Unit 4 Topic 1 What's the strongest animal on the farm 教案（5课时）

Unit
4
Our
World
Topic
1
What’s
the
strongest
animal
on
the
farm?
教学内容分析及课时分配建议：
本单元以Our
World
为主题。第一话题主要围绕谈论动物、植物、人与自然的关系等内容展开，主要语法是形容词的比较级和最高级。主要句型有：The
countryside
is
much
quieter
than
the
city.
,
Roses
are
the
nicest
of
all
the
flowers.,
Which
do
you
like
better,…
or
…?
What
kind
of
animals
do
you
like
better,
foxes
or
snakes?
I
like
…better/best.等。同时本话题还复习了询问喜好及表达原因的句型。此外，
在语音部分继续学习元音字母a，e，o以及字母组合oo，ow，ee在单词中的发音规则，同时还学习了辅音/r/和/l/的不同以及句子的停顿。最后的Project里，以Saving
the
Animals
in
Danger
为主题，不仅锻炼学生搜集信息和处理信息的能力，同时为学生发现问题和解决问题提供了机会。
本话题建议用五课时完成。
第一课时：Section
A—1a,1b,1c
第二课时：Section
B—3
Section
A—2a,
2b,
3
第三课时：Section
B—1a,
1b,
1c,
2,
4a,
4b
第四课时：Section
C—1a,
1b,1c,
2
第五课时：Section
D—Grammar
and
focus,
1,
2,
Project
第二课时（Section
B—3
Section
A—2a,
2b,
3）
教学设计思路：
本节课主要活动为Section
A-2a。在热身环节里学唱歌曲Old
MacDonald
had
a
farm，营造气氛的同时为谈论农场和动物做好准备。在Revision环节里，复习上节课的内容并结合Section
B-3的活动，复习音标的同时学习新词汇。Pre-listening环节的主要目的是让学生领会形容词比较级和最高级的用法及变化规则。具体办法是先给出几组动物的图片，引导学生运用形容词的比较级描述它们的大小，胖瘦等。然后完成2b表格，鼓励学生观察并总结语法规律。在While-listening环节里，将听力分成两个任务。首先听对话，在3的图片里圈出所听到的动物，再听2a，填空完成2a对话。最后，划出含有比较级和最高级的句子，体会句子结构并造句。Post-listening主要任务是语言输出训练。跟读、模仿、分角色朗读之后，将3右侧的动物词汇填写在图片上。然后完成六人一组的角色扮演游戏：选择两种自己最喜欢的动物，将名称写在纸片上（或者让学生提前做成帽子或面具），仿照3的对话，组内角色扮演，找几组同学表演。
Ⅰ.
Teaching
aims
1.
Knowledge
aims：
（1）学习并掌握新词汇：
frog,
horse,
sheep,
hen,
cow,
thin
（2）掌握形容词的比较级和最高级的用法。
2.
Skill
aims:
（1）能正确地用比较级和最高级谈论事物。
（2）能正确地用比较级和最高级写出事物之间的对比。
3.
Emotional
aims:
（1）培养学生对动物的热爱和保护自然的意识。
（2）培养学生乐于参与英语活动，乐于表现的学习品质。
4.
Culture
awareness:
Ⅱ.
The
key
points
and
difficult
points
1.
Key
points:
（1）正确、熟练地运用形容词的比较级和最高级。
（2）掌握形容词比较级和最高级的变化规则。
2.
Difficult
points：
正确、熟练地运用形容词的比较级和最高级。
Ⅲ.
Learning
strategies
1.
鼓励学生在运用语言的过程中发现和总结语言规律。
2.
积极参与英语课的活动，勇于表现自我，享受活动过程的乐趣。
Ⅳ.
Teaching
aids
多媒体课件/图片
V.
Teaching
procedures
Stage
1（3mins）：Getting
students
ready
for
learning
Step
Teacher
activity
Student
activity
Designing
purpose
(Class
activity)
Greet
the
students
and
get
themready
for
learning.
Play
the
tape
recording
of
the
song
Old
MacDonald
Had
A
Farm.T:
Good
morning,
boys
and
girls.T:What
fine
weather!
We
have
the
blue
sky
and
the
fresh
air.
The
world
is
so
beautiful,
isn’t
it?T:I
propose
we
sing
a
song
for
the
lovely
world.
OK?
T:Today
I
chose
a
lively
song
for
you.
And
I
think
most
of
you
have
heard
it.
Maybe
some
of
you
can
sing
it.
It
is
Old
MacDonald
Had
A
Farm.
Focus
their
attention
on
the
teacher.
Enjoy
and
learn
to
sing
the
song
Old
MacDonald
Had
A
Farm.Ss:
Good
morning,
Miss
…Ss:
Yes.Ss:
Good
idea!Ss:…
学唱歌曲
Old
MacDonald
Had
A
Farm营造欢快的气氛，并为本节课的所要谈论的话题做准备。
Remark：这一环节的目的是要创造学习英语的氛围并使学生静下心来，开始新的学习。可以采用多种方式，如唱歌、游戏、值日报告、自由讨论等。
Stage
2（7mins）：Revision
Step
Teacher
activity
Student
activity
Designing
purpose
1(Class
activity)
Talk
about
the
conversation
in
Section
A-1a.
Review
the
words
of
1a
and
learn
the
new
words.
Show
the
picture
of
Section
A-1a.T:
Look
at
the
picture
of
1a.
Who
can
tell
me
what
is
Wang
Wei
thinking
about?T:Does
Wang
Wei
like
living
in
the
countryside?T:Why?T:
Anything
else?T:
Besides
the
beauty
of
nature,
I
think
there
are
more
lovely
animals
in
the
countryside.
Do
you
think
so?T:
What
animals
do
you
think
there
are
in
the
countryside?T:
Yes.
There
may
be
cows
in
the
countryside.T:And
I
think
these
animals
are
common
in
the
countryside.
What
are
these?
T:
Follow
me,
please.
Hen,
sheep,
horse,
frog.T:Look
at
the
pictures
on
Page
84-3,
and
write
down
the
words
according
to
the
sounds.
T:
Let’s
listen
and
check
the
vowels
and
stress.
Review
the
words
of
1a
and
learn
the
new
words.
Show
the
picture
of
Section-1a.S1:
He
is
thinking
about
the
life
in
the
countryside.
S2:
Yes,
he
does.S3:
Because
the
air
is
fresher,
the
sky
is
bluer
and
the
rivers
are
clearer.S4:
And
the
countryside
is
much
quieter
than
the
city.
S5:
People
can
enjoy
the
beauty
of
nature
there.SS:
Yes.S6:
Dogs,
cats,
chickens
and
ducks.S7:
pigs,
rabbits.S8:…S9:牛。Ss:…Ss:…Ss:…Ss:…
复习上节课的内容。学习新词汇。
Remark：
Stage
3（12mins）：Pre-listening
Step
Teacher
activity
Student
activity
Designing
purpose
1(Class
activity)
Show
some
pairs
of
pictures
of
animals.
Lead
the
students
to
compare
them
with
the
comparative
degree
of
adjectives.
Learn
the
superlative
degree
of
adjectives.T:
Look
at
the
horse
and
the
frog.
Which
is
bigger?
T:
Yes.
The
horse
is
bigger
than
the
frog.
How
about
the
cat
and
the
chickens?
Which
is
taller?
T:
Good.
Now
compare
these
animals
and
make
sentences
with
comparative
degree
of
adjectives.
T:
Good
job.
Look
at
the
three
animals,
the
dog
is
the
biggest
of
the
three.
Then
which
is
the
smallest?T:
Excellent.
The
frog
is
the
smallest
of
all.
How
about
these
three
animals?
Which
is
the
fattest?
T:
Then
which
is
the
thinnest?
Thin
is
the
opposite
of
fat,
it
means
“瘦的”
in
Chinese.T:
Well,
do
you
think
which
cat
is
the
laziest?T:I
agree
with
you.
Compare
some
animals
with
the
comparative
degree
of
adjectives.S1:
The
horse
is
bigger.S2:
The
cat
is
taller
than
the
chickens.Ss:…S3:
The
frog
is
the
smallest.S4:
The
white
cat
is
the
fattest.
S5:
The
yellow
cat
is
the
thinnest.S6:
I
think
the
white
cat
is
the
laziest
because
it
is
too
fat.
给出几组动物的图片，引导学生运用形容词的比较级描述它们的大小，胖瘦等。
2(Group
work)
Ask
the
students
to
fill
out
the
table
in
2b
and
lead
the
students
to
sum
up
the
grammar
rules
of
comparative
and
superlative
degrees
of
adjectives.T:
Now
read
the
table
in
2b.
Work
in
groups
and
study
the
rules
carefully
and
complete
the
table.T:Who
can
tell
us
how
to
change
an
adjective
into
the
comparative
and
superlative
degrees.T:You
did
quite
a
good
job.
When
the
adjective
ends
with
a
stressed
closed
syllable
and
there
is
only
one
consonant,
we
should
double
the
consonant
and
then
add
“er”
or
“est”.
Such
as
big,
bigger
and
biggest.
How
about
this
kind
of
word
“lazy”?
Fill
out
the
table
in
2b
and
try
to
sum
up
the
grammar
rules
of
comparative
and
superlative
degrees
of
adjectives.Ss:…S1:
We
add
“er”
to
get
comparative
degree
and
“est”
for
superlative
degree.S3:
If
the
adjective
ends
with
“e”,
we
add
“r”
or
“st”
instead.S4:
Sometimes
we
double
the
last
letter
of
the
adjective
and
then
add
“er”
or
“est”
for
comparative
or
superlative
degrees.S5:
If
an
adjective
ends
with
consonant(s)+y,
we
should
change
“y”
into
“i”
and
then
add
“er”
or
“est”.
引导学生总结形容词比较级和最高级的变化规律。
Remark：1.鼓励学生在运用语言的过程中发现和总结语言规律。
2.学生总结语法规律可以用汉语表述。教师讲解也可适当运用汉语使语法知识清楚明白。
Stage
4（7mins）：While-listening
Step
Teacher
activity
Student
activity
Designing
purpose
1(Class
activity)
Show
the
picture
of
3.
Play
the
tape
recording
of
2a.
T:
Now
look
at
the
picture
of
3.
So
many
animals
are
on
the
farm.
Listen
to
1a
and
find
what
animals
are
mentioned
in
this
conversation.
Circle
them
on
the
picture
of
3.T:What
animals
are
mentioned?
Look
at
the
picture
of
3.
Listen
to
2a
and
circle
the
animals
that
are
mentioned
in
the
conversation
in
the
picture.Ss:…S1:
Horse,
sheep,
cat,
pig,
hen,
duck,
mouse,
dog,
rabbit
and
cow.
将听力训练分解为不同层次的听力任务，照顾到不同层次的学生。
2(Individual
work)
Play
the
tape
recording
of
2a
again,
fill
in
the
blanks
in
2a.T:Listen
again
and
fill
in
the
blanks
in
2a.
T:
Listen
and
check
your
answers.T:
Now
read
2a
by
yourselves
and
underline
the
sentences
with
comparative
and
superlative
degrees
of
adjectives.T:Can
you
make
more
sentences
with
comparative
and
superlative
degrees
of
adjectives
according
to
this
picture?
Listen
again
and
fill
in
the
blanks
in
2a.Ss:…Ss:…Ss:…S1:
The
mouse
is
the
smallest.S2:
I
think
the
cat
is
bigger
than
the
dog.S3:
I
think
the
horses
are
the
biggest
of
all.S4:
I
think
the
smaller
sheep
is
nicer.
…
Remark：让学生通过造句体会并掌握形容词比较级和最高级的用法。
Stage
5（13mins）：Post-listening
Step
Teacher
activity
Student
activity
Designing
purpose
1(Group
work)
Play
the
tape
recording
of
2a
once
again.T:
Let’s
listen
to
the
conversation
and
try
to
imitate.
Pay
attention
to
the
stress
and
intonation.T:
I’d
like
you
to
read
the
conversation
in
roles.
Who
can
have
a
try?
Read
2a
after
the
tape
and
then
read
it
in
roles.Ss:…G1:…
2(group
work)
Play
a
game
to
practice
the
conversation
in
3.T:
Read
the
words
of
animals
in
the
right
box.
Can
you
write
them
down
beside
the
right
animals
on
the
picture
in
3?
T:
Good.
Let’s
play
a
game
in
groups
of
six.
First,
choose
two
of
your
favorite
animals
and
then
write
the
names
on
a
piece
of
paper
and
show
it
to
your
group
members.T:
Let’s
do
the
role
play
according
to
the
conversation
in
3.T:
I’d
like
some
group
to
act.
Who
can
have
a
try?
Write
down
the
names
of
the
animals
in
the
picture
in
3.
Play
a
game
to
practice
the
conversation
in
3.Ss:…Ss:…Ss:…G1:…
游戏：
六人一组，选择两种自己最喜欢的动物，将名称写在纸片上（或者让学生提前做成帽子或面具），仿照3的对话，组内角色扮演。
Remark：鼓励学生积极参与英语课的活动，勇于表现自我，享受活动过程的乐趣。
Stage
6（3mins）：Summarizing
and
assigning
HMK
Step
Teacher
activity
Student
activity
Designing
purpose
1（Class
activity)
Encourage
the
Ss
to
summarize
the
key
points
T:
Class
will
be
over
soon.
We
should
summarize
what
we
have
learned
in
this
lesson.
Let’s
begin!
Summarize
what
they
have
learned
today.
S1:
We
learned
some
new
word:
frog,
horse,
sheep,
hen,
cow,
thin.S2:
We
learned
comparative
and
superlative
degrees
of
adjectives.S3:
We
can
compare
two
or
more
things
with
comparative
and
superlative
degrees
of
adjectives.
培养学生归纳总结的能力，再次复习巩固本节课的重点知识。
2
(Class
activity)
Assign
the
HMK.T:
For
today’s
HMK,
I’d
like
you
to
remember
the
new
words.
Please
practice
2a
and
3
with
your
partners.
And
preview
Section
B—1a,
1b,
1c,
2,
4a,
4b.
Finish
the
HMK
after
class.
适当的家庭作业有助于巩固课堂所学的知识。
Remark：
VI.
Blackboard
design
第二课时
(Section
B—3
Section
A—2a,
2b,
3)1.
some
new
word
and
phrases:
frog,
horse,
sheep,
hen,
cow,
thin.chat
with,
run
after,
play
with,
live
a
better
life.2.
Key
sentences:What’s
the
strongest
animal
on
the
farm?I
think
the
taller
horse
over
there
is
stronger
than
the
shorter
horse.I
think
the
sheep
are
the
nicest
of
all.I
think
this
cat
is
nicer.The
pigs
must
be
the
fattest
and
laziest
animals
on
the
farm.I
think
the
pigs
are
cuter.Unit
4
Our
World
Topic
1
What’s
the
strongest
animal
on
the
farm?
教学内容分析及课时分配建议：
本单元以Our
World
为主题。第一话题主要围绕谈论动物、植物、人与自然的关系等内容展开，主要语法是形容词的比较级和最高级。主要句型有：The
countryside
is
much
quieter
than
the
city.
,
Roses
are
the
nicest
of
all
the
flowers.,
Which
do
you
like
better,…
or
…?
What
kind
of
animals
do
you
like
better,
foxes
or
snakes?
I
like
…better/best.等。同时本话题还复习了询问喜好及表达原因的句型。此外，
在语音部分继续学习元音字母a，e，o以及字母组合oo，ow，ee在单词中的发音规则，同时还学习了辅音/r/和/l/的不同以及句子的停顿。最后的Project里，以Saving
the
Animals
in
Danger
为主题，不仅锻炼学生搜集信息和处理信息的能力，同时为学生发现问题和解决问题提供了机会。
本话题建议用五课时完成。
第一课时：Section
A—1a,1b,1c
第二课时：Section
B—3
Section
A—2a,
2b,
3
第三课时：Section
B—1a,
1b,
1c,
2,
4a,
4b
第四课时：Section
C—1a,
1b,1c,
2
第五课时：Section
D—Grammar
and
functions,
1,
2,
Project
第四课时（Section
C—1a,
1b,1c,
2）
教学设计思路：
本节课主要活动为Section
C-3和Section
D-2。
本节课的课型为阅读课，主要活动是1a。Revision环节给出几组图片进行关于喜好及其原因的问答。复习形容词的比较级和最高级和询问偏好的表达法。Pre-reading环节利用图片讨论热带雨林，学习新词汇，降低阅读难度。因词汇较多较难，所以将新词汇编成填空题加以巩固。while-reading分几步完成。先速读课文，核对读前预测题的答案，了解文章大意。然后精读课文，完成1b。再读课文，讨论1c的2-4小题。最后通过自己划出重点，同桌交流和教师重点点拨的方式解决课文的重难点。post-reading是对课文的巩固和语言的输出。先将课文改成短文填空，在重点词和短语处挖空。然后根据1b表格，复述课文。向同桌讲述热带雨林的知识。最后结合2，讨论1c-5题，完成书面表达的任务。Homework：1.
收集一种最喜欢的动物的信息。明日课前交流。2.
收集一些濒危动物的信息，为下节课的书面表达做准备。
Ⅰ.
Teaching
aims
1.
Knowledge
aims：
（1）学习并掌握新词汇：
thick,
forest,
ground,
wet,
cover,
earth,
surface,
control,
die,
wood,
protect
thousands
of,
die
out
（2）学习“比较级+and+比较级”结构。
2.
Skill
aims:
（1）能正确朗读课本的文本材料，并能读懂相关的文本材料。
（2）能正确地口头介绍热带雨林带给我们的好处，并建议大家保护环境。
（3）能写简单的有关环保的短文。
3.
Emotional
aims:
（1）通过对热带雨林的学习，加深对森林的认识，培养热爱大自然，保护大自然的意识。
（2）通过讨论怎样保护热带雨林，学会从小事做起，从自己做起，保护环境。
4.
Culture
awareness:
知道哪些国家有热带雨林，了解关于热带雨林的相关知识。
Ⅱ.
The
key
points
and
difficult
points
1.
Key
points:
（1）复习形容词比较级、副词的用法。
（2）学习“比较级+and+比较级”结构。
（3）学习热带雨林的相关知识。
（4）学习有顺序、连贯的书写关于保护热带雨林的短文。
2.
Difficult
points：
学习有顺序、连贯的写关于保护热带雨林的短文。
Ⅲ.
Learning
strategies
1.
能根据图片预测短文的内容。
2.
利用字典、网络、图书馆等学习资源，搜集信息，拓宽知识面，提高语言实践能力。
3.
在写文章的时候，用上适当的连词如：and,
but,
however,
while等，可以让文章更加连贯。
Ⅳ.
Teaching
aids
多媒体课件/图片
V.
Teaching
procedures
Stage
1（3mins）：Getting
students
ready
for
learning
Step
Teacher
activity
Student
activity
Designing
purpose
1(Class
activity)
Greet
the
students
and
get
themready
for
learning.
T:
Good
morning,
everyone!T:
Yesterday
we
talked
about
our
favorite
animals
and
plants.
Before
the
new
lesson,
I’d
like
you
to
have
a
free
talk.
I
want
some
of
you
to
come
to
the
front
and
tell
us
your
favorite
animals
or
plants
and
the
reasons.
Who
would
like
to
have
a
try?
Focus
their
attention
on
the
teacher.Ss:
Good
morning,
Miss…Ss:…
利用Free
Talk的方式复习上节课的内容，同时使学生快速进入学习状态。
Remark：这一环节的目的是要创造学习英语的氛围并使学生静下心来，开始新的学习。可以采用多种方式，如唱歌、游戏、值日报告、自由讨论等。
Stage
2（4mins）：Revision
Step
Teacher
activity
Student
activity
Designing
purpose
1(Pair
work)
Show
some
pictures
and
review
comparative
and
superlative
degrees
of
adjectives.T:I
have
known
about
your
favorite
animals
and
plants.
But
I
want
to
know
more
about
your
other
likes
and
dislikes
and
the
reasons.
Look
at
these
groups
of
pictures,
which
do
you
like
best?
You
can
make
conversations
to
talk
about
them.
And
then
I’ll
ask
some
of
you
to
act
out
your
conversations.
Make
sentences
with
comparative
and
superlative
degrees
of
adjectives.S1:Which
subject
do
you
like
best,
Chinese,
math
or
physics?S2:I
like
physics
best
because
…
给出几组图片进行关于喜好及其原因的问答。复习形容词的比较级和最高级。
Remark：在交际和写作中积极运用已学到的语言知识，有利于语言知识的记忆、巩固和内化。
Stage
3（10mins）：Pre-reading
Step
Teacher
activity
Student
activity
Designing
purpose
1(Class
activity)
Show
some
pictures
of
rainforests.
Learn
the
new
words
of
1a.
T:Look
at
these
pictures.
What
are
they?
T:Yes.
They
are
forests,
thick
forests.
I
mean
a
large
number
of
forests
close
together.
Can
you
guess
the
meaning
of
“thick”?T:
Great!
You
got
it.
In
fact,
they
are
rainforests.
Look
at
the
word,
rainforest.
Guess
its
meaning.
T:Perfect!
Today
we’ll
learn
about
rainforests.
Look
at
the
next
picture
of
rainforests.T:Suppose
you
are
in
the
rainforest
now,
what’
s
your
feeling?T:
I
agree
with
you.
Anything
else?T:
Yes.
I
think
so.
And
others?T:Good.
It
rains
a
lot,
so
the
ground
is
always
wet.
Do
you
know
“ground”?
You
may
guess
its
meaning
from
playground.
T:
Great!
Let’s
enjoy
some
other
pictures
of
rainforests.T:
They
are
very
large,
aren’t
they?T:
But
how
large
are
they
on
earth?
Do
you
know?T:
You
know
a
lot.
It
seems
that
you
like
reading.
It’s
a
good
habit.Yes.
Rainforests
cover
6%
of
the
earth’s
surface.
Surface
means
“表面”.
Can
you
guess
the
meaning
of
“cover”.T:We
talked
so
much
about
the
rainforests.
But
what
are
the
uses
of
them
on
earth?
Does
anybody
want
to
talk
about
them?
You
can
tell
in
Chinese.T:Thank
you
for
your
explanation.
Justas
you
said,
rainforests
are
very
important
to
us.
They
are
the
lungs
of
the
earth.
They
control
the
climate
of
the
earth.
Do
they
have
other
uses?T:
It
doesn’t
matter.
Look
at
these
two
pictures.
T:
You
are
so
smart.
There
are
thousands
of
plants
and
animals
living
in
the
rainforests.
Without
rainforests,
many
beautiful
plants
and
animals
would
die
out.
Do
you
know
“die
out”?T:Any
other
uses?
Look
at
this
picture,
what
is
the
man
doing?
T:
Yes.
And
this
one.
What
are
they
on
the
tree?T:
As
a
matter
of
fact,
rainforests
give
us
wood,
food,
fruit,
medicine,
and
many
more
useful
things.
But
now,
rainforests
are
becoming
smaller
and
smaller.
Look
at
this
picture.
What
should
we
do?T:
Yes.
We
should
try
out
best
to
protect
the
rainforests.
We
may
talk
more
about
how
to
protect
rainforests
later.
Now
let’s
think
back
upon
the
news
words
we
learned
just
now.
Talk
about
the
pictures
of
rainforests
and
learn
the
new
words
of
1a.Ss:
森林。S1:
Does
it
mean
“茂密的”？Ss:
雨林。S1:
I
think
it’s
very
hot.S2:
It
must
be
very
dark.S3:
潮湿。S4:
地面。Ss:
Yes.
S5:
I
know.
书上写地球表面的6%的面积被热带雨林覆盖。S6:
It
must
be
“覆盖”
in
Chinese.S7:I
know.
Rainforests
are
called
“地球之肺”.它控制着地球的气候。Ss:
Sorry,
we
don’t
know.S8:
I
know,
Miss…
Rainforests
are
the
homes
of
many
animals
and
plants.Ss:
灭绝。S9:
He
is
getting
something
useful
form
the
trees.S10:
Fruit.Ss:
We
should保护rainforests.
利用图片讨论热带雨林，学习新词汇。
2(Class
activity)
Show
some
exercises
to
consolidate
the
new
words.1.
The
moon
goes
around
the
_____.2.
You
shouldn’t
sit
on
the
______
when
it’s
wet.3.
Snow
_____
the
ground.4.
You
will
get
____
if
you
go
out
without
an
umbrella.5.
Beyond
the
mountains
is
a
_____
forest.6.
The
calm
water
_____
is
very
much
like
a
mirror.7.
Thousands
and
thousands
animals
live
in
the
________.8.
Police
______
the
traffic
in
large
cities.9.
Don't
let
the
fire
go
out;
there's
plenty
of?______.?10.
It's
our
duty
to?_______?the
environment.11.
Is
the
elephant
really
in
danger
of
________??T:
Fill
in
the
blanks
with
the
right
words
in
the
box.T:
Let’s
check
the
answers.
Fill
in
the
blanks
with
the
proper
words.Ss:…Ss:…
本课词汇较多，将新词汇编成填空题，巩固生词。
Remark：积极运用已学到的语言知识，以旧带新，有利于复习旧知，掌握新知。
Stage
4（10mins）：While-reading
Step
Teacher
activity
Student
activity
Designing
purpose
1(Individual
work)
Lead
the
students
to
predict
the
pre-reading
questions.
Then
skim
the
passage
to
get
the
main
idea
and
check
their
guess.T:
Next
we’ll
read
a
short
passage
about
rainforests.
Before
reading,
look
at
the
pictures
and
check
which
questions
the
passage
can
answer.
T:Then
read
the
passage
and
check
your
guess.
Predict
the
pre-reading
questions.
Then
skim
the
passage
and
check
their
guess.Ss:…Ss:…
速读课文，了解文章大意，核对Pre-reading预测的答案。
2(Individual
work)
Lead
the
students
to
read
the
passage
carefully
and
finish
1b.T:
Now
read
the
passage
carefully
and
complete
the
table
in
1b.T:
Have
you
completed
the
table.
You
can
check
your
answers
with
your
partners.
Read
the
passage
carefully
and
complete
the
table
in
1b.Ss:…Ss:…
精读课文，完成1b表格。
3(Class
activity)
Lead
the
students
to
read
1a
again
and
answer
Question
2
to
Question
4
in
1c.T:
Read
1a
again
and
answer
Question
2
to
Question
4
in
1c.T:
Why
are
rainforests
the
lungs
of
the
earth?T:
Good.
What’s
the
meaning
of
“fresher
and
fresher”?T:
So
“comparative
degree
of
adjective
and
comparative
degree
of
adjective”
means
“越来越……”in
Chinese.
Can
you
give
more
examples?T:
Great!
How
about
making
a
sentence?T:
A
good
sentence.
You
remind
us
of
the
changing
weather.
Thank
you.
The
third
question:
Why
should
we
protect
rainforests
well?T:
You
are
right.
The
fourth
one:
Can
you
guess
what
the
next
part
of
the
passage
will
talk
about?T:
Why
do
you
think
so?T:
You
are
so
smart.
Yes.
This
passage
may
not
a
complete
article.
The
last
sentence
in
a
paragraph
may
tell
you
what
comes
next.
So
if
there
is
the
next
paragraph,
it
may
talk
abut
what
we
should
do
to
protect
the
rainforests.
Read
1a
again
and
answer
Question
2
to
Question
4
in
1c.Ss:…S1:
Because
the
plants
in
the
forests
help
to
make
the
air
fresher
and
fresher.S2:
越来越清新。S3:
smaller
and
smaller.S4:
bigger
and
bigger.S5:
longer
and
longer.S6:
It’s
becoming
colder
and
colder.
S7:…S8:The
next
part
may
talk
abut
what
we
should
do
to
protect
the
rainforests.S8:
Because
of
the
last
sentence:
so
we
should
protect
them.
再读1a，完成1c的2-4小题。练习“比较级+and+比较级”的用法。
4(Pair
work
&
Class
activity)
Deal
with
the
language
points
in
1a.T:
Do
you
have
any
difficulty
understanding
the
passage?
Read
it
once
again
and
underline
the
difficulties
and
the
key
points
you
think.
Then
communicate
with
your
partners.
T:
Do
you
have
any
difficulties
understanding
the
passage?T:
他们为数千种动植物提供了生存场所，这些动植物是地球上其他地方所没有的。Anything
else?T:
Share
the
key
points
you
underlined.T:
It’s
a
useful
expression.
Who
can
make
a
sentence
with
it?T:
A
good
sentence.
Anything
else?
T:I’d
like
you
to
pay
attention
to
these
two
phrases:
make
the
air
fresher
and
fresher,
keep
the
water
cycling.
especially
the
form
of
the
object
complements.
Who
can
make
sentences
with
them?
Underline
the
key
points
they
think.Ss:…S1:
I
don’t
understand
the
fifth
sentence
exactly.Ss:
No.S2:
play
an
important
part
in.S3:
He
played
an
important
part
in
holding
the
art
festival.Ss:
…S4:
Listening
to
music
makes
me
relaxed.S5:
The
boss
keeps
her
working
for
12
hours
a
day.
学生划出理解困难的词句和重点词句，同桌交流并解决。教师挑重点和难点进行点拨。
Remark：1.能根据图片预测短文的内容。2.
在学习活动和交际中积极运用已学到的语言知识。3.
阅读时上一段的最后一句很有可能会提示你下一段的主要内容。
Stage
5（15mins）：Post-reading
Step
Teacher
activity
Student
activity
Designing
purpose
1(Class
activity)
Change
the
passage
into
a
cloze
test.
Show
it
on
the
screen.T:
Read
the
passage
and
fill
in
the
blanks
according
to
1a.T:
Read
it
together.
Fill
in
the
blanks
according
to
1a.Ss:…
将课文改成短文填空，在重点词和短语处挖空进行巩固。
2(Pair
work)
Lead
the
students
to
retell
the
passage
according
to
the
form
in
1b.T:
I’m
sure
you
have
known
well
about
rainforests.
Please
try
to
retell
the
passage
to
your
partners
according
to
1b.
Retell
the
passage
according
to
the
form
in
1b.Ss:…
3(Group
work)
Ask
the
students
to
discuss
Question
5
in1c
with
the
help
of
the
pictures
in
2.
And
then
write
a
short
passage
about
how
to
protect
rainforests.T:
Since
we
have
known
that
rainforests
are
very
important
for
us,
we
should
know
how
to
protect
them.
Now
discuss
the
pictures
in
2
in
groups,
then
write
a
short
passage
about
how
to
protect
rainforests.
Try
to
link
your
points
by
using
linking
words,
such
as
first
and
second.
Discuss
Question
5
and
the
pictures
in
2.
And
then
write
a
short
passage
about
how
to
protect
rainforests.Ss:…
结合2，讨论1c-5题，完成书面表达2的任务。
Remark：1.为使书面表达调理清晰，应使用表示顺序的副词first，
second等。
2.可以让学生合作，每组完成一篇书面表达。即可节省课上的时间，也可相互学习，取长补短。
Stage
6（3mins）：Summarizing
and
assigning
HMK
Step
Teacher
activity
Student
activity
Designing
purpose
1（Class
activity)
Encourage
the
Ss
to
summarize
the
key
points
T:
Class
will
be
over
soon.
We
should
summarize
what
we
have
learned
in
this
lesson.
Let’s
begin!
Summarize
what
they
have
learned
today.
S1:
We
learned
some
new
words
and
useful
phrases.thick,
forest,
ground,
wet,
cover,
earth,
surface,
control,
die,
wood,
protectS2:
We
have
learned
some
phrases:thousands
of,
die
out
more
and
more
smaller
and
smallerplay
an
important
part
inS3:
We
learned
to
use
“比较级and比较级”.S4:
We
learned
about
rainforests
and
talked
about
how
to
protect
them.
培养学生归纳总结的能力，再次复习巩固本节课的重点知识。
2
(Class
activity)
Assign
the
HMK.T:
For
today’s
HMK,
I’d
like
you
to
remember
the
new
words
and
phrases.
Please
tell
something
about
rainforests
to
your
parents
Collect
some
information
about
your
favorite
animals.
We’ll
share
before
the
new
class
tomorrow.
Collect
the
information
about
dying
animals.
Don’t
forget
to
preview
Section
D
Finish
the
HMK
after
class.
适当的家庭作业有助于巩固课堂所学的知识。
Remark：利用字典、网络、图书馆等学习资源，搜集信息，拓宽知识面，提高语言实践能力。
VI.
Blackboard
design
第四课时
(Section
C—1a,
1b,1c,
2)1.
Some
new
words:thick,
forest,
ground,
wet,
cover,
earth,
surface,
control,
die,
wood,
protect2.
Phrases:thousands
ofdie
out
more
and
more
smaller
and
smallerplay
an
important
part
inmake
the
air
fresher
and
fresherkeep
the
water
cycling
thick,
forest,
ground,
wet,
cover,
earth,
surface,
control,
wood,
protect
thousands
of,
die
outUnit
4
Our
World
Topic
1
What’s
the
strongest
animal
on
the
farm?
教学内容分析及课时分配建议：
本单元以Our
World
为主题。第一话题主要围绕谈论动物、植物、人与自然的关系等内容展开，主要语法是形容词的比较级和最高级。主要句型有：The
countryside
is
much
quieter
than
the
city.
,
Roses
are
the
nicest
of
all
the
flowers.,
Which
do
you
like
better,…
or
…?
What
kind
of
animals
do
you
like
better,
foxes
or
snakes?
I
like
…better/best.等。同时本话题还复习了询问喜好及表达原因的句型。此外，
在语音部分继续学习元音字母a，e，o以及字母组合oo，ow，ee在单词中的发音规则，同时还学习了辅音/r/和/l/的不同以及句子的停顿。最后的Project里，以Saving
the
Animals
in
Danger
为主题，不仅锻炼学生搜集信息和处理信息的能力，同时为学生发现问题和解决问题提供了机会。
本话题建议用五课时完成。
第一课时：Section
A—1a,1b,1c
第二课时：Section
B—3
Section
A—2a,
2b,
3
第三课时：Section
B—1a,
1b,
1c,
2,
4a,
4b
第四课时：Section
C—1a,
1b,1c,
2
第五课时：Section
D—Grammar
and
focus,
1,
2,
Project
第三课时（Section
B—1a,
1b,
1c,
2,
4a,
4b）
教学设计思路：
本节课的课型为听说课，主要活动是1a。Warming-up环节给学生拓展一些关于动植物的谚语，猜谜等，紧扣本节课的话题的同时激发学生的学习兴趣。Revision的环节复习形容词的比较级和最高级的变化形式及用法。Pre-listening看1a图片，
学习新词汇rose。通过讨论Which
do
you
like
better,
plants
or
animals?
Why?
What
kind
of
animals
do
you
like
best,
dogs,
cats
or
birds？这两个问题，运用形容词的比较级和最高级并复习询问和表达偏好的功能句，同时导入1a的听力任务。将1b分解为两个听力任务，降低难度。Post-listening环节里，首先就1a对话进行讨论，巩固重要短语both…
and…
,
as
we
know,
share…
with…同时加深对对话的理解。接下来听录音，模仿，分角色朗读。提醒学生注意停顿，与4b的内容相呼应。
在完成1c的课文填空之后，两人一组谈论自己最喜欢的动物或植物，运用本课的目标语言，最后选几组学生表演对话。
Ⅰ.
Teaching
aims
1.
Knowledge
aims：
（1）学习并掌握新词汇：
rose
（2）掌握形容词的比较级和最高级的用法。
（3）通过本课学习，在口语表达的时候能根据意群或逗号适当地停顿。
（4）掌握辅音/r/和/l/的发音及区别。
2.
Skill
aims:
（1）能正确地口头表达有关通过比较级、最高级来评价某个事物的话题，能在读句子和
口头表达的时候，通过停顿，重音的方式引起别人注意。
（2）能正确朗读课本的文本材料，准确把握语音、语调及停顿。
（3）能运用本课所学语言，对某些事物进行比较。
（4）能听懂有关通过比较级、最高级来评价某个事物的话题，能根据停顿听出句子的意群。
3.
Emotional
aims:
通过对Section
B的学习，要求学生明白动植物能带给我们欢乐、使我们的世界更美丽，保护动植物，让我们和花鸟鱼虫和谐生存。
4.
Culture
awareness:
Ⅱ.
The
key
points
and
difficult
points
1.
Key
points:
（1）复习比较级和最高级的用法。
（2）从重音、停顿等方面培养自己的口语。
（3）掌握/r/和
/l/之间的发音区别。
2.
Difficult
points：
比较级和最高级在句子当中的正确使用。
Ⅲ.
Learning
strategies
在口语表达的时候能根据意群或逗号适当地停顿。
Ⅳ.
Teaching
aids
多媒体课件/图片
V.
Teaching
procedures
Stage
1（5mins）：Getting
students
ready
for
learning
Step
Teacher
activity
Student
activity
Designing
purpose
(Class
activity)
Greet
the
students
and
get
themready
for
learning.
Show
some
riddles
and
some
proverbs
about
animals.T:
Good
morning,
boys
and
girls.T:You
know
animals
and
plants
are
our
friends.
We’ll
talk
about
animals
and
plants
in
this
lesson.
Now
let’s
guess
some
riddles
about
animals
first.1.What?animal?wears?big?black?glasses?on?its?face?(panda)2.
I
live
in
a
house
called
a
coop.
I
have
two
legs,
two
wings
and
a
tail.
I
eat
worms
and
bugs
and
grain.
I
lay
eggs.
I
am
a...
(chicken)T:And
I
have
collected
some
proverbs
about
animals
and
plants.
Can
you
guess
the
Chinese
meanings
of
them.1.
He
eats
like
a
bird.
(他吃得很少。)2.
She
works
like
a
horse
all
day
long.
(她整天辛辛苦苦地干活。)3.
Come
on!
Don’t
be
chicken!
(来，别害怕！)4.Tall
trees
catch
much
wind.
(树大招风。)5.
A
single
flower
does
not
make
a
spring.(一花独放不是春，百花齐放春满园。)
Focus
their
attention
on
the
teacher.
Guess
the
riddles
about
animals.Ss:
Good
morning,
Miss
…Ss:…
出示一些有关动植物的谜语和谚语，活跃课堂气氛，拓展学生的课外知识同时与本节课的话题紧密相关。
Remark：这一环节的目的是要创造学习英语的氛围并使学生静下心来，开始新的学习。可以采用多种方式，如唱歌、游戏、值日报告、自由讨论等。
Stage
2（5mins）：Revision
Step
Teacher
activity
Student
activity
Designing
purpose
1(Group
work)
Show
some
adjectives
on
the
screen.
Get
the
Ss
to
make
sentences.T:
Can
you
write
down
the
comparative
and
superlative
degrees
of
these
adjectives?
T:Each
students
chooses
one
group
adjectives
and
make
sentences
with
them.
And
then
share
your
sentences
with
your
group
members.T:
Does
anybody
want
to
share
your
sentences
with
all
of
us?Revision：
Write
down
the
comparative
and
superlative
degrees
of
the
adjectives
on
the
screen.
Choose
one
group
of
the
adjectives
to
make
sentences
and
share
them
with
the
group
members.Ss:…Ss:…S1:
Yes.
I’d
like
to
share
my
sentences.
…
利用习题和造句的方式复习形容词的比较级和最高级的变化形式及用法。
Remark：
Stage
3（3mins）：Pre-listening
Step
Teacher
activity
Student
activity
Designing
purpose
1(Class
activity)
Show
the
picture
of
1a,
teach
the
new
word:
rose.
T:
Look
at
the
pictures
in
1a,
What
is
this?(Pointing
at
the
pictures
in
turn.)T:
Yes.
But
what
kind
of
flower
is
it?T:
Good.
Which
do
you
like
better,
plants
or
animals?
Why?T:
I
know
many
of
you
love
animals.
I
love
animals,
too.
What
kind
of
animals
do
you
like
better,
dogs
or
cat?T:
Why
do
you
like…?
Learn
the
new
word:
rose,
and
talk
about
the
animals
and
plants.S1:
A
dog.S2:
A
cat.S3:
A
bird.S4:
A
flower.S5:
It’s
a
rose.Ss:…S6:
I
like
animals.Ss:…
学习新词汇，讨论对动物和植物的偏好。导入1a。
Remark：引导学生运用形容词的比较级和最高级进行讨论问答。
Stage
4（6mins）：While-listening
Step
Teacher
activity
Student
activity
Designing
purpose
1(Individual
work)
Play
the
tape
recording
of
1a.
Show
the
questions:
Which
does
Michael
like
better,
plants
or
animals?
What
animal
does
Jane
like
best?T:
Just
like
you,
Wang
Wei,
Michael,
Jane
and
Maria
are
talking
about
animals
and
plants.
Let’s
listen
to
the
conversation
and
answer
the
questions
on
the
screen.
Listen
to
1a
and
answers
the
questions
on
the
screen.S1:
Michael
likes
animals
better.S2:
Jane
likes
cats
best.
2(Individual
work)
Play
the
tape
recording
of
1a
again.T:
Let’s
skim1b
first.
Then
listen
to
1a
again
and
match
the
people
with
the
things
they
like
and
their
reasons.T:
Do
you
need
to
listen
again?
T:
OK.
You
can
check
your
answers
this
time.
Listen
again
and
match
the
people
with
the
things
they
like
and
their
reasons
in
1b.Ss:…Ss:
Yes.
Ss:…
Remark：
Stage
5（17mins）：Post-listening
Step
Teacher
activity
Student
activity
Designing
purpose
1(Class
activity)
Consolidate
1a
with
the
students.T:
What
does
Kangkang
like
better?T:Pay
attention
to
the
phrase
“both…
and…”,
What
does
it
mean?T:
Good.
Can
you
make
a
sentence
with
it?T:
A
good
example.
Both
animals
and
plants
are
our
friends.
So
we
should
care
for
them
because
we
share
the
same
world
with
them.
Talk
about
the
conversation
with
the
teacher.
Learn
the
phrases:
both…and…,
share…
with…S1:
He
likes
both
plants
and
animals.S2:
……和……都。S3:
Both
my
parents
and
I
are
going
to
take
party
in
the
activity
this
Sunday.
师生就对话内容进行讨论，巩固对话中复现的重要短语，加深对对话的理解。
2(group
work)
Play
the
tape
recording
of
1a
once
again.
Remind
the
students
of
the
pause.T:
Let’s
read
after
the
tape.
You
should
try
to
imitate.
Pay
attention
to
the
pause.T:
Now
read
it
in
roles.
T:Does
any
group
want
to
act
it
out?
Read
and
follow.
And
then
read
in
roles.Ss:
…Ss:…G1:…
3(Individual
activity)
Lead
the
students
to
fill
in
the
blanks
in
3.
T:
Wang
Wei
and
his
friends
talked
about
animals
and
plants
in
1a.
Now
read
1a
again
and
fill
in
the
blanks.
T:Have
you
got
the
answers?
Then
report
it
to
your
partner
and
check
your
answers.
Read
1a
and
fill
in
the
blanks.
Then
report
it
to
their
partners.Ss:…Ss:…
完成1c填空，汇报，核对答案。
4（Pair
work）
Ask
the
students
to
talk
about
animals
or
plants
they
like
in
pairs.T:
What
animal
or
plant
do
like
best?
Let’s
work
in
pairs
and
make
conversations
to
talk
about
it.
The
expressions
in
1a
may
help
you.T:I’d
like
some
pairs
to
act
out
your
conversations.
Who
would
like
to
have
a
try?
Talk
about
animals
or
plants
they
like
in
pairs.Ss:…Ss:…
Remark：对于对话或课文中复现的重要短语，教师可根据自己学生的情况进行选择，用造句等方式巩固练习。
Stage
6（6mins）：Pronunciation
Step
Teacher
activity
Student
activity
Designing
purpose
1（Class
activity)
Play
the
tape
recording
of
4a.
Show
some
pairs
of
words.T:
Your
oral
English
is
rather
good.
As
we
know,
Pronunciation
is
very
important
for
English
learners.
Let’s
learn
more
about
it.
Read
the
pairs
of
words
and
pay
attention
to
the
different
between
/r/
and
/l/.T:
Let’s
read
more
words.hall
floor
where
for
full
call
before
Listen
to
4a
and
pay
attention
to
the
difference
between
/r/
and/l/.Ss:…Ss:…
2（Class
activity)
Play
the
tape
recording
of
4b
several
times
and
get
the
Ss
to
imitate.T:As
we
know,
we
should
pause
when
we
see
a
comma
or
finish
a
sense
group.
Now
Listen
the
conversation
and
pay
attention
to
the
pause
in
each
sentence.
T:Read
after
the
tape
and
imitate.
Pay
attention
to
the
pause
in
each
sentence
and
then
read
after
the
tape
and
imitate.Ss:…Ss:…
Remark：在读句子或口语表达的时候能根据意群或逗号适当地停顿。
Stage
7（3mins）：Summarizing
and
assigning
HMK
Step
Teacher
activity
Student
activity
Designing
purpose
1（Class
activity)
Encourage
the
Ss
to
summarize
the
key
points
T:
Class
will
be
over
soon.
We
should
summarize
what
we
have
learned
in
this
lesson.
Let’s
begin!
Summarize
what
they
have
learned
today.
S1:
We
learned
a
new
word
:
roseS2:we
went
on
learning
comparative
and
superlative
degrees
of
adjectives.S3:
We
talked
about
our
favorite
animals
and
plants.S4:
We
learned
the
difference
between
/r/
and
/l/.S5:
We
knew
that
we
often
pause
when
we
see
a
comma
or
finish
a
sense
group.
培养学生归纳总结的能力，再次复习巩固本节课的重点知识。
2
(Class
activity)
Assign
the
HMK.T:
For
today’s
HMK,
I’d
like
you
to
remember
the
new
word:
rose.
Read
1a
with
your
partner
and
pay
attention
to
the
pause.
Preview
Section
C-1a,1b,
1c
and
2.
Finish
the
HMK
after
class.
适当的家庭作业有助于巩固课堂所学的知识。
Remark：
VI.
Blackboard
design
第三课时
(Section
B—1a,
1b,
1c,
2,
4a,
4b)1.
words
and
phrases:rose,
both…and…,
as
we
know,
share…
with2.
Key
sentences:I
think
animals
are
friendlier.I
think
roses
are
the
nicest
of
all
the
flowers.I
like
cats
best
because
they
are
cuter
than
other
animals.
strong—
tall—
nice—
brave—
big—
fat—
thin—
lazy—
ugly—
…Unit
4
Our
World
Topic
1
What’s
the
strongest
animal
on
the
farm?
教学内容分析及课时分配建议：
本单元以Our
World
为主题。第一话题主要围绕谈论动物、植物、人与自然的关系等内容展开，主要语法是形容词的比较级和最高级。主要句型有：The
countryside
is
much
quieter
than
the
city.
,
Roses
are
the
nicest
of
all
the
flowers.,
Which
do
you
like
better,…
or
…?
What
kind
of
animals
do
you
like
better,
foxes
or
snakes?
I
like
…better/best.等。同时本话题还复习了询问喜好及表达原因的句型。此外，
在语音部分继续学习元音字母a，e，o以及字母组合oo，ow，ee在单词中的发音规则，同时还学习了辅音/r/和/l/的不同以及句子的停顿。最后的Project里，以Saving
the
Animals
in
Danger
为主题，不仅锻炼学生搜集信息和处理信息的能力，同时为学生发现问题和解决问题提供了机会。
本话题建议用五课时完成。
第一课时：Section
A—1a,1b,1c
第二课时：Section
B—3
Section
A—2a,
2b,
3
第三课时：Section
B—1a,
1b,
1c,
2,
4a,
4b
第四课时：Section
C—1a,
1b,1c,
2
第五课时：Section
D—2,Grammar
and
functions,
1,
Project
第五课时（Section
D—2,
Grammar
and
functions,
1,
Project）
教学设计思路：
本节课的课型为复习课，主要活动为Section
D-1和Project。Warming-up环节听唱一首关于爱护动物的歌曲，营造气氛，为学新课做好准备。将Section
D-2的问答与昨天的作业相结合作为Revision的活动，讨论最喜欢的动物同时复习形容词的比较级和最高级。Task1
的任务是复习Grammar
and
functions。填写Grammar和Functions表格，根据图片内容，利用形容词的比较级和最高级造句。回顾本话题内容，利用表格里的功能句，编对话进行复习巩固。Task
2是阅读的任务——关于濒危动物。首先展示图片，师生讨论，了解濒危动物，学习新词汇。阅读和填表之后，两人一组根据表格相互介绍动物，复述课文。Task
3:
Project的任务分几步完成。首先根据自己所收集的濒危动物的信息，完成表格。然后互相交流自己所收集的信息。最后讨论怎样保护濒危动物，并将讨论结果写成书面表达在全班汇报。
Ⅰ.
Teaching
aims
1.
Knowledge
aims：
（1）学习并掌握新词汇：
feed,
bamboo,
less,
land,
sea,
south,
feed
on,
less
and
less,
in
danger
（2）复习形容词的比较级和最高级。
2.
Skill
aims:
（1）能听懂谈论保护环境的话题及事物之间比较的话题。
（2）能够将本单元所学内容和以前所学知识相结合，在日常生活中谈论有关环境保护、爱护动物话题，能够用口头表达的方式来比较事物之间的不同。
（3）根据所学内容写出短文，倡议书等呼吁大家保护动物，保护大自然。
3.
Emotional
aims:
通过本课学习，培养学生保护动物的意识。从小事做起，从自我做起。
4.
Culture
awareness:
了解世界范围内濒危动物的现状。
Ⅱ.
The
key
points
and
difficult
points
1.
Key
points:
（1）复习形容词比较级和最高级的用法。
（2）了解珍稀动物濒临灭绝的原因，用英文写出关于保护濒危动物的书面表达。
2.
Difficult
points：
用英文写出关于保护濒危动物的书面表达。
Ⅲ.
Learning
strategies
（1）能根据图片预测短文的内容。
（2）根据已有的有关大熊猫、蓝鲸和华南虎的知识，联系课本上的新知识可以让你更好地理解课文。
（3）利用网络，图书馆等资源收集信息，进行课堂之外的学习。
Ⅳ.
Teaching
aids
多媒体课件/图片
V.
Teaching
procedures
Stage
1（2mins）：Getting
students
ready
for
learning
Step
Teacher
activity
Student
activity
Designing
purpose
1(Class
activity)
Greet
the
students
and
get
themready
for
learning.
Play
the
taperecording
of
the
song
AnimalFazenda.T:
Good
morning,
everyone!T:
Let’s
enjoy
a
beautiful
aboutanimals.
It’s
Animal
Fazenda.
Focus
their
attention
on
the
teacher.
Enjoy
the
songAnimal
Fazenda.Ss:
Good
morning,
Miss…Ss:…
听唱一首关于爱护动物的歌曲。
Remark：这一环节的目的是要创造学习英语的氛围并使学生静下心来，开始新的学习。可以采用多种方式，如唱歌、游戏、值日报告、自由讨论等。
Stage
2（5mins）：Revision
Step
Teacher
activity
Student
activity
Designing
purpose
1(Group
work)
Check
the
homework
and
finish
2.T:
Have
you
collected
any
information
about
your
favorite
animals?T:Good.
You
can
make
conversations
to
tell
your
partners
about
your
favorite
animals
according
to
the
questions
in
2.
When
you
describe
something,
and
compare
it
with
other
things,
you
may
use
comparative
or
superlative
forms.
Exchange
the
information
about
their
favorite
animals
they
collected
yesterday.
Ask
and
answer
the
questions
in
2.Ss:
Yes,
we
do.
学生利用2的问题，两人一组编对话谈论自己最喜欢的动物。提醒学生在描述和对比时有意识地运用形容词的比较级和最高级。
Remark：
Stage
3（8mins）：Task
1:
Grammar
and
functions
Step
Teacher
activity
Student
activity
Designing
purpose
1(Individual
activity
Lead
the
students
to
fill
out
the
form
of
grammar.
Then
show
some
pictures
to
review
comparative
and
superlative
degrees
of
adjectives.T:
Just
as
you
know,
comparative
and
superlative
forms
are
very
important
and
useful
in
our
daily
communication.
Learn
review
more.
First,
complete
the
table
of
grammar.
T:
Have
you
got
the
answers?
Check
your
answers
with
your
partners.T:
You
did
a
good
job.
Now
look
at
the
pictures.
Can
you
make
sentences
with
them?
Fill
out
the
form
of
grammar.
Then
make
sentences
according
to
some
pictures
to
review
comparative
and
superlative
degrees
of
adjectives.Ss:…Ss:…Ss:…
复习形容词的比较级和最高级的用法。
2(Pair
work)
Lead
the
students
to
review
the
functions
of
this
topic.T:
What
topic
did
we
talk
about
this
week?
T:
Good.
In
this
topic
we
talked
about
our
friends—plants
and
animals.
Now
fill
out
the
form
of
functions.T:
Have
you
finished?
Check
your
answers
with
your
partners.T:
Now
work
in
pairs.
Think
back
to
what
we
have
talked
about
in
this
topic
and
make
conversations
with
the
functionsT:
Who
would
like
to
act
out
your
conversations?
Fill
out
the
form
of
functions
and
make
conversations
to
review
the
functions
of
this
topic.S1:
About
our
favorite
animals.S2:
About
nature.S3:
About
rainforests.Ss:…Ss:…Ss:…P1:…
回顾本周所讨论的话题，利用Functions表格里的功能句编对话。
Remark：
Stage
4（12mins）：Task
2:
Reading
Step
Teacher
activity
Student
activity
Designing
purpose
1(Class
activity)
Talk
about
pandas,
whales
and
tigers
to
learn
new
words.T:
Let’s
go
on
talking
animals.
I
know
you
collected
some
information
about
some
kinds
of
endangered
animals.
What
animals
are
they
about?
T:
Wow,
so
many
animals.
Let’s
learn
about
three
of
them.
Maybe
we
can
talk
more
animals
later.
Look
at
this
picture.
T:
What
lovely
pandas!
Who
can
tell
us
something
about
pandas?
Try
to
say
in
English,
but
of
course
you
can
use
Chinese
to
express
if
you
like.T:
Yes.
Pandas
feed
on
bamboo.
Thank
you.
Who
has
something
to
add?T:
Why?T:
Yes.
One
of
the
reasons
is
there’s
less
and
less
land
to
live
on.
And
they
don’t
have
enough
bamboo
to
eat.
And
the
next
picture,
what
is
the
animal？T:
Where
does
it
live?T:They
are
in
danger
now.
This
is
a
picture
of
Chinese
tigers.
They
are
also
in
danger
now.
Do
you
know
the
reasons?
Talk
about
pandas,
whales
and
tigers
to
learn
new
words.Ss:
Panda,
tiger…S1:
Pandas
live
in
the
southwest
of
China.
They
以竹子为生.S2:
They
are
endangered
animals.S3:没有足够的栖息地和食物。Ss:
A
blue
Whale.S4:
In
the
sea.S5:
I
think
men
killed
them.
展示图片。师生讨论，了解濒危动物熊猫，蓝鲸和华南虎。学习新词汇。
2(Individual
work)
Ask
the
students
to
read
the
passage
and
fill
out
the
form.T:
Now
let’s
read
a
short
passage
about
the
animals.
And
then
you
can
complete
the
table
on
Page88.T:
Let’s
check
your
answers.
What
do
they
feed
on?T:
Where
do
they
live?T:
Why
are
they
in
danger
according
to
the
passage?
Read
the
passage
and
fill
out
the
form.Ss:…S1:
Pandas
feed
on
bamboo.S2:
Blue
whale……S3:
Pandas
live
in
the
forests
and
mountains
of
Southwest
China.Ss:…Ss:…
4(Pair
work)
Lead
the
students
to
introduce
the
three
kinds
of
animals
in
pairs
and
retell
the
passage
with
the
help
of
the
form.T:
Can
you
say
something
about
these
animals?
I’m
sure
you
can.
Please
choose
two
of
them
and
introduce
them
to
your
partners.
The
table
may
help
you.
Introduce
the
three
kinds
of
animals
in
pairs
and
retell
the
passage
with
the
help
of
the
form.Ss:…
根据表格，两人一组相互介绍动物，复述课文。
Remark：根据已有的有关大熊猫、蓝鲸和华南虎的知识，联系课本上的新知识可以让你更好地理解课文。
Stage
5（15mins）：Task
3:
Project
Step
Teacher
activity
Student
activity
Designing
purpose
1(Individual
activity
&
Group
work
Ask
the
students
to
fill
out
the
table
in
project
with
the
information
about
the
endangered
animals
they
collected
yesterday
and
then
share
it
with
their
group
members.T:
I
know
you
have
collected
a
lot
of
information
about
animals
in
danger.
Now
you
can
complete
the
table.T:
Do
you
what
to
know
what
information
your
classmates
collected?
T:
You
can
share
your
information,
including
the
reasons
why
the
animals
are
in
danger,
with
your
group
members.
The
questions
in
2
may
help
you.
Fill
out
the
table
in
project
with
the
information
about
the
endangered
animals
they
collected
yesterday
and
then
share
it
with
their
group
members.Ss:…Ss:
Yes.Ss:…
根据自己所收集的濒危动物的信息完成Project表格。根据表格互相交流所收集的信息。
2(group
work)
Lead
the
students
to
discuss
how
to
protect
animals
in
danger.
T:
You
know,
animals
are
our
friends.
Protecting
animals
is
protecting
ourselves.
But
what
should
we
do
to
protect
animals?
Discuss
what
you
should
do
to
protect
them
in
groups.
Discuss
how
to
protect
animals
in
danger.Ss:…
3(Individual
activity)
Write
a
short
passage
about
how
to
protect
the
animals
in
danger
according
to
their
discussion.T:
You
had
a
warm
discussion.
Now
write
a
short
passage
about
how
to
protect
the
animals
in
danger
according
to
your
discussion.T:
I
hope
you
can
share
your
opinions
with
us.
Which
group
would
like
to
report
your
result
to
the
class?
Write
a
short
passage
about
how
to
protect
the
animals
in
danger
according
to
their
discussion.
Then
report
to
the
class.Ss:…S1:…
Remark：利用网络，图书馆等资源收集信息，拓展知识，提高能力。
Stage
6（3mins）：Summarizing
and
assigning
HMK
Step
Teacher
activity
Student
activity
Designing
purpose
1（Class
activity)
Encourage
the
Ss
to
summarize
the
key
points
T:
Class
will
be
over
soon.
We
should
summarize
what
we
have
learned
in
this
lesson.
Let’s
begin!
Summarize
what
they
have
learned
today.
S1:
We
learned
some
new
words
and
useful
phrases.feed,
bamboo,
less,
land,
sea,
south,
feed
on,
less
and
less,
in
dangerS2:
We
reviewed
comparative
and
superlative
degrees
of
adjectives
and
the
functions
in
this
topic.S3:
We
learned
about
some
animals
in
danger
such
as
pandas,
whales
and
Chinese
tigers.
培养学生归纳总结的能力，再次复习巩固本节课的重点知识。
2
(Class
activity)
Assign
the
HMK.T:
For
today’s
HMK,
I’d
like
you
to
remember
the
new
words
and
phrases.
Please
tell
something
about
animals
in
danger
to
your
parents
and
preview
Section
A-1a,
1b,
1c,1d
of
Topic2.
Finish
the
HMK
after
class.
适当的家庭作业有助于巩固课堂所学的知识。
Remark：
VI.
Blackboard
design
第五课时
(Section
D—2,
Grammar
and
functions,
1,
Project
)1.
New
words:feed,
bamboo,
less,
land,
sea,
south,ocean,
fur,
bone,
feature2.
New
phrases:feed
on,
less
and
less,
in
dangersouthwest
China,
in
number,
the
south
of
ChinaUnit
4
Our
World
Topic
1
What’s
the
strongest
animal
on
the
farm?
教学内容分析及课时分配建议：
本单元以Our
World
为主题。第一话题主要围绕谈论动物、植物、人与自然的关系等内容展开，主要语法是形容词的比较级和最高级。主要句型有：The
countryside
is
much
quieter
than
the
city.
,
Roses
are
the
nicest
of
all
the
flowers.,
Which
do
you
like
better,…
or
…?
What
kind
of
animals
do
you
like
better,
foxes
or
snakes?
I
like
…better/best.等。同时本话题还复习了询问喜好及表达原因的句型。此外，
在语音部分继续学习元音字母a，e，o以及字母组合oo，ow，ee在单词中的发音规则，同时还学习了辅音/r/和/l/的不同以及句子的停顿。最后的Project里，以Saving
the
Animals
in
Danger
为主题，不仅锻炼学生搜集信息和处理信息的能力，同时为学生发现问题和解决问题提供了机会。
本话题建议用五课时完成。
第一课时：Section
A—1a,1b,1c
第二课时：Section
B—3
Section
A—2a,
2b,
3
第三课时：Section
B—1a,
1b,
1c,
2,
4a,
4b
第四课时：Section
C—1a,
1b,1c,
2
第五课时：Section
D—Grammar
and
focus,
1,
2,
Project
第一课时（Section
A—1a,1b,1c）
教学设计思路：
本节课的课型为听说课，主要活动是1a。在Warming-up环节里，利用一段表现自然界和谐美丽的视频吸引学生注意。在Revision环节里，看图片，用学过的句型谈论喜好。导入新课。在pre-listening环节里，首先展示城市和农村两幅图片，讨论它们之间的区别并学习新词汇。在1b和1c的答案预测的过程中让学生感受形容词的比较级。接下来将听力训练分解为三个不同层次的任务。在完成听力任务的同时巩固形容词比较级的用法。在分角色朗读对话时提醒学生注意停顿，为本话题语音的学习做铺垫。最后根据本节课内容提出讨论话题：Why
do
many
people
like
living
the
countryside?
将讨论结果写成小短文，运用1a的新词汇的同时，达到语言输出的目的。
Ⅰ.
Teaching
aims
1.
Knowledge
aims：
（1）学习并掌握新词汇：
sky,
river,
clear,
nature,
beauty
（2）掌握形容词比较等级的用法。
2.
Skill
aims:
（1）能听懂有关农村和城市对比的话题，并能听懂熟悉的事物之间的比较。
（2）能正确地用比较级和最高级谈论一组事物。
（3）能正确朗读课本的文本材料，读懂利用比较级描述的句子。
（4）能正确地用比较级写出事物之间的对比。
3.
Emotional
aims:
热爱大自然，有保护自然地意识。
4.
Culture
awareness:
Ⅱ.
The
key
points
and
difficult
points
1.
Key
points:
（1）正确、熟练地运用形容词的比较级。
（2）利用本课所学词汇描述城市与乡村的不同。
2.
Difficult
points：
利用形容词比较级描述乡村与城市的不同。
Ⅲ.
Learning
strategies
1.
在学习的过程中要善于归纳、总结语言规律。
2.
尝试用所学语言将对话改写为小短文，不同形式的语言输出方式可以更好的巩固所学内容。
Ⅳ.
Teaching
aids
多媒体课件/图片
V.
Teaching
procedures
Stage
1（3mins）：Getting
students
ready
for
learning
Step
Teacher
activity
Student
activity
Designing
purpose
(Class
activity)
Greet
the
students
and
get
themready
for
learning.
Play
the
video
of
Our
World.
(一段表现自然界和谐美丽的视频)T:
Good
morning,
everyone!T:
Have
you
notice
the
title
of
this
unit?T:
What
is
our
world
like?
You
may
say
it’s
beautiful.
Yes.
On
the
one
hand
it’s
so
beautiful
and
attractive.
Now
let’s
see
a
video
to
enjoy
our
beautiful
world.
T:
For
the
next
three
weeks,
we
will
learn
and
talk
more
about
our
world.
I
hope
our
lessons
will
make
you
love
our
world
more.
Focus
their
attention
on
the
teacher.Ss:
Good
morning,
Miss…Ss:
Yes.
Our
World.Ss:
...
Remark：这一环节的目的是要创造学习英语的氛围并使学生静下心来，开始新的学习。可以采用多种方式，如唱歌、游戏、值日报告、自由讨论等。
Stage
2（3mins）：Revision
Step
Teacher
activity
Student
activity
Designing
purpose
(Class
activity)
Talk
about
likes
and
dislikes.
Show
some
pictures
of
beautiful
scenery.
T:
This
is
a
part
of
our
world.
It’s
the
grassland
in
Inner
Mongolia.
I
think
living
on
the
grassland
must
be
fun.
Do
you
like
it?
Do
you
want
to
visit
there
someday?T:
The
beauty
of
nature
attracts
us
so
much.
Well,
What
other
places
do
you
want
to
go?
Talk
about
likes
and
dislikes.Ss:
Yes.
Ss:...
师生自由谈论关于喜好的句型，导入新课。
Remark：
Stage
3（10mins）：Pre-listening
Step
Teacher
activity
Student
activity
Designing
purpose
1(Class
activity)
Show
the
following
pictures
on
the
screen.
Talk
about
the
differences
between
them.
Learn
the
new
words.T:
Hmm,
the
places
you
mentioned
are
really
worth
visiting.
But
you
know,
pollution
does
great
harm
to
our
world.
Look
at
the
two
pictures.
The
first
one
is
a
big
city
in
great
haze.
The
second
one
is
the
countryside.
Which
of
them
do
you
like
better?T:
Why?
Can
you
tell
me
reasons?
T:
Yes.
The
air
in
the
countryside
is
fresher
then
that
in
the
city.
How
about
the
sky?(Pointing
at
the
sky)T:
Yes.
It
much
bluer
than
that
in
the
city.
And
how
about
the
rivers?T:Good.
The
rivers
are
clearer
in
the
countryside.
Look
at
the
traffic
in
the
city.
Where
do
you
think
is
quieter?T:
Yes.
The
countryside
is
much
quieter
then
the
city.
So
lots
of
people
like
to
live
in
the
countryside
because
they
can
enjoy
the
beauty
of
nature
there.
Talk
about
the
differences
between
the
two
pictures.
Learn
the
new
words.S1:
I
like
the
countryside
better.S1:
The
air
in
the
countryside
is
“更清新”.S2:
The
sky
in
the
countryside
is
blue.S3:
The
rivers
are
“清澈的”
in
the
countryside.
S4:
The
countryside.
展示城市和农村两幅图片，讨论它们之间的区别。学习新词汇。
2(Individual
activity)
Lead
the
students
to
predict
the
answers
to
1b
and
1c.T:
The
countryside
is
so
beautiful.
We
can
use
our
own
words
to
describe
it.
Read
the
words
in
1b.
Do
you
think
what
words
can
be
used
to
describe
the
countryside?T:A
good
question!
We
called
them
comparative
degrees
of
adjectives.
When
we
compare
two
things,
we
use
comparative
degrees
of
adjectives.
For
example,
Xiao
Li
is
taller
than
you.
T:
Very
Good.
Read
the
passage
in
1c
and
try
to
fill
in
the
blanks.
You
may
use
comparative
degrees
of
adjectives.
The
words
in
1b
may
help
you.
Predict
the
answers
to
1b
and
1c.
Learn
the
comparative
degrees
of
adjectives.S1:
fresher,
bluer,
clearer,
nicer,
quieter.
But
why
do
we
add
“er/r”
to
the
adjectives?S1:
I
see.
That
means
I
am
shorter
than
Xiao
Li.
Ss:…
学生读1b的单词，找出他们认为可以用来描绘乡村景象的词汇。继而了解形容词的比较级的用法。
Remark：鼓励学生善于归纳、总结语言规律。
Stage
4（10mins）：While-listening
Step
Teacher
activity
Student
activity
Designing
purpose
1(Class
activity)
Play
the
tape
recording
of
1a.
Show
the
question:
Does
Wang
Wei
like
the
life
in
the
countryside?T:
Listen
to
1a
and
answer
the
question:
Does
Wang
Wei
like
the
life
in
the
countryside?
Listen
to
1a
and
answer
the
question:
Does
Wang
Wei
like
the
life
in
the
countryside?Ss:
Yes.
he
does.
将听力训练分成难度不同的三个任务，照顾到不同层次的学生。
2(Individual
work)
Play
the
tape
recording
of
1a
again
and
finish
1b.T:
In
this
conversation
Wang
Wei
described
the
beauty
of
the
countryside.
Now
listen
again,
circle
the
words
you
hear
in
1b.
Listen
again
and
circle
the
words
they
hear.Ss:…
3(Individual
work)
Play
the
tape
recording
of
1a
for
the
third
time
and
finish
1c.T:
Let’s
listen
again
and
fill
in
the
blanks
in
1c.
T:
Are
the
answers
the
same
as
what
you
predicted?
T:
Check
the
answers
with
your
partners.
Then
read
the
passage
aloud.
Listen
again
and
fill
in
the
blanks
in
1c.
Then
read
it
aloud.Ss:…Ss:
Yes.
Ss:…
Remark：
Stage
5（15mins）：Post-listening
Step
Teacher
activity
Student
activity
Designing
purpose
1(Pair
work)
Ask
the
students
to
read
1a
in
roles.
T:
Let’s
read
the
conversation
in
roles.
Pay
attention
to
the
pause.T:
Who
would
like
to
act
it
out?
Read
1a
in
roles,
paying
attention
to
the
pause.
Ss:…P1:
Let’s
have
a
try….
分角色朗诵对话，表演。提醒学生注意停顿。
2(group
work)
Ask
the
students
to
write
a
short
passage
about
why
many
people
like
living
in
the
countryside.T:Good
job.
Can
you
tell
the
reason
why
many
people
like
living
in
the
countryside?
Discuss
with
your
partners.T:
Write
a
short
passage
about
it
and
then
report
to
the
class.
T:Who
would
like
to
read
your
composition?
Write
a
short
passage
about
why
many
people
like
living
in
the
countryside.Ss:…Ss:…S1:
Many
people
like
living
in
the
countryside.
Here
are
some
reasons.
Compared
with
the
city,
the
sky
is
bluer
and
…
Remark：将对话改写为短文的方式可以很好的训练学生将所学语言内化并输出。
Stage
6（4mins）：Summarizing
and
assigning
HMK
Step
Teacher
activity
Student
activity
Designing
purpose
1（Class
activity)
Encourage
the
Ss
to
summarize
the
key
points
T:
Class
will
be
over
soon.
We
should
summarize
what
we
have
learned
in
this
lesson.
Let’s
begin!
Summarize
what
they
have
learned
today.
S1:
We
learned
some
new
words:sky,
river,
clear,
nature,
beautyS2:
We
learned
to
use
comparative
degrees
of
adjectives.
培养学生归纳总结的能力，再次复习巩固本节课的重点知识。
2
(Class
activity)
Assign
the
HMK.T:
For
today’s
HMK,
I’d
like
you
to
remember
the
new
words.
Please
tell
the
reasons
why
many
people
like
living
in
the
countryside
to
your
parents
and
preview
Section
B—3
Section
A—2a,
2b,
3
.
Finish
the
HMK
after
class.
适当的家庭作业有助于巩固课堂所学的知识。
Remark：
VI.
Blackboard
design
第一课时
(Section
A—1a,1b,1c)1.Some
new
words
:sky,
river,
clear,
nature,
beauty2.Comparative
degrees
of
adjectives:The
air
is
fresher,
the
sky
is
bluer
and
the
rivers
are
clearer
there.I
think
the
countryside
is
much
quieter
than
the
city.