6BM2U5P1-4教案设计.doc

6BM2U5 Teaching Design Topic: Oxford English 6B Module 2 Unit 5 Reading: My possible futurePeriod: the First PeriodTeaching aids: multi-media facilitiesTeaching aims: 1. To learn some new words. Eg:centimetre, kilogram, etc.2. To talk about future events by using simple present tense and adjectives to make comparisons.Teaching procedure:Warming-up:Free talk. Pre-task preparation1. Pair-work: S1: What would you like to be? S2: I would like to be S1: Why would you like to be? S2: I would like to bebecause I . While-task procedure1. Learn some new words by talking about some pictures.Peter is one hundred and forty-two centimetres tallJoe is one hundred and thirty-six centimetres tall.I weigh thirty kilograms.I weigh thirty-four kilograms.I fly a plane in the sky.Im a pilot.I fly a spacecraft in space.Im an astronaut.2. Learn comparative degrees of adjectives by talking about a table.Kitty is taller now.Kitty is heavier now.Kitty is more beautiful now.3.Give the students time to look at the picture in Read and Match and match the sentences.4.Listen and repeat the steps in the right order.5.Explain the steps and ask the students to pay attention to the use of the adverbs of frequency.6.Strengthen the steps of the magic camera by filling the blanks_, Kitty _ for the START button._, she _ in a 20 note and _ the START button._ she _ and _ for the red light._, her photograph _ out and she _ the note on the back.7.Listen and repeat Read and learn.8.Do pair-work:What will kitty be like in 15yearstime?What job will she do?. Post- task activitiesAsk the students to talk their possible future in groups.Consolidation1. Read and recite the text on page 332. Say something about your possible future orally.Topic: Oxford English 6B Module 2 Unit 5 Reading: My possible futurePeriod: the Second Period （或参照二集公开课资料）Teaching aids: multi-media facilitiesTeaching aims:1. To know the new words: good-looking, slim, good at, centimetre, weigh, possibly,reporter, baker, singer2. To talk about future events by using adj.3. To use formulaic expression to show agreement/disagreemente.g.Yes, I agree. / No, I dont agree.Teaching procedure:Pre-task preparationMake some sentences about different jobs.e.g. A teacher teaches children.Let the students make some sentences about jobs like the example.While task procedureLook and learn:Slide 1: What does this woman usually do? (sing) What job does she do? (singer) ( baker , reporter,)Slide 2: show the picture of the singer?How is this woman? (To teach good-looking, slim)Slide 3: She always gets A in English tests. She is good at English.She sings very well. We can also say she is good at singing.Slide 4: show the picture of the reporter.Slide 5: show the picture of a ruler and a scale to review the word: centimerte and weighSlide 6: pair work: make the dialogue with your deskmate How much do _ weigh? _ weigh _.Slide 7: show the picture of the baker. Complete the sentences:He is a _.He _ 75 kg.He is _.He is good at _.Read and say1. Play the cassette for the first description in Read and say2. Ask questions:What does Peter love doing?What is he good at?What will he be like in 15 years time?What will he do?3. Students look at the screen and read after the tape to imitate the intonation4. Play the cassette for the second description in Read and say5. Ask questions:What does Jill love doing?What is she good at?What will she be like in 15 years time?How much will she weigh?6. Students look at the screen and read after the tape to imitate the intonation7. Play the cassette for the dialogue and students repeat8. Give students some time to read the whole text by themselves first then read the whole text togetherThink and talkPair work:Talk about individual students in the class:S1: I think (Name) will be a policeman. Do you agree?S2: Yes, I agree. /No, I dont agree. (Name) will possibly be a/an _. Post-task procedureSlide1: think and say1. A reporter is good at _.2. A teacher is good at _.3. A football player is good at _.4. A singer is good at _.5. A pilot is good at _.6. A cook is good at _.7. A fisherman is good at _.8. A driver is good at _. Slide 2: Read, guess and talkWhat will he/she possibly do?Slide 3: workbook 6B page 33(a) Give the students time to read the descriptions silently. Select individual students to read out a paragraph.(b) In pairs, students prepare the dialogue without writing. Select pairs to say a dialogue.(c) The students write the dialogues. Select other pairs to read out a dialogue.Homework:1. Workbook 6B pages 29 and 302. Recite “Read and say”3. Write some sentences about one of your good friends, telling us about what he/she will possibly look like and what job he/she will possibly do in the future.Teaching Design 3Module 2 ChangesUnit5 What will I be like?The third periodTeaching Aims 1. Reading and writing about how children will develop and what jobs they may do in the future.2. Reading about abilities and what children would like to do in the future.3. the students writing about their own abilities and preferences4. Reading a poem.Language focus:Using adverbs of sequency E.g.: First, Next, Then，finallyUsing adjectives to make comparisons E.g.: Ill be taller and heavier.Using the simple future tense to talk about future events. E.g.: Ill be an astronaut.Using the simple present tense to express interests and thoughts E.g.: Peter loves helping people. I think Peter will be a fireman in 15 years time.Using formulaic expressions to show agreement /disagreement. E.g.: Yes, I agree. No, I dont agree.Language skills:ListeningRecognize recurrent patterns in language structure.Identify details that support a main idea.SpeakingMaintain an interaction by responding to questions.Maintain an interaction by using formulaic expressions.Use appropriate intonation and stress.ReadingScan a text to locate specific information.Read written language in meaningful chunks.Identify details that support a main idea.WritingPlan and organize information by deciding on the sequence of content.Develop written texts when a framework is provided.Develop written texts by expressing own ideas.Write out a piece of work by presenting writing using appropriate layout and vidual support including illustrations.Materials:Students Book 6Bpage33-38Workbook 6B page28-34Cassette 6BCassette playerMultimedia M1U5I. Pre-task preparation:A: Pair- work: Look at the pictures. Make a dialogue with your deskmate. For example: S1: What job does he do? S2: He is a doctor. S1: What job does he do? S2: He makes sick people better.B: be good at doing sth. Pair -work: S1: What is a driver good at?S2: A driver is good at _. S1: What is a reporter good at?S2: A reporter is good at _.S1: What is a teacher good at?S2: A teacher is good at _.S1: What is a football player good at?S2: A football player is good at _.S1: What is a singer good at?S2: A singer is good at _.S1: What is a pilot good at?S2: A pilot is good at _.S1: What is a cook good at?S2: A cook_.S1: What is a fisherman good at?S2: A fisherman is good at _.C: Read a poem:What will you be?What will you be, Ben?What will you be?Ill be an astronaut.Thats what Ill be.What will you do, Ben?What will you do?Ill fly a spacecraft.Thats what Ill do.What will you see, Ben?What will you see?Ill see the stars.Thats what Ill see.Who will go with you, Ben?Who will go with you?Youll go with me, Kitty.Youll go with me.When will we come back, Ben?When will we come back?Well come back at night.Thats when well come back.D: Write a poem:What will you be?What will you be, _?What will you be?Ill be _.Thats what Ill be.What will you do, _?What will you do?Ill _.Thats what Ill do.What will you see, _?What will you see?Ill see _.Thats what Ill see.Who will go with you, _?Who will go with you?_ll go with me.Youll go with me.When will we come back, _?When will we come back?Well come back _.Thats when well come back.II. While-task procedure:A: Listen and write1. Listen to the tape and fill in the table:Things he loves_Things he is good at _Possible height _Possible weight _Things he will do _Possible job _2. According to the table and make sentences:Joe loves He is good at In 15 years time, Joe will be He will be tall.He will weigh He will work in He will possibly be Ben loves He is good at In 15 years time, Ben will be He will not be He will He will possibly be B: Listen and say:Listen to the tape and read after the tapeJoe loves eating cake and pizza.He is good at cooking.In 15 years time, Joe will be tall and strong.He will be 180 centimetres tall.He will weigh 70 kilograms.He will work in a bakery.Ben loves taking photographs.He is good at English and Chinese.In 15 years time, Ben will be tall, but he will not be fat.He will read and write a lot.C: Ask and answer:In pairs, talk about what Joe and Ben will be like and what they will possibly be in 15 years time.S1:What will Joe be like in 15 years time?S2:He will be _.He will be _ tall.He will weight _ kilograms.S1:What will he possibly be in 15 years time?S2:He will possibly be a/an _.S1:Yes, I agree. /No, I dont agree. He will possibly be a/an _.III. Post-task activityTalk and write 1. With your desk mate, talk like this:S1: What do you love?S2: I love _.S1: What are you good at?S2: I am _.S1: What will you be like in 15 years time?S2: I will _. I will be _ tall. I will weigh _ kilograms.S1: What job will you do?S2: I will _.2.Write about your desk mate, like this:_ loves _.He/she is good at _ _.In 15 years time, _ will be _. He/She will be _ tall. He/She will weigh _. He/ She will _.He/She will possibly be a/an _.IV. Consolidation:1. Write about your friend in 15 years time.2. Recite the names of jobsTeaching Design 4Topic: Oxford English 6B Module 2 Unit 5 Writing: A report on my futurePeriod: the fourth periodTeaching aids: multi-media facilitiesTeaching aims: 1.using the simple future tense to talk about future events (e.g. will be) 2. Using modal verbs to express obligation (e.g. have to) 3. Thinking what you would like to be in futureTeaching procedure:I.Pre-task preparation(1) Ask and answerHave you thought of your future?What would you like to be in future?(2) Look and sayS1: What would you like to be?S2: Id like to be a reporter.S1: What are you good at?S2: Im good at writing.S1: What are you poor at?S2: Im poor at taking photographs.Jobs: driver singer teacher dentist baker secretary policeman pilot doctor Reporter cook astronautII. While-task procedure(1) Give the students time to read Look and read.(2) Play the cassette. The students listen.(3) Select individual students to read out a paragraph. Ask questions:E.g. What would Alice like to be? What is she good at? What is she poor at? What does she have to practice more? What does she have to learn?(4) Listen and writeAbout JoeWhat would Joe like to be? Write a report.I will possibly be an astronaut.I am poor at _Maths_.I have to practise _Maths_ more.About AndyWhat would Andy like to be? Write a report.I will possibly be _a farmer or a singer .I would like to be a singer .I am good at _singing_.I am poor at _dancing_.I have to practise