Unit 2 We are going to do some research.优质课教学设计

Unit 2

We’re going to do some research Period 3

1教学目标

(一)语言目标

1.词汇:能进一步听懂、会说、认读B部分词汇read, find, collect, study and

think, write.

2.句型:能用英语表达谈论意见和打算的句型: What are you going to do?

We' re going to….

(二)应用目标

1.能用英语表达准备开展研究性学习的步骤与打算。

2.能听懂、会读D部分的文本。

3.语篇阅读:感知说明文的文体特点，能够抓住语篇的大意。

2重点难点

(一)重点:能进一步听懂，会说、认读.部分词汇read, find, collect, study and think, write;

能懂英语表达谈论意愿和打算的句型:What are you going to do? We' re going to",

(二)难点:1.语篇阅读; 2进一步运用be going to结构来谈论自己准备开展研究性学习的步骤与打算。

3教学过程

3.1

教学活动

活动1【导入】Step

l

Warming－up

1.Greetings

2. Free talk

T: Boys and girls. Do you love animals?(教师展示动物图片。)

Ss:…

T: What’s your favourite animal?

Ss:…

T: What do you know about it?

Ss:….

T: Look at screen.

What' s this?(教师展示动物图片。)

Ss:….

T: Where do they live? What colour are they? What food do they like to eat?

Ss:….

(设计意图:看图片.呈现情境问题，为之后的文章学习做铺垫.)

活动2【讲授】Step2

Presentation

1. Read and answer.(导入Jane和她的小组写的关于野生动物的研究性报告。) T: There are so many animals in our world.加you want t know more

about them?

Let' s do a research. Look! Jane' s group is going to do some research. If you are in her group,

what are you going to do? Let' s read the text quickly with the question. What animals are you going

to research?

Ss:….

T: OK! Time' s up. What animals are you going to research? Who can try? Ss: We' re going to research wild animals in China. T: Great! (设计意图:学生第一遍快速阅读文章，回答问题，了解文章大意。) 2. Read and underline.

T: Please read the text again and underline the structures of "be going to" . Do you know "be going to"? Just like this.(教师指一个举例。) Ss:’·

T: How many

"be going to" structures are in the text?(教师在PPT上校对答案，能够读出be going to.) Ss:….

T: So Jane' s group is going to do a lot of things. Yes or no?

Ss: Yes. 3. Read and circle. T: How are they going to do the research? Please read it one more time and circle the key words. Ss:….

T: Who can try? Ss: read (the textbook.), collect (pictures), ask question("Where do they live?").find (the places on the map), write (a report)(学生回答的同时，教师或者学生将词卡贴在黑板上并引导学生跟读单词。) T: Wonderful!

(设计意图:学生第三遍阅读文章，找出进行研究的关键词。进一步了解文章大意。) 活动3【练习】Step

3

Practice

1. Choose the right letters.

T: Now, look here. Some phrases are missing in the text. Please choose the right letters according to

the pictures.

Ss:….

T: OK! Who can try?

Ss: NO.1 is….

T: please follow me to read the phrases.

Read the textbook...

Ss: Read the textbook...

(设计意图:通过将文章短语挖空，学生根据图片来进行补充填空，让学生进一步感知研究的步骤，掌握文章结构。)

Fill in the form and practice in group.

T: Next, please fill in the form according “to the text, ask and answer with your partner. The first 1 is

finished. What are you going to do? We' re going to do some research. Now! It' s your turn.

Ss: ….

T: OK! Stop! No. 2 who can try?

Ss: What are you going to read? We' re going to read the textbook.

T: Good job!

(T lets Ss ask and answer by the sane way.)

(设计意图:学生进行项空练习，进行问答.有助于帮助学生更好地理解准备进行研究的步骤和打算.)

3. Make a new research plan.

T: Boys and girls. Look at screen. What' a this?

Ss: ….

T: We are going to do some research about animals. Please choose one and complete the sentences

on your activity paper. (PPT展示仅鸟蝴蝶图片和可用短语，学生自选补充完整文本。)

Ss: ….

活动4【作业】Step

4

Production

T: Who can show your work? How about you?(教师让学生上台展示白己的研究计划.) Ss: ….

(设计意图:通过进行任务白选，创编一篇新的准备进行研究的计划，巩固所学知识检验课堂成效。) 1.

Watch a video about wild animals.(教师播放视频。) T: The wild animals you saw are endangered. We should protec aimals. Love animals, love life. 2.

Homework