天天资源网 / 小学英语 / 教学同步 / 湘少版（三起） / 六年级上册 / Unit 11 Shall we go to the theatre? / 小学英语湘少版六年级上册Unit 11 Shall we go to the theatre?导学案
资料简介
Shall we go to the zoo?
教学目标
1．知识目标 （1）New words and phrases: shall, zoo, nothing, show, gate, land, just, grass, dangerous, panda, lion，elephant, monkey, tiger, deer, snake, rabbit, duck, fox, horse, bear, cage, should, forest, feel, if, fall, climb, finish, cinema, seafood, twentieth, baby, back, dolphin.
（2）日常交际用语 Let make it half past one. What’ s up? Why not make it little earlier? I d love to. I have a lot of …to do. What do you think? I don’t know what to do?
（3）提建议的表达方法 Using shall Using let’s Using why not…?
2．能力目标 （1）使学生掌握有关提建议的交际用语，并能运用这些交际用语进行口头和笔头练习。 （2）使学生能听懂与课文难易程度相当的听力材料.回答教师提出的问题。 （3）使学生能仿照课文中的短文对有关动物进行口头和笔头的描述和介绍。 （4）使学生掌握运用字母组合or, ore, oor, al, au和oa,和o, oa, ow的发音规律。 （5）能读懂课文并根据上下文判断出课文中单词的含义，并回答老师提出的问题。
3．情感目标： 通过教学使学生懂得爱护动物，珍惜生命，从而树立环保意识，保持生态平衡。
教学重点和难点： 有关提建议的交际用语和有关对动物的介绍是本单元的难点和重点。
教学建议
语法教学建议 本单元的主要语法项目是有关提建议的表达方式。
（1）建议教师在引入阶段应先让学生熟练掌握课文Lesson seventeen的对话，在此基础上教师可以先让学习好的同学按照课文对话进行表演，学生可以自制教具,如用纸叠两个电话听筒，学生边演，教师边讲。在表演到有关提建议的句子时停下，教师帮助学生归纳总结出提建议的几种表达法。
（2）教师也可以利用媒体资料帮助学生熟悉课文，归纳总结本单元主要句型。
（3）在语法项目的操练阶段，建议教师先指导学生就每个句型进行单项造句练习，然后，出示图片或表格设置情景。进行综合练习。表格形式如下：
Time Place People Ways Activities This afternoon School gate Xiao Ming and Mary By bus Have a party with their classmate Tomorrow Cinema Li Ping and zhu Li On foot See a film Next week The park Tom and peter By taxi Climb hills
要求学生根据图表利用所学的句型编一个小型的对话。以第一行表格为例： Xiao Ming: Hello, Mary. What are you going to do? Mary: Nothing much. Xiao Ming: Shall we have a party? I know there is a party in our classroom t his afternoon. Mary: How can we get there? I have no bike. Xiao Ming: Let’s go there by bus. Mary: That is a good idea. Xiao Ming: When shall we meet? Mary: About ten past two. Xiao Ming: Why not meet a little earlier? Let’s make it one o’clock. Mary: Good idea. Where shall we meet? Xiao Ming: At the school gate. Mary: All right see you then.
有关讲授相动物单词的建议 这部内容单词比较多，学生记忆有困难。教师先要求学生能听懂，会说就可以了，以后再逐渐加大练习使学生完全掌握。
（1） 建议教师多使用直观教具，如图片等。教师可以让学生在课下收集一些有关动物的图片，要求他们用字典查出英文意思和读音。上课时，教师先在黑板画出一个动物园，然后让学生把准备好的动物图片贴在动物园内。每贴一个动物，学生就要回答老师的问题，向同学简单介绍这种动物。最后建成一个动物园如教科书III页图：
例如：What’s this? It’s a snake. It’s dangerous.
（2） 猜一猜：教师在这个练习中将学生分成若干组，每组四到五人，每组发一张动物的图片，注意每组的图片不同，小组成员先进行讨论，用英文对图片中动物进行描述，时间三分钟左右 ，然后该组同学走上讲台每人一句，向大家描述这种动物，其他同学猜这是什么动物。
例如： This animal is like cat, but it is much bigger than cat .it is the king of the animals. Which kind of animal it is? 如果其他学生此时仍猜不出这是什么动物,该组同学可进行补充，直到猜到为止。教师对描述准确,猜词迅速准确的小组送一张动物的图片以示表扬。
nothing much 译为没什么事，英语不定代词，如：Something, nothing, anything, anybody, anyone 这些词与形容词联用，形容词往往放在不定代词后面，例如；I need something new. （我需要一些新的东西, ） 不定代词还可以跟动词不定式联用，例如：have you got anything to do。
What’s up 此句相当于what’ wrong with you 或者what’s the matter 或者why 译为：出了什么事，怎么了，尤其指些不愉快，不寻常的事情，例如：listen ,something is falling down ,what’s up听，有件东西摔打了，怎么回事?
提建议的方法及答语 在英语中，我们可以用多种方式提出我们的建议征求对方的意见，大多语气比较委婉，显得客气而有礼貌。主要方式有： 1．主语是第一人称I或we,用“Shall I / we…?”shall 不能用于第二人称，不能说shall you…? （1）—Shall we have a swim this afternoon? 我们下午游泳好吗？ —Yes, I think so. / No, I don’t think so.好的，我也这么想。/ 不，我不这么想。 （2）—Where shall we meet? 我们在哪见面？ —At the school gate. 在学校门口。
2．主语是第一人称和第三人称时，用“Let’s …”或“Let him / her…” (1) Let’s go out for a walk, shall we? 我们出去散步，好吗？ (2) —Let’s play football. 我们去踢球吧。 —Good idea. 好主意。
3．用“Why not…?”来提出建议，表示“何不……？”not后面接动词原形。Why not…?实际上是Why don’t we / you…?的简略形式。不能说Why don’t do …或why not doing…。 （1）Why not go and see Uncle Wang now?为什么现在不去看望王叔叔？ （2）Why not wear your new trousers? 为什么不穿上你的新裤子？ （3）Why not go swimming? 为什么不去游泳？
I don’t think it is good for animals to stay at zoo. 我认为动物带在动物园没有好处。 这是一个含宾语从句的主从复合句。I don’t think 是主句，it is…为从句。 此句形式上否定了动词think，但是实际是否定了他后面的定语从句。英语中，think，believe 等动词后如果是否定的，应将否定转移到think，believe等动词上。这被称为动词的否定转移。如：I don’ t think your can get home so early.
另外，“It is +形容词+for sb. to do sth.”意为“对于某人来说做某事是……”如： It’s easy for us to swim. 对我们来说游泳很容易。 I don’t think it is good for animals to stay in cages. 我认为对于动物来说呆在笼子里是没有益处的。
I have a lot of homework to do.我有很多家庭作业要做。 home work to do译为要做的家庭作业。动词不定式做定语放在所修饰的名词之后，例如my mother has a lot of home work to do every day .（我的妈妈每天有很多家务活要做）
听力教学建议 Lesson 20听力与图片的结合使用 （1）学生用书P98的6种动物可扫描彩图；
（2）可将教参P49的听力原文扩展一下，如： It s got a mouse like small head. It can jump on its two back legs.
Sometimes cars have to be very careful in places where there are so many of this kind of animal. If one of them hit a car, there will be a very bad accident.
It is said that the bird put its head in the sand or earth when its enemy comes. That is its way out not to face the reality.
Its hometown is in China but it s famous all over the world.
It moves quietly without making any noise. Its blood is cold and sleeps a long sleep in winter.
It looks like a cat but much larger and stronger than a cat. It s black and yellow in colour. It s got a very large head with a black mark on its forehead like the Chinese character " Wang". It sometimes even help men when they have fallen into the sea and are about to die.
日常交际分析：提建议 本单元的核心话题是“提建议”。主要通过对话和句型训练方式来实现的。在要单元一开始的对话中就将表示建议的3种方式的句型都呈现给学生。如：Shall we go to the zoo? Why not meet a little earlier? Let’s make it half past nine。本单元从一开始建议到动物园去玩，直到最后建议周六到中山公园去玩，都是围绕着主题。这有助于完成主题教学，使本单元的重点句型得到很好的训练。
第17课的对话中出现了许多有关提建议的句子，教师可以让学生熟读此段对话，就能掌握其中部分提建议的句型。
第19课以找对子的方式又加强了提建议的句型练习。第二部分的练习将不同的建议的句型放在一起编成对话，以达到复习及熟练的目的。
第20课在设置语音和听力训练之后，再转入到本单元的主题上：如何提建议，如何在动物园里欣赏各种动物。最后的短文提示创设了情景，让学生自己编写对话。
教学目标
1．知识目标 （1）New words and phrases: shall, zoo, nothing, show, gate, land, just, grass, dangerous, panda, lion，elephant, monkey, tiger, deer, snake, rabbit, duck, fox, horse, bear, cage, should, forest, feel, if, fall, climb, finish, cinema, seafood, twentieth, baby, back, dolphin.
（2）日常交际用语 Let make it half past one. What’ s up? Why not make it little earlier? I d love to. I have a lot of …to do. What do you think? I don’t know what to do?
（3）提建议的表达方法 Using shall Using let’s Using why not…?
2．能力目标 （1）使学生掌握有关提建议的交际用语，并能运用这些交际用语进行口头和笔头练习。 （2）使学生能听懂与课文难易程度相当的听力材料.回答教师提出的问题。 （3）使学生能仿照课文中的短文对有关动物进行口头和笔头的描述和介绍。 （4）使学生掌握运用字母组合or, ore, oor, al, au和oa,和o, oa, ow的发音规律。 （5）能读懂课文并根据上下文判断出课文中单词的含义，并回答老师提出的问题。
3．情感目标： 通过教学使学生懂得爱护动物，珍惜生命，从而树立环保意识，保持生态平衡。
教学重点和难点： 有关提建议的交际用语和有关对动物的介绍是本单元的难点和重点。
教学建议
语法教学建议 本单元的主要语法项目是有关提建议的表达方式。
（1）建议教师在引入阶段应先让学生熟练掌握课文Lesson seventeen的对话，在此基础上教师可以先让学习好的同学按照课文对话进行表演，学生可以自制教具,如用纸叠两个电话听筒，学生边演，教师边讲。在表演到有关提建议的句子时停下，教师帮助学生归纳总结出提建议的几种表达法。
（2）教师也可以利用媒体资料帮助学生熟悉课文，归纳总结本单元主要句型。
（3）在语法项目的操练阶段，建议教师先指导学生就每个句型进行单项造句练习，然后，出示图片或表格设置情景。进行综合练习。表格形式如下：
Time Place People Ways Activities This afternoon School gate Xiao Ming and Mary By bus Have a party with their classmate Tomorrow Cinema Li Ping and zhu Li On foot See a film Next week The park Tom and peter By taxi Climb hills
要求学生根据图表利用所学的句型编一个小型的对话。以第一行表格为例： Xiao Ming: Hello, Mary. What are you going to do? Mary: Nothing much. Xiao Ming: Shall we have a party? I know there is a party in our classroom t his afternoon. Mary: How can we get there? I have no bike. Xiao Ming: Let’s go there by bus. Mary: That is a good idea. Xiao Ming: When shall we meet? Mary: About ten past two. Xiao Ming: Why not meet a little earlier? Let’s make it one o’clock. Mary: Good idea. Where shall we meet? Xiao Ming: At the school gate. Mary: All right see you then.
有关讲授相动物单词的建议 这部内容单词比较多，学生记忆有困难。教师先要求学生能听懂，会说就可以了，以后再逐渐加大练习使学生完全掌握。
（1） 建议教师多使用直观教具，如图片等。教师可以让学生在课下收集一些有关动物的图片，要求他们用字典查出英文意思和读音。上课时，教师先在黑板画出一个动物园，然后让学生把准备好的动物图片贴在动物园内。每贴一个动物，学生就要回答老师的问题，向同学简单介绍这种动物。最后建成一个动物园如教科书III页图：
例如：What’s this? It’s a snake. It’s dangerous.
（2） 猜一猜：教师在这个练习中将学生分成若干组，每组四到五人，每组发一张动物的图片，注意每组的图片不同，小组成员先进行讨论，用英文对图片中动物进行描述，时间三分钟左右 ，然后该组同学走上讲台每人一句，向大家描述这种动物，其他同学猜这是什么动物。
例如： This animal is like cat, but it is much bigger than cat .it is the king of the animals. Which kind of animal it is? 如果其他学生此时仍猜不出这是什么动物,该组同学可进行补充，直到猜到为止。教师对描述准确,猜词迅速准确的小组送一张动物的图片以示表扬。
nothing much 译为没什么事，英语不定代词，如：Something, nothing, anything, anybody, anyone 这些词与形容词联用，形容词往往放在不定代词后面，例如；I need something new. （我需要一些新的东西, ） 不定代词还可以跟动词不定式联用，例如：have you got anything to do。
What’s up 此句相当于what’ wrong with you 或者what’s the matter 或者why 译为：出了什么事，怎么了，尤其指些不愉快，不寻常的事情，例如：listen ,something is falling down ,what’s up听，有件东西摔打了，怎么回事?
提建议的方法及答语 在英语中，我们可以用多种方式提出我们的建议征求对方的意见，大多语气比较委婉，显得客气而有礼貌。主要方式有： 1．主语是第一人称I或we,用“Shall I / we…?”shall 不能用于第二人称，不能说shall you…? （1）—Shall we have a swim this afternoon? 我们下午游泳好吗？ —Yes, I think so. / No, I don’t think so.好的，我也这么想。/ 不，我不这么想。 （2）—Where shall we meet? 我们在哪见面？ —At the school gate. 在学校门口。
2．主语是第一人称和第三人称时，用“Let’s …”或“Let him / her…” (1) Let’s go out for a walk, shall we? 我们出去散步，好吗？ (2) —Let’s play football. 我们去踢球吧。 —Good idea. 好主意。
3．用“Why not…?”来提出建议，表示“何不……？”not后面接动词原形。Why not…?实际上是Why don’t we / you…?的简略形式。不能说Why don’t do …或why not doing…。 （1）Why not go and see Uncle Wang now?为什么现在不去看望王叔叔？ （2）Why not wear your new trousers? 为什么不穿上你的新裤子？ （3）Why not go swimming? 为什么不去游泳？
I don’t think it is good for animals to stay at zoo. 我认为动物带在动物园没有好处。 这是一个含宾语从句的主从复合句。I don’t think 是主句，it is…为从句。 此句形式上否定了动词think，但是实际是否定了他后面的定语从句。英语中，think，believe 等动词后如果是否定的，应将否定转移到think，believe等动词上。这被称为动词的否定转移。如：I don’ t think your can get home so early.
另外，“It is +形容词+for sb. to do sth.”意为“对于某人来说做某事是……”如： It’s easy for us to swim. 对我们来说游泳很容易。 I don’t think it is good for animals to stay in cages. 我认为对于动物来说呆在笼子里是没有益处的。
I have a lot of homework to do.我有很多家庭作业要做。 home work to do译为要做的家庭作业。动词不定式做定语放在所修饰的名词之后，例如my mother has a lot of home work to do every day .（我的妈妈每天有很多家务活要做）
听力教学建议 Lesson 20听力与图片的结合使用 （1）学生用书P98的6种动物可扫描彩图；
（2）可将教参P49的听力原文扩展一下，如： It s got a mouse like small head. It can jump on its two back legs.
Sometimes cars have to be very careful in places where there are so many of this kind of animal. If one of them hit a car, there will be a very bad accident.
It is said that the bird put its head in the sand or earth when its enemy comes. That is its way out not to face the reality.
Its hometown is in China but it s famous all over the world.
It moves quietly without making any noise. Its blood is cold and sleeps a long sleep in winter.
It looks like a cat but much larger and stronger than a cat. It s black and yellow in colour. It s got a very large head with a black mark on its forehead like the Chinese character " Wang". It sometimes even help men when they have fallen into the sea and are about to die.
日常交际分析：提建议 本单元的核心话题是“提建议”。主要通过对话和句型训练方式来实现的。在要单元一开始的对话中就将表示建议的3种方式的句型都呈现给学生。如：Shall we go to the zoo? Why not meet a little earlier? Let’s make it half past nine。本单元从一开始建议到动物园去玩，直到最后建议周六到中山公园去玩，都是围绕着主题。这有助于完成主题教学，使本单元的重点句型得到很好的训练。
第17课的对话中出现了许多有关提建议的句子，教师可以让学生熟读此段对话，就能掌握其中部分提建议的句型。
第19课以找对子的方式又加强了提建议的句型练习。第二部分的练习将不同的建议的句型放在一起编成对话，以达到复习及熟练的目的。
第20课在设置语音和听力训练之后，再转入到本单元的主题上：如何提建议，如何在动物园里欣赏各种动物。最后的短文提示创设了情景，让学生自己编写对话。
教学设计方案
Lesson 17
Period: The First Period
Content: Lesson seventeen
Properties: Tape recorder, some pictures of animals
Teaching Objectives: Students should grasp 1. the dialogue ( esp. the telephone conversation) 2. some animal names
Language Focus: 1. Telephone conversation A: May I speak to sb? /Is sb. in? B: (This is sb) speaking. Hold on, please/ Sorry, she (he) isn’t in. Shall I take a message? /Who’s that speaking? A: (This is) sb speaking.
2. Useful expressions What’s up? － What’s the matter?
3. Ways of making a suggestion. ① Why not … ? eg. Why not have a rest now? ② Let’s …? eg. Let’s go out for a walk. ③Shall we…? eg. Shall we have a new year party?
Teaching Procedures: I. Organizing the class Greeting and a duty report
II. Revision 1. Say what John is going to do (after school, at college, after college) 2. Recite the rhyme “good, better, best”
Ⅲ. Presentation Teacher: (Write the title “Shall we go to the zoo?” on the blackboard) Have you ever been to the zoo? Students: Yes. T: What can you see in a zoo? S: … Have you ever seen these animals? Show the pictures and teach the words “panda”, an animal eating the bamboo, “lion” the famous movie is called King Lion, “elephant the biggest animal living on land, “monkey” something like human beings, “tiger” a very dangerous animal and has the name of “King of the beasts” “dolphin”, “deer”, “snake”, “rabbit”, “duck”, Beijing has a specialty “Beijing Duck” very delicious, “fox” a very clever (cunning) animal, “bear”. And more animals for them to see, “crocodile”, “Kangaroo” “camel” “flamingo” “zebra” etc. Students recognize the animals by their English names and read the words.
IV. Practice (Students look at the color page and discuss the questions in pairs. Point out that the word “friendly” is from “friend” it means to act like a friend. ) The answers of “look and answer” 1. The elephant 2. The panda 3. Dolphin and snake 4. Dolphin 5. Lion, tiger, snake, bear and fox 6. Panda, deer, sheep, cow, rabbit and horse 7. Lion, tiger, bear and snake 8. No definite answers
V. Leading - in Teacher: We have seen so many animals in the zoo. But Lin Tao and David haven’t. But they are going to see them next Sunday, because they are going to the zoo next Sunday. Let’s listen to their dialogue and answer the questions; 1. Are they talking face to face? 2. How are they going there? 3. When and where are they going to meet? 4. What are they going to see specially?
VI. Presentation Teacher: (Pretend to make a phone call) Hello, may I speak to Charlie? Help Charlie answer: Speaking! Teacher: Hi, Charlie, this is Jenny speaking Charlie: Hello, Jenny. Get students to make similar dialogues
VI. Practice Play the tape, students repeat and read in pairs, then act it out. 1. Exercises in class Complete the dialogues ① A: Hello, __________? B: Yes, this is Jerry ____. Who is ____? A: This is Sam. How are you? B: Fine, ____. …
② A: Hello, can __________? B: Sorry, Nike is not at home. This is Nike s mother______. Who is ____? A: Hello, Mrs. King. This is Andy ____.
2. Fill in the blanks. ① Shall we go to the zoo? I hear there’s a dolphin ______ there. ② “Why not come a little earlier?” “No ______.” ③ Which animal do you like ______, a panda, a tiger or an elephant? ④ I think an elephant is the biggest animal on ______. ⑤ Work must come ______. ⑥ It’s a little earlier to come at nine o’clock. Let’s ______ it half past nine.
3. Rewrite the sentences without changing its meaning. ① What’s up? What s ______ ______? ② Why don’t you meet a little earlier? Why ______ ______ a little earlier? ③ Shall we go skating? What about ______ skating? ④ I don’t think he’s right. I ______ ______ ______ him.
Answers: 1. ① May I speak to Jerry/ speaking/ that/ What about (How about )you/… ② I speak to Nike/speaking /that /speaking … 2. ①show ②problem ③best ④land ⑤first ⑥make 3. ①the matter ②not meet ③going ④don’t agree with
IX. Homework 1. To memorize the animal names. 2. To make up a short telephone conversation.
X. The design of the blackboard
Lesson 17
What’s up?Nothing much.No problem.Why not meet a little earlier?
教学设计方案
Lesson 18
教学目标： 1．掌握本课重点词组和词汇。 2．能够运用本课所学的内容对一些动物进行介绍并表达自己的看法。
教具：Picture and recorder
教学过程： Step 1 Revision （1） Revise the dialogue 让学生表演自编自演的关于本周末计划去动物园的对话。 （2） Revise the words 教师出示动物园的图片，找一个同学当导游向同学进行简单的介绍。 例如： I am a tourist guide. Welcome to the zoo. This is a panda .The panda is only lives in China. This is a snake .It is dangerous. There are still a lot of interesting animals in our zoo. The exciting dolphin show is waiting for you. Come and see。 （3） Pre-teach:组织学生根据刚才导游的介绍和导游图就教科书上的问题进行讨论。
Step 2 Presentation （1） 教师指导学生快速默读阅读课文并判断True or False. A: The writer thinks the animals in the cage cannot be happy. B: The dolphin is human s friend. （2） 学生阅读课文找出影响理解文章含义的地方并根据上下文判断出生词cage, forest, feel, fall, if的大意。 "Cage" is a piece of framework in which birds or animals may be kept. Draw it on the board. "Holiday" is the day when people don t have to go to work or school. We teachers and students have summer holidays and winter holidays. At the beginning of May, We have a seven-day- holiday. "Forest" is a place where a lot of trees grow. Use a gesture to teach "tired". If you are tired, you need some rest (For "it s …for …to …" "feel sorry for…" just give some examples.) （3） 教师就本课的知识点进行讲解和分析。 （4）教师指导学生听课文录音，并跟读课文。 （5）学生阅读短文并回答练习册上的问题。 （6）教师可以组织学生可以根据第18课课文内容进行角色表演。（根据探究活动的素材进行）
Step 3 Practice Play the tape for students to read and they ask and answer questions about the text in pairs. Then try to retell the text, (Paragraph by paragraph) give the following questions as a reminder.
Paragraph one 1. Where do your parents often take him to on holidays? 2. What do you like? 3. What do you see in the zoo? 4. How are these animals? 5. Where do some of them stay? What do you feel about that?
Paragraph two 1. Where do tigers usually live? 2. What do they do usually? 3. What do they do in the zoo?
Paragraph three 1. What animal do you like best? 2. Why?
Step 4 Summary. 学生自己总结本课的重点词语。
Step 5 Exercises in class 1. Write out six animals you can see in the zoo ____ ____ ____ ___ ____ _____.
2. Fill in prepositions. ①I never stay at home ____ holidays. ② ____ the zoo, there are many animals. ③ Dangerous animals have to stay ____ cages. ④ It s bad ____ your teeth to eat much sweet. ⑤ He likes living ____ the forest. ⑥ Tigers eat small animals ____ rabbits and deer. ⑦ I feel sorry ____ the animals. ⑧ Dolphins often play ____ a ball, and they can walk ____water. ⑨ Be careful ! Don t fall ___ the water.
3. Fill in the blanks with the proper words. ①Monkeys like ______ (eat) nuts. ②I ______ (not have) many toy animals. ③May I ______ (borrow) your dictionary? ④It s good ______ (read) English in the morning. ⑤I have a lot of thing ______(do) today. ⑥I think the dolphin is ______(interesting) animal in the zoo. ⑦Which animal is ______ (dangerous), a tiger or a bear? ⑧Some animals are ______ (friend) to people.
Answers: 1. (Open answers) eg ; monkey, lion, elephant, bird, snake, deer. 2. ①on ②in ③in ④for ⑤in ⑥like ⑦for ⑧with, on ⑨into 3. ① eating ② don t have ③ borrow ④ to read ⑤to do ⑥the most interesting ⑦ more dangerous ⑧ friendly
Step 6 Homework （1）Copy the new words and phrase. （2）收集有关动物的资料，并写一篇参观动物园的日记。
Step 7 The design of the blackboard
Lesson 18
Lesson 18take me there feel sorry for…on holidays watch sb. do sth.be dangerous fall into…in cages come up to" walk round and round
教学设计方案
Lesson 19
Teaching Objectives: Students should be able to make suggestions in three ways.
Properties: Overhead projector, recorder
Language Focus: Review the three ways of giving suggestions.
Teaching Procedures: I. Organizing the class Greeting and a duty report
Ⅱ. Revision 1. To review the animal names. 2. To suggest sth to your friend.
III. Practice Ask students to write out the three ways of giving suggestions, then students work in pairs to make suggestions, agree and disagree, if they disagree, they have to make another suggestion. Call some pairs to do it in front of the class. Then students find the answers in the book. Then students make dialogues with phrases given in the box, do it in pairs first, then act it out in front of the class.
IV. Reading and writing Students read the dialogue and fill in the blanks, then check the answers.The answers: ① Yes, I am./② Yes, ( sure)/③ Shall I get your house? / ④⑤ No definite answers ⑥ finish (do)⑦ a little later ⑧I like dumplings ⑨ See you then (Thank you) Teacher draws pictures on the blackboard to teach the word "dumpling". Explain "seafood" is fish or animals in the sea that can be eaten, "have. …to do" eg. "I have many clothes to wash." "He has some questions to ask" etc.
V. Practice Students go round the classroom to ask about their future arrangements and the students having the same future plans form one group, they go on to talk about more details, then say it in front of the class.
VI. Exercises in class 1. Complete the sentences. ① The teacher has many lessons ____ ____ ② The boys have some words ____ _____ ③ I don t have anything ____ ____ ④ There are many games ____ ___ ⑤ I have a lot of food ____ ____
2. Complete the dialogue. ① A: Would you like to see a film with me? B: Yes, I___. When____? A: ____ meet at 8:00 tomorrow evening. ② A: Would you like to go skating with me? B: ____, I can t. I have many things to do. …
3. Rewrite the sentence without changing its meaning. ①Why not go to the park? ______ ______ ______ go to the park? ②Shall we go to the cinema? ______ ______ going to the cinema? ③Shall we go and see the monkeys? Shall we go and ______ ______ ______ ______ the monkeys? ④Are you free today? ______ you ______ ______ today? ⑤They often have breakfast at 5: 15. They often have their ______ ______ at ______ ______ _____. ⑥The dolphin is the most interesting animal of all. The dolphin is ______ ______ ______ any other animal. ⑦Would you like to go boating? ______ you ______ to go boating?
Answers: 1. ① to prepare ②to say ③to do ④to play ⑤to eat 2. ① d love to, Shall we meet, Let s ② Sorry/ I m afraid. 3. ①Why don t you ②What/How about ③have a look at ④Do, have time ⑤morning meal, a quarter past five ⑥more interesting than ⑦Do, want
VII. Homework To make up a dialogue.VIII. The design of the blackboard
Lesson 19
Shall we …?Why not meet…?Work must come first.
教学设计方案
Lesson 20
Teaching Objectives: Students should grasp 1. the pronunciation 2. the dialogues and some useful expressions
Properties: Tape recorder, cards
Language Focus: 1. Pronunciation [ : ]or, ore, oor, our, al, au [ ]o, a [ ] o, oa, ow,
2. Useful expressions ① On the back of eg. The bird landed on the back of a turtle. ②How …! eg. How clever (you are)! How hot (it is)! ③ …What to do. eg. I wonder what to do next. ④ go boating eg. Let’s go boating tomorrow.
Teaching procedures: I. Organizing the class Greeting and a duty report.
II. Revision Suggest to your friends that you go travelling to Japan next summer holiday. (in three ways.)
III. Spelling and pronunciation Play the tape for students to listen and repeat. Show more words on cards to be read “portable, cord, stall, foretell, Paul, born, ball, box, dot, orange, bowling, blow, goat, cloak, focus,” etc.
IV. Listening practice Listen to the tape and answer questions.
V. Leading- in Show the picture to students, let them describe it, then guess what the two boys are talking about. Play the tape for students to check their answers.
VI. Practice Play the tape again for students to read after in pairs, then act it out.
VII. Leading - in Teacher: It’s Thursday morning. Tom and Li Lei are talking about what they are going to do tomorrow. Can you guess what they say exactly? Make up the dialogue with your partners. Students make up the dialogue in pairs and call one pair to do it in front of the class.
VIII. Practice Play the tape, students listen and repeat. Teacher: Suppose it’s Friday afternoon now. Tom and Li Lei are in the park. They see a lot of boats on the lake. They begin to talk. Make up this conversation with your partner. Get the students to do it in pairs.
IX. Writing Students read the introductory part themselves and write out the dialogue.
X. Exercises in class 1. Write out the phonetic symbols. ①port ② pocket ③ poach ④ row ⑤salt ⑥ sore ⑦ more ⑧haul
2. Write out sentences after the model. eg. He is very handsome. How handsome (he is)! ① The weather is fine. ② They are noisy. ③ The food is delicious. ④ The girl is lazy.
3. Complete the sentences. ①现在看海豚表演太早了。 It’s ______ ______ ______ the dolphin show. ②我想它正在和我们打招呼呢。 I think it’s ______ “______” ______ us. ③上面写着“请勿喂养动物” It ______ “Don t ______ the animals!” ④我们去看看小熊猫吧！ ______ go ______ ______ the ______ panda. ⑤我们看见一只猴子在它妈妈的背上。 We can see a monkey ______ ______ ______ ______ its mother. ⑥我们去买划船票好吗？ ______ we go and ______ tickets ______ ______ ? ⑦先去大象室看看如何？ What about ______ to the ______ house ______?
Answers: 1. ①[ :] ②[ ] ③[ ] ④[ ] ⑤[ :] ⑥[ :] ⑦[ :] ⑧[ :] 2. ① How fine the weather is! ②How noisy they are! ③How delicious they are! ④How lazy the girl is! 3. ①too early for ② saying Hello to ③ says, feed ④ Let’s, and see baby ⑤on the back of ⑥Shall, buy, for boating ⑦ going, elephants’, first
XI. Homework 1. Finish off the workbook. 2. Review the texts learnt.
XI. The design of the blackboard
Lesson 20
say…to… I have a lot of …to do on the back of … I don’t know what to do have classes What do you think?
探究活动
参观动物园活动 教师可以组织学生到附近的动物园进行一次参观。 参观前，学生编写一个小型的对话，内容是关于商谈参观事宜要求使用课文所用表示建议的相关句型。参照课文第17课的对话。
参观时，同学们可以带上纸笔和照相机，随时注意收集一些有关动物的英文词语和资料（含中英文和图片）。
参观后，学生写一篇日记。主要是介绍在动物园的所见所闻，5，6句话就可以。如： Today I went to the Beijing Zoo. I saw a lot of animals in the zoo. There are tigers, pandas, lions, monkeys and so on. Some of them are very friendly, but some of them are dangerous. I took a lot of photos. I have a good time all the day.
组织动物画展或摄影展 教师可以组织学生利用在动物园收集的材料，举办一个"爱你就像爱我们自己"的动物图画展览。每个学生根据自己观察的动物的各种姿态，画出自己认为最喜爱的动物画，同时要配有简单的中英文简介，如果材料不足的话可以让学生从网上或书籍上搜集一些资料。要求图片生动形象，英汉对照的介绍简明扼要。学生可以个人或小组的形式推出自己的作品。教师可以利用课下时间进行指导，对表现出色的同学进行奖励。
教师还可以让学生把在动物园中拍摄的动物各种神态照片贴在学校或班级的墙报上展出来，并且在每张照片旁都加上自己的英文介绍。如：This is a photo of tiger. He likes eating bananas very much. Look! There are some bananas in his hand.
表演 教师可以组织学生根据第18课课文内容进行角色表演。要求学生准备道具（一个老虎的面具和一个鱼头的面具）学生仿照老虎和海豚的样子一边进行表演，一边进行叙述，如： （1） I live in the forests and mountains. I can run very fast, I catch and eat small animals, like rabbits and deer, but now I live in a small cage. Can you let me out? Can you guess who am I?
（2）I like swimming and jumping, I swim fast and jump very high, I can play with a ball, I can stand up and walk on the water .I am the friend of people, if you drop in to the sea, I can help you .can you guess who am I?
猜一猜 A riddle （英语谜语） Two little brothers, live near each others One is on the side. The other is on the other side. They hear what the say, but they don t see each other. What are they? Discuss it s good for animals to live in a zoo 组织学生对动物是否应被养在动物园内进行讨论。在讨论前，教师可以做一个小型的问卷调查，采用选择题的形式。问卷内容如下： A：Do you think the animal in the zoo is very happy? B: Do you think the animals in the zoo are as healthy as they live in the mountain? C: Do you think the animal in the zoo is safety（安全）? The hunter（猎人）can t get them any more. D: Do you think the animals in the zoo can catch food by themselves? E: Do you think it is not easy for me to see the animals when we want to see them if the animals return to the forest or the sea? F: Do you think there is enough food for the animals if the animals to the forest or the sea? G: Do you think they can live on themselves again if the animals return to the forest or the sea? 问卷调查结束后，教师在将学生分成正反两方，双方进行辩论。学生即可以使用汉语也可以使用英语，每说一句英语，使用英语的一方加两分。最后分多者为胜。
查看更多
Copyright 2004-2019 ttzyw.com All Rights Reserved 闽ICP备18023965号-4
天天资源网声明：本站点发布的文章作品均来自用户投稿或网络整理，部分作品未联系到知识产权人或未发现有相关的知识产权登记