Unit5_SectionB_（1a-1e）-读书郎名师教案.doc

Unit5 SectionB （1a-1e）名师教案 Teaching analysis教情分析 Teaching objectives 教学目标 Language goals 语言目标 1.1.1.1 Key Words and Chunks 1.1.1.1.1 For applying: friendly, shy 1.1.1.1.2 For comprehending: 1.1.1.1.3 Sentence Structures Let’s see the elephants. Why do you like elephants? They’re really smart. What animals do you like? I like dogs because they’re friendly and smart. Grammar Focus Let’s see the elephants. （Let’s do sth.表达提出建议。） 2） Why do you like elephants?（Why引导的特殊疑问句对原因提问，答句中用because引出。） 3) They’re really smart. (really表示程度，修饰形容词smart，本单元中类似的程度副词还有very, kind of, 另外，a lot也表示“非常”，但是它修饰动词，通常放在句末。) 4）What animals do you like? （what animals为特殊疑问词，“什么动物”，回答时用复数形式表示类别。） 5）I like dogs because they’re friendly and smart. （原因状语从句，because引导原因，注意不能与表示结果的连词so连用。） Ability goals 能力目标 1.1.2.1 教会学生能灵活运用目标句型Why…? Because…. 进行对话和交流。 1.1.2.2 教会学生灵活使用smart, beautiful, lazy, small, friendly, cute, scary, shy等形容词表达自己对某种动物的看法。 1.1.2.3 教会学生在听力练习中根据听力任务专注于关键词汇，并做简要记录。 Emotional goals 情感目标 学生通过本课时学习能学会用正确的目标语言询问谈论各种动物，并能灵活运用形容描述身边的人和物，积极正面评价他人。 1.2 Important and difficult teaching points 教学重难点 1.2.1  学习并掌握用smart, beautiful, lazy, small, friendly, cute, scary, shy等形容词的用法。 熟练使用目标语言谈论动物。 1.2.3 正确运用已学过的形容词表达对身边朋友的看法。 Student analysis学情分析 2.1 Fundamental State基本情况 通过前面两个课时的学习，学生对用why引导的特殊疑问句的问答能很熟练地掌握和运用，并能和同伴进行几个话轮的谈论。在本课时中，描述性形容词的量进行了拓展，增加了friendly和shy两个形容词，听力任务由1b听句子，找出形容词的简单任务过渡到1c听对话，完成表格信息，填写的内容都是1a中出现的形容词，这一轮听力任务对学生的听辨能力和速记能力都有考查，在这部分中，教师要教会学生通过记录单词的首写字母代表单词，听完后再完善单词的速记能力。 2.2 Knowledge Reserve知识储备 学生通过Section A的学习，已经能熟练运用形容词表达对某种动物的看法，能与同伴谈论某种动物，表达自己的情感态度，会使用why引导的特殊疑问句询问原因并能用because进行回答，在表达中可以使用原因状语从句进行交流。但是在学生的书面作业中容易出现单独使用名词的情况。 2.3 Class data本班实际 通过Section A的学习，学生掌握了本单元目标句型，基本上能进行2至3个话轮的交流，即What animals do you like? Where are they from? Why do you like them? 因为本班学生属于中等偏上层次的水平，学习能力和学习兴趣较强，乐于通过学习与交流，找到适合自己的学习方法。尤其是本单元话题内容与学生的兴趣点密切相关，学生在有一定知识储备的基础之上更乐于对该话题进行讨论，教师应该抓住契机，引导学生养成积极的学习态度。 Teaching methods教法建议 task-based teaching method任务型教学法 communicative approach交际法 question and answer method问答法 situational teaching approach情景教学法 教学辅助 blackboard and chalk, computer, projector 5.0 Teaching procedures 教学进程 5.1 Leading-in and warming-up 引入与激趣活动 5.1.1 Play the song “Fox”, ask the Ss to listen and try to catch the names of animals in the song. Then show the pictures of animals: dog, bird, duck, cow, elephant, seal, fox and so on. 5.2 New points input 新知输入(贴标签) 5.2.1 Pre-listening 5.2.1.1 Show pictures of animals, teach the adjectives: friendly, shy, lazy, cute, beautiful, scary, smart. 5.2.1.2 Finish the task in 1a, match the pictures and the words. 1. smart ___ 3. beautiful ____ 5. lazy___ 7. small ____ 2. friendly ___ 4. cute ____ 6. scary ___ 8. shy ____ answers: d, f, b, e, c, a, f, e 5.2.2 While-listening 5.2.2.1 Play the recording, get the Ss to listen, circle the adjectives in 1a they heard. The answers are: 1.smart, 3. beautiful, 4. cute, 5. lazy, 8. shy 5.2.2.2 Get the Ss to make sentences with the adjectives like this: S1: Elephants are smart. S2: S1 thinks elephants are smart. … 5.2.2.3 Play the recording again. This time, Ss need to fill in the blanks in 1c with the adjectives they heard. Teach Ss how to make notes quickly------Just write down the first letter of the words, after finishing listening, complete the words.
5.2.2.4 Check the answers, and then make dialogues with the information. 5.3 Post-listening Show four pictures of animals. Cover the pictures. Play the sound of animal, ask the Ss to listen and guess what animal it is. Then they can talk about some other animals. 5.4 Oral output口语输出 Activity 1d 5.4.1 Get Ss to work in pairs, practice the conversation using the sentence patterns in 1d. 5.4.2 Show a picture of Chinese Zodiacs, help the Ss to read the names of each animal. Talk about their and their parents’ zodiacs. 5.5 Sentence interpretation 难句理解 5.5.1 They are over there, not far from the koalas. 它们在那边，离考拉不远。 （over there是固定短语，意思是“在那边”，在听力和口语中常常出现， far from是3单元的教学内容，表示离某处远。） 5.5.2 What animals do you like? 你喜欢什么动物？ （在这句话中，what animals是句子的特殊疑问词，类似的有what color, wha