高中英語(yǔ) 譯林牛津版 Book 2 Unit 3 Festivals and customs Book 2 Unit 3 Festivals and customs第四課時(shí)Grammar and usage

Book2Unit3FestivalsandcustomsGrammarandusage:Futureinthepast馬鞍山市安工大附中秦璐課時(shí)教學(xué)設(shè)計(jì)第4課時(shí)譯林版英語(yǔ)必修二第三單元Grammarandusage:Futureinthepast1.教材分析What（本課/本文主要內(nèi)容）：ThisisthefourthperiodofUnit3Book2—Festivalsandcustoms.Inthisperiod,studentswilllearnfutureinthepastinthecontextofagiving-giftstoryadaptedfromthegiftofMagi.How（文體結(jié)構(gòu)和語(yǔ)言特征）：Providedifferentformsoffutureinthepastinthecontexttohelpstudentsdistinguishtheirdifferentusages.Why（作者意圖）：TofacilitateSStobetterunderstandfutureinthepast.2.學(xué)情分析Whattheyhaveknown:Thetargetstudentshavelearnedthesimplefuturetenseinthejuniorhighschool.Whattheywanttolearn:Theyprobablywanttoknowrulesaboutfutureinthepastandhowtodistinguishdifferentformsoffutureinthepast.Possibledifficulties:Theymayhavetroubleintellingdifferentformsoffutureinthepast,aswellasusingtheminwriting.3.教學(xué)目標(biāo)Attheendofthelesson,studentswillbeableto:1.comprehendthestoriesaboutgift-giving;2.understandtheusageoffutureinthepast;3.distinguishthedifferentformsoffutureinthepast;4.writeanendingforthestoryusingfutureinthepast;5.understandthemeaningoffestivals—peopleshowtheirlovebygivinggifts.4.*重點(diǎn)難點(diǎn)Keyteachingpoint:Helpstudentsexploretherulesoffutureinthepastinacontext.Teachingdifficulties:1.Howtohelpstudentsusefutureinthepastcorrectly.2.Howtohelpstudentswriteanendingusingfutureinthepast.5.教學(xué)過(guò)程教學(xué)目標(biāo)教學(xué)活動(dòng)與步驟評(píng)價(jià)要點(diǎn)時(shí)間與互動(dòng)模式Step1Lead-inPlayagame.Putthepiecestogetherintoashapesothatyoucangetgifts.Q:Whydopeoplegivegiftsatfestivals?Brieflyintroducethebackgroundofthestory.SSputthepiecestogetherandthinkaboutthequestion.CW3’設(shè)計(jì)意圖：ToarouseSS’interest,leadintoday’stopicaswellaspavethewayforunderstandingthethemeofthestory.目標(biāo)1,2和3Step2Presentation:DellasoldherhairforwatchchainReadStoryAquicklytofindthemainidea.ReadStoryAcarefullytofindmoredetailsandthenanswerthesequestions.=1\*GB3①Whatholidaywouldbethenextday?=2\*GB3②WhatwasDellatodo?Whatwouldsheneed?=3\*GB3③Sinceshehadnomoney,whatwasshegoingtodo?=4\*GB3④Withthemoney,whatwouldshedo?=5\*GB3⑤Withoutherbeautifullonghair,whatwouldsheworryabout?=6\*GB3⑥Whatwassheabouttodo?Observetheanswersandworkouttherules.=1\*GB3①UsetimelinetointroduceRuleOne.RuleOne:Weusefutureinthepasttodescribeanactioninthefuturefromtheperspectiveofsomepointinthepast.=2\*GB3②UseanswerstogetRuleTwo.RuleTwo:Weformfutureinthepastinstatementsbyusingwould,was/wereto,was/weregoingtoorwas/wereabouttodowiththebaseformofaverb.=3\*GB3③Explorerulesofdifferentforms.RuleThree:woulddofuturehappeningsinthepast,was/weretodowanttodo,intendtodowas/weregoingtodoplantodowas/wereabouttodohappenintheimmediatefutureSScomprehendStoryAbyansweringthequestionsandexplorerulesbyobservingtheanswers.CW&IW11’設(shè)計(jì)意圖：Toexploretherulesoffutureinthepastinthecontext.目標(biāo)1,2和3Step3Practice:Jimsoldhiswatchforcombs1.Completethesentencestoseewherethestorygoes.2.ReadStoryBtofigureoutwhatJimdid.3.CompleteStoryBtofindmoredetails,usingfutureinthepast.SScomprehendwherethestorygoesbycompletingthesentencesandStoryB.IW8’設(shè)計(jì)意圖：Tohavestudentsapplyfutureinthepastinthecontext.目標(biāo)4Step4Production:Ending(SurpriseorScare?)Watchavideoandthinkabout:What’sthethemeofthestory?ReadingCircle:=1\*GB3①Fourpeopleinagroup.Eachonechoosesadifferentrole.=2\*GB3②Retellthestoryaccordingtothemindmap.Whatwouldhappentothem?Writeanendingforthestory.Aretheyincluded?(theme,actions,emotions,futureinthepast)Shareyourendings.Sharemyending.SSbetterunderstandthestorybywatchingavideoandretellingthestoryandpavethewayforwritinganendingforthestory.IW&PW&CW21’設(shè)計(jì)意圖：TocultivateSS’abilityofmigrationandinnovationbasedontheplotofthestory.目標(biāo)5Step5SummarySummaryofmyending.Withlove,ourlifewouldbefullofwarmthandhope.Withoutlove,lifewouldbecoldandhopeless.2.Summarizewhypeoplegivegiftsatfestivals.—Toshowtheirlove.SSlistentotheteacher’ssummaryandinferwhypeoplegivegiftsatfestivals.CW2’設(shè)計(jì)意圖：Todeepenthethemeandechothebeginningofthisclass.6.板書(shū)設(shè)計(jì)7.作業(yè)布置Polishyourwriting.ChecklistIsthewritinglogicalinplot?12345Hasitusedfutureinthepast?12345Hasitmadethethemeclear?123458.教學(xué)反思Bytheendofthisperiod,mostSScanhaveagoodunderstandingoffutureinthepast.SSfeelinterestedinlearningfutureinthepastinthecontext.Theygetthethemeofthislesson—loveandalsounderstandwherethemeaningoffestivalslies—T