Teaching Plan of Oxford English 5BModule2 Unit5 At the weekend (Period 2)TomorrowText 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 tenseDifficulty: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: 教學(xué)環(huán)節(jié)學(xué)習(xí)內(nèi)容活動序號導(dǎo)學(xué)方法設(shè)計意圖教師活動學(xué)生活動I Pre-task preparation Free talk      Learn the word ‘tomorrow, next’.1T: Look at this calendar. What day is it today? T: What day is it tomorrow? Teach: tomorrowT: 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.從討論日歷導(dǎo)入故事主題，開門見山。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.通過有趣的猜測任務(wù)，引導(dǎo)學(xué)生進入故事情境。II While-task procedure Lead in the story.3T: 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.  呈現(xiàn)課文中主人公。 發(fā)散學(xué)生英語思維。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 housetomorrow. d. Listen and read. 4(PPT動物哭聲)T: But who is crying? Who is still in the rain? Little Monkey. 通過設(shè)置兩個遞進問題，幫助學(xué)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.6T: 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. 理解并運用所學(xué)詞匯。7Practise 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.8Listen 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.指導(dǎo)朗讀，體驗Little Monkey的情感。3. Enjoy the whole story.                     4. Read the whole story and try to find the reason.9T: 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.引導(dǎo)學(xué)生帶著疑問，整體感知故事。            學(xué)生自讀，找出六天來Little Monkey沒有房子的原因。10T: 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.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.              11T: 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.精讀文本，引導(dǎo)學(xué)生抓關(guān)鍵詞。12T: 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.學(xué)生嘗試自讀找信息。13T: 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. 通過由扶到放的任務(wù)設(shè)置，引導(dǎo)學(xué)生用自己的語言討論第二天和第三天的故事，為后面復(fù)述整篇故事鋪墊。                 13T: 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..6. Look and image about Day 4 and Day 5. 13T: 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.文本中沒有Day 4和Day 5的內(nèi)容，通過扮演Little Monkey想象的任務(wù)說，創(chuàng)設(shè)情境，引導(dǎo)學(xué)生運用 be going to的句型，體驗情感。7. Read and fill in the blanks about Day 6. 14T: 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—criesT: Little Monkey is very sad. He says loudly. Let’s cry like Little Monkey.  Rainy.Listen and think. No. Learn to read.    Role-play.通過教師引導(dǎo)，學(xué)生讀故事最后一部分，體會Little Monkey的情感變化。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. 今日事今日畢。   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.對照PPT表格小結(jié)，引導(dǎo)學(xué)生悟出故事寓意，完成板書。9. Read and retell the whole story.16Read the whole story together.Read together.朗讀復(fù)述故事，培養(yǎng)語用能力。17Retell the story.Group work:Retell the story.III. Post-task activitiesA new story.Tomorrow18T: 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.通過再構(gòu)文本，使學(xué)生更直觀的感受Don’t wait until tomorrow. 語用能力的培養(yǎng)。Emotion education:19T: 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. （兩星）Enjoy more stories in Aesop’s fables.（三星）考慮到學(xué)生英語水平和學(xué)習(xí)能力的差異，設(shè)置難度不一的作業(yè)任務(wù)，幫助孩子們課后鞏固和拓展學(xué)習(xí)。 Blackboard design:（附學(xué)生文本）      

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Unit 5 At the weekend

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