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Unit 1　Animal Friends
單元主題框架
單元主題分析
本單元主要圍繞動物朋友這一主題展開。該主題與課標要求的“人與自然”主題范疇中的“常見的動物,動物的特征與生活環境”和“與自然和諧共生”子主題密切相關。動物是學生感興趣的話題。在學習本單元主題內容的過程中,學生一方面會和同學交流自己喜歡的動物,另一方面也會學習介紹動物的方法。同時,本單元還介紹了大象這種學生熟悉,且又在某些國家具有特殊文化意義的動物。本單元的目的在于激發學生對動物的關注與喜愛,加深學生對動物的了解,培養學生保護動物以及與動物和諧共生的意識。
本單元的大問題是“Why are animals important？”,引導學生思考動物在人類生活中的重要性。Section A的引導性問題是“Why do you like animals？”。該部分的聽力對話呈現了學生參觀動物園的場景,學生通過聆聽并模仿對話,能夠學會從食物、本領、棲息環境、生活習性等方面介紹某種動物,同時闡述自己喜歡某種動物的原因。Section B主要圍繞引導性問題“How are animals part of our lives？”展開,通過泰國學生Malee的帖子詳細介紹了大象的外形、本領、性格特征等方面,還闡述了大象在泰國的地位以及其所具有的文化意義。此外,關于如何保護大象這一重要內容,帖子也提出了相應的建議。通過閱讀和分析這篇帖子,學生可以深入、具體地了解某種動物,并認識到人類活動給動物的生活環境帶來的影響,進而思考人與動物應該如何和諧共生這一問題。
總而言之,本單元由淺入深地引導學生探究主題意義,讓他們理解動物與人類生活的密切聯系,認識到動物所承載的文化價值,思考人類活動對動物生存環境的影響,探索保護動物的有效方式,最終實現人與動物的長期友好共存。
單元教學目標
通過本單元學習,學生能夠：
1.用英語說出常見的動物并使用恰當的形容詞描述不同的動物。
2.談論自己喜歡的動物并說明喜歡的原因。
3.從外形、棲息地、生活習性、本領等方面介紹某種動物。
4.辨別字母及字母組合a,ai,ay,al,aw在單詞中的不同發音,并掌握名詞后加 s/ es的讀音規則。
5.掌握以wh 開頭的特殊疑問句的問答以及名詞的復數形式。
6.了解動物在不同國家具有的文化意義。
7.深入思考人類活動對動物的影響,探索保護動物的有效方式,深刻領會保護動物的意義,進而積極探尋人類與動物和諧共存的途徑與方法。
單元教學重難點
重點：
1.用形容詞準確地描述動物。
2.掌握談論動物外貌、棲息地、生活習性、本領等的句型。
3.將字母及字母組合a,ai,ay,al,aw的發音準確運用到單詞認讀中。
4.恰當使用名詞復數和wh 引導的特殊疑問句。
難點：
1.掌握字母及字母組合a,ai,ay,al,aw的發音。
2.掌握名詞復數的變形規則。
第一課時　Section A(1a－1e)&Pronunciation
學習目標
In this lesson,students will：
1.use adjectives to talk about different animals；
2.introduce their favourite animals and tell the reasons；
3.pronounce letter a and letter combinations ai,ay,al,aw correctly.
教學建議
Step 1　Lead in
1.Show the title and photo on Page 1 and ask students to think about the question：
◆What do you think this unit is about
2.Ask students to look at the photo more carefully and answer the questions：
◆Can you name the animals in the photo
◆What do you know about these animals
◆Do you know any other special animals in China
3.Ask students to read the Big Question and the leading questions in Section A and Section B.Make sure students know the main topic of this unit.
呈現單元標題和單元主題圖,鼓勵學生大膽預測本單元可能談論的話題,并通過討論吸引學生的興趣。
Step 2　Listening&Speaking (1a－1d)
Pre listening
1.Show photos of some animals and speak out the English names of these animals together.
2.Ask students to use adjectives (e.g.big,tall,beautiful,strong) to describe these animals.Supplement some words that can be used to describe animals for students.
3.Ask students to choose the animals they like in the photos and simply explain the reasons.
回顧和復習常見動物的英文名稱以及可用于描述動物的形容詞。談論自己喜歡的動物,引起學生對話題的興趣。
While listening Page 2,1a
1.Ask students to look at the pictures in 1a,and then write the animals on the blank line under the pictures.
2.Check the answers with the students.
Page 2,1b
1.Let students look at the photos in 1a and ask the question：
◆Where can we see these animals
2.Ask students to read the questions in 1b and think about what information they should focus on while listening.
◆Where are the students？(place)
◆Why are they there？(reason)
◆When should they be back？(time)
3.Listen and check the answers.
Page 2,1c
1.Ask students to read the sentences in 1c and circle the information they need to pay attention to while listening.
2.Listen to the conversation.Then circle T for true or F for false.
3.Check the answers,and then ask students to correct the false sentences.
Page 2,Practice More
Ask students to listen again and answer more detailed questions about the listening material：
◆What animal does Yaming like？Why
◆Does Emma like wolves？Why or why not
◆What does Chen Jie think about monkeys
理解聽力對話內容、獲取細節信息,并在聽力中學習和理解目標語言。
Post listening
Page 2,1d
Ask students to work in pairs and take turns to talk about their favourite animals,following the example in 1d.
分組操練本節課的目標語言。
Summary
1.Ask students to summarise the words that can be used to describe animals：
◆clever,funny,dangerous,interesting,...
2.Ask students to summarise the sentences that can be used to explain the reasons why they like an animal：
◆Because they are really clever and funny.
◆They take good care of their babies.
◆They are interesting.
◆They look like us.
總結本節課需要掌握的重點詞匯和句型。
Step 3　Pronunciation (1－3)
Page 3,1
1.Ask students to listen to the recording and repeat the pronunciation.
2.Ask students to pay attention to the different pronunciation of letters and letter combinations.
3.Let students add one more word to each group.
通過邊聽邊跟讀練習發音,并通過觀察總結發音規則。
Page 3,2
1.Ask students to pay attention to the bold letters in Pronunciation 2.
2.Ask them to answer the question：What form are these words
3.Let students listen to the recording and repeat the pronunciation.Then let them notice the pronunciation of (e)s.Teacher can ask students to think about the question：
◆Do s and es make the same sound in each word
4.Explain the pronunciation rules of plural nouns to students.
通過邊聽邊讀感受名詞復數的發音并總結發音規律。
Page 3,3
1.Ask students to read the sentences in Pronunciation 3 by themselves.
2.Ask students to listen to the recording and repeat.Then let them notice how the unstressed words are pronounced.
3.Ask students to compare if there is any difference in the pronunciation of the italicized words when they are reading.
先通過自主朗讀練習讓學生感受發音差異,再通過跟讀練習強化學生對非重讀單詞的學習。
Extension Activity (Optional)
1.Prepare a different passage or conversation for students.
2.Ask students to underline the unstressed words while reading by themselves.
3.Choose some students to read the passage or conversation to the whole class.
Step 4　Homework
1.Make a survey about your family members' favourite animals,and then share with classmates next class.
2.Finish the exercises .
教學反思
第二課時　Section A(2a－2f)
學習目標
In this lesson,students will：
1.understand the conversation about Peter's and Fu Xing's favourite animals；
2.practise the pronunciation of unstressed words in the conversation；
3.learn how to introduce an animal；
4.introduce their favourite animals；
5.understand why they cannot feed the animals.
學習建議
Step 1　Lead in
Show students some photos about penguins or show them a video about penguins.
Then ask students to answer the questions：
◆What is the animal in the photos/video
◆What do they look like
◆Where are they from
◆What do they eat
◆Do they fly
◆Do they live alone or in groups
利用圖片或視頻引起學生對本課話題的興趣,并通過一系列引導性提問幫助學生參與對話題的討論。
Step 2　Listening & Speaking (2a－2d)
Pre listening
1.Show students the photo in 2a and ask them the questions：
◆Where are the people
◆What are the people doing
◆Can you guess what the conversation is about
引導學生觀察圖片,通過背景信息對交際內容做出預測。
While listening
Page 3,2a
1.Ask students to listen to the conversation and circle the coloured words they hear.
2.Check the answers with students,and then compare the differences of the coloured words (e.g.cute/cool,lovely/amazing,clever/smart).
Page 4,2b
Ask students to read the conversation and complete the table in 2b,and then check the answers with students.
Page 4,2c
1.Ask students to listen to the conversation again and pay attention to the unstressed words.
2.Invite two or three pairs of students to role play the conversation in class.
Page 4,2d
1.Ask students to match the headers (1－5) in 2b with the questions (A－E).
2.Let students ask and answer questions about penguins by using the information in 2b and the questions in 2d.
e.g.—What does the penguin look like
—It looks lovely.
—Where is it from
—It's from Antarctica.
理解聽力對話內容、獲取細節信息,并在聽力中學習和理解目標語言。
Post listening
Page 4,2e
1.Ask students to fill in a card about their favourite animals.
2.Ask students to work in pairs.Take turns to introduce their favourite animals to their partners.
e.g.My favourite animal is pandas.Pandas have black and white fur.They look very lovely.Pandas live in the forest in Sichuan Province and Shaanxi Province.Their food is bamboo.Pandas can climb trees.They are really great animals.
Page 4,2f
1.Ask students to work in pairs,and then use the questions in 2d to ask about their partner's favourite animal.
2.Invite some students to introduce their partners' favourite animals to the whole class.
e.g. ...'s favourite animal is...
對目標語言進行遷移運用。
Summary
Ask students to summarise the sentence patterns that can be used to introduce a kind of animals,using a mind map or a table.
How to introduce animals？
Name ...like(s).../...'s favourite animal is...
Looks They are very.../They look...
Home They're from.../They usually live in...
Food They (usually) eat...
Ability They can't...,but they can...
總結本節課的重要句型。
Further Thinking
Teacher asks students the questions：
◆What food does Fu Xing want to give to the penguins
◆Is it a good behaviour？Why or why not
1.Based on the above two questions,teacher can ask students to think more about the behaviour of feeding zoo animals：
◆Why shouldn't we feed the zoo animals
e.g.Zoo animals have their own food.If we feed them other things,they can get sick.
Feeding zoo animals can scare them.And some animals might eat packaging by mistake and fall ill.
◆So what should we do when we watch the animals in the zoo
e.g.We should not feed the animals.
We should just look at the animals quietly.
We should follow the rules and not disturb the animals.
2.Summary：Don't feed the animals.Let them stay healthy and live naturally.
通過提問引發學生對投喂動物這一行為的思考,并點明主題意義。
Step 3　Homework
1.Vote to choose the animal that students in your class like best and make an introduction card for it.
2.Finish the exercises .
教學反思
第三課時　Grammar Focus(3a－3d)
學習目標
In this lesson,students will：
1.ask and answer questions using wh questions；
2.be able to connect two sentences using conjunction word because；
3.know the rules of plural nouns.
學習建議
Step 1　Lead in
1.Ask students to find a partner,and then talk about the animals they like or dislike.Teacher can help students start their conversations by giving them some examples：
◆What animal do you like？/What's your favourite animal
◆Why do you like...？
◆Where are...from
◆What animal don't you like
◆Why don't you like...？
復習聽說課中涉及的以wh 開頭的特殊疑問句,自然過渡到語法課內容。
Step 2　Grammar Teaching (3a－3d)
Page 5,3a
1.Ask students to read the sentences in 3a,and ask them to explain the usage of the wh words：what,where and why.
what asks about things/objects/activities
where asks about places
why asks about reasons
2.Ask students to circle the word that introduces a reason,and then explain the usage of because.
◆because意為“因為”,可以用來連接原因狀語從句。
e.g.She didn't go there,because she was ill.
◆回答why問句時,只能用because,不能用for或as。
e.g.—Why are you late
—Because I met a traffic accident on my way here.
◆漢語中我們經常說“因為......所以......”,但在英文中有了because就不能再用so。
e.g.Because he was tired,he couldn't walk there.
Page 5,3b
1.Ask students to complete the conversation with the words in the box.Then underline the animal nouns.
2.Check the answers with the students.
Page 5,3c
1.Ask students to make the nouns in the box plural.
2.Explain the rules of plural nouns.
名詞復數的變化規則：
◆在一般情況下,詞尾加 s,在清輔音后讀/s/,在濁輔音、元音及其他一些情況后讀/z/。如：eagle—eagles,pet—pets。
◆以s,x,sh,ch結尾的詞,詞尾加 es,讀/ z/。如：fox—foxes,glass—glasses。
◆以f或fe結尾的詞,先將f或fe改為v,再加 es,讀/vz/。如：wolf—wolves,life—lives。
◆以o結尾的詞,有生命物在詞尾加 es,無生命物在詞尾加 s,讀/z/。如：tomato—tomatoes,zoo—zoos。
◆以輔音字母加y結尾的詞,先將y改為i,再加 es,讀/ z/。如：baby—babies,family—families。
名詞復數的不規則變化：
◆元音發生變化。如：man—men,tooth—teeth。
◆單復數同形。如：sheep—sheep,deer—deer。
◆詞尾發生變化。如：ox—oxen,child—children。
◆有些名詞只有復數形式。如：clothes,trousers。
3.Ask students to use the plural nouns to complete the sentences.Encourage them to add more to the sentences.
以講練結合的方式讓學生掌握本節課語法。
Page 5,3d
1.Ask students to think of an animal in their mind.Then let them ask and answer questions with a partner to guess each other's animal.
2.Invite two or three pairs of students to role play the conversation in class.
結合本單元主題,綜合運用語法知識。
Step 3　Homework
1.Make more animal riddles using wh questions.
2.Finish the exercises .
教學反思
第四課時 Section B(1a－2b)
學習目標
In this lesson,students will：
1.understand Malee's post and get detailed information；
2.learn some knowledge about elephants；
3.know animals are part of people's lives and they should protect them.
4.write their own posts for the website about their favourite animals.
學習建議
Step 1　Lead in
Page 6,1a
1.Show students a video or some photos about elephants and ask them what they know about elephants.
Here are some facts about elephants：
◆Elephants are the largest land animals on the earth.
◆They only eat plants.
◆Their trunk is very useful.They can use it to drink water,pick up food and talk to other elephants by touching trunks.
2.Show students the picture in Malee's post and ask them what the elephants are doing.
通過視頻或圖片導入主題,引起學生的興趣。詢問學生對大象了解多少,喚起學生對大象的先驗知識。
Step 2　Reading Comprehension (1b－1d)
Pre reading
1.Ask students to scan the first two paragraphs and then answer the questions：
◆Where is Malee from
◆What is the national animal of Thailand
◆Do elephants have special meanings in Thai culture
Culture Tips
Introduce the symbolic meaning of elephants and the Thai Elephant Day to students.
◆In Thai culture,elephants are very special.They are a symbol of good luck,strength,power and wisdom.
◆Thai Elephant Day is a traditional religious festival.In Thailand,it is held every year to thank elephants.This is because their ancestors gave their lives to defend the country in wars.On this day,elephants are washed clean by their owners and then decorated.They go to Suphan Buri(素攀府) to take part in the annual “Elephant Games”.There are events like tug of war,weightlifting,kicking balls and obstacle course.
介紹背景知識,讓學生了解大象在泰國文化中的意義,幫助學生理解語篇的內容和主題。
While reading
Page 6,1b
1.Ask students to read Malee's post and choose the best title for it.This time,students just need to get the general idea of each paragraph.
2.Ask the students to share their answers and give the reasons.
Page 7,1c
1.Ask the students to read the post again and answer the questions.
2.Ask students to give supporting details from Malee's post.
Page 7,1d
1.Ask the students to complete the mind map with the information from Malee's post.
2.Check the answers with the class.
通過完成閱讀任務,學生能夠對文本有充分的理解并提高抓取關鍵信息的能力。
Post reading (2a－2b)
Writing(以讀促寫)
Page 7,2a
1.Ask the students to complete the passage with the words in the box.
2.Ask students how the writer introduces the dog.
The writer introduces the dog from the following aspects：
◆What does the dog look like
◆What is the dog like
◆What can the dog do
◆How much does the writer love the dog
3.Ask students to consider how to introduce an animal when writing a passage about them.
e.g.appearance,ability,food,...
Page 7,2b
1.Ask students to write their own posts for the website about their favourite animals.Students can use the questions in 2b for help.
2.Tell students they can use the passage in 2a as an example.
這是一個基于閱讀語篇的拓展寫作練習。學生通過描寫自己最喜愛的動物,對目標語言進行充分練習并和鞏固。
Step 3　Language Points
How to Save Elephants如何救助大象
此處save作動詞,意為“救；救助”。save one's life意為“拯救某人的生命”。
【拓展】save作動詞,還可意為“儲蓄；保存；節約”。如：
Dad works late to save money.
Save me some food.
Please save water.
They are also a symbol of good luck here.它們(大象)在這里也是好運的象征。
◆a symbol of...意為“......的象征”。如：The number eight is a symbol of good luck in China.
◆luck為不可數名詞,意為“幸運；運氣”。常見短語：good luck好運；bad luck噩運。
【拓展】lucky adj.幸運的
However,they're in danger.然而,它們(大象)處于危險中。
◆however為副詞,意為“然而；不過”,常用逗號與前后內容隔開。
◆danger作名詞,意為“危險”。常見短語：in danger處于危險中；out of danger脫離危險。
things made of ivory象牙制品
此處made of ivory為過去分詞短語,作后置定語,修飾前面的名詞things。如：
I love the hat made of wool.
【拓展】be made of意為“由......制成”,從制成品能看出原材料。
be made from意為“由......制成”,從制成品看不出原材料。
Step 4　Homework
1.Write a post for a website about China's national animal panda.Use Malee's post as an example.
2.Finish the exercises .
教學反思

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