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Unit4OurWorldTopic1What’sthestrongestanimalonthefarm?SectionCⅠ.Materialanalysis本节课的主要活动为1a和2。本节课承接SectionA学习比较级和最高级的用法、SectionB谈论动植物，同时为SectionD学习并保护动物打下基础。本节课通过一篇关于热带雨林的阅读文章，给学生传输有关森林的知识，唤起学生的环保意识。最后通过第二部分的写作，要求学生加入到环保的斗争当中。本篇阅读也为本话题的重点：学习形容词的比较级和最高级，起到巩固作用。Ⅱ.TeachingaimsKnowledgeaims：1.能根据音标，正确朗读出单词表中的黑体单词：thick,ground,wet,cover,forest,earth,surface,control,die,wood,protect2.能正确拼读并运用黑体单词：thick,ground,wet,cover,forest,rainforest,earth,surface,control,die,wood,protect3.能正确使用“比较级and比较级”的形式。Skillaims：1.能基本听懂本课文本材料及简单的环保倡议书。2.能正确地口头介绍森林带给我们的好处，并建议大家保护环境。3.能正确朗读课本的文本材料，并能读懂相关的文本材料。4.能写一份简单的有关环保的倡议书。Emotionalaims：通过对热带雨林的学习，加深学生对森林的认识，教育学生从小事做起，从自己做起，保护环境。Ⅲ.ThekeypointsanddifficultpointsKeypoints：1.复习形容词比较级、副词的用法。2.学习热带雨林的相关知识。3.学习有顺序、连贯的书写倡议书。Difficultpoints：熟练应用形容词的比较级和最高级。Ⅳ.Learningstrategies1.在写文章的时候，用上适当的连词如：and,but,however,while等，可以让文章更加连贯。2.阅读时上一段的最后一句很有可能会提示你下一段的主要内容。Ⅴ.TeachingaidsComputermultimediaprojector,somepiecesofpaperorsomechopsticks
Ⅵ.TeachingproceduresStepInteractionpatternStudentactivityTeacheractivityIntroduction(8minutes)1.Thewholeclasswork2.Thewholeclasswork3.Thewholeclasswork4.Groupwork5.Thewholeclasswork6.Thewholeclasswork1.Studentsanswerthequestions.Ofcourse,allthestudentslikethebeautifulone,becauseitmakespeoplecomfortable.2.Trytowritewordsandsentencescarefully.3.Studentsknowit’smadeofwood.4.Discussingroupsandgivetheanswers:desk,chopsticks,differentkindsofpaper...5.Studentstakeintheknowledgeaboutit.6.Readandrememberthespellingof“forest,rainforest”.1.Showstudentssomepiecesofpaper.Thepaperisfromstudents’exercisebooks.Onepaperwithbeautifulhandwriting.Thehandwritinginanotherpaperisjustso-so.Thelastpaperisugly.Askstudents“Whichonedoyoulikebest?Why?”2.Educatestudentsthatbeautifulhandwritingcanmakepeoplehappy.3.Askstudents“Whatisthepapermadeof?”4.Encouragestudentstospeakoutmorethingswhicharemadeofwood.5.Showamovietostudents.Itisabouthowmanypiecesofwoodcanmakeapaperandpeoplecutdownmanywoodsforpapersandotherthings.6.Leadinthenewwords“forest,rainforest”accordingtotheshortmovie.
Presentation(10minutes)1.Thewholeclassworkandgroupwork2.Thewholeclassworkandindividualwork3.Thewholeclasswork4.Groupwork5.Individualwork6.Individualworkandgroupwork7.Individualworkandgroupwork8.Thewholeclasswork1.Studentsdiscussingroups.Handsupwhentheycan’texpressinEnglish.Theymayfindsomedifficultwordsorsentencesin1a.2.Studentsexchangetheirinformationaboutrainforests.Studynewwordswiththehelpoftheteacher.3.Readandrememberthemeaningsofnewwords.4.Studentslookatthescreenanddiscussingroups.Choosetheanswersaccordingtotheprediction.5.Readthroughthepassageandchecktheiranswers.Underlinesomedifficultpointsandthesentencesthatcanprovetheirprediction.6.Sharetheiranswers.7.Studentsmayrefertosomenewwords:protect,dieout,climate...difficultsentences:Butnow,rainforestsarebecomingsmallerandsmaller.8.Studythesenewwordsandsentences.1.Askstudentstodiscuss“Whatdoyouknowaboutrainforests?”Walkaroundtheclassroom.Manystudentsmayaskquestions.2.Invitestudentstosharetheirideasaboutrainforests.Writedownthenewwordswhenstudentsreferintheiranswers.3.Addsomenewwordswhicharenecessaryforstudentstoread1aontheblackboard.4.Showthethreepicturesandthefivequestionsin1atostudents.5.Givestudents1minutetoreadthroughthepassagequickly.Remindstudentstofindthekeywordsandsentences.6.Invitestudentstosharetheiranswersandpointouttheplaceswheretheycanfindthecorrectanswers.7.Invitestudentstopointoutthedifficultpoints.8.Writedownthesenewwordswhichstudentsreferredontheblackboard.Andteachthenewwordsbyexplanationandflash,givingthesamemeaningwords.
Consolidation(10minutes)1.Groupworkandindividualwork2.Thewholeclasswork3.Groupworkandindividualwork4.Groupworkandindividualwork5.Groupworkandindividualwork6.Groupwork7.Groupwork1.Studentsreadthrough1aandfillintheblanks.Checktheanswersingroups.2.Readaftertheteacherandread5%,60%bythemselves.3.Retellfeaturesofrainforests.Studentscanaddtheirownideas.4.Studentsreadthrough1aandfillintheblanks.Checktheanswersingroups.5.Volunteersretelltheimportanceofrainforests.6.Thereareninegroupsinclass.Twoorthreegroupschooseasamequestiontomakeacompetition.Thegroupwhichcananswerthequestionbettercangetasmilingface.7.Talkaboutthequestionsingroups.1.Showthefirstpartof1btostudents.Askstudentstoreadparagraph1andfillintheblanks.2.Checktheanswersandteachthestudentshowtopronounce6%.Checkstudentsbygivingsomeexamples.3.Encouragestudentstoretell1aaccordingtothetable.4.Showthesecondpartof1b.Askstudentstoreadparagraph2andfillintheblanks.5.Teachercheckstheanswersandgivesstudentsseveralminutestoretellparagraph2.Givevolunteerssmilingfaces.6.Finish1c.Makeacompetition.Showthefollowingfourquestionstostudents:(1)Whatdoestheword“cover”meaninparagraph1?(2)Whyarerainforeststhelungsoftheearth?(3)Whyshouldweprotectrainforestswell?(4)Canyouguesswhatthenextpartofthepassagewilltalkabout?7.Remindstudents:Thelastsentenceinaparagraphmaytellyouwhatcomesnext.Showthequestion:Whatshouldwedotoprotectrainforests?
Practice(10minutes)1.Groupwork2.Pairworkandgroupwork3.Groupwork4.Groupwork1.Afterwatchingtheshortmovie,studentsdiscuss:Whatshouldwedofromnowontoprotecttherainforests?Studentsmaygiveanswerslikethis:Weshouldn’tcutdowntoomanywoods.Weshouldplantmoretrees.Weshouldreducethewaste.Wecandoanythingwecansuchas...2.Studentsanswerthequestionsactively.Trytofindmorefreshideas.3.Studentswritedowntheirwaysonebyone.Andstickthemontheblackboard.4.Studentslinktheirpointsbyusinglinkingwords,suchasfirst,second,then,next...Itisacomposition.1.Showashortmovietostudents,likeapropagandafilm.2.Invitestudentstosharetheirwaysofprotectingrainforests.Eachpointcangetasmilingface.Remembertogivemorechancestothegroupwithfewsmilingfaces.3.Askstudentstowritedowntheirwaysofprotectingrainforestsonapieceofpaper.Andthenaskthemtostickthepaperontheblackboard.4.Encouragestudentstoputthesentencestogetherbyusinglinkingwords,suchasfirst,second,then,next...
Production(7minutes)1.Thewholeclassworkandgroupwork2.Groupwork3.Groupwork4.Thewholeclasswork5.Individualwork1.Studentsmaketheirposterstogether.Somestudentsdrawpictures.Somestudentswritedowntheslogan.Otherstudentscheckthegrammar...2.Studentssharetheirposterstogether.3.Allthestudentsinthisgroupcometotheplatform.Studentsexplaintheirworkandtellotherstudentsthattheyshouldprotectrainforests.4.Allthestudentsshouldknowthemeaningofthesummaryandknowhowtoprotectrainforests,anddoitfromnowon.5.StudentswriteapassageafterschoolandreviewSectionsA-CtoprepareforSectionD.1.Createasituation.Ourschoolwilleducatestudentstoprotectrainforests.Weneedsomevolunteerstomakeapostertopropagandizeit.“Canyoudesignaposterforschool?Ifyourposterisgood,theschoolwilluseit.”2.Givestudents1minutetoshowtheirposters.Callallthestudentstochoosethebestone.3.Teacherinvitesthebestgrouptoexplaintheirpostertoothers.Andgivethemsmilingfaces.4.Teachersummarizesthekeypointsofthisclass:(1)Showthesenewwordsonebyone:forest,rain-forest,earth,surface,control,die,wood,protect,climate.AskstudentstospeakouttheChinesemeaningsquickly.(2)Showsomewaystoprotecttherainforests.Thewaysshouldbeeasyforstudentstodo.5.Homework:Writeapassagetointroducetheimportanceofrainforeststoremindpeopletoprotectthem.TeacherassignsthestudentstoreviewSectionsA-CtoprepareforSectionD.
TeachingReflectionStudentsarehappyinthisclassbecausetherearemanyactivitiestheycantakepartin.Theyhaveknownsomeinformationaboutrainforestsbeforeclass.Studentscanmasterthelinkingwordswell.Retellthewholepassageisnoteasyforstudents.Teachingstudentstochooserightkeywordsandsentencesisimportant.Ⅶ.BlackboarddesignUnit4OurWorldTopic1What’sthestrongestanimalonthefarm?SectionCmoreandmoresmallerandsmaller6%sixpercentplayanimportantpartinG1G2G3G4RainforestsHowtoprotecttherainforests?Thispartleavesforstudents.Thispartleavesforstudents.ImportanceofrainforestsFeaturesofrainforests
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