《六年級(jí)英語(yǔ)下冊(cè) Unit 5 What will I be like教案 牛津版上海版.doc》由會(huì)員分享，可在線閱讀，更多相關(guān)《六年級(jí)英語(yǔ)下冊(cè) Unit 5 What will I be like教案 牛津版上海版.doc（5頁(yè)珍藏版）》請(qǐng)?jiān)谘b配圖網(wǎng)上搜索。

Unit 5 What will I be? 一、 單元分析（Unit Analysis） （一）單元地位（Unit Position） 1 本課中重點(diǎn)學(xué)習(xí)了 “He/She/You will be____ centimeters taller./________ kilogrammes heavier.” “He/She/You will be____ and_____.” “He’ll/She’ll/You’ll possibly be a/an _____.” 等使用一般將來(lái)時(shí)來(lái)敘述將來(lái)事實(shí)的句型.一般將來(lái)時(shí)在前面的課文中已經(jīng)學(xué)過(guò)，但在課文中增加了與現(xiàn)在的一個(gè)比較，還要進(jìn)一步的進(jìn)行鞏固性操練。 2 be good at sth/doing sth 的用法在本冊(cè)書(shū)本Module One, Unit Three 的課文中出現(xiàn)過(guò),在本單元中大量使用,并且新增了反義詞組be poor at sth/ doing sth 的使用. 教師可通過(guò)問(wèn)題化設(shè)計(jì),讓學(xué)生進(jìn)行操練并掌握. 3 用First, Next, Then, Finally等副詞來(lái)表示時(shí)間順序在6A中被介紹使用過(guò)，在本課中讓學(xué)生進(jìn)一步鞏固復(fù)習(xí)。 4 在本單元中涉及的有關(guān)工作的詞匯，建議以舊帶新，在復(fù)習(xí)的基礎(chǔ)上掌握新的內(nèi)容。 （二）單元目標(biāo)（Unit Target） 1 運(yùn)用情態(tài)動(dòng)詞have to來(lái)表示在客觀要求下不得不做某事。如I have to practise English and Chinese more. / I have to learn to make sick people better. 2 運(yùn)用固定表達(dá)Yes, I agree. /No, I don’t agree. 來(lái)表達(dá)意見(jiàn)。如Peter will possibly be a policeman. Yes, I agree. /No, I don’t agree. I think he’ll possibly be a fireman. 3 操練有關(guān)將來(lái)外貌、喜好、職業(yè)的各種提問(wèn)和對(duì)話。 （三）單元重點(diǎn)（Unit Points） 1 關(guān)鍵詞及詞組： 1） 各類(lèi)職業(yè)：reporter, model, baker, driver, singer, teacher, doctor, dentist, businessman, businesswoman, football player, nurse, pilot, farmer, fisherman, astronaut, cook. 2） 副詞： possibly的位置及用法。 3） 詞組： press the button, put…into…, be good at/ be poor at, need to do sth, dress up, practise sth, learn to do sth 2 功能： 1） Show agreement（同意）and disagreement（不同意） l -- Peter will possibly be a policeman. -- Yes, I agree. /No, I don’t agree. I think he’ll possibly be a fireman. 2） Talk about future’s appearances（談?wù)搶?lái)的容貌） l -- What will I be like? -- You will be 15 centimetres taller/ be five kilogrammes heavier/ have longhair/ be more beautiful. 3） Show possibility（可能性） l I’ll possibly be a policeman or a fireman. 3 語(yǔ)法點(diǎn)： l 本課出現(xiàn)了不少一般將來(lái)時(shí)的句式，應(yīng)作為本課的重點(diǎn)來(lái)進(jìn)行教學(xué)。 l 情態(tài)動(dòng)詞have to后面跟動(dòng)詞原形，應(yīng)進(jìn)行重點(diǎn)來(lái)操練并鞏固。 l 不定式need to do /learn to do應(yīng)通過(guò)歸納總結(jié)的方式來(lái)使學(xué)生掌握。 二、 教學(xué)設(shè)計(jì)（Teaching Designs） 教學(xué)內(nèi)容 教學(xué)實(shí)施建議 教學(xué)資源參考 1 Read and match /Read, draw and write(page 33) 本課的第一部分是閱讀并配對(duì)的內(nèi)容。教師在介紹情景后，讓同學(xué)自己默讀，然后請(qǐng)一位比較有能力的學(xué)生來(lái)扮演Kally的角色, 并通過(guò)三張圖片讓學(xué)生說(shuō)出Kally使用魔術(shù)相機(jī)拿到將來(lái)照片的過(guò)程。準(zhǔn)備一張Kally25歲時(shí)的照片，展示給學(xué)生，然后配上閱讀的內(nèi)容，來(lái)提高學(xué)生的學(xué)習(xí)興趣。鼓勵(lì)更多有能力的同學(xué)來(lái)思考他們認(rèn)為自己25歲時(shí)將是怎么樣的。 具體處理這部分內(nèi)容的建議見(jiàn)[鏈接1]。 《活頁(yè)資料》16頁(yè)，讓學(xué)生思考當(dāng)Danny和Kitty25歲時(shí)將是什么模樣，并填完說(shuō)明和畫(huà)上圖片。 2 Look and learn/ Read, think and say( page 34 ) 這部分內(nèi)容的處理，建議以舊帶新。教師可以由學(xué)生已經(jīng)熟悉的工作詞匯引入到新的詞匯。然后播放錄音，讓學(xué)生跟著大聲朗讀。請(qǐng)三位同學(xué)分別讀一下對(duì)Danny, Eddie 和 Kally的描述，如有發(fā)音困難的地方，教師給予一定的幫助。然后根據(jù)所給的單詞和模板對(duì)話以小組為單位來(lái)進(jìn)行操練，鞏固知識(shí)點(diǎn)。請(qǐng)幾組同學(xué)在班級(jí)前面進(jìn)行角色扮演來(lái)對(duì)話。同時(shí)教師可以讓學(xué)生完成活頁(yè)17頁(yè)的練習(xí)，要求學(xué)生首先仔細(xì)閱讀Peter在13年后將是怎么樣的描述，然后寫(xiě)下他們自己和朋友將來(lái)模樣的內(nèi)容并配以圖片，在課上進(jìn)行交流匯報(bào)。 具體處理這部分內(nèi)容的建議見(jiàn)[鏈接2]。 對(duì)話操練時(shí)應(yīng)運(yùn)用課本34頁(yè)上的句式。 3 關(guān)于35頁(yè)內(nèi)容的教學(xué) 本頁(yè)首先要求學(xué)生跟隨錄音朗讀課文，然后通過(guò)一系列問(wèn)題來(lái)檢查對(duì)課文的理解程度: “What will Eddie possibly be? What would Eddie like to be? What is he poor at? What does he need to do? What does he have to practise more? What does he have to learn?”然后給學(xué)生一段時(shí)間思考以下的問(wèn)題：What will I possibly be? What would I like to be? What am I good at? What am I poor at? What do I need to do? What do I have to practise more? What do I have to learn?最后完成表格 “About you” 的填寫(xiě)，并以小組交流形式匯報(bào)各自的記錄。 [鏈接3]中提供了一個(gè)處理該部分內(nèi)容的教案。 。 [鏈接1] 說(shuō)明： 這部分的內(nèi)容是教師充分啟發(fā)學(xué)生思維，展開(kāi)想象力的大好機(jī)會(huì)，從而提高學(xué)生學(xué)習(xí)英語(yǔ)的積極性。 1 教師準(zhǔn)備兩張Kally的照片（一張是現(xiàn)在的，一張是25歲的）展示給學(xué)生，讓他們說(shuō)出這兩張的不同之處。準(zhǔn)備一張表格，通過(guò)問(wèn)題的形式來(lái)讓同學(xué)填寫(xiě)：Which picture is younger/heavier/ taller/ stronger/ more beautiful? 進(jìn)而引入到課文的情景中來(lái)。 2 教師介紹Kally 通過(guò)使用魔術(shù)相機(jī)得到她25歲時(shí)的照片，然后讓學(xué)生看著展示整個(gè)過(guò)程的三幅圖片來(lái)默讀課文，加以理解，完成配對(duì)工作并給予校對(duì)。 3 教師在校對(duì)的過(guò)程中復(fù)習(xí)在6B中學(xué)過(guò)的用First, Next, Then, Finally等表示時(shí)間順序的副詞以及強(qiáng)調(diào)一下課文中所用的五個(gè)動(dòng)詞put, press, take, read 和see，并加以鞏固和掌握。 4 教師請(qǐng)一位比較有能力的學(xué)生來(lái)扮演Kally的角色, 其他同學(xué)來(lái)敘述Kally使用魔術(shù)相機(jī)拿到將來(lái)照片的這個(gè)過(guò)程，對(duì)有困難的同學(xué)教師給予一定的幫助。 5 教師再次展示Kally25歲時(shí)的照片，接著要求學(xué)生齊聲朗讀課文中對(duì)這張照片的敘述，然后重點(diǎn)強(qiáng)調(diào)一般將來(lái)時(shí)的使用中增加的與現(xiàn)在的一個(gè)比較，對(duì)此進(jìn)行更多針對(duì)性的操練，以達(dá)到熟練掌握的程度。 6 教師讓學(xué)生以小組形式來(lái)討論思考當(dāng)Danny和Kitty25歲時(shí)將是什么模樣，并在活頁(yè)P(yáng)age16填完說(shuō)明和畫(huà)上圖片。教師在學(xué)生討論時(shí)在教室中走動(dòng)，幫助那些有困難的小組。 7 作為延伸，教師可以讓四個(gè)學(xué)生組成一組，鼓勵(lì)更多有能力的同學(xué)來(lái)思考他們認(rèn)為自己25歲時(shí)將是怎么樣的，然后交流討論并畫(huà)出自己的圖片，最后請(qǐng)幾位學(xué)生在班級(jí)前展示各自的成果。 [鏈接2] 說(shuō)明： 這部分內(nèi)容的處理主要是以舊帶新，引出新的詞匯。然后根據(jù)所給的單詞和模板對(duì)話以小組為單位來(lái)進(jìn)行操練，鞏固知識(shí)點(diǎn)。請(qǐng)幾組同學(xué)在班級(jí)前面進(jìn)行角色扮演來(lái)對(duì)話。如下，提供了一份本課時(shí)的完整教案。 Pre-task preparation Language learning activity ( This section aims at providing students with opportunities to practise the language/ vocabulary needed or become familiar with the background for the task that follows.) 1 Review the job vocabulary items with students together: a driver/ a singer/ a teacher/ a doctor/ a dentist/ a businessman/ a businesswoman/ a football player/ a nurse/ a pilot/ a farmer/ a fisherman/ an astronaut/ a cook. ( Use the pictures on the blackboard) 2 Introduce new vocabulary items in Look and learn: a reporter, a model, a baker, good at, glasses, good-looking. 3 3 Play the recording: Look and learn. Students listen and follow in their books. 4 Play the recording again. Students listen and repeat. While-task procedure 1 Play the recording: Read, think and say for the first time. Students listen carefully and get ready to answer the following questions. What will Peter possibly be? How tall will he be? How much will he weigh? Will he need to wear glasses? What will he be good at? 2 Play the recording again. Students listen and repeat. 3 Play the recording for the third time. Students read together with the recording. 4 Invite a few more able students to come to the front and read the descriptions of Danny , Eddie and Kally. Help them with some difficult pronunciation if necessary. 5 Using the words given and the modelled conversation in Read, think and say, students work in pairs to practise the target language. Invite a few pairs of students to come out and role-play the conversation in class. 6 Ask students to turn to photocopiable page 17. Tell students to read carefully about what Peter will be like in 13 years’ time first. Then they are required to draw and write about what they and their good friends will be like in 13 years’ time. 7 Invite a few students to read their descriptions aloud in class. Collect students’ work and bind it into a booklet to be circulated in class. Consolidation Grammar Practice Book [鏈接3] 說(shuō)明： 本課時(shí)是通過(guò)一系列問(wèn)題來(lái)檢查學(xué)生對(duì)課文的理解程度。所運(yùn)用到的知識(shí)點(diǎn)有情態(tài)動(dòng)詞have to以及不定式need to do/ learn to do 的用法。最后完成表格 “About you” 的填寫(xiě)，并以小組交流形式匯報(bào)各自的記錄。如下，提供了一份本課時(shí)的完整教案。 Pre-task preparation 1 Play the recording: Look and read. Students listen and follow in their books. 2 Ask students a few questions to check their understanding: “What will Eddie possibly be? What would Eddie like to be? What is he poor at? What does he need to do? What does he have to practise more? What does he have to learn?” 3 Emphasize the use of the modal verb “have to” and the infinitive “l(fā)earn to do/ need to do” and make some practice in order to understand and master them. 4 Give students some time to think and write down some notes for the following questions : What will I possibly be? What would I like to be? What am I good at? What am I poor at? What do I need to do? What do I have to practise more? What do I have to learn? While-task procedure 1 Ask students to read about Eddie again. Then ask them to look at About you and complete the task by writing about themselves. 2 Make a board display: Select quality work of some students and put it on the display board, giving it the title: ‘ What will we possibly be? Post-task activities Workbook Consolidation Grammar Practice Book [鏈接4] 說(shuō)明： 本部分內(nèi)容在處理的時(shí)候，要注意與Unit 1的教學(xué)內(nèi)容相結(jié)合。同時(shí)，也要在More Oral Practice強(qiáng)調(diào)綜合運(yùn)用的基礎(chǔ)上，提升學(xué)生綜合運(yùn)用語(yǔ)言功能的能力，并學(xué)會(huì)知識(shí)的變遷。 1 在學(xué)生對(duì)前面課文內(nèi)容相對(duì)了解的基礎(chǔ)上，要求學(xué)生以小組為單位進(jìn)行問(wèn)題的探討： What will you possibly be in 15 years’ time? What are you good at? What are you poor at? What do you need to do/ have to do? 2 然后要求學(xué)生在進(jìn)行小組進(jìn)行訪談對(duì)話。對(duì)于較為薄弱的學(xué)生，可以要求他們復(fù)述對(duì)話，或者將對(duì)話改短。