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课题 Unit 5 Section A Understanding ideas
教学目标
1. 学生将能够描述鸽子的行为和特性。 2. 学生将能够表达对鸽子（或动物）的感情和看法。 3. 学生将能够使用学到的词汇和表达方式描述自己对动物的理解。 4. 学生将能够通过研究和阅读收集信息，并在班级中进行分享。
教学重点： 1. 学生将能够描述鸽子的行为和特性，并使用单元中的单词和表达方式谈论动物。 2. 学生将能够表达对鸽子(或动物)的感情和看法。 3. 理解文章内容，提取关键信息。 4.学生能够通过研究和阅读收集信息，并在班级中分享。 教学难点： 1. 理解文章中亨利对鸽子态度的转变。 2. 正确运用所学词汇和句型进行描述和表达。 3. 运用现在进行时进行表达。
教学过程
教学步骤 教师活动 设计意图
Pre- reading Step 1: Warm up 1.教师由鸽子图片引入话题，提出开放式问题，如 : T：What animal is this S：It’s a pigeon. 1.激发兴趣：通过视觉材料引入话题，提高学生的参与度。 通过视频与主题密切相关的情境来激发学生参与课堂的积极性，顺义完成学生从一直到位置的过渡，通过动物图片的提示唤起学生的背景知识；通过提问将图片与单词有机地结合起来，并适当
2.再引出鸽子的视频，观看视频，进入主题。播放后提问学生相关问题, 以引导学生分享他们对鸽子的初步认识。 T：What do you think of pigeons T：What do you know about pigeons Step 2: Presentation 指导阅读 Guide Reading 1.Assign Henry's blog articles to students and instruct them on how to extract key information from them. 2.Emphasize the words in the blog that describe the behavior and characteristics of pigeons, helping students understand the usage of these words in the context. Step3: Practice 提供词汇支持 Provide Vocabulary Support: (Vocabulary games) Design vocabulary matching games or fill-in-the-blank exercises to allow students to consolidate the new vocabulary in a relaxed and enjoyable atmosphere. 拓展一些关于鸽子的认识。 2.通过教师展示图片、提出问题引导学生进行头脑风 暴，让学生掌握利用标题、图片和有目的的设问进行一些预测的这一学习策略，这不仅能激发学生对于文章的阅读兴趣，更能激活学生相关话题的背景知识。 3.通过词汇的练习帮助学生进一步熟悉生词的含义与用法，能够帮助学生理解文章内容，读懂作者的内心变化。同时，在词汇环节以词汇游戏的形式进行，有助于吸引学生的注意力，更好的识记生词。
While- reading Step 4 Fast reading 1.Match the main idea with each part. 2.Henry’s change of views toward pigeons. 设问 1：How can you tell me that Henry didn’t like pigeon 快速阅读环节： 1.初读时引导学生理解文章即可。扫清阅读障碍为主。在理解大意上，要求学生找出每段的中心思想 2.探究 Henry 变化的过程，并
设问 2: Why did Henry change his mind about pigeons 3.Practice 以设问的方式激发学生的好奇心。总结出每段的段意以及与 Henry 心理变化相关的词语， 帮助学生理解其变化过程。 3.练习环节通过给文章拟标题的形式帮助学生整体感知文章，精准把握文章主旨。
Step 5 Language focus: 1.have to do sth. 必须做某事。 E.g. We're studying birds for Bird Week at school. So me lucky kids got penguins. But l haveto write ab out... pigeons! 2.for the whole morning! 整个上午E.g. They just knock around - 语言词汇支持： 该部分旨在帮助学生更好的理解句意，做到通读全文，文中的短语用法要逐一讲解，以确保学生理解，为后续把握文章情感变化做准备。
forthewholemorning!
Practice：He studied for the whole morning. We worked on the project for the whole week. 3.had better 最好（用于提建议）had better do…最好做某事；had better not do…最好别做某事 E.g. I'dbetter go and watch them again... 4.be wrong about 错怪、误会、冤枉 …
E.g. Maybe l was wrongabout pigeons. 5.kinds of 多种的 a kind of…=一种 … E.g. There are over 200 kinds of pigeons. 6.get lost 迷路、迷失 E.g. Some can fly several thousand kilometers and don't getlost. 7.at speeds of 以 …速度 E.g. They can also fly atspeedsof over 100 km per ho ur. 8.as fast as…和 … 一样快（as+形容词或副词原级+as） E.g. That's asfastas my dad's car!
Post- reading Step 1: Read the sentences from the reading passage a nd summarise the grammar rules. (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! Now find more sentences with these structures in t 精读环节： 1.在有重点语法的语句中体会语法的规律，尝试找到更多有相同语法的句子，帮助学生了解其语法结构，有效的定位到本课重点。
he reading passage. (a)The birds are flying madly to her. (b)l am doing some online research. (c)l am reading in the library now. (d)A girl is feeding them. (giving food) Step 2: Grammar 1.Q: What can you see in this picture T: This beaver is swimming in the river. 2.Read the two sentences and tell me which one is better 3.Attention: Rules for adding -ing 2.语法讲解 通过图片描述和句子对比，引出现在进行时的核心作用与结构， 同时需要讲解其在不同句子中的用法规律，如在肯定句、否定句、疑问句的结构均不同， 引导学生总结归纳语法的核心结构并配合练习，做到学以致用。
a) Regular Verbs: For most verbs, you simply add -ing to the base form Example: read ->reading b) Verbs Ending in 'e': lf the verb ends in 'e', you drop the 'e' before adding-ing. Example: give ->giving c). If a verb ends in a consonant + a single vowel + another consonant, and the last consonant is not pronounced clearly, double that final consonant before adding -ing. Example: swim-> swimming (完成学习任务五) Present continuous tense in negative sentences (否定句) a) l am not writing a letter. b) He is not listening to music. c) We are not enjoying our trip. d) They are not talking to each other. Present continuous tense in interrogative sentence s (疑问句) a) ls she doing her homework b) Are you listening to music c) Are they learning English Be + subject +V-ing(主语)
Ask about actions happening at the moment. Step3: Practice Step 4 总结讨论 Summarize the Discussion: At the end of the discussion, summarize the main points of view of the students, and point out the consensus and differences that emerged during the discussion. Emphasize the importance of critical thinking in understanding and evaluating problems. 3.承接上一环节的内容，对语法进行有目的的演练，掌握现在进行时的动词变化规律，并将其运用到句子或文章中。同时， 引出下一环节的总结部分，针对本课的重点词汇、短语、语法、句子做汇总。 4.总结讨论： 要求学生总结出本节课的学习要点，并再次强调自主性学习的重要性，引导学生分享自己的学习心得。
Homewor k 1. 要求学生使用上述单词列表中的至少 5 个单词，编写一段关于鸽子的短文，并在下节课分享。 2.完成表格： 作业布置环节：根据新课标的要求，考虑到学生的水平不同，要体现分层作业的特点，分为必做题和选做题，将第一项作业设为必做题，有效帮助学生复习本课的生词和语法结构，写作练习有利于学生发展自己的语言组织能力和表达能力，第二项作业为选做题，要求根据题干要求完成，课下可做分享交流。

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