The second period（第二课时电子教案）

Step1:Pre-reading①1.Greetings.Teachingpurpose①Teachingpurpose①引导学生复习第4~6单元的词汇及句型，激活旧知，为后面的学习做好准备。Usethewordcardstoplaythisgame.ShowthewordcardsofUnit4toUnit6onebyone.Askstudentstoreadthewordsasfastaspossible.Rewardthestudentswhoreadfastandaccurately.3.Aguessinggame.Saysomesentencesaboutjobs.Letstudentstrytoguessthewordsofjobs.Checktheanswerslikethistoreviewthesentencestructures:T:Whatdoeshe/shedo?Ss:He/Sheis…T:Wheredoeshe/shework?Ss:He/Sheworks…4.Askandanswer.ShowsomepicturesabouthobbiesonthePPT.（课件出示:一些人物爱好的图片）Leadstudentstoaskandanswerinpairs.A:Whatare…’shobbies?B:He/Shelikes+v-ing.ShowsomepicturesaboutemotionsonthePPT.（课件出示:一些人物情绪的图片）Leadstudentstoaskandanswerinpairs.A:Howdoeshe/shefeel?B:He/She…5.Lead-in.T:Goodjob!Peter’sfamilyareatKen’shousenow.Ken’sfathertellsastory.Let’sreadthestorytogether.Teachingpurpose②逐步引导学生理解文本，并通过阅读问题训练学生在语篇中捕捉不同类型信息的能力。在活动过程中渗透诚信是人宝贵品质的德育教育。Step2:While-Teachingpurpose②逐步引导学生理解文本，并通过阅读问题训练学生在语篇中捕捉不同类型信息的能力。在活动过程中渗透诚信是人宝贵品质的德育教育。1.Fastreading.T:Nowwe’regoingtoreadastory.Whatisthemainideaofthestory?Leadstudentstolookatthechartonpage69.Writedownthewords“When,Where”ontheblackboard.T:Whendoesthestoryhappen?Wheredoesthestoryhappen?Studentsreadthestoryforthefirsttimeandwritedowntheanswerto“Where”inthechart.Checktheanswers.2.Watchandcircle.T:Howmanypeoplearementionedinthestory?Ss:4.Writedowntheword“Who”ontheblackboard.T:Whatdotheydo?Nowpleasereadthestoryquicklyandcircletheirjobsinthestory.Youhave10secondstodothis.Studentsreadthestoryandtrytocirclethejobsinthestory.Checktheanswers.Playtherecording.(课件出示:教材P68的音频)Studentslistentotherecordingandfillintheblanksonpage69.Checktheanswers.Who:aricholdbusinessman,afactoryworker,acoach,afisherman3.Readagainandfillinthechart.ShowachartonthePPT.Askstudentstoreadthestoryagainandfillinthechart.Readandfillintheblanks.Writedownthephrase“Whathappens”ontheblackboard.T:Nowlet’sreadthestorycarefully.Thentrytofillintheblanksonpage69.Letstudentsreadthestorybythemselvesandfillintheblanksonpage69.Checktheanswers.5.Answerthequestions.Showthetwoquestionsbelowthepassageonpage68totheclass.（课件出示:教材P68Readandanswer的问题）Letstudentsdiscussthemingroups.Thenchecktheanswers.T:Howdoesthefishermanfeelafterthreemonths?S1:Hefeelsverysad.T:Howdoeshefeelattheend?S2:Hefeelsveryhappy.T:Why?S3:Becauseheownsthemoney.S4:Becauseheishonest.T:Whatdoesthestorytellus?Tickwhatyouagreewithinthebook.Ss:Peopleshouldbehonest.Teachingpurpose③引导学生总结故事的构成要素并根据故事要素复述故事，鼓励学生仿照故事要素写出自己的故事要素表，并尝试创编一个故事，培养学生的创造能力。Step3:Post-Teachingpurpose③引导学生总结故事的构成要素并根据故事要素复述故事，鼓励学生仿照故事要素写出自己的故事要素表，并尝试创编一个故事，培养学生的创造能力。1.Summarizetheelementsofastory.T:Peterlikesthestoryverymuch.Heisgoingtotellittohisbestfriend.Let’stakealookattheelementsofastory.2.Retellthestory.(1)Askstudentstolookatthechartonpage69andthentrytoretellthestory.(2)Askstudentstoworkingroupstoprepare.(3)Askseveralstudentstoshowtheirworktotheclass.3.Trytomakeastory.ShowalistofstoryelementsonthePPT.（课件出示:故事要素表）Thentellthestorytotheclassasamodel.（课件出示:故事范例）Askstudentstomakealistofstoryelementsandthentrytomakeastory.Tellthestoryingroups.Asksseveralstudentstoshowtheirstoriestotheclass.Otherstudentslistentothemandmakeevaluationsoftheirstories.▶板书设计▶作业设计Tellyourstorytoyourfamily.Dotheexercises.(见“状元成才路”系列丛书《创优作业100分》或《状元作业本》对应课时作业)▶教学反思1.教学活动设计具有梯度性，遵循学生的认知规律，以学生为本，以问题为导向，引导学生学习，培养学生的自主学习能力。2.借用图片、语言等帮助学生读懂题目要求，逐步引导学生理解故事，并通过阅读问题训练学生在语篇中捕捉不同类型信息的能力。在活动过程中渗透诚信是人宝贵品质的德育教育。3.引导学生总结梳理故事的构成要素，并借助故事要素复述故事。引导学生仿照故事要素写出自己的故事要素表，并尝试创编一个故事，培养学生的创造能力。▶TeachingContentsPage68&Page69·Askandexpresssomeone’spreferencebyusingthesentencestructures“—Whatare…’shobbies?—He/Shelikes+v-ing.”·Usethesentencestructures“—Doeshe/she…?—Yes,he/shedoes./No,he/shedoesn’t.”toaskwhethersomeonedoessomething.·Usethesentencestructures“—Whatdoeshe/shedo?—He/Sheis…”toaskandanswerquestionsaboutsomeone’soccupation.·Usethesentencestructures“Wheredoeshework?”and“Howdoeshegotowork?”toaskwheresomeoneworksandhowtheygotowork.▶TeachingPriorities·BeabletoreviewandusethekeywordsandsentencestructuresofUnit4toUnit6properlythroughthestoryandtheactivities.▶TeachingDifficulties·Beabletousethekeysentencestructuresinsituationsproperly.▶TeachingProceduresTeachingStagesTeacher’sActivitiesStudentsActivitiesTeachingPurposesPre-learning1.Greetings.2.Flashingcards.ShowthewordcardsofUnit4toUnit6.3.Aguessinggame.Saysomesentencesaboutjobs.Letstudentstrytoguessthewordsofthejobs.Checktheanswerstoreviewthesentencestructures.4.Askandanswer.ShowsomepicturesabouthobbiesandemotionsonthePPT.Letstudentsaskandanswerinpairs.5.Lead-in.1.Greetings.2.Readthewordsoutasfastaspossible.ReviewthewordsofUnit4toUnit6.3.Trytoguessthewordsofthejobs.4.Lookatthepictures.Askandanswersomeone’shobbiesandfeelingsinpairs.1.Greetings.2.Readthewordsoutasfastaspossible.ReviewthewordsofUnit4to6.3.Trytoguessthewordsofthejobs.4.Lookatthepictures.Askandanswersomeone’shobbiesandfeelingsinpairs.While-reading1.Fastreading.Lookatthechartonpage69.Readthestoryforthefirsttimeandwritedowntheanswerto“Where”inthechart.Checktheanswer.Leadstudentstounderstandthestoryandtrainthemtocapturedifferenttypesofinformationinthestorybyreadingtasks.Intheprocessoftheactivity,theteacherpermeatesthemoraleducationthatintegrityispeople’spreciousquality.2.Watchandcircle.Readthestoryandcirclethejobsinthestory.Watchthecartoonandfilltheblanksonpage69.Checktheanswers.3.Readagainandfillinthechart.Readthestoryagainandfillinthechart.Checktheanswers.4.Readandfillintheblanks.Readthestorybythemselvescarefully.Thenfillintheblanksonpage69.Checktheanswers.5.Answerthequestions.Discussthemingroupsandanswerthequestionsonpage68.Checktheanswers.（续表）TeachingStagesTeacher’sActivitiesStudents’ActivitiesTeachingPurposesPost-reading1.Summarizetheelementsofastory.Learntheelementsofastory.Leadstudentstosummarizetheelementsofastoryandretellthes