Unit2-I-saw-a-terrible-movie.第二课时教学设计

Unit2Isawaterriblemovie(PeriodII)第二课时教学设计StepOneLead-inGiveashortreportSeveralstudentsareaskedtogiveareportaccordingtothehomeworkabouttheirclassmates’weekendactivities.（设计意图:从上节课的课后作业入手，让学生根据他们的调查作简单的口头报告说出同学的娱乐活动，一方面以检查课后作业,另一方面自然引入到本课。）StepTwoReading1.Readthestoriesandmatchthesepeoplewiththeiractivities.(Activity9)2.Readthestoriesagainandcompletethechart.(Activity10)StudentsreadthematerialandcompletethechantinActivity10.Teacherasks3studentstowritetheiranswersontheboardtocheckwhethertheyarerightornot.3.Readthestoriesagainandmatchthesentences.(Activity11)Studentsreadthematerialtogether,andthenmatchthesentences.Teachercheckstheanswersbyaskingseveralstudentstoanswerit.（设计意图:通过三个目的不同的阅读活动，让学生有浅入深逐步理解该阅读材料。在了解材料概况的前提下，查找有关细节信息，并再次提炼相关要点。4.ExplaintheimportantwordsandexpressionsTeacherexplainstheimportantphrasesandsentencesinthematerial.（设计意图:在老师的解释过程中处理阅读材料中的生词，让学生更深刻理解有关重要的词汇的运用。）5.RetellAskstudentstoanswerthequestionsaboutMarywithcompletesentencesinActivity12.AskstudentstocompleteMary’sstorywiththeinformationinActivity12.（设计意图:通过用完整的句子回答有关Mary的故事，并根据这些信息转述Mary的故事，以此训练学生的阅读能力并为下面的写作做好铺垫。）StepThreeWritingInterview(Activity14)StudentsInterviewtheirpartnersandwritedowntheanswersinActivity14.Teacherwalksaroundtoseeiftheycanwritethesentencescorrectly.（设计意图:利用活动14的问题让学生采访同伴的音乐爱好，从而训练学生用一般过去时记述事情的能力。）StepFourHomeworkLinktheanswersinactivity14toformaparagraph.Eg.Fiveyearsago,ZhangMing’sfavoritesongwasYesterdayOnceMore.Helikedthatsong.Itcouldbringbackhappymomentsofhischildhood..四、板书设计Unit2Isawaterriblemovie1.Spend…(in)doing花费……做某事HespendmuchtimeintouringEuropeSpend…onsth.在……上花费……Ispendonedayonthework.2.prefer+n./pron./doing/todo作宾语Helikedtodrivetodowntown,butIpreferredtowalk.分享：