资源简介

Unit 5 Why do you like pandas 2d & Grammar focus-3c （教学设计）
教材分析 What：The text is a conversation about pets. And summarizes the target language of this unit in form, that is, special questions guided by why and where. Why：The dialogue provides context for grammar learning. Learning grammar points in context can help students understand the knowledge points better and deepen their understanding of grammar phenomena. How：The activities of 3a-3c are arranged in different levels. 3a let the students use the points of grammar focus to have a practice. And 3b is the language structure exercise; 3c is an open communication activity, and it is a more real language use activity with poor information, so it pays more attention to semantics.
教学目标 By the end of this lesson, students will be able to: 1. 语言能力：Continue to practice how to describe animals and express your preferences for animals through observation and induction. Continue to use the target sentence pattern to learn to talk about where the animal comes from. 2. 文化意识： be guided to care for and protect animals by talking about favorite animals. 3. 思维品质： Through observation, discussion, and induction, summarize and learn the sentence patterns that describe animals. Use the target language you have learned to describe the animal in question and express your preferences. Improve the logic and criticality of thinking, and realize the transfer of thinking ability. 4. 学习能力： Actively cooperate with others in learning activities to complete learning tasks together. Stay interested in learning English by talking about your favorite animals and why.
教学重与 难点 Teaching important points: 1) Summarize and learn the sentence patterns that describe animals. 2) Summarize and learn sentence patterns to express preferences and where animals come from. 2. Predicted parts of difficult points: 1) Use the target language to describe the animal and express their preferences; 2) guess what animal it is based on the description of the animal.
教学资源 Textbook, multimedia courseware, blackboard, and chalk.
教学方法 1. Communicative teaching method 2. Situation teaching method 3. Activity-based approach to English learning
教学步骤
Steps Teacher Activity Student Activity Purpose
Lead in (3’)
Step 1 T leads Ss to review the animal words by showing pictures and asking questions, “What animals can you see in the zoo What animal is it ” And then invites some Ss to answer them. Ss answer questions quickly by observing pictures. Pictures and guessing game can provide a good review for former knowledge.
效果评价 学生是否能认真观察图片给出正确答案；是否能认真并且无误的回忆所学的知识点。
Presentation (10’)
Step 2 T asks Ss two questions “do you like pets Can you describe them by using adjective words？ Let Ss listen the material of 2d. and find the right answers. Ss listen to the passage to find the answers Conversations in 2d provides a good context for grammar learning so listening them can help Ss firstly know the grammar rules.
Step 3 Let Ss repeat after the recording to try to imitate the pronunciation and tone of 2d. and let them role play it. Then let Ss try to retell the conversations. Ss repeat to try to imitate the pronunciation and tone. Retell the 2d with the giving words. Role play can help Ss enhance the main idea of the conversation. And know the grammar better.
Step 4 T asks Ss to observe the grammar focus and answer the questions. “How are the special question sentences guided by why and where structured ” and how to answer the question sentences guided by them. Ss observe the grammar focus and think about the question. Learning grammar rulers by observing can help students realize grammar rules better.
Step 5 T teaches them the usage of the adjectives words by circling the key information of the Grammar focus. Ss learn the usage by the key information and write down the rules in notebook. Underline and make notes can provide a clear logic of the grammar rule which can help Ss memorize and realize the grammar better
Step 6 T leads Ss to know the position of degree adverbs by showing the examples sentences. Ss conclude the degree adverbs by observing the examples. Learning grammar rulers by observing the example sentences can help students realize grammar rules better.
效果评价 学生在学习知识时学生是否能表现积极和专心; 学生在遇到不认识的知识点时能否采取认知策略寻求帮助解决问题；学生是否能积极的跟着老师的思路来学习语法知识点。
Practice (10’)
Step 7 T asks Ss to finish the exercises in textbook-3a Fill in the blanks with the words from the box. Then practice the conversation. Ss finish the exercises. then practice the conversation. Exercise can help test students' knowledge of this class. Then Practicing conversation can strengthen their ability of speaking and listening.
Step 8 T asks Ss to finish the exercises in textbook 3b Write names of animals in the blanks to make sentences that are true for you. Ss finish the exercises . Exercise can help test students' knowledge of this class.
Production (10’)
Step 9 T asks Ss to finish the task in 3c -Talk about the animals you like and you don’t like. Ask and answer in pairs. Think of an animal. Ask and answer questions with your partner to guess each other’s animal. Ss finish the task in 3c in pairs by using the knowledge that have been learned today. It can enhance Ss’ controlling of today’s knowledge. And the pair work can help Ss to improve their communicating ability and their cooperative spirit of group.
效果汇总 学生是否能准确无误的完成练习。学生是否能在积极主动地进行对话练习；学生在进行活动的过程中发音和语调是否正确。
Exercise (5’)
Step10 T asks Ss to finish the exercises on ppt. Ss finish the exercises on ppt. Practice in time can help test students' knowledge of this class.
效果汇总 学生是否能够高效且正确的完成练习。
Conclusion (2’)
Step11 T gives a mind map about what are learned today. Ss recall the learned knowledge of today. Mind map and summary of new knowledge can help students further understand and remember them.
效果汇总 学生是否能与老师一起总结出今日所学知识。
Write five sentences about your favorite animal. Homework can help students strengthen the knowledge which they have learned.
Unit 5 Why do you like pandas 2d& Grammar focus
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