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Unit4OurWorldTopic1What’sthestrongestanimalonthefarm?SectionDⅠ.Materialanalysis本节课是本话题的最后一节课，主要通过Grammar、Functions来复习本话题的语法重点：形容词的比较级和最高级。通过SectionA、B对形容词比较级和最高级的讲解及练习，学生在理论上明白形容词比较级和最高级的用法以及变化规则，但是在实际应用的时候还存在困难。在本课的语法复习过程中要尽量多给机会让学生自己总结和归纳，在学生做的过程中发现问题及时点拨。本课也通过对大熊猫、蓝鲸、华南虎等珍稀动物的介绍，引导学生学会爱护环境、保护动物。Ⅱ.TeachingaimsKnowledgeaims：1.能根据音标正确拼读并运用如下词汇：southwest,feed,bamboo,less,land,whale等。2.能正确拼写本课新单词如：southwest,feed,bamboo,less,land,whale等。3.能正确运用重点语法：形容词的比较级和最高级。4.能运用比较级谈论事物的变化，正确谈论保护动物的话题。Skillaims：1.能听懂谈论保护环境的话题及事物之间比较的话题。2.能够将本单元所学内容和以前所学知识相结合，在日常生活中谈论有关环境保护、爱护动物话题，能够用口头表达的方式来比较事物之间的不同。3.能够读懂环保方面的杂志、期刊，能读懂描绘事物与事物之间相比较的文章。4.根据所学内容写出海报，倡议书等呼吁大家爱护环境、保护大自然。Emotionalaims：通过本课学习，培养学生的环保意识，爱护动物，从不使用珍稀动物身上的任何东西开始。在本课的学习中学生能体会到很多大事都是从小事积累起来的。Ⅲ.ThekeypointsanddifficultpointsKeypoints：1.强化形容词比较级和最高级用法的练习。2.了解珍稀动物濒临灭绝的原因，能用英文发出号召：保护动物。Difficultpoints：形容词的比较级和最高级。Ⅳ.Learningstrategies1.在课前看看1中的三幅图片，脑袋中回忆一下自己对它们的了解有多少，可以帮助你快速的记忆文章。2.根据自己已有的有关大熊猫、蓝鲸和华南虎的知识，联系课本上的新知识可以让你在课堂上更加集中在你不明白的问题上。Ⅴ.Teachingaids
Computermultimediaprojector，somephotosinthezoo
Ⅵ.TeachingproceduresStepInteractionpatternStudentactivityTeacheractivityIntroduction(8minutes)1.Thewholeclasswork2.Groupwork3.Groupworkandthewholeclasswork4.Thewholeclasswork5.Thewholeclasswork6.Individualwork7.Thewholeclasswork1.ReadthroughSectionsA-C.Writedownsomesentencesonthepaper.Theymaywritedownsomewords,phrasesorsomesentences,especiallycomparativeandsuperlativedegreesofadjectives.2.Putthesixnotebookstogether,andnumberallthewords,phrasesandsomesentences.3.Eachgroupchooseonestudenttowritedowntheirnotes.Otherstudentscanaddmorewords.4.Lookattheblackboardanderasethesamepart.5.Readandrememberallthekeypoints,makingsuretheycanmasterthem.6.Studentsshouldfillintheblankswithoutlookingthemupinthetextbook.7.Readandremember“GrammarandFunctions”.1.Givestudents3minutestoreadthroughSectionsA-C.Askthemtounderlineorwritedownthekeypointstheythink.2.Provide1minuteforstudentstoclassifytheirnotes.3.Makeacompetition.Whichgroupcansumupmorewords,phrasesandsentences?Dividestudentsintothreeparts.Onepartwritesdownthenewwords,anotherpartwritesdownthenewsentences,andthelastpartaimstowritedownthephrases.Therearethreegroupsineachpart.4.Choosethebestthreegroups.Onegroupdidbestinnewwords.Onegroupdidbestinphrases.Thelastgroupisthebestinsentences.5.Askstudentstolookattheblackboardandcheckwhethertheycanrememberalloftheseontheblackboard.6.Show“GrammarandFunctions”tostudents,andchecktheanswers.7.Organizestudentstoread“GrammarandFunctions”.
Presentation(12minutes)1.Thewholeclasswork2.Groupwork3.Thewholeclasswork4.Individualwork5.Individualworkandgroupwork6.Groupwork1.Studentsstudytheword“whale”andanswerthequestionswithcomparativeandsuperlativedegreesofadjectives.E.g.Thepandaandthetiger,Iliketigerbetterbecause...Ilikethepandabestofall.2.Studentsdiscussthisquestioningroups.Studentscangivemanydifferentanswersaccordingtotheirbackgroundknowledge,forexample,pandalikeeatingbamboo.Peoplekilltigerfortheirbonesandfur.3.Studentsstudynewwordseasilyinthecontent.4.Findanswersquickly.Picturesandthetablecanhelpstudentsalot.5.Retellthepassage.Onestudentretellsaparagraph.Groupmemberscanhelphim/herifhe/shecan’tfinishit.6.Studentsfindtherulesandusageingroups.1.Finish1.Showthreepicturestostudentswhicharetakenfromzoos,apanda,abluewhale,andaChinesetiger.Teach“whale”hereandask“Whichdoyoulikebetter?”,“Whichdoyoulikebest?”2.Showaquestion:Howmuchdoyouknowaboutthem?3.Teacherwritesdownthenewwordsinstudents’answersandteachesthenewwordsatthistime.4.ShowthetableonPage88tostudents.Remindstudentstolookatthetablecarefully.Infact,withthehelpofthetable,studentscanfindthecorrectanswersquickly.5.Checktheanswersandguidestudentstoretellthepassagewiththehelpofthetable.(Givestudents2minutestoprepare.)6.Writedown“moreandmore/lessandless/fewerandfewer/betterandbetter”ontheblackboard.
Consolidation(8minutes)1.Groupwork2.Groupworkandthewholeclasswork3.Groupwork4.Individualwork5.Thewholeclasswork1.Studentsdiscussingroups.Studentsshouldfindoutanimalsindangeratfirst,thenanswerthe4questionsinthetable.Studentscanstilltalkaboutpanda,bluewhaleandChinesetigerintheirownwords.2.Somestudentspresenttheirinformationwhileothersaddmoreinformationfromothers’presentation.3.Studentsdiscussingroups.Studentscangetsomeideaslike:Weshouldn’tpourdirtywaterintotheriverdirectly.Weshouldplantmoretrees,becausetheycanprovideanimalswithbeautifulhome.4.Studentsreporttheirresultswiththehelpofthepaperintheclass.5.Studentsknowsavingisveryimportantandsavepaperfromnowon.1.Showthequestion“Doyouknowanyotheranimalsindanger?”ShowthetableinProjecttostudents.Askstudentstocollectinformationingroups.StudentsmayknowsomeanimalsindangersuchasgoldenmonkeyandYangtsealligator,buttheydon’tknowhowtoexpressitinEnglish.Teachercanshowthepicturesandwordstohelpstudents.2.Inviteeachgrouptopresenttheirinformation.3.Askstudentstotalkabouthowtoprotecttheseanimalsandlistthemonapieceofpaper.4.Invitestudentstoreporttheirresultstotheclass.5.Teacheremphasizestheimportanceofsavinganimals.Remindstudentsnottowastepaperandthepaperonwhichtheylistedthewaystoprotectanimalscanbeusedtodootherthings.
Practice(6minutes)1.Thewholeclassworkandpairwork2.Groupwork3.Groupworkandindividualwork1.Studentswritetheirfavoriteanimals.Theymaywriteitbetterwiththehelpofthefollowingquestions:(1)What’stheanimal?(2)Wheredoesitlike?(3)Whatdoesitfeedon?(4)Whatarethefeaturesofit?(5)Whydoyoulikeit?Handsupwhennecessary.2.Studentsexchangetheirwritingworks.Readtheirpartners’passagescarefully.Whenreadingothers’,theycanfindsomemistakesinthepassages.Studentsshouldreviseit.3.Twovolunteerssharetheirpassages.Theotherstudentslistentothemcarefullyandfindthemistakes.1.Finish2.“Justnowwestudieddifferentkindsofanimalsindanger.Weallknowweshouldprotectthem.Therearemanyotheranimalsthatarenotindanger.Theyarecuteandfriendly.Canyouwriteapassageaboutyourfavoriteanimal?Trytocompareyourfavoriteanimalwithotheranimals,thenwewillknowwhyyoulikeitbest.”2.Teacherasksstudentstochecktheirwritingworkingroups.3.Invitetwovolunteerstosharetheirpassages,andcheckthemistakesinclass.
Production(10minutes)1.Groupwork2.Thewholeclassworkandindividualwork3.Thewholeclasswork4.Individualwork1.Studentsdiscussingroups.Everyonegivestheirownideaaccordingtowhatwelearned.Studentsmakenotesandreadthemquickly.2.Volunteerscometotheplatformonebyone.Allthestudentsgivetheirscores.Inordertomakeiteasy,studentswritedownA,B,CandDaccordingtotheirperformances.3.Writingforthesmilingfaces.4.Writeashortpassageandrecorditinarecorder.Studentsshouldpayattentiontothepronunciation.Usealltheskillsinpronunciationstudiedbefore.PreviewTopic2ofSectionAandsearchsomeinformationaboutearthquakeontheInternet.1.Atalkshow.Tomorrowourschoolwillselectastudenttotheelementaryschool.Thestudent’staskistogiveareportabouthowtoprotectforestsoranimals.Eachvolunteerhas1minutetogivethereport.Thebestonecangototheelementaryschool.Providestudentsseveralminutestoprepare.2.Teacherinvitesvolunteerstocometotheplatformandrecordthetime.3.Teacherclassifiesandgivessmilingfaces.4.Homework:(1)Assignthestudentstowriteapassageabouthowtosavetheanimalsindangerandrecorditinyourcellphoneorrecorder.Bringittothenextclass.Payattentiontothepronunciationandintonation.(2)Assignthestudentstosearchsomeinformationaboutearthquake.
TeachingReflectionThisclassisrelatedtostudents’lifeverymuch.Manystudentslikeanimals.Somepictures,especiallyphotostakeninthezoo,canarousestudents’interest.Studentscantakeanactivepartinthediscussingaboutsavingtheanimalsindanger.Butwritingashortpassageaboutananimalwithcomparativeorsuperlativedegreesisaproblem.Discussingingroupsaboutthepassagebeforewritingcanhelpstudentsalot.Ⅶ.BlackboarddesignUnit4OurWorldTopic1What’sthestrongestanimalonthefarm?SectionDG1G2G3G4Grammarmoreandmore/lessandless/fewerandfewer/betterandbetterStudents’summaryFunctionsWhichdoyoulikebetter,plantsoranimals?Thatmustbefun!Students’summary
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