Unit 4 Wild Animals Integrated skills 教案
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| 名称 | Unit 4 Wild Animals Integrated skills 教案 |  | |
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| 资源类型 | 教案 | ||
| 版本资源 | 牛津译林版 | ||
| 科目 | 英语 | ||
| 更新时间 | 2022-09-07 18:28:56 | ||
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文档简介
Unit 4 DIY
Integrated skills
I. 教学目标Teaching aims:
Through learning this lesson, students should be able to:
1. master some new words , phrases and some new structures;
2.obtain the key information from listening and master some listening skills;
3. express opinions about DIY;
4. become more interested in DIY by listening and speaking.
II.教学内容 Teaching contents:
1. New words and phrases: grape, strawberry, spoon, salad, mix, add, example, in season, correct, finished
2. New structures: Cut some of the larger fruit into small pieces, leave it in the air.
III.教学重难点Teaching key points and difficult points:
1. How to obtain the key information from listening;
2. How to express opinions about DIY.
IV. 教学方法Teaching methods:
1.The Audio-visual approach
2.The communicative approach
V. 教学过程Teaching procedures
A How to make a fruit salad
Step 1 Lead-in.
Lead in the topic---DIY.
T: First look at the screen. What is it It’s a cute orange light.It’s made of orange peel.It’s a DIY work.Next look at me,there is a Chinese knot and a paper flower in my hands.They are also DIY works.Can you tell me what other DIY works we can do in our daily life Now let’s just watch a video.
Play the video.
T: WOW!We can make so many DIY works in our art class.So tell me:
(1) Do you like doing DIY work
(2) What does DIY mean
(3)Did you DIY any food
Then show some pictures and make students guess the food we will make---fruit salad.
Next have students guess what we need for making a fruit salad.
T: If we want to make a fruit salad, what do we need Fruit! Right, we may need different kinds of fruits,such as bananas, apples, lemons and so on.What are they They are strawberries and grapes. Now read the new words after me: strawberry, grape. Of course we also need salad cream. Now follow me: salad cream. We need fruit and salad cream to make a fruit salad, but are they enough Yeah,we need some tools like spoon.Spoon is a very useful tool when we make a fruit salad.We can use a spoon to add some salad cream and mix them together.Now read the new words after me: spoon, add, mix.
【设计意图：开门见山，突出本课主线DIY，再导入要讨论的话题做水果沙拉，启发学生思考做水果沙拉所需要的物品。既帮助学生对下一个环节进行了预测，也呈现了核心词汇，为学生做下面的听力训练扫除了生词障碍。】
Step 2 Listening practice
1.Finish task one. After discussion , let students listen to the conversation of part A1.Play the tape and let students answer the questions.
T: Amy and Suzy are making a fruit salad，Let’s listen to their conversation and find out what kind of thing they need to make a fruit salad.
Then check the answers of part A1, and show a video about the steps of making a fruit salad.
T: OK,boys and girls.Just now we talk about the things we need to make a fruit salad.So next we are going to talk about the steps.Have you ever seen your mum or your friends making a fruit salad OK,somebody say “yes”,and somebody say “no”.But never mind ,let’s watch a video,and try to find the right steps of making a fruit salad.
2.Finish task two. Put the steps in the right order.
T:Let’s see part A2 together. Are they right No, they are in the wrong order. Can you put them in the right order OK.All of you did a good job. If we want to make a fruit salad, we’d better remember these steps. Please pay attention to the order of time: first, then, next, and at last. We can use the words to retell the steps.Let’s have a try!
3. Ask some students to retell the order of making a fruit salad.
【设计意图：作为听力练习的有效策略，以视频呈现，分组讨论等方式进行听前预测，能够帮助学生更好地进行听力理解，完成练习。通过使用时间顺序词，可以让学生更轻松地掌握制作沙拉的步骤，并且知道如何按时间顺序描述事件。】
Step 3 Presentation
1.Try to guess the tips for making a fruit salad.
T: Boys and girls,you know,when we make fruit salad,there is something we can do and something we can’t do,that means ,we should follow some tips.OK ,read follow me,tips.So do you have any good tips for me？Let’s look at some pictures and try to get some tips.
2.Teach students some listening skills:
(1)Before listening, just read and guess.
(2)While listening,write down some parts of the words.
3.Finish task three.Let students listen to the tape and finish part A3.
T:Here are some tips for you. Let’s listen to the tape and complete the notes. I hope these tips will be helpful to you.
Let students listen to the tape and complete the notes of part A3. Play the tape again and then check the answers with the students. Let students read the passage and then learn some language points such as: in season, leave it in the air.
【设计意图：在完成文本较长的听力练习时，学生可能存在听力上的困难，所以在听之前有指导听力技巧的需求，在学习过后学生能够马上利用和具体实践相关技巧，有利于学生对于听力技巧的掌握。同时让学生带着任务去听，听的目的性更加明确。听读写等多个环节的训练，有利于学生对TIPS信息材料的获取。】
B Speak up: Let’s make some sandwiches.
Step 1 Presentation
1.Listening practice
T: Just now we have known how to make a good fruit salad.Since you have done a lot of work,I feel a little hungry.Sandy and mum are making lunch.So let’s listen to the conversation and answer the following questions:
(1)What are they going to make for lunch (Some sandwiches)
(2)Are they quick and easy to make (Yes, they are.)
(3)What do they need to make a sandwich
2. Play the tape again. .Ask some students to find out the answers and make students pay attention to the sequence: first, then, next and just.
T: Since we have known what we need to make a sandwich, let’s listen to the dialogue again to find out how to make it. Please read the dialogue carefully and pay attention to the sequence: first, then, next and just.
3 .Get students to read the dialogue after the tape for the first time and then play the roles to act out the dialogue.At last,make students read the dialogue together.
4.Show students the structures of a model dialogue.
A: It’s time for …Let’s make…
B: Are they quick and easy to make
A: Sure. Look at me. First, … Then, ...
B: Next, …
A: That’s correct.
B: Is that all right
A: Well, at last … Finished!
【设计意图：首先让学生带着问题听录音，初步了解听力材料的基本信息，为后面的阅读做一个前期铺垫。然后让学生掌握做三明治的基本步骤，注意顺序词的使用，接着让学生进行朗读训练，熟悉核心词汇和句子。最后让学生掌握相关句式结构，为下一步自己进行语言输出做好准备。】
Step 2 Speaking practice
1. Discussion
Show students a picture and a video, let students discuss how to cook noodles.
T：Sandwiches are very quick and easy to make,aren’t they Yes.So what about breakfast You know,breakfast is sometimes quick and easy to make.I’d like to know what did you have for your breakfast this morning
T:I have noodles this morning for my breakfast.So what kind of thing do you need to cook noodles.Let’s watch a video and try to find how to cook noodles.
2. Let students work in pairs and act out their own dialogues by using the model dialogue.
3.Choose some pairs to act out in public.
【设计意图：首先通过导入早餐的话题让学生开始讨论早餐吃面条，再引导学生思考假如我们需要煮面条，我们需要哪些材料，我们需要哪些步骤。同时提供学生句式结构和相应关键词，让学生进行模仿，开展自己的对话。面条来源于我们实际生活，运用这种熟悉的语言素材，能够让学生学以致用，增加他们的信心和兴趣。对制作步骤的陈诉，也让学生知道如何描述事情的先后顺序。】
Step 3 Conclusion
1. Discussion
Make students discuss the question-----What other DIY works can we do in our daily life
2.Show students other DIY works.
3. Summary
【设计意图：让学生多动脑筋想出更多的创意。让学生对生活中的DIY更有兴趣，增强他们自己DIY的能力。】
板书设计Blackboard design
8A Unit 4 DIY
Integrated skills
First in season
Then leave it in the air
Next
At last
Integrated skills
I. 教学目标Teaching aims:
Through learning this lesson, students should be able to:
1. master some new words , phrases and some new structures;
2.obtain the key information from listening and master some listening skills;
3. express opinions about DIY;
4. become more interested in DIY by listening and speaking.
II.教学内容 Teaching contents:
1. New words and phrases: grape, strawberry, spoon, salad, mix, add, example, in season, correct, finished
2. New structures: Cut some of the larger fruit into small pieces, leave it in the air.
III.教学重难点Teaching key points and difficult points:
1. How to obtain the key information from listening;
2. How to express opinions about DIY.
IV. 教学方法Teaching methods:
1.The Audio-visual approach
2.The communicative approach
V. 教学过程Teaching procedures
A How to make a fruit salad
Step 1 Lead-in.
Lead in the topic---DIY.
T: First look at the screen. What is it It’s a cute orange light.It’s made of orange peel.It’s a DIY work.Next look at me,there is a Chinese knot and a paper flower in my hands.They are also DIY works.Can you tell me what other DIY works we can do in our daily life Now let’s just watch a video.
Play the video.
T: WOW!We can make so many DIY works in our art class.So tell me:
(1) Do you like doing DIY work
(2) What does DIY mean
(3)Did you DIY any food
Then show some pictures and make students guess the food we will make---fruit salad.
Next have students guess what we need for making a fruit salad.
T: If we want to make a fruit salad, what do we need Fruit! Right, we may need different kinds of fruits,such as bananas, apples, lemons and so on.What are they They are strawberries and grapes. Now read the new words after me: strawberry, grape. Of course we also need salad cream. Now follow me: salad cream. We need fruit and salad cream to make a fruit salad, but are they enough Yeah,we need some tools like spoon.Spoon is a very useful tool when we make a fruit salad.We can use a spoon to add some salad cream and mix them together.Now read the new words after me: spoon, add, mix.
【设计意图：开门见山，突出本课主线DIY，再导入要讨论的话题做水果沙拉，启发学生思考做水果沙拉所需要的物品。既帮助学生对下一个环节进行了预测，也呈现了核心词汇，为学生做下面的听力训练扫除了生词障碍。】
Step 2 Listening practice
1.Finish task one. After discussion , let students listen to the conversation of part A1.Play the tape and let students answer the questions.
T: Amy and Suzy are making a fruit salad，Let’s listen to their conversation and find out what kind of thing they need to make a fruit salad.
Then check the answers of part A1, and show a video about the steps of making a fruit salad.
T: OK,boys and girls.Just now we talk about the things we need to make a fruit salad.So next we are going to talk about the steps.Have you ever seen your mum or your friends making a fruit salad OK,somebody say “yes”,and somebody say “no”.But never mind ,let’s watch a video,and try to find the right steps of making a fruit salad.
2.Finish task two. Put the steps in the right order.
T:Let’s see part A2 together. Are they right No, they are in the wrong order. Can you put them in the right order OK.All of you did a good job. If we want to make a fruit salad, we’d better remember these steps. Please pay attention to the order of time: first, then, next, and at last. We can use the words to retell the steps.Let’s have a try!
3. Ask some students to retell the order of making a fruit salad.
【设计意图：作为听力练习的有效策略，以视频呈现，分组讨论等方式进行听前预测，能够帮助学生更好地进行听力理解，完成练习。通过使用时间顺序词，可以让学生更轻松地掌握制作沙拉的步骤，并且知道如何按时间顺序描述事件。】
Step 3 Presentation
1.Try to guess the tips for making a fruit salad.
T: Boys and girls,you know,when we make fruit salad,there is something we can do and something we can’t do,that means ,we should follow some tips.OK ,read follow me,tips.So do you have any good tips for me？Let’s look at some pictures and try to get some tips.
2.Teach students some listening skills:
(1)Before listening, just read and guess.
(2)While listening,write down some parts of the words.
3.Finish task three.Let students listen to the tape and finish part A3.
T:Here are some tips for you. Let’s listen to the tape and complete the notes. I hope these tips will be helpful to you.
Let students listen to the tape and complete the notes of part A3. Play the tape again and then check the answers with the students. Let students read the passage and then learn some language points such as: in season, leave it in the air.
【设计意图：在完成文本较长的听力练习时，学生可能存在听力上的困难，所以在听之前有指导听力技巧的需求，在学习过后学生能够马上利用和具体实践相关技巧，有利于学生对于听力技巧的掌握。同时让学生带着任务去听，听的目的性更加明确。听读写等多个环节的训练，有利于学生对TIPS信息材料的获取。】
B Speak up: Let’s make some sandwiches.
Step 1 Presentation
1.Listening practice
T: Just now we have known how to make a good fruit salad.Since you have done a lot of work,I feel a little hungry.Sandy and mum are making lunch.So let’s listen to the conversation and answer the following questions:
(1)What are they going to make for lunch (Some sandwiches)
(2)Are they quick and easy to make (Yes, they are.)
(3)What do they need to make a sandwich
2. Play the tape again. .Ask some students to find out the answers and make students pay attention to the sequence: first, then, next and just.
T: Since we have known what we need to make a sandwich, let’s listen to the dialogue again to find out how to make it. Please read the dialogue carefully and pay attention to the sequence: first, then, next and just.
3 .Get students to read the dialogue after the tape for the first time and then play the roles to act out the dialogue.At last,make students read the dialogue together.
4.Show students the structures of a model dialogue.
A: It’s time for …Let’s make…
B: Are they quick and easy to make
A: Sure. Look at me. First, … Then, ...
B: Next, …
A: That’s correct.
B: Is that all right
A: Well, at last … Finished!
【设计意图：首先让学生带着问题听录音，初步了解听力材料的基本信息，为后面的阅读做一个前期铺垫。然后让学生掌握做三明治的基本步骤，注意顺序词的使用，接着让学生进行朗读训练，熟悉核心词汇和句子。最后让学生掌握相关句式结构，为下一步自己进行语言输出做好准备。】
Step 2 Speaking practice
1. Discussion
Show students a picture and a video, let students discuss how to cook noodles.
T：Sandwiches are very quick and easy to make,aren’t they Yes.So what about breakfast You know,breakfast is sometimes quick and easy to make.I’d like to know what did you have for your breakfast this morning
T:I have noodles this morning for my breakfast.So what kind of thing do you need to cook noodles.Let’s watch a video and try to find how to cook noodles.
2. Let students work in pairs and act out their own dialogues by using the model dialogue.
3.Choose some pairs to act out in public.
【设计意图：首先通过导入早餐的话题让学生开始讨论早餐吃面条，再引导学生思考假如我们需要煮面条，我们需要哪些材料，我们需要哪些步骤。同时提供学生句式结构和相应关键词，让学生进行模仿，开展自己的对话。面条来源于我们实际生活，运用这种熟悉的语言素材，能够让学生学以致用，增加他们的信心和兴趣。对制作步骤的陈诉，也让学生知道如何描述事情的先后顺序。】
Step 3 Conclusion
1. Discussion
Make students discuss the question-----What other DIY works can we do in our daily life
2.Show students other DIY works.
3. Summary
【设计意图：让学生多动脑筋想出更多的创意。让学生对生活中的DIY更有兴趣，增强他们自己DIY的能力。】
板书设计Blackboard design
8A Unit 4 DIY
Integrated skills
First in season
Then leave it in the air
Next
At last