Unit 7 What are the twelve animals Lesson 25 教学设计

UNIT SEVEN WHAT ARE THE TWELVE ANIMALS LESSON 25 教学设计
一、教学目标
1.能在谈论生肖邮票的情景中用“Grandma likes the dog best, and she is as caring as a dog.”讨论最喜欢的动物及其特征。
2.能认读和运用本课所学单词stamp、collect、show、ox、worker描述最喜欢的动物及其特征。
3.能够正确理解对话,流利朗读和表演对话。
4.能主动和他人谈论自己喜欢的动物、属相及其特征。
二、教学重难点
1.教学重点:
(1)学习表达最喜欢的动物及喜欢的理由,以及生肖特征:“Grandma likes the dog best. She is as caring as a dog.”
(2)认读和运用单词stamp、collect、show、ox、worker描述收集邮票的爱好及生肖。
(3)学习对话。
2.教学难点:
运用“Grandma likes the dog best.She is as caring as a dog.”描述喜欢某种动物的理由及其生肖特征。
三、教具准备
录音机、12生肖单词图卡。
四、教学建议
(一)Listen and say
Mike: Hi, Lingling! I have a New Year gift for you.
Lingling: What a surprise! Thank you. What is it?
Mike: Look! It's a tiger-year stamp! I got it in Canada. I know you were born in the year of the tiger.
Lingling: Yes, I was. My favourite animal is the tiger. I collect the birth-year animal stamps. I'll show them to you.
Mike: Great! My grandma also collects the birth-year animal stamps. She likes the dog best. She is as carig as a dog.
Lingling: What is your birth-year animal, Mike?
Mike: I'm an ox. I work as bard as an ox.
Lingling: I'm as brave as a tiger.
分析与提示
·教师应尽量给学生创设不同的情景,鼓励学生表达。逐步形成语感。
1.导入
(1)开展口语练习,呈现邮票、钥匙链、卡片等。
What are they?
Do you like collecting stamps? Why?
How many stamps do you have?
Which one do you like best7 Why?
Do you have birth-year animal stamps?
Do you like birth·year animal stamps?Why?
(2)师生问答后,学生可以两人一组进行交流。
2.学习对话
(1)认识图中人物。
·教师出示并引导学生观察主题图,提问:
Who are they?
What are they talking about?
How do you know that?
引导学生观察主题图,学习单词stamp,并了解对话发生的背景等。
学生在教师的引导下尝试回答问题,并通过听对话录音,寻找答案。
(2)初听理解对话。
·播放对话录音两遍,请学生听一听对话谈论的话题:“What are Lingling and Mike talking about?”学生了解对话大概内容,听出对话主旨信息:“They are talking about the birth-year animal stamps and their birth-year animals.”
教师继续提出问题:“What gift does Mike give Lingling? Why does Mike give the gift to her? Who collects birth-year animal stamps? When was Mike's grandma born? Which is Mike's birth-year animal?”请学生们继续听录音,得出答案,理解对话。教师可以根据学生水平提供听力支持,如以呈现关键词、图片等方式降低听力难度。
·学习单词ox、worker,利用呈现图片的方式理解单词。
·学习单词collect、show。
教师呈现具体情景,如:“Mike's grandma collects stamps.”
小组学生列出含collect的词组。
采用相同的方法学习单词show,如:“Can you show me your ruler?”请每个小组列出含show的词组。
学习短语“as caring as a dog”,care:adj.,(usually before noun)kind, helpful.
They are very caring parents. He's a very caring boy.
as…as:师生举例as big as、as strong as、as clever as、as big as…,熟悉固定结构。
hard:aaj.,(of people)putting a lot of effort or energy into an activity.
She's a very hard teacher.
·播放录音,理解对话。
(3)听录音模仿跟读。
·播放对话录音,请学生边听录音边默读,学生进一步听清、理解对话内容。
·教师反复播放对话录音,请学生模仿录音中的语音、语调,进行跟读练习。
(4)表演对话。
·小组活动:朗读或表演对话。
·小组展示对话。
(5)复述对话。
·小组复述对话。
教师可以根据学生水平采用不同方式,如以填空的形式复述对话,或独立复述对话。
·师生进行评价。
(6)设计任务活动。
·呈现任务活动。
John来信想成为你的笔友,你给他回信。请你做自我介绍,描述自己的爱好、属相及性格特征等。
·独立完成写作。
·小组交流,同学之间互评这封信。
·全班展示,师生评价。
·全班交流后,再次修改这封信。
(二)Listen,look,and learn
分析与提示
·本部分内容主要是理解、操练和运用功能句“Grandma likes the dog best. She is as caring as a dog.”谈论某人最喜欢的动物及其性格特征。教师要通过教材中提供的情景进行意义操练,帮助学生理解和掌握所学语言。
1.词句学习
(1)朗读功能句。
教师出示本课功能句:“Grandma likes the dog best. She is as caring as a dog.”
请不同层次的学生朗读功能句,检测朗读情况。
(2)理解功能句。
提醒学生注意这句话中的动词是一般现在时第三人称单数。
教师再次带领学生学习“as caring as…”的结构,请学生们说出更多的短语或句子。
(3)学习新单词。
·smart:adj.,intelligent.
She's sman. He's as smart as his brother.
·friendly:aaj.,behaving in a kind and pleasant way because you like somebody or want to help them.
My mother is a warm and friendly person.
请学生朗读单词,明确含义。教师还可以用呈现图片的方式理解词汇含义。
2.巩固练习
(1)功能句问答练习。
·教师呈现教材中的图片、单词和短语,进行问答练习。教师呈现图片,请同学们简单描述图片内容,然后请学生模仿功能句进行问答练习。
以第一幅图片为例:
问:Who is she?答:She's my grandma.
问:What's her favourite animal?答:She likes dogs best.
问:What's she like?答:She is a caring grandma.
通过上面的三个问题,再请学生仿照例句说句子:“Grand-ma likes the dog best. She is as caring as a dog.”
·用同样的方法进行操练。
(2)教师设计多种情景。
·介绍父母最喜欢的动物及理由,及该动物的性格特征。
学生套用句式结构,完成此活动。
·小组交流,介绍好朋友。
·全班展示,师生互评。
3.拓展运用
(1)小组活动,创编对话。
(2)学生任选一种教材呈现的图片情景创编对话,然后进行小组展示和师生评价。
(三)Listen and match
1.My brother could lift the heavy box. He's as strong as an ________.
2.I'm hungry! I could eat a ________.
3.I work 10 hours every day. I'm as busy as a ________.
4.I can't go to work today. I'm as sick as a________.
分析与提示
·本部分内容为听句子填空。教师指导学生边听录音边填写单词,完成任务。教师指导学生朗读句子,理解含有动物单词的习语。鼓励学生记忆习语。
(1)学生默读句子,理解句子。
(2)听录音,根据录音内容填空完成句子。
(3)小组核对答案。
(4)学生朗读句子,进行操练。
(5)提炼句子中的有关动物的习语,如:as strong as an ox、eat a horse、as busy as a bee、as sick as a dog。
(四)Let's do
Write about your friends like the examples below.
Xinxin is friend. She likes the rabbit best. Rabbits are friendly. She is as friendly as a rabbit.
分析与提示
·本部分内容为写一段话介绍自己的好朋友。在这四句组成的段落中,要介绍好朋友的姓名、喜欢的动物和动物特征及好朋友的性格特征。教师要引导学生分析介绍自己好朋友的方法。
(1)朗读题干,帮助学生理解题目。
Write about your friends like the examples below.
(2)朗读教材中的范例。
Xinxin is my best friend. She likes the rabbit best. Rabbits are friendly. She is as friendly as a rabbit.
小组活动,讨论这四个句子分别表述的内容。
1st:Who is my best friend?
2nd:What's her favourite animal?
3rd:Why does she like rabbit?
4th:What is she like?
(3)学生仿照例文,独立写作。教师巡视,了解学生练习情况,及时提供帮助。
(4)小组内交流,互相修改和评价。
(5)请个别小组展示并进行评价。
五、可供选择的教学活动
1.12生肖特征补充
目的:拓展语言知识,学生能够描述家庭成员的属相及他们的特征。
准备:教师制作幻灯片,课堂教学用。
步骤:
(1)呈现任务活动。
教材中学过dog、horse、monkey、rabbit四个动物的特征,请你介绍其他八个动物属相的特征。
(2)小组活动,查字典,合作学习。
(3)小组展示,全班学习。
(4)每个学生介绍家庭每个成员的属相及他们的性格特征。
2.感兴趣的动物习语
目的:补充动物习语,扩充语言知识。
准备:给学生印制英文的习语,请学生猜一猜意思,并查字典学习。
(1)go to the dogs:堕落。The poor man went to the dogs after he lost his job.(那可怜的人失业之后就堕落了。)
(2)make a pig of oneself:猛吃猛喝。He always makes a pig of himself.(他总是暴饮暴食。)
(3)smell a rat:感到不妙。When he saw the policemen walking to him, he smeIt a rat.(当他看到警察朝他走来时,就感到不妙。)
(4)hold one's horses:耐心。Hold your horses, we still have some time left.(耐心点,我们仍然有时间。)
(5)get one's goat:令某人生气/发火。The students got his goat because they didn't do their homework.(学生们因为没有做家庭作业使他很生气。)
(6)put one's monkey up:使某人生气。Your last word put his monkey up.(你最后一句话使他很生气。)
(7)kill two birds with one stone:一举两得。He killed two birds with one stone by shopping and seeing the film.(他既买了东西又看了电影,真是一举两得。)
(8)have a bee in one's head:神经不正常、胡思乱想。It seems that the woman has a bee in her head.(那妇女看起来神经有点不正常。)
(9)like a duck to water:轻而易举。He worked out the problem like a duck to water.(他轻而易举地做出了这道题。)