资源简介

Unit 5 Fantastic friends
单元教学目标
【Language Abilities】 1.Use words and expressions in the unit to describe our relationship with animals.2.Use the present continuous tense to talk about animal behaviours.3.Explain the need to protect our animal friends.
【Culture Awareness】 1.Be able to broaden our international perspective and understand the diversity of the global ecological environment.2.Learn about the importance of protecting animals.3.Explore how humans can live in harmony with animals, and how to treat animals responsibly.
【Quality of Thinking】 1.Make predictions according to the pictures.2.Be able to use effective means such as seeing, listening, speaking and discussing to obtain information.
【Learning Abilities】 1.Activate and associate what we have known in learning.2.Be able to formulate clear English learning goals and plans, reasonably arrange learning tasks, and actively preview and review.
【Class Hour Division】 Five periods
第一课时 Starting out&Reading
第二课时 Grammar
第三课时 Listening and Speaking
第四课时 Reading for writing
第五课时 Presenting ideas&Reflection
单元教材分析
本单元的主题是“人与自然”下的“自然生态”，归属于“热爱与敬畏自然，与自然和谐共生”这一子主题内容。本单元教材围绕奇妙的动物展开，内容包括：动物的神奇之处；动物怎样帮助我们；我们应该怎样保护动物。旨在让学生保护动物，与动物和谐相处。
第一课时　Starting out&Reading
Teaching Objects　【教学目标】
1.Know about all kinds of amazing animals in the book —The Classic of Mountains and Seas;
2.Figure out Henry’s change of views towards pigeons.
3.Feel how amazing the pigeons are.
Teaching Aids　【教学工具】
an English book，a tape recorder and CAI
Teaching Steps　【教学步骤】
★Step 1　Lead in【导入】
1.Show the picture on page 79, and then ask the Ss to answer the following question.
What can you see in the picture
2.Lead to the topic of animals.
Starting out
Page 79,1
1.Ask the Ss to look at the picture on page 79 and answer the following question.
Do you know The Classic of Mountains and Seas
2.Let some Ss say their answers.
3.Introduce The Classic of Mountains and Seas to the Ss.
4.Then ask the Ss to answer the question. What amazing animals are there in this book
5.Let some Ss share their answers with the class.
Page 79,2
1.Ask the Ss to do the quiz about animals on page 79.
2.Let some Ss say their answers.
3.Check the answers with the class.
Understanding ideas（1—4）
★Step 2 Pre-task【准备任务】
Page 80,1
1.Show the adjectives on page 80 to the Ss and make sure they understand the meanings.
2.Ask the Ss to tick the words to describe pigeons.
3.Ask the Ss to add other adjectives.
4.Show the title and pictures of the passage to the Ss, and ask them to predict what this passage may talk about.
5.Let some Ss say their predictions.
★Step 3 While-task【过程任务】
Page 80,2
1.Ask the Ss to read the blogs and find out the words Henry used to describe pigeons.
2.Check the answers with the class.
Page 82,3
1.Show the titles on page 82 to the Ss, and make sure they understand the meanings.
2.Ask the Ss to read the blogs again and choose another suitable title and give their reasons.
3.Let some Ss say their answers.
4.Check the answers with the class.
Page 82,4
1.Show the chart on page 82 to the Ss, and then ask the Ss to guess what may be filled in the blanks.
2.Ask the Ss to complete the flow chart with the words and expressions from the passage.
3.Explain Henry’s change of views towards pigeons.
★Step 4　Post－task【后续任务】
Page 82, Think and share
1.After learning the passage, ask the Ss to answer the question: How can you tell that Henry didn’t like pigeons
2.Give the Ss some prompts. For example, you can tell people’s thoughts and feelings about animals from their words and tones.
3.Let some Ss say their answers.
4.Ask the Ss to answer the question:What other facts do you know about pigeons
5.Let some Ss share their answers.
★Step 5　Language points【语言要点】
1. surprise 的用法
(1)作名词,意为“惊讶”。常见用法:
in surprise “惊讶地”,常用于动词之后作状语;
to one’s surprise “让某人惊讶的是”,一般置于句首。例如:
He looked at me in surprise.他惊讶地看着我。
To my surprise,he speaks Chinese very well.让我惊讶的是,他的汉语说得很好。
(2)作动词,意为“使惊奇;使诧异”。例如:
We’ll solve the problem ourselves and surprise everyone.
我们要自己解决这个问题，然后让每个人感到吃惊。
【拓展】surprising 意为“令人吃惊的”,一般用来修饰物;
surprised 意为“感到惊讶的”,一般用来修饰人。
例如: She was very surprised when she heard the surprising news.当她听到这个令人吃惊的新闻时，她非常惊讶。
2. feed 的用法
作动词,意为“喂养;饲养;给……施肥”。常有以下用法:
feed sth. to... =feed... (on) sth.用某物喂……
feed oneself自己吃
feed on... 以……为食
例如:
Cows feed on grass.牛以草为食。
Please feed some grass to the cow. = Please feed the cow on some grass.请给这头奶牛喂些草。
Feed the tomatoes once a week.每周给这些番茄施一次肥。
3.enough的用法
(1)作形容词,意为“足够的”,一般修饰名词,可放在名词之前,也可放在名词之后。例如:
Are there enough seats for all =Are there seats enough for all 有足够的座位让大家坐吗
(2)作副词,意为“足够地,充分地”,常用来修饰形容词或副词,放在被修饰词的后面。例如:He runs fast enough.他跑得够快了。
4.change 的用法
change 词性及汉语意思 例句
n.变化(可数) Our hometown is going through a lot of changes.我们家乡正在经历很多变化。
v.变化;交换 Nothing will make me change my mind.什么都不能让我改变主意。
5. no wonder 的用法
no wonder 意为“难怪”,可以指某事发生的原因,也可以用于对某个突发事件进行推测,后面通常接句子。例如:
No wonder he was so sad. His cat was missing.难怪他这么伤心。他的猫不见了。
★Step 6　Summary　【课堂小结】
Ask the Ss to use the students’ self-assessment form to check what they have learned in this lesson.
I can know about all kinds of amazing animals in the book — The Classic of Mountains and Seas.
I can figure out Henry’s change of views towards pigeons.
I can feel how amazing the pigeons are.
★Step 7　Homework【家庭作业】
1.Review the words, phrases and sentences.
2.Do the exercises in students’ book.
Teaching reflection　【教学反思】
In this period, we should prepare lots of pictures and videos to help the students to know the amazing animals in the Classic of Mountains and Seas.
第二课时　Grammar
Teaching Objects　【教学目标】
1.Master the usage of the present continuous tense.
2.Introduce an amazing animal.
Teaching Aids　【教学工具】
an English book，a tape recorder and CAI
Teaching Steps　【教学步骤】
★Step 1　Lead in【情景导入】
1.Show the following sentences to the Ss, and ask them to pay attention to the bold words.
(a) We’re studying birds for Bird Week at school.
(b) I’m watching pigeons in the park now.
(c) That pigeon is looking at itself in the water!
2.Lead to the grammar present continuous tense.
Understanding ideas（5-8）
★Step 2　Pre-task【准备任务】
1.Ask the Ss to find more sentence with present continuous tense.
2.Let some Ss share their answers.
★Step 3　Grammar learning【语法任务】
一、用法
1.表示现在（说话瞬间）正在进行或发生的动作，常和now连用。有时也会用一个动词如look(看)或listen(听)等来表示now(现在)这一时间概念。
He is watching TV now.
Look! The dog is running after the man.
Listen! Someone is knocking at the door.
2.也可表示当前一段时间内的活动或现阶段正在进行的动作,但此刻动作不一定正在进行。常与at present, this week, these days 等时间状语连用。例如：
We are working on a farm these days.
I’m reading a history book this month.
Which lesson are you studying this week
Hello, Tom, are you still working in that bank
3.与always, usually, again, forever等词连用，表示反复发生的动作，常常含有赞扬、不满、厌烦等感彩。例如：
You are always talking in class. It’s rude.（表不满）
She’s always thinking of others. （表赞扬）
4.表示按计划或安排将要进行的动作，常用于这些动词：go, come, leave, start, arrive, stay等。例如：
I’m not going out tonight. I’m staying at home.
When is Helen coming home
二、基本结构
1.肯定句：主语 + be(am/is/are) + 现在分词+...
例如：I’m watching TV now.
They are travelling in Europe these days.
Look! The man is flying a kite.
2.否定句：主语+be(am/is/are)+ not +现在分词+...
例如：I’m not studying.
They are not playing football.
★Step 4　While-task【过程任务】
Page 83,6
1.Ask the Ss to read and complete the sentences with the correct form of the words in the box.
2.Ask some Ss to say their answers.
3.Check the answers with the class.
Page 83,7
1.Show the passage on page 83 to the Ss, then ask the Ss to guess what may be filled in the blanks.
2.Ask the Ss to complete the passage using the correct form of the verbs in brackets.
3.Check the answers with the class.
★Step 5　Post-task【后续任务】
Page 84,8
1.Ask the Ss to find a video and do their own voice-over for an animal.
2.Let the Ss use the words from the reading passage and the Useful expressions to help them.
It is a ...
It can ...
It eats...
Look, it’s ...
It has long/ big ...
... helps it ...
In my opinion, ...
3.Show the Ss some prompts as follows.
What animal is it
What is it doing
What is special about it
What do you think of it
★Step 6　Summary　【课堂小结】
I can master the usage of the present continuous tense.
I can introduce an amazing animal.
★Step 7　Homework【家庭作业】
1.Review the words, phrases and sentences.
2.Do the exercises in students’ book.
Teaching reflection　【教学反思】
Learning grammar is an important task in this period. Students always learn grammar when they have learned enough language. Students can practise grammar by using what they have learned. It’s important for them to master the usage of the present continuous tense. We can give them some examples.
第三课时　Listening and Speaking
Teaching Objects　【教学目标】
1.Know how Bingjie saved the people after the 2008 Wenchuan earthquake.
2.Pronounce / /, / / correctly and remember the letters and letter combinations that represent them.
3.Talk about another animal helpers.
Teaching Aids　【教学工具】
an English book，a tape recorder and CAI
Teaching Steps　【教学步骤】
★Step 1　Lead in【情景导入】
1.Show the pictures on page 85, and ask the Ss to answer the following question.What animals do you know work for people
2.Ask some Ss to say their answers.
★Step 2　Pre-task【准备任务】
Working animals are great helpers to humans. For example, camels carry heavy things for people. Cats can help patients get better. Dogs and some kinds of horses help guide blind people.
★Step 3　While-task【过程任务】
Page 85,1
1.Show the titles on page 85 to the Ss, and make sure they understand their meanings.
2.Ask the Ss to listen to the radio and choose the correct title.
3.Let some Ss say their answers.
4.Check the answers with the class.
Phonetics in use
1.Let the Ss read the words on page 85 freely, and ask them to pay attention to the bold letters and find the similarities of pronunciation in each column.
2.Play the recording, and ask the Ss to repeat them.
3.Tell the pronunciation of / /, / / to the Ss.
4.Have the Ss read the words together.
5.If possible, provide more target language materials for students to practise.
Page 86,2
1.Show the webpage for Bingjie to the Ss, and then ask them to guess what may be filled in the blanks.
2.Ask the Ss to listen again and complete the webpage for Bingjie .
3.Check the answers with the class.
4.Introduce the way to prepare to listen.
Page 87,3
1.Show the interview to the Ss, and then ask them to guess what may be filled in the blanks.
2.Ask the Ss to listen to the interview and complete the notes.
3.Let some Ss say their answers.
4.Check the answers with the class.
5.Tell the Ss to ask questions to find out information.
6.Ask the Ss to listen again. Then let them talk about how the host asked questions.
★Step 4　Post-task【后续任务】
Page 87,4
1.Ask the Ss to work in pairs to talk about another animal helper.
2.Ask the Ss to use the questions below to organise their ideas.
What animal is it
What does the animal do to help people
What is special about the animal
What do you think of the animal
★Step 5　Summary　【课堂小结】
I can know how Bingjie saved the people after the 2008 Wenchuan earthquake.
I can pronounce / /, / / correctly and remember the letters and letter combinations that represent them.
I can talk about another animal helpers.
★Step 6　Homework【家庭作业】
1.Review the words, phrases and sentences.
2.Do the exercises in students’ book.
Teaching reflection　【教学反思】
Today’s listening lesson highlighted how animals, like Bingjie (the dog), assist humans, particularly in search missions during disasters like the Wenchuan earthquake. The story of Bingjie captivated students and showcased the invaluable role of animals in our lives. To enhance learning, I plan to incorporate more interactive activities that allow students to express their thoughts and feelings about animal helpers. This will further deepen their understanding and appreciation of the topic.
第四课时　Reading for writing
Teaching Objects　【教学目标】
1.Know the reason why rare animals are endangered.
2.Write a short paragraph about another extinct animal.
Teaching Aids　【教学工具】
an English book，a tape recorder and CAI
Teaching Steps　【教学步骤】
★Step 1　Lead in【情景导入】
1.Show the pictures of some animals to the Ss, and ask them to guess: What are these
2.Lead to the topic.
★Step 2　Pre-task【准备任务】
Page 88,1
1.Ask the Ss to look at the pictures on page 88 and answer the following questions.
(1)Where can you see these animals now
(2)What happened to them
(3)What do you think are the reasons
2.Give the Ss some words and expressions to help them.
3.Let some students say their answers.
4.Check the answers with the class.
★Step 3　While-task【过程任务】
Page 88,2
1.Show the pictures of the passage to the Ss and ask them to answer: what animals are they
2.Let some Ss share their answers.
3.Lead to dodos.
4.Ask the Ss to read the passage and answer the question: What happened to dodos
5.Let some Ss say their answers.
6.Check the answers with the class.
Page 90,3
1.Show the display board on page 90 to the Ss, and then let the Ss guess what may be filled in the blanks.
2.Ask the Ss to complete the display board with the words and expressions from the passage.
3.Let some students say their answers.
4.Check the answers with the class.
Page 90,4
1.Ask the Ss to read the passage and answer the following questions.
(1)Why is the dodo “just a character” to some readers
(2)What do “as happy as a clam” and “as dead as a dodo” mean
(3)Why does the writer use the two expressions at the end of the passage
2.Give them some prompts.
3.Let some Ss say their answers.
4.Check the answers with the class.
★Step 4　Post-task【后续任务】
Page 90, Think and share
1.Ask the Ss to answer the following questions.
(1)What is the purpose of the passage
(2)How do people’s actions influence animals Give an example.
2.Give the Ss some prompts.
3.Ask some Ss to say their answers.
4.Check the answers with the class.
Page 91, 5
1.Ask the Ss to write a short paragraph about another extinct animal.
2.Give them some prompts.Ask them to do as follows.
(1)Do some research on an extinct animal.Use the chart to help you.
General information
①What is the animal and where did it live
②What was the animal like
③What were the habits of the animal
④Why did the animal die out
Message
⑤What can you learn from its story
(2)Organise the information and write a paragraph.
(3)Check your paragraph as follows.
①Did you introduce the experience of the animal
②Did you use the words and expressions from the reading passage
③Did you give your opinion about protecting animals
(4)Share your paragraph with the class.
★Step 5　Language points【语言要点】
1. guide 的用法
作动词，意为“给……当导游;指导;带……参观;给……带路”;作名词,意为“指南;
导游”。例如:
The teacher guided the students to the museum.这位老师引导学生们到博物馆。
We followed our tour guide through the old buildings in the city.我们跟随导游穿过这座城
市里的古老建筑。
2.arrive 的用法
作不及物动词,意为“到达”,其后常接介词in 或at。in后接表示大地点的词或短语,at后接表示小地点的词或短语。arrive后若接表示地点的副词,则副词前不需要用介词。例如:Mr Johnson should arrive in Beijing now.约翰森先生现在应该到北京了。
We must arrive at the village before the sun sets.我们必须在太阳下山前到达村庄。
Please call me when you arrive home.请你到家的时候给我打电话。
3. full和fill 用法辨析
辨析 词性及汉语意思 常见搭配
full adj.满的;满是……的 be full of装满……(强调状态)
fill v.(使)充满;装满 fill ... with…用……装满……(强调动作)be filled with 装满(可与be full of 互换)
例如:The bottle is full of water.这个瓶子装满了水。
My father filled the box with apples.我的父亲把这个箱子装满了苹果。
4.used to 用法
used to...意为“过去曾经……”,后跟动词原形,表示过去的习惯或者常态,但是现在已经不存在。例如:
Uncle John used to take a walk after dinner.过去约翰叔叔在晚饭后常常散步。
5.感叹句
(1)What构成的感叹句
①What+a(n)+形容词+可数名词单数(+主语+谓语)! 例如:
What a wonderful day it is!多么美好的一天啊!
②What+形容词+可数名词复数或不可数名词(+主语+谓语)! 例如:
What nice weather it is today!今天天气真好!
③What＋形容词＋不可数名词(+主语+谓语)!例如:
What good advice.多好的建议啊!
(2)How构成的感叹句
①How+形容词或副词+主语+谓语!例如:
How tall the boy is!这男孩真高啊!
②How+形容词+a(n)+单数可数名词(+主语+谓语)!例如:
How lovely a girl she is!她是个多可爱的女孩啊!
③How+主语+谓语!例如:
How time flies!时间过得真快!
★Step 6　Summary　【课堂小结】
I can know the reason why rare animals are endangered.
I can write a short paragraph about another extinct animal.
★Step 7　Homework【家庭作业】
1．Review the words, phrases and sentences.
2．Do the exercises in students’ book.
Teaching reflection　【教学反思】
In this period, the most important thing is reading. It is a good time to train the students’ ability of reading quickly and efficiently. Usually, we do some work to deal with new words and phrases before reading. While reading, students should figure out what happened to dodos. After reading, we should ask the students to write a short paragraph about another extinct animal.
第五课时　Presenting ideas&Reflection
Teaching Objects　【教学目标】
1.Make a profile of an animal.
2.Talk about what you understand about our relationship with animals.
Teaching Aids　【教学工具】
an English book，a tape recorder and CAI
Teaching Steps　【教学步骤】
★Step 1　Lead in【情景导入】
Show some pictures of animals to the Ss, and ask them to choose an animal that interest they most.
★Step 2　Pre-task【准备任务】
Today we are going to make a profile of an animal. Think about what makes this animal unique.
★Step 3　While-task【过程任务】
1.Ask the Ss to work in groups to search for information about different animals and take a group vote to decide on the animal for their profiles according to the following questions.
(1)Which animals are amazing
(2)Which animals need our help
(3)Which animals help humans
2.Ask the Ss to organise their ideas with the help of the following outline and make the profile.Ask them to use the following language tips or find useful expressions or sentences from this unit.
Introduction Describing the topic and purpose of the profile.
Body Giving some basic facts about the animal
Explaining its special skills
Describing our relationship with it
Conclusion Sharing your thoughts and opinions on the animal.
3.Ask some Ss to practise and present their profiles to the class.
★Step 4　Post-task【后续任务】
1.Ask the Ss to vote on the best three profiles and the best three presentations.
2.Ask the Ss to talk about what they have understood about our relationship with animals as the following mind map.
3.Ask the Ss to check whether they have achieved their learning goals.
4.Let the Ss write down what they still need to improve.
★Step 5　Summary　【课堂小结】
I can make a profile of an animal.
I can talk about what I have understood about our relationship with animals.
★Step 6　Homework【家庭作业】
1.Review the words, phrases and sentences.
2.Do the exercises in students’ book.
Teaching reflection　【教学反思】
In this period, we should ask the students to summarize the aspects what they need to make a profile of an animal. Then let them write what they have understood more about our relationship with animals.

展开更多......

收起↑