资料简介
Unit4OurWorldTopic1What’sthestrongestanimalonthefarm?SectionBⅠ.MaterialanalysisSectionB的主要教学活动为1a和3。本节课通过WangWei,Michael,Jane,Kangkang之间的对话，引出谈论动植物的话题。在这部分学习中，教师可以借助图片对比的方式好好培养学生爱护动植物的意识。也通过动物、植物更喜欢哪个的表述的句子，继续学习形容词比较级和最高级。形容词比较级和最高级是本话题的重点也是难点，所以老师们在设计课堂的时候应该通过游戏、竞赛、小组合作等方式激发学生的参与热情，通过身边的例子吸引学生的注意力。Ⅱ.TeachingaimsKnowledgeaims：1.通过本课学习，在口语表达的时候能根据意群或逗号适当地停顿。2.能在老师的引导下，听出/r//l/之间的区别。3.能正确拼读并运用单词表中的黑体单词如：rose,以及一些形容词的比较级、最高级形式。4.能掌握形容词的比较级和最高级的用法。5.能运用本课所学语言，对某些事物进行比较。Skillaims：1.能听懂有关通过比较级、最高级来评价某个事物的话题，能根据停顿听出句子的意群。2.能正确地口头表达有关通过比较级、最高级来评价某个事物的话题，能在读句子和口头表达的时候，通过停顿，重音的方式引起别人注意。3.能正确朗读课本的文本材料，准确把握语音、语调及停顿。4.能正确地运用书面表达写出有关比较级和最高级的文章。Emotionalaims：通过对SectionB的学习，要求学生明白动植物能带给我们欢乐、使我们的世界更美丽，保护动植物，让我们和花鸟鱼虫和谐生存。Ⅲ.ThekeypointsanddifficultpointsKeypoints：1.复习比较级和最高级的用法。2.从重音、停顿等方面培养自己的口语。3.复习/r//l/之间的发音区别。Difficultpoints：1.比较级和最高级在句子当中的正确使用。2.根据音标写单词的时候容易漏掉不发音的字母。Ⅳ.Learningstrategies:比较级这一语法比较难，在学习的时候多想想自己和朋友的变化，试着多用英语夸夸同
学的进步，不仅能增进感情，还能练习语法点。Ⅴ.TeachingaidsComputermultimediaprojector,pictures,cardswithtableⅥ.TeachingproceduresStepInteractionpatternStudentactivityTeacheractivityIntroduction(5minutes)1.Thewholeclasswork2.Thewholeclassworkandindividualwork3.Thewholeclasswork4.Thewholeclasswork5.Groupwork6.Individualwork1.Focustheirattentionontheteacher.2.Studentslookatthebeautifulpictureshappily.Whentheyseetheuglypicture,theymayfeelbad.Allofthestudentslikethebeautifulone.3.Listentotheteacher.4.Studentsstudythepronunciationandspellingof“rose”.5.Studentsanswerthequestionswithcomparativeandsuperlativedegrees.Theanswermaybe“Ilike...better,becauseitiscute/beautiful...”6.Answerquestionsandreviewcomparativeandsuperlativedegrees.1.Getstudentsreadyforlearning.2.Show2picturestostudents.Oneisbeautiful.Therearemanyanimalsandflowersinit.Peopleplaywiththeirpetshappily.Teachercanchoosethepictureslikegarden,park...Theotheroneisveryugly,likepollution.Askstudents,“Whichonedoyoulikebetter?”3.Educatestudentstoprotectenvironmenttogivetheanimalsandflowersanicer“home”.4.Showthe4picturesof1atostudents.Teachthenewword“rose”here.5.Askstudents,“Whichdoyoulikebetter,plantsoranimals?Why?”6.Invitestudentstoanswerthisquestion.
Presentation(10minutes)1.Individualwork2.Individualwork3.Individualwork4.Thewholeclasswork5.Groupwork6.Individualworkandgroupwork7.Pairwork1.Studentslistento1aandwritedowntheanswers.Theycanhear“Ilikeanimalsbetter./Ilikeplantsbetter.”2.Listento1aagainandfinish1b.3.Studentssharetheiranswersaftertheexamples.4.Readafterthetapesentencebysentence.Marksomepauseifnecessary.5.Studentsreadthepassageingroups.Groupleaderscheckwhetherallthememberscanreadthepassageandhelpthosewhocan’tread.6.Studentsread1acarefullyandfillintheblanks.Studentshadbetterfillintheblanksaccordingtotheirmemories.Thensharetheanswersingroups.7.Reportthepassagetotheirpartners.Finish1a.1.Play1a.Showtwoquestionstostudents,“WhichdoesMichaellikebetter,plantsoranimals?”“WhichdoesWangWeilikebetter,plantsoranimals?”2.Checktheanswersandplay1aagain.Askstudentstofinish1b.3.Invitestudentstosharetheiranswerswithawholesentence.E.g.WangWeilikesrosesbetter.Hethinksrosesarethenicestofalltheflowers.4.Play1asentencebysentence.Askstudentstopayattentiontothepronunciationandthepause.5.Givestudentsseveralminutestoreadthepassage.6.Show1ctostudents.Askstudentstoread1acarefullyandfillintheblanks.7.Organizethestudentstosharetheanswers.
Consolidation(10minutes)1.Thewholeclassworkandgroupwork2.Pairwork3.Individualwork1.Eachstudentshouldsurveyfourstudentsasquicklyaspossible.Theycanusethesentencesin1a.A:Whichdoyoulikebetter,plantsoranimals?B:Ilike...better.A:Why?B:Becauseitisthe...Inthispartstudentsshouldlearntheteamwork.Byinterviewingeachother,studentsshouldlearnthecooperationandthecompetition.2.Studentsputtheirhandshigh.Maketheconversations.3.Volunteersreporttheirresultslikethis:Jacklikesanimalsbetter,becausehethinksanimalsareverycute.Peterlikes…best,because...Annlikesbothplantsandanimalsbecause...Finish2.1.Playagame.Whichgroupisthefastest?Handoutstudentsatablelikethis:NamelikereasonTellstudentsthegamerules:Eachstudentshouldinterviewfourstudents.Studentsshoulddoitquickly.Ifyoufinished,youcanhelpyourgroupmembers.Afterallofthegroupmembersfinished,itisreallyfinished.Makesureeveryoneknowstherules.2.Invitestudentstopracticetheconversations.Giveeachstudentasmilingfaceaftertheirperformances.3.Invitestudentstoreporttheresultstheysurveyedaccordingtothetable.Giveeachstudent2smilingfacesthistime.
Practice(10minutes)1.Thewholeclassworkandindividualwork2.Individualwork3.Thewholeclasswork4.Thewholeclassworkandindividualwork5.Groupworkandindividualwork6.Groupworkandindividualwork7.Groupwork8.Thewholeclasswork9.Thewholeclassworkandindividualwork1.Studentsspellthewordstogether.2.Writedownthewordsindividually.Payattentiontothealphabetwhichisn’tpronouncedinthewords,suchassnake,goose.3.Readandrememberthesewordsaccordingtothepronunciation.4.Readthesewordsafterthetape.5.Read4aingroups.Listenandcheckeachother.6.Readthesewords,payingattentiontothekeypoints.7.Readthesentences,payingattentiontothepauses.8.Readafterthetape,imitatingthepronunciationandthepauses.9.StudentslistentotheStudent,andfindoutthemistakes.Imitateifthestudentreadverywell.1.Practice3,4a,4b.Showthepicturesin3tostudentsandaskthemtospellthewordsaccordingtothepictures.2.Askstudentstowritedownthewordsindividuallyaccordingtothepronunciation.3.Play3.Remindstudentstocheckthevowelsandstress.4.Show4atostudents.Play4a.Askstudentstoreadafterthetape.5.Givestudents1minutetoread4abythemselves.Askstudentstofindsomewaystopronounce/r/and/l/well.6.Teacherteachesthekeypointswhenstudentspronounce/r/and/l/.7.Show4btostudents,encouragingthemtoreadthesentencesingroups.8.Play4bandremindstudents,“Youoftenpausewhenyouseeacommaorfinishasensegroup.”9.Invitestudentstoreadintheclass.
Production(7minutes)1.Thewholeclassworkandgroupwork2.Thewholeclasswork3.Thewholeclasswork4.Thewholeclasswork1.Studentsstandupquicklyandpraisetheirclassmateslikethis:IthinkLisaistallerthanlastyear.IthinkJohnismorehandsomethanbefore.IthinkJordanisthefunniestinourclass.2.Atthistime,studentsareveryhappy.Summarizetherulesofcomparativeandsuperlativedegrees.3.Studentsreadthesummaries.Theycanworkinpairstopracticelikeadialogue.4.Studentsfinishtheirhomeworkafterclass.ReviewwhattheylearnedbeforeandpreviewSectionC.1.Playagame.Encouragestudentstopraisetheirclassmateswithcomparativeorsuperlativedegrees.2.Givesmilingfacestostudentsandsumup:Ithinkyouaresmarterthanlastyear.Youaretheclevereststudentsintheworld.3.Teachersumsupthekeypoints:T:Whichdoyoulikebetter,plantsoranimals?S:Ilike...better.T:Why?S:Becausetheyarecuterthanotheranimals.Ithink...arethenicestofalltheflowers.4.Homework:(1)Takethetablehomewhichtheteachergavethemjustnow.Writeapassagetointroducetheirfriends’likesandreasons.(2)PrepareforthelearningofSectionC.TeachingReflectionAfterthisclass,studentscanusecomparativeandsuperlativedegreeseasily.Theycanmasterthetargetlanguage:Whichdoyoulikebetter,plantsoranimals?Ilike...better.Why?Because...However,therearemanymistakesingrammar.Ifteacherdesignsmorerealsituationsforstudentstopracticethegrammar,itcanbebetter.
Ⅶ.BlackboarddesignUnit4OurWorldTopic1What’sthestrongestanimalonthefarm?G1G2G3G4SectionBWhichdoyoulikebetter,plantsoranimals?Plantsandanimalsareimportanttous.Ilike...better.Why?Because...AnimalscutecleverfriendlyPlantsbeautifulnice
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