Unit2AfterschoolCartoontimeTeachingcontents教学内容CartoontimeTeachingaimsandlearningobjectives教学目标1.学生能够阅读理解卡通内容。2.学生能够在理解的基础上表演卡通。Focusofthelessonandpredictedareaofdifficulty教学重点和难点教学重点：1.从整体上阅读卡通并理解。2.用正确的语音语调朗读对话，表演卡通。教学难点：学生能够阅读理解卡通内容。Teachingprocedures教学过程Step1Freetalk&Warm-up1.FreetalkT:Hello,boysandgirls.S:Hello,MissSun.T:Whatdayisittoday?S:It’s…T:Whatlessonsdoyouhavethismorning?S:Wehave…T:Howaboutthisafternoon?Whatlessonsdoyouhave?S:Wehave…T:Whatsubjectsdoyoulike?S:Ilike...【设计意图：Freetalk环节通过对话的形式复习句型Whatdayisit?和Whatlessonsdoyouhave/like?来唤醒学生的已有知识。】2.SingasongT:DoyoulikeMusic?S:Yes!T:Let’ssingthesongDaysoftheweektogether.S:OK.【设计意图：Freetalk环节讨论学生喜欢的学科后，接着问DoyoulikeMusic?自然过渡到歌曲的复习，渲染课堂轻松愉悦的学习氛围。】3.T:Whatmakesaweek?S:Sevendays.They’re…T:DoyouknowwhatdayIlikebest?S:…T:IlikeMondaybest,becauseIcanseeyouagain.Whatisyourfavouriteday?Nowpleasediscusswithyourpartners.Andyoucansaylikethis:Ilike…best,because…(学生两人一组讨论，然后挑几组学生向大家展示)【设计意图：学生们聊他们喜欢的星期时可以综合运用所学的句型Ilike…,Ican…,Because…等，对学生的语言运用能力提出了更高的要求。在对话过程中，会有学生说到他们喜欢星期六和星期天，因为这两天没有课，由此可以导入Cartoontime的教学。】Step2Cartoontime1.T:SomeofyoulikeSaturdaybecausethere’snolessons.DoesBobbyhaveanylessonsonSaturday?Look,Bobbyiscoming.Andwhoishe?S:It’sachicken.T:Yes,wecancallhimMrChicken.DoesBobbyhaveanylessonsonSaturday?Let’swatchthecartoon.(播放动画)2.T:DoesBobbyhaveanylessonsonSaturday?S:No!【设计意图：学生观看动画后回答问题，了解故事大意。】3.T:ButBobbyandMrChickengetupearlythismorning.Whendotheygetupeveryday?(新授when和everyday)T:Let’swatchthecartoonagainandtrytoanswer.(再次播放动画，引导学生用第一人称完成PPT上的句子Igetupat…everyday)【设计意图：再次观看动画，寻找细节信息。在回答问题时，考虑到学生没有学过第三人称的表达方式，所以学生在回答问题时采用扮演Bobby和MrChicken的方式，用第一人称回答，降低教学难度。】4.T:Lookattheclock!Itrings!Itsays…S:Getup!Getup!(引导学生用急促的语速朗读。)T:LookatBobby.Ishehappy?S:No.T:What’swrongwithhim?S1:Heistired.S2:Hegetsupearly.S3:Hewantstosleep.T:SowhenMrChickenaskshim:Goodmorning,Bobby.Whendoyougetupeveryday?Bobbysays…S:Atsix.(引导学生用疲惫的语调朗读。)T:ButdoesBobbyhavelessonstoday?S:No,hehasnolessonstoday.T:Sohesays…S:Ah!Idon’thaveanylessonsonSaturday!(引导学生用吃惊的语气朗读。)T:Yes.MaybehecangetuplaternextSaturday.【设计意图：在对话的过程中指导学生用正确的语音、语调朗读。】5.Readingtime(1)跟读动画，鼓励学生模仿语音语调。(2)齐读。(3)两人一组分角色朗读。(4)两人一组表演。【设计意图：通过多种形式的朗读活动，鼓励学生模仿语音语调，理解文中人物的心理与情感变化，进一步理解掌握课文中的句子和词汇。】Step3Consolidation1.T:Bobbyisnotveryhappyatlast.WhatwillBobbydoonSaturday?S1:MaybeBobbygoestobedagain.S2:MaybeheplayswithMrChickentogether.…T:Good.Let’saddanendingtothisstory.2.Onepossibleversion:T:NowI’mMrChicken.WhowantstobeBobby?S1:Me!T:Everyone,youaretheclock.Ready?Let’sstart!S:Getup!Getup!T:Goodmorning,Bobby.Whendoyougetupeveryday?S1:Atsix.T:Igetupatsix.Whatlessonsdoyouhavetoday?S1:Whatdayisit?T:It’sSaturday.S1:Ah!Idon’thaveanylessonsonSaturday!T:Really?Let’sgoandplayfootball,OK?S1:...
