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1、精选学习资料 - - - - - - - - - Unit 5 What will I be. 一、 单元分析（ Unit Analysis）（一）单元位置（Unit Position）1 本课中 重点学习了“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 _.”等使用一般将来时来表达将来事实的句型 .一般将来时在前面的课文中已经学过,但在课文中增加了与现在的一个比较,仍要进一步的进
2、行巩固性操练；2 be good at sth/doing sth 的用法在本册书本Module One, Unit Three 的课文中显现过,在本单元中大量使用 ,并且新增了反义词组be poor at sth/ doing sth 的使用 . 老师可通过问题化设计,让同学进行操练并把握 . 3 用 First, Next, Then, Finally等副词来表示时间次序在6A 中被介绍使用过, 在本课中让同学进一步巩固复习；4 在本单元中涉及的有关工作的词汇,建议以旧带新,在复习的基础上把握新的内容；（二）单元目标（Unit Target）1 运用情态动词 have to 来表示在客观要
3、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 运用固定表达 Yes, I agree. /No, I don t agree. 来表达看法；如 Peter will possibly be a policeman. Yes, I agree. /No, I dont agree. I think hell possibly be a fireman. 3 操练有关将来外貌、喜好、职业的各种提问和对话；（三）单元重点（Unit Poin
4、ts）1 关键词及词组：1） 各类职业： reporter, model, baker, driver, singer, teacher, doctor, dentist, businessman, businesswoman, football player, nurse, pilot, farmer, fisherman, astronaut, cook. 2） 副词：possibly 的位置及用法；r at, need to do sth, dress up, 3） 词组：press the button, put into , be good at/ be poopractise st
5、h, learn to do sth 2 功能：（同意） and disagreement（不同意）1） Show agreement- 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 （谈论将来的容貌）- What will I be like. - You will be 15 centimetres taller/ be five kilogramme
6、s heavier/ have longhair/ be more beautiful. 名师归纳总结 3） Show possibility（可能性）第 1 页,共 5 页- - - - - - -精选学习资料 - - - - - - - - - Ill possibly be a policeman or a fireman. 3 语法点：本课显现了不少一般将来时的句式,应作为本课的重点来进行教学；情态动词 have to 后面跟动词原形,应进行重点来操练并巩固；不定式 need to do /learn to do应通过归纳总结的方式来使同学把握；二、 教学设计（ Teaching De
7、signs）教学资源参考活页资料 16 页,让 学 生 思 考 当 Danny 和 Kitty25 岁时将是什么模 样,并填完说明和画上图片；对话操练时应运 用课本 34 页上的 句式；教学内容教学实施建议1Read and match 本课的第一部分是阅读并配对的内容；老师在介绍情形后,让同/Read, draw and 学自己默读,然后请一位比较有才能的同学来扮演Kally 的角色 , writepage 33 并通过三张图片让同学说出Kally使用魔术相机拿到将来照片的过程；预备一张Kally25岁时的照片, 展现给同学,然后配上阅读的内容, 来提高同学的学习爱好；勉励更多有才能的同学来
8、摸索他们认为自己25 岁时将是怎么样的；详细处理这部分内容的建议见链接 1；2Look and learn/ 这部分内容的处理,建议以旧带新； 老师可以由同学已经熟识的Read, think and 工作词汇引入到新的词汇；然后播放录音, 让同学跟着大声朗读；say page 34 请三位同学分别读一下对Danny, Eddie 和 Kally 的描述,如有发音困难的地方, 老师赐予肯定的帮忙；然后依据所给的单词和模板对话以小组为单位来进行操练,巩固学问点； 请几组同学在班级前面进行角色扮演来对话；同时老师可以让同学完成活页17 页的练习,要求同学第一认真阅读Peter 在 13 年后将是怎么
9、样的描述,然后写下他们自己和伴侣将来模样的内容并配以图 片,在课上进行沟通汇报；3关于 35 页内容的详细处理这部分内容的建议见链接 2；本页第一要求同学跟随录音朗读课文,然后通过一系列问题来检教学查对课文的懂得程度: “ 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.” 然后给同学一段时间摸索以下的问题：Wha
10、t will I possibly be. What would I at. What am I poor at. What do like to be. What am I good I need to do. What do I have to practise more. What do I have to learn. 最终完成表格“ About you” 的填写,并以小组沟通形式汇报各自的记录；链接 3中供应了一个处理该部分内容的教案；名师归纳总结 - - - - - - -第 2 页,共 5 页精选学习资料 - - - - - - - - - 链接 1 说明：这部分的内容是老师充分
11、启示同学思维,绽开想象力的大好机会,从而提高同学学习英语的积极性；1老师预备两张Kally的照片（一张是现在的,一张是25 岁的）展现给同学,让他们说出这两张的不同之处；预备一张表格,通过问题的形式来让同学填写：Which picture is younger/heavier/ taller/ stronger/ more beautiful. 进而引入到课文的情形中来；2 老师介绍 Kally 通过使用魔术相机得到她 25 岁时的照片,然后让同学看着展现整个过程的三幅图片来默读课文,加以懂得,完成配对工作并赐予校对；3 老师在校对的 过程中复习在 6B 中学过的用 First, Next,
12、Then, Finally 等表示时间次序的副词以及强调一下课文中所用的五个动词 put, press, take, read 和 see,并加以巩固和把握；4 老师请一位比较有才能的同学来扮演 Kally 的角色 , 其他同学来表达 Kally 使用魔术相机拿到将来照片的这个过程,对有困难的同学老师赐予肯定的帮忙；5 老师再次展现 Kally25 岁时的照片,接着要求同学齐声朗读课文中对这张照片的表达,然后重点强调一般将来时的使用中增加的与现在的一个比较,对此进行更多针对性的操练,以达到娴熟把握的程度；6 老师让同学以小组形式来争论摸索当 Danny 和 Kitty25 岁时将是什么模样,并
13、在活页 Page16 填完说明和画上图片；老师在同学争论时在教室中走动,帮忙那些有困难的小组；7 作为延长,老师可以让四个同学组成一组,勉励更多有才能的同学来摸索他们认为自己25 岁时将是怎么样的,然后沟通争论并画出自己的图片,最终请几位同学在班级前展现各自的成果；链接 2 说明：这部分内容的处理主要是以旧带新,引出新的词汇；然后依据所给的单词和模板对话以小组为单位来进行操练,巩固学问点；请几组同学在班级前面进行角色扮演来对话；如下,供应了一份本课时的完整教案；Pre-task preparation Language learning activity This se ction aims
14、at providing students with opportunities to practise the language/ vocabulary needed or become familiar with the background for the task that follows. 1Revie w the job vocabulary items with students together: a driver/ a singer/ a teacher/ a doctor/ a dentist/ a businessman/ a businesswoman/ a footb
15、all player/ a nurse/ a pilot/ a farmer/ a fisherman/ an astronaut/ a cook. Use the pictures on the blackboard 2Introduce new vocabulary items in Look and learn: a reporter, a model, a baker, good at, glasses, good-looking.3名师归纳总结 - - - - - - -第 3 页,共 5 页精选学习资料 - - - - - - - - - 3Play the recording:
16、Look and learn. Students listen and follow in their books. 4 Play the recording again. Students listen and repeat. While-task procedure 1Play 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.
17、 How tall will he be. How much will he weigh. Will he need to wear glasses. What will he be good at. 2Play the recording again. Students listen and repeat. of 3Play the recording for the third time. Students read together with the recording. 4Invite a few more able students to come to the front and
18、read the descriptions Danny , Eddie and Kally. Help them with some difficult pronunciation if necessary. 5Using the words given and the modelled conve rsation 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
19、conversation in class. 6Ask students to turn to photocopiable page 17. Tell students to read carefully about draw and what Peter will be like in 13 year s time first. The n they are required to 7write about what they and their good friends will be like in 13 years time. work Invite a few students to
20、 read their descriptions aloud in class. Collect studentsand bind it into a booklet to be circulated in class. Consolidation Grammar Practice Book 链接 3 说明：本课时是通过一系列问题来检查同学对课文的懂得程度；所运用到的学问点有情态动词have to 以及不定式 need to do/ learn to do 的用法；最终完成表格“ About you”的填写,并以小组沟通形式汇报各自的记录；如下,供应了一份本课时的完整教案；Pre-task p
21、reparation 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 doe
22、s he have to learn. ”3Emphasize the use of the modal verb “ have to ” and the infinitive “ learn to do/ need to do ” and make some practice in order to understand and master them.名师归纳总结 4Give students some time to think and write down some notes for the following 第 4 页,共 5 页- - - - - - -精选学习资料 - - -
23、 - - - - - - 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. Wh at 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 comp
24、lete 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 a ctivities Workbook Consolidation Grammar Practice Book 链接 4 说明：本部分内容在处理的时候,要留意与 Unit 1 的教学内容相结合； 同时,也要在 More Oral Practice 强调综合运用的基础上,提升同学综合运用语言功能的才能,并学会学问的变迁；1 在同学对前面课文内容相对明白的基础上,要求同学以小组为单位进行问题的探讨：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然后要求同学在进行小组进行访谈对话；对于较为薄弱的同学, 可以要求他们复述对话,或者将对话改短；名师归纳总结 - - - - - - -第 5 页,共 5 页