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來源：幼教網(wǎng) 2018-03-27 15:35:59
| PROCEDURES | CONTENTS | METHODS | PURPOSE |
| �、�.Pre-task | 1. Sing a song | 1. Song: Whatever will be, will be | 從歌詞切入，討論個人的將來，為引入本課的語言材料作好情感和語言上的鋪墊。 |
| preparation | 2. Topic talk | 2.Topic: What will you be like in the future? | |
| I will be … | |||
| Ⅱ.While-task | 1. Learn the essay about future written by Yang Mingming. | 1.Listen and understand the main idea of the essay according to the pictures. | 借助情景和英語解釋；通過多種形式的朗讀，幫助學(xué)生習(xí)得語言材料，形成初步的語言技能；在對比式的課文復(fù)述中，鞏固對語言材料的理解和記憶，強化語言的結(jié)構(gòu)和功能。 |
| procedure | 2. Read the essay and learn the key expressions. | ||
| 3. Understand and learn the essay well enough to remember it exactly by doing the exercises. | |||
| 4. Retell this essay by comparing the present and future according to the essay. | |||
| 2.Learn another way to express what the world will be like in the future. | 1.Focus on water | 通過關(guān)注水污染引出另一種預(yù)測未來的表達方式，在特定情景中通過仿說、替換練習(xí)和靈活運用進行大量的語言操練，并在語言技能訓(xùn)練中滲透環(huán)境保護意識的教育。 | |
| Without clean water,…won’t… | 2. Understand the meaning of “… won’t…” | ||
| 3.Imitation | |||
| 4.Substitution drills | |||
| 5.Application | |||
| III. Post-task | 1.More reading: | 1. Read the passage and know more about the water. | 通過語言材料的閱讀和理解，增加語言的輸入量，引領(lǐng)學(xué)生樹立保護水資源和合理用水的理念。 |
| activity | water | 2. Judge the sentences. | |
| 2.Assignment： | 1.Group work | 學(xué)生可在稍作討論后任選一項作業(yè)課后完成。 | |
| Writing work | What will Shanghai be like in the year 2010? | ||
| 2.Individual work: | |||
| What will you be like in ten years? |
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