you take time today, Tomorrow will be OK. Don’t wait until tomorrow. Do it now!	No. Say together. Don’t wait until tomorrow. Do it now!
IV Homework
Read the story. (一星) Retell the story. （两星） Enjoy more stories in Aesop’s fables.（三星）				考虑到学生英语水平和学习能力的差异，设置难度不一的作业任务，帮助孩子们课后巩固和拓展学习。