1、Unit 6 Anne wanted to dance【第二课时】【教学目标】（一）语言目标:1词汇:（1）能听懂、会说、认读stand on one foot, read a story aloud, paint a picture, play the piano,进一步熟悉以上单词.（2）能听懂concert, exam, practise, modem dance.2句型:（1）能熟练运用“What did he/ she want to do?”和“He/ She wanted to .”询问和回答某人的意愿.（2）能熟练运用“be going to do something”和“wi
2、ll do something”表示将要做某事.（二）应用目标:1能在情境中正确、灵活地运用“want to do something”表达人物的意愿.2能借助插图帮助理解课文D部分的阅读.【教学重难点】重点:在D部分教学中复习和巩固已学的词汇和句型,扩充词汇量.难点:理解课文D部分的短文,完成相关练习.【教学准备】教学图片、教学配套的动画.【教学过程】I. 热身/复习（Warm-up/ Revision）1Greetings2谈论周末计划教师启发学生说说周末计划,学生们畅所欲言,谈论自己的周末计划.教师可以提供一些动词,激发学生的思维:play read clean watch paint
3、sing climb visit gowatch a film.I want to play computer games.go to the park.T: Whats the weather like?Ss: Its sunny.T: Its a nice day. It will be sunny on the weekendI want to climb the Yue lu Mountain with my family.What do you want to do this weekend?S1: I want to go to the park.S2: I want to rea
4、d a book.S3: I want to play computer games.教师可以用思维导图将学生的答案罗列出来.3教师出示B部分的动词短语,结合句型与图片跟学生进行问答.T: What did each person in the picture want to do last weekend?NameWhat did he/ she want to do?Chen dongHe wanted to stand on one foot.MingmingHe wanted to read a story aloudPeterHe wanted to paint a picture.
5、AnneShe wanted to play the piano.II. 趣味操练 （Lets practice.）1教师进一步启发学生,除了周末计划,我们还有很多其他的计划,如儿童节计划、暑假计划、学习计划等.提示学生回忆去年的儿童节都许下了什么愿望.S1: I wanted to go to the museum. S2: I wanted to go to the zoo.S3: 2学生分组讨论去年的儿童节,并用英语写出本组成员的意愿,完成C部分表格.T: Pair work. Ask and answer questions about what he/she wanted to do
6、 last Childrens Day. Write down what your partner tells you.NameWhat did he/ she want to do?LinglingShe wanted to sing and dance.3Show your survey上台展示.每组派代表向全班汇报本组成员的意愿.III. 趣味阅读 （Lets read）1教师创设今年六一儿童节即将到来的情境,学校将举行一场音乐会.T: Childrens Day is coming. There will be a school concert after the exam.（板书 s
7、chool concert和exam,带读.）What are you going to do?学生一起讨论校园音乐节上自己准备干什么.S1: I am going to sing a song.S2: I will dance with my classmates.S3: I will play the piano.宋以后，京师所设小学馆和武学堂中的教师称谓皆称之为“教谕”。至元明清之县学一律循之不变。明朝入选翰林院的进士之师称“教习”。到清末，学堂兴起，各科教师仍沿用“教习”一称。其实“教谕”在明清时还有学官一意，即主管县一级的教育生员。而相应府和州掌管教育生员者则谓“教授”和“学正”。“
8、教授”“学正”和“教谕”的副手一律称“训导”。于民间，特别是汉代以后，对于在“校”或“学”中传授经学者也称为“经师”。在一些特定的讲学场合，比如书院、皇室，也称教师为“院长、西席、讲席”等。T: What will you wear at the school concert?与当今“教师”一称最接近的“老师”概念，最早也要追溯至宋元时期。金代元好问示侄孙伯安诗云：“伯安入小学，颖悟非凡貌，属句有夙性，说字惊老师。”于是看，宋元时期小学教师被称为“老师”有案可稽。清代称主考官也为“老师”，而一般学堂里的先生则称为“教师”或“教习”。可见，“教师”一说是比较晚的事了。如今体会，“教师”的含义比之
9、“老师”一说，具有资历和学识程度上较低一些的差别。辛亥革命后，教师与其他官员一样依法令任命，故又称“教师”为“教员”。S1: I will wear a beautiful dress.S2: I will wear a white T-shirt and black trousers.S3: I will wear.课本、报刊杂志中的成语、名言警句等俯首皆是,但学生写作文运用到文章中的甚少,即使运用也很难做到恰如其分。为什么?还是没有彻底“记死”的缘故。要解决这个问题,方法很简单,每天花3-5分钟左右的时间记一条成语、一则名言警句即可。可以写在后黑板的“积累专栏”上每日一换,可以在每天课前的
10、3分钟让学生轮流讲解,也可让学生个人搜集,每天往笔记本上抄写,教师定期检查等等。这样,一年就可记300多条成语、300多则名言警句,日积月累,终究会成为一笔不小的财富。这些成语典故“贮藏”在学生脑中,自然会出口成章,写作时便会随心所欲地“提取”出来,使文章增色添辉。2教师出示课文D部分插图,让学生互相讨论插图所涉及的人物以及相应的动作.然后教师播放引言部分的录音.T: There will be a school concert after the exam. Anne, Lingling, Peter and Mingming are practising their dance and s
11、ong.然后教师与学生看D部分插图,继续如下问答.T: What will Peter do?Ss: Peter will sing a song.T: Who will sing a song, too?Ss: Mingming.T: GoodWhat are Lingling and Anne going to do?Ss: Lingling and Anne are going to dance.T: Who is good at dancing?Ss: Lingling is good at dancing.3听录音,圈出图片上四位人物正要做的事情,此环节是为了验证预设,整体理解故事大
12、意.4读故事,一起整理对话内容,获取故事细节信息,并完成表格.be going to doprogramPeter and MingmingsingIts a Small WorldLingling and Annedancemodern danceAnnes mothermake concert clothes for the children5带着问题再读故事,完成下列句子.Complete the sentences and the puzzle.（1）Anne and Lingling will_.（2）Annes mother is going to make concert _ for the children.（3）The children will wear _ clothes.（4）Peter and Mingming are going to sing at the school _.6模仿朗读,熟悉语言,为表演做准备.7小组合作表演故事.学生可以创造性地运用所学语言表述自己对故事的理解,不用拘泥于课文中的语言来表演故事.【作业布置】1抄写B部分单词,听读C部分和D部分.2调查周末家人的计划,并做成表格.
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