Unit 3 Our animal friendsWord文档下载推荐.docx
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Unit 3 Our animal friendsWord文档下载推荐.docx
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三、单元教学目标
1.认知目标:
学习水平
学习内容
学习水平的描述
语音
1.能流利地朗读课文及与课文水平相当的短文,语音、语调、句子重音和停顿基本正确。
2.音标/bl/,/br/;
/fl/;
/fr/,/gl/,/gr/,/kl/and/kr/的拼读规则
词汇
1.重点词汇
Blind,radio,programme,helful,,mean,,allow,pet,anywhere,apologize,lead,bark,wake,towel,bottom,finally,airport,appear,act,climb,dark,nothing.
词组:
2.拓展词汇
rescue;
recetionist
3.专有名词:
Billy,Brown,Charlie,Dancer,Jane,Jimmy,Kevin,Smith,Suzy,White,Winnie
4.短语:
arriveat;
byoneself,leadsbto;
fallasleep,wakeup,getdown,fireengine
句型
Usefulsentences:
1.“Goodevening,sir”2.Youarewelcometostay,butIamsorrythat….3.Ican’tgoanywherebymyself.4.Hesoonfallasleep5WithCharlie’shelp,….6.ThenhegotdownonthefloornexttoCharlieandwaited8.Afiremanarrivedandgothimoutofthebuilding?
9.Ithink…areveryhelpfulanimals.Theyhelpus…10.Without…,wecannot…11.Weget…from…
语法
1.Learnhowtosaythe/bl/,/br/;
/fr/,/gl/,/gr/,/kl/and/kr/sounds.
2.Learnhowtouseprepositionofposition.
读(reading)
1.Readanarticleaboutablindmanandhisguidedog.
听(listening)
1.Listenforspecificinformationaboutsomedogsandwhattheydotohelppeople.
说(speaking)
Talkaboutahelpfulstory.
写(writing)
Completearescuestory.
2.思想情感目标:
1)通过谈论“动物”的相关话题,帮助学生对动物有一个新的认识。
2)结合课文的内容,引导学生对动物形成正确的认识,从而做到保护动物的目的。
3.能力发展目标:
1)能够在听、说、读、写等语言综合实践活动中运用本单元的重点词汇、句型与语法。
2)在学习中提高交流和传递信息的能力,在写作中正确运用连词使文章更连贯和流畅。
3)通过指导学生在模拟交际中运用所学的知识,培养学生探究学习、合作学习、自主学习的能力。
四、单元教学重点
1.学生熟练掌握重点词语,词组及句型。
2.指导学生利用所学句型正确表达思想、进行交际活动。
3.指导学生归纳、反身代词以及方位介词的用法,并在实践运用中熟练运用。
4.指导学生如何完成一个解救故事,巩固描述过去发生的一件事情的基本方法。
五、单元教学难点
1.如何将故事补充完整。
2.反身代词的归纳整理及运用。
3.方位介词的归纳整理及运用。
六、教学策略
1.引导学生积极主动的通过预习完成可以自己学会的部分,课堂学习完成学习的重难点,通过复习及归纳总结完善单元的学习。
2.在教学中以旧带新,引导学生用正确的句子表达思想。
3.适当补充与课文话题相关的内容,拓展学生的阅读视野。
七、学习策略
1.初步接触略读(skimming)和找读(scanning)这两种阅读策略。
2.学会在阅读过程中通过上下文来猜测生词含义的方法。
3.关注反身代词以及方位介词的应用,以便准确记录相关信息。
八、媒体的选择与设计
1.充分利用和发挥基本的教学媒体,如录音机,教师的bodylanguage、板书的作用。
2.适时、合理地使用多媒体,增大课堂的容量,更好地辅助教学。
九、各课时教学内容安排建议
教学内容及课型
教学目标及简单教学环节设计
第1课时
ReadingA
Ablindmanandhis“eyes”inafire
新授课
一、定位:
input-based,训练各种听与说的语言微技能,并给予阅读学习策略的指导,读为主。
二、教学设计:
Step1Warmingup
1.AskafewSsthefollowingquestionsaboutanimalordogs.
Q1:
Doyoulikepets?
Whatanimaldoyoulikebest?
Q2:
Doyouthinkdogisourfriend?
Q3:
Doyouthinkdogcanhelpus?
Howdodogshelpus?
Step2Leadingin
1.Whatdoyouthinkadogcandowhenafirehappens?
2.AskSstoMatchthethekinksofdogsintheboxwiththepictures(APage30Thenchecttheanswers.
Step3:
Pre-reading
1)AskSstolookatthephotosandthetitleofthestoryonPage30.thenanswerthequestionsbelow.
a.Whatdoyouthinktheword“eyes”meansinthestory?
b.Whatisthestoryprobablyabout?
GetsstofinishBonpage30andchecktheanswers.
2)Vocabularypresentation:
GetSstolearnsomenewwordsbyshowingsomepictures.(Blind,radio,programme,helful,,mean,,allow,pet,anywhere,apologize,lead,bark,wake,towel,bottom,finally,
3)Cocabularyexercise:
GetSstofinishexerciseC1andC2onpage32toconsolidatethenewwords.
Step4:
While-reading
1.Firstreading
Getsstolistentothetapeandreadfasttoanswer:
a.Whathappenedwhilehewasasleep?
b.f.Weretheysavedatlast?
2.Secondreading
AskSstoreadthetextcarefullyagainandanswerthequestionsbelowandchecttheanswers:
a.HowdidJohnfeel?
Whichwordsinfer(暗示)thatJohnwasangry?
c.HowdidJohnknowtherewasafire?
d.WhatdidJohndotosavehimself?
d.Didthefiremanmeanto(打算)takeCharlie?
Why?
e.WhatdidJohnexplaintothefireman?
Step5Postreading
Groupwork:
:
AskSstofinishexerciseD1andD3onpage33ingroupsandthensharetheiropinionsinclass.
Step6:
Languagepoints
1)keypoints:
a)arriveat/in;
(拓展:
reach;
getto)
b)allowv.允许;
allowsbtodosth允许某人做某事
Eg.老师不允许我们抽烟。
Theteachersdon’t______us________.
c)dosthbyoneself(拓展:
dosthonone’sown)
d)apologizetosb(拓展:
makeanapologytosb:
向某人道歉)
e)lead-led-ledv.带领leadsbtosomewhere带领某人到某地
Eg.他带领我们去到了那个公园。
He______us_____thepark.
f)fallasleep(拓展:
gotobed,sleep)
g)getdown;
getup,geton,getoff)
h)both
Step7:
Consolidation
Dosomerelatedexerciseofprepositions,wordsandtranslations.
Step8Homework
1)Gooverwhatyou’velearnedtoday.
第2课时
listening
Topdogs
一、定位:
1.input-based,训练各种听与说的语言微技能,并给予听的学习策略的指导。
Objectives:
1.TeachtheSshowtolistenforspecificinformationabouttopdogs.
2.TeachtheSshowtotakenoteswhilelisteningtotheradioprogrammeabouttopdogs.
二、教学环节设计:
Step1Pre-listening
1.TellSsthattheyaregoingtodosomelisteningexercises.AsksomeoftheSswhattheywilldobeforelistening.
2.LearnthestudytipswithSsbyaskingSstoreadthetipsontheirbookcarefully.(Payattentiontothekeywordswhenlistening.
3.AskSstoreadthetableonpage34carefullyandpredictwhatkindofinformationtheycouldfillintheblanks.Sscandiscussingroupsandwritedowntheiranswerswithpencils.
4.AskSswhattheymustpayattentiontowhentheywrite.Eg:
theirspelling,thefirstletteroftheword,howtowriteanumberetc.
Step2While-listening
1.PlaytherecordingforSstolistenandfillintheblankswiththenamesofthespeakersfromthebox.
2.PlaytherecordingagainforSstolistenandaskthemtochecktheirspelling.
3.Checktheanswersandseehowwelltheydidintheprediction.
Step3Post-listening
a)GiveSssometimeandgetthemtosummarizetheskillsofcompletingatableofinformationandfinishtherelatedlisteningexerciseofinBookB.
b)Groupdiscussion:
chooseoneoftheanimalsbelowandtalkabouthowithelpspeopleusingthesentencestructures:
cow;
elephant,horse,sheep
Ithink…areveryhelpfulanimals.Theyhelpus…
Without…,wecannot…
Weget…from…
Summary:
askthesstoconcludewhatwe’velearnedtoday.
Step5Homework
FinishStudentsTimesofUnit3listeningexercise.
第4课时
Language
A.Reflexivepronouns
BPrepositionofposition
input-based,训练各种读与说的语言微技在语言知识中的运用
Step1Revision
a.WehavelearntalotofthingsinreadingA,andletmeseehowwellyouknowaboutthem.
GetSstofindoutthepersonalpronounsinthefollowingpassage.JohnF.DancerwalkedintotheDragon’sHeadHotelwithhisfriendCharlie.Theywenttothereceptiondesk.Johnsaid,“Hi,I’mJohnDancer.IbookedaroomlastSunday.”Theclerksaid,”Yes,sir,butwedon’tallowpetsinthishotel.”
Personalpronouns
第一人称单数
第二人称单数
第三人称单数
第一人称复数
第三人称复数
Fubjectform
I
you
he,she,it
we
they
Objectform
me
him,her,it
us
them
Thesubjectisthedoerofanactionandisputinfrontoftheverb.
Theobjectisthenounuponwhichanactionisdone.Itisputaftertheverb.
Step2LanguageA---Reflexivepronouns
1.Weuseareflexivepronounastheobjecttoreferbacktothesubjectofasentence.Writedownsomeexamplesontheblackboard:
a.Heblameshimselfforthemistake.
b.Shemadeherselfacupoftea.
c.Weshouldnotthinkonlyofourselves.
2.Wecanalsouseareflexivepronountoemphasizethatsomeonedoessomethingwithouthelp.Writedownsomeexamplesontheblackboard:
a.Hedidthehomeworkhimself.
b.Wecancleanthekitchenourselves.
3.Writedownthereflexivepronounslikethis:
Reflexivepronouns
人称
第一人称
第二人称
第三人称
单数
myself
yourself
Himself/
herself/
itself
复数
ourselves
yourselves
themselves
4.AskSstoreadthesentencesonP7andworkouttherules.
5.GuidetheSstoconcludetheusageoftheReflexivepronouns
(1)反身代词勇于名词或代词之后或句末,作同位语,表示强调。
Imyselfdidit.=Ididitmyself.
(2)反身代词在句中可用作动词宾语、介词宾语。
Weenjoyedourselvesverymuchlastnight.
Theycantakecareofthemselves.
(3)反身代词在句中可用作表语。
Thatpoorboywasmyself.
注意:
反身代词本身不能单独做主语。
(误)Myselfdrovethecar.(正)Imyselfdrovethecar.
反身代词的固定习语
•Helponeselfto随便吃
•Enjoyonself过得愉快
•Teachoneself自学
•Lookafteroneself照顾自己
•Byoneself单独,独自
•Foroneself为自己
6.GetSstofinishtheexerciseonP36andchecktheanswers.
Step3LanguageB—prepositionsofpostion
1.Weuseprepositionsofpositiontotalkaboutwheresomebodyorsomethingis.Askthemtogivesomeexamples.
Whereisthemouse?
Itisinabowl.;
Itisonashelf.
Itisunderabasket.Itisnextto/besideanapple.
ItisinfrontofaTV.Itisbehindavase.
Itisbetweentwobook.Itisaboveacat.
2.GetSstoremembertherules:
3.Exercise:
1)Jasonisdescribinghisbedroom.Helphimcompletehishescriptionwiththecorrectprepositions.(finishexerciseonpage37)checkthequestions.
Consolidation:
GetSstofinishsomerelatedexercisesinBookB.
Step5.Summary
askthesstoconcludewhatwe’velearnedtoday.
Homework
a.选择题:
()1----Excuseme!
Isthispen_______?
---No.It’s________._______penishere.
A.yours;
my;
MineB..mine;
yours;
My
C.yours;
mine;
MyD.mine;
your;
My
()2----Whotaught______historylastyear?
----Nobody!
Helearnedit________.
A.her;
himselfB.him;
himselfC.him;
herselfD.him;
him
()3----Pleasepassmethebooks.---Which_______are______?
A.one;
yourB.one;
yoursC.o
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