资源简介

Unit 1　Animal Friends
单元主题框架
单元主题分析
本单元主要围绕动物朋友这一主题展开。该主题与课标要求的“人与自然”主题范畴中的“常见的动物,动物的特征与生活环境”和“与自然和谐共生”子主题密切相关。动物是学生感兴趣的话题。在学习本单元主题内容的过程中,学生一方面会和同学交流自己喜欢的动物,另一方面也会学习介绍动物的方法。同时,本单元还介绍了大象这种学生熟悉,且又在某些国家具有特殊文化意义的动物。本单元的目的在于激发学生对动物的关注与喜爱,加深学生对动物的了解,培养学生保护动物以及与动物和谐共生的意识。
本单元的大问题是“Why are animals important？”,引导学生思考动物在人类生活中的重要性。Section A的引导性问题是“Why do you like animals？”。该部分的听力对话呈现了学生参观动物园的场景,学生通过聆听并模仿对话,能够学会从食物、本领、栖息环境、生活习性等方面介绍某种动物,同时阐述自己喜欢某种动物的原因。Section B主要围绕引导性问题“How are animals part of our lives？”展开,通过泰国学生Malee的帖子详细介绍了大象的外形、本领、性格特征等方面,还阐述了大象在泰国的地位以及其所具有的文化意义。此外,关于如何保护大象这一重要内容,帖子也提出了相应的建议。通过阅读和分析这篇帖子,学生可以深入、具体地了解某种动物,并认识到人类活动给动物的生活环境带来的影响,进而思考人与动物应该如何和谐共生这一问题。
总而言之,本单元由浅入深地引导学生探究主题意义,让他们理解动物与人类生活的密切联系,认识到动物所承载的文化价值,思考人类活动对动物生存环境的影响,探索保护动物的有效方式,最终实现人与动物的长期友好共存。
单元教学目标
通过本单元学习,学生能够：
1.用英语说出常见的动物并使用恰当的形容词描述不同的动物。
2.谈论自己喜欢的动物并说明喜欢的原因。
3.从外形、栖息地、生活习性、本领等方面介绍某种动物。
4.辨别字母及字母组合a,ai,ay,al,aw在单词中的不同发音,并掌握名词后加 s/ es的读音规则。
5.掌握以wh 开头的特殊疑问句的问答以及名词的复数形式。
6.了解动物在不同国家具有的文化意义。
7.深入思考人类活动对动物的影响,探索保护动物的有效方式,深刻领会保护动物的意义,进而积极探寻人类与动物和谐共存的途径与方法。
单元教学重难点
重点：
1.用形容词准确地描述动物。
2.掌握谈论动物外貌、栖息地、生活习性、本领等的句型。
3.将字母及字母组合a,ai,ay,al,aw的发音准确运用到单词认读中。
4.恰当使用名词复数和wh 引导的特殊疑问句。
难点：
1.掌握字母及字母组合a,ai,ay,al,aw的发音。
2.掌握名词复数的变形规则。
第一课时　Section A(1a－1e)&Pronunciation
学习目标
In this lesson,students will：
1.use adjectives to talk about different animals；
2.introduce their favourite animals and tell the reasons；
3.pronounce letter a and letter combinations ai,ay,al,aw correctly.
教学建议
Step 1　Lead in
1.Show the title and photo on Page 1 and ask students to think about the question：
◆What do you think this unit is about
2.Ask students to look at the photo more carefully and answer the questions：
◆Can you name the animals in the photo
◆What do you know about these animals
◆Do you know any other special animals in China
3.Ask students to read the Big Question and the leading questions in Section A and Section B.Make sure students know the main topic of this unit.
呈现单元标题和单元主题图,鼓励学生大胆预测本单元可能谈论的话题,并通过讨论吸引学生的兴趣。
Step 2　Listening&Speaking (1a－1d)
Pre listening
1.Show photos of some animals and speak out the English names of these animals together.
2.Ask students to use adjectives (e.g.big,tall,beautiful,strong) to describe these animals.Supplement some words that can be used to describe animals for students.
3.Ask students to choose the animals they like in the photos and simply explain the reasons.
回顾和复习常见动物的英文名称以及可用于描述动物的形容词。谈论自己喜欢的动物,引起学生对话题的兴趣。
While listening Page 2,1a
1.Ask students to look at the pictures in 1a,and then write the animals on the blank line under the pictures.
2.Check the answers with the students.
Page 2,1b
1.Let students look at the photos in 1a and ask the question：
◆Where can we see these animals
2.Ask students to read the questions in 1b and think about what information they should focus on while listening.
◆Where are the students？(place)
◆Why are they there？(reason)
◆When should they be back？(time)
3.Listen and check the answers.
Page 2,1c
1.Ask students to read the sentences in 1c and circle the information they need to pay attention to while listening.
2.Listen to the conversation.Then circle T for true or F for false.
3.Check the answers,and then ask students to correct the false sentences.
Page 2,Practice More
Ask students to listen again and answer more detailed questions about the listening material：
◆What animal does Yaming like？Why
◆Does Emma like wolves？Why or why not
◆What does Chen Jie think about monkeys
理解听力对话内容、获取细节信息,并在听力中学习和理解目标语言。
Post listening
Page 2,1d
Ask students to work in pairs and take turns to talk about their favourite animals,following the example in 1d.
分组操练本节课的目标语言。
Summary
1.Ask students to summarise the words that can be used to describe animals：
◆clever,funny,dangerous,interesting,...
2.Ask students to summarise the sentences that can be used to explain the reasons why they like an animal：
◆Because they are really clever and funny.
◆They take good care of their babies.
◆They are interesting.
◆They look like us.
总结本节课需要掌握的重点词汇和句型。
Step 3　Pronunciation (1－3)
Page 3,1
1.Ask students to listen to the recording and repeat the pronunciation.
2.Ask students to pay attention to the different pronunciation of letters and letter combinations.
3.Let students add one more word to each group.
通过边听边跟读练习发音,并通过观察总结发音规则。
Page 3,2
1.Ask students to pay attention to the bold letters in Pronunciation 2.
2.Ask them to answer the question：What form are these words
3.Let students listen to the recording and repeat the pronunciation.Then let them notice the pronunciation of (e)s.Teacher can ask students to think about the question：
◆Do s and es make the same sound in each word
4.Explain the pronunciation rules of plural nouns to students.
通过边听边读感受名词复数的发音并总结发音规律。
Page 3,3
1.Ask students to read the sentences in Pronunciation 3 by themselves.
2.Ask students to listen to the recording and repeat.Then let them notice how the unstressed words are pronounced.
3.Ask students to compare if there is any difference in the pronunciation of the italicized words when they are reading.
先通过自主朗读练习让学生感受发音差异,再通过跟读练习强化学生对非重读单词的学习。
Extension Activity (Optional)
1.Prepare a different passage or conversation for students.
2.Ask students to underline the unstressed words while reading by themselves.
3.Choose some students to read the passage or conversation to the whole class.
Step 4　Homework
1.Make a survey about your family members' favourite animals,and then share with classmates next class.
2.Finish the exercises .
教学反思
第二课时　Section A(2a－2f)
学习目标
In this lesson,students will：
1.understand the conversation about Peter's and Fu Xing's favourite animals；
2.practise the pronunciation of unstressed words in the conversation；
3.learn how to introduce an animal；
4.introduce their favourite animals；
5.understand why they cannot feed the animals.
学习建议
Step 1　Lead in
Show students some photos about penguins or show them a video about penguins.
Then ask students to answer the questions：
◆What is the animal in the photos/video
◆What do they look like
◆Where are they from
◆What do they eat
◆Do they fly
◆Do they live alone or in groups
利用图片或视频引起学生对本课话题的兴趣,并通过一系列引导性提问帮助学生参与对话题的讨论。
Step 2　Listening & Speaking (2a－2d)
Pre listening
1.Show students the photo in 2a and ask them the questions：
◆Where are the people
◆What are the people doing
◆Can you guess what the conversation is about
引导学生观察图片,通过背景信息对交际内容做出预测。
While listening
Page 3,2a
1.Ask students to listen to the conversation and circle the coloured words they hear.
2.Check the answers with students,and then compare the differences of the coloured words (e.g.cute/cool,lovely/amazing,clever/smart).
Page 4,2b
Ask students to read the conversation and complete the table in 2b,and then check the answers with students.
Page 4,2c
1.Ask students to listen to the conversation again and pay attention to the unstressed words.
2.Invite two or three pairs of students to role play the conversation in class.
Page 4,2d
1.Ask students to match the headers (1－5) in 2b with the questions (A－E).
2.Let students ask and answer questions about penguins by using the information in 2b and the questions in 2d.
e.g.—What does the penguin look like
—It looks lovely.
—Where is it from
—It's from Antarctica.
理解听力对话内容、获取细节信息,并在听力中学习和理解目标语言。
Post listening
Page 4,2e
1.Ask students to fill in a card about their favourite animals.
2.Ask students to work in pairs.Take turns to introduce their favourite animals to their partners.
e.g.My favourite animal is pandas.Pandas have black and white fur.They look very lovely.Pandas live in the forest in Sichuan Province and Shaanxi Province.Their food is bamboo.Pandas can climb trees.They are really great animals.
Page 4,2f
1.Ask students to work in pairs,and then use the questions in 2d to ask about their partner's favourite animal.
2.Invite some students to introduce their partners' favourite animals to the whole class.
e.g. ...'s favourite animal is...
对目标语言进行迁移运用。
Summary
Ask students to summarise the sentence patterns that can be used to introduce a kind of animals,using a mind map or a table.
How to introduce animals？
Name ...like(s).../...'s favourite animal is...
Looks They are very.../They look...
Home They're from.../They usually live in...
Food They (usually) eat...
Ability They can't...,but they can...
总结本节课的重要句型。
Further Thinking
Teacher asks students the questions：
◆What food does Fu Xing want to give to the penguins
◆Is it a good behaviour？Why or why not
1.Based on the above two questions,teacher can ask students to think more about the behaviour of feeding zoo animals：
◆Why shouldn't we feed the zoo animals
e.g.Zoo animals have their own food.If we feed them other things,they can get sick.
Feeding zoo animals can scare them.And some animals might eat packaging by mistake and fall ill.
◆So what should we do when we watch the animals in the zoo
e.g.We should not feed the animals.
We should just look at the animals quietly.
We should follow the rules and not disturb the animals.
2.Summary：Don't feed the animals.Let them stay healthy and live naturally.
通过提问引发学生对投喂动物这一行为的思考,并点明主题意义。
Step 3　Homework
1.Vote to choose the animal that students in your class like best and make an introduction card for it.
2.Finish the exercises .
教学反思
第三课时　Grammar Focus(3a－3d)
学习目标
In this lesson,students will：
1.ask and answer questions using wh questions；
2.be able to connect two sentences using conjunction word because；
3.know the rules of plural nouns.
学习建议
Step 1　Lead in
1.Ask students to find a partner,and then talk about the animals they like or dislike.Teacher can help students start their conversations by giving them some examples：
◆What animal do you like？/What's your favourite animal
◆Why do you like...？
◆Where are...from
◆What animal don't you like
◆Why don't you like...？
复习听说课中涉及的以wh 开头的特殊疑问句,自然过渡到语法课内容。
Step 2　Grammar Teaching (3a－3d)
Page 5,3a
1.Ask students to read the sentences in 3a,and ask them to explain the usage of the wh words：what,where and why.
what asks about things/objects/activities
where asks about places
why asks about reasons
2.Ask students to circle the word that introduces a reason,and then explain the usage of because.
◆because意为“因为”,可以用来连接原因状语从句。
e.g.She didn't go there,because she was ill.
◆回答why问句时,只能用because,不能用for或as。
e.g.—Why are you late
—Because I met a traffic accident on my way here.
◆汉语中我们经常说“因为......所以......”,但在英文中有了because就不能再用so。
e.g.Because he was tired,he couldn't walk there.
Page 5,3b
1.Ask students to complete the conversation with the words in the box.Then underline the animal nouns.
2.Check the answers with the students.
Page 5,3c
1.Ask students to make the nouns in the box plural.
2.Explain the rules of plural nouns.
名词复数的变化规则：
◆在一般情况下,词尾加 s,在清辅音后读/s/,在浊辅音、元音及其他一些情况后读/z/。如：eagle—eagles,pet—pets。
◆以s,x,sh,ch结尾的词,词尾加 es,读/ z/。如：fox—foxes,glass—glasses。
◆以f或fe结尾的词,先将f或fe改为v,再加 es,读/vz/。如：wolf—wolves,life—lives。
◆以o结尾的词,有生命物在词尾加 es,无生命物在词尾加 s,读/z/。如：tomato—tomatoes,zoo—zoos。
◆以辅音字母加y结尾的词,先将y改为i,再加 es,读/ z/。如：baby—babies,family—families。
名词复数的不规则变化：
◆元音发生变化。如：man—men,tooth—teeth。
◆单复数同形。如：sheep—sheep,deer—deer。
◆词尾发生变化。如：ox—oxen,child—children。
◆有些名词只有复数形式。如：clothes,trousers。
3.Ask students to use the plural nouns to complete the sentences.Encourage them to add more to the sentences.
以讲练结合的方式让学生掌握本节课语法。
Page 5,3d
1.Ask students to think of an animal in their mind.Then let them ask and answer questions with a partner to guess each other's animal.
2.Invite two or three pairs of students to role play the conversation in class.
结合本单元主题,综合运用语法知识。
Step 3　Homework
1.Make more animal riddles using wh questions.
2.Finish the exercises .
教学反思
第四课时 Section B(1a－2b)
学习目标
In this lesson,students will：
1.understand Malee's post and get detailed information；
2.learn some knowledge about elephants；
3.know animals are part of people's lives and they should protect them.
4.write their own posts for the website about their favourite animals.
学习建议
Step 1　Lead in
Page 6,1a
1.Show students a video or some photos about elephants and ask them what they know about elephants.
Here are some facts about elephants：
◆Elephants are the largest land animals on the earth.
◆They only eat plants.
◆Their trunk is very useful.They can use it to drink water,pick up food and talk to other elephants by touching trunks.
2.Show students the picture in Malee's post and ask them what the elephants are doing.
通过视频或图片导入主题,引起学生的兴趣。询问学生对大象了解多少,唤起学生对大象的先验知识。
Step 2　Reading Comprehension (1b－1d)
Pre reading
1.Ask students to scan the first two paragraphs and then answer the questions：
◆Where is Malee from
◆What is the national animal of Thailand
◆Do elephants have special meanings in Thai culture
Culture Tips
Introduce the symbolic meaning of elephants and the Thai Elephant Day to students.
◆In Thai culture,elephants are very special.They are a symbol of good luck,strength,power and wisdom.
◆Thai Elephant Day is a traditional religious festival.In Thailand,it is held every year to thank elephants.This is because their ancestors gave their lives to defend the country in wars.On this day,elephants are washed clean by their owners and then decorated.They go to Suphan Buri(素攀府) to take part in the annual “Elephant Games”.There are events like tug of war,weightlifting,kicking balls and obstacle course.
介绍背景知识,让学生了解大象在泰国文化中的意义,帮助学生理解语篇的内容和主题。
While reading
Page 6,1b
1.Ask students to read Malee's post and choose the best title for it.This time,students just need to get the general idea of each paragraph.
2.Ask the students to share their answers and give the reasons.
Page 7,1c
1.Ask the students to read the post again and answer the questions.
2.Ask students to give supporting details from Malee's post.
Page 7,1d
1.Ask the students to complete the mind map with the information from Malee's post.
2.Check the answers with the class.
通过完成阅读任务,学生能够对文本有充分的理解并提高抓取关键信息的能力。
Post reading (2a－2b)
Writing(以读促写)
Page 7,2a
1.Ask the students to complete the passage with the words in the box.
2.Ask students how the writer introduces the dog.
The writer introduces the dog from the following aspects：
◆What does the dog look like
◆What is the dog like
◆What can the dog do
◆How much does the writer love the dog
3.Ask students to consider how to introduce an animal when writing a passage about them.
e.g.appearance,ability,food,...
Page 7,2b
1.Ask students to write their own posts for the website about their favourite animals.Students can use the questions in 2b for help.
2.Tell students they can use the passage in 2a as an example.
这是一个基于阅读语篇的拓展写作练习。学生通过描写自己最喜爱的动物,对目标语言进行充分练习并和巩固。
Step 3　Language Points
How to Save Elephants如何救助大象
此处save作动词,意为“救；救助”。save one's life意为“拯救某人的生命”。
【拓展】save作动词,还可意为“储蓄；保存；节约”。如：
Dad works late to save money.
Save me some food.
Please save water.
They are also a symbol of good luck here.它们(大象)在这里也是好运的象征。
◆a symbol of...意为“......的象征”。如：The number eight is a symbol of good luck in China.
◆luck为不可数名词,意为“幸运；运气”。常见短语：good luck好运；bad luck噩运。
【拓展】lucky adj.幸运的
However,they're in danger.然而,它们(大象)处于危险中。
◆however为副词,意为“然而；不过”,常用逗号与前后内容隔开。
◆danger作名词,意为“危险”。常见短语：in danger处于危险中；out of danger脱离危险。
things made of ivory象牙制品
此处made of ivory为过去分词短语,作后置定语,修饰前面的名词things。如：
I love the hat made of wool.
【拓展】be made of意为“由......制成”,从制成品能看出原材料。
be made from意为“由......制成”,从制成品看不出原材料。
Step 4　Homework
1.Write a post for a website about China's national animal panda.Use Malee's post as an example.
2.Finish the exercises .
教学反思

展开更多......

收起↑