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1、Teaching PlanUnit3 Animals-Fun Time謝欣1. Analysis of the Teaching MaterialThe reading material is taken from SL Primary English, Grade5, Book1, Unit3 Animals. In lesson 1-2 of this unit, the new words and key sentences have already been solved in the previous classes. This lesson mainly focuses on de
2、veloping students reading ability, cooperative inquiry ability, critical thinking quality and integrated application ability. 2. Aims, Key & Difficult Points (1)Teaching ObjectivesLanguage Ability: Students can read the names of the two endangered animals. Students can describe an endangered animal
3、from its appearance, home, food and ability. Learning Ability: Students know how to use the key sentence patterns to introduce an endangered animal from different perspectives. More than that, they can create their own posters of different endangered animals. Culture Awareness: Students can understa
4、nd that human and animals should coexist harmoniously. The earth is the common home of humans and animals.Thinking Quality: Students can think from different perspectives and analyze. The key points and difficult points in teachingKey points: Students can use the sentence patterns to introduce an en
5、dangered animal from its appearance, home, food and ability: It is/They are It has/They have It lives/They live It eats/They eat It can/They canDifficult points: Students can make posters of endangered animals according to teachers suggestion.3. Analysis of studentsKnown: Names of some animals in un
6、it3. Some background information about the endangered animals theyve surveyed before class. It can/They canNot know: The key sentence patterns of introducing a certain kind of animal. How to make a poster a certain kind of animal.Character: active, cooperative, curious about new things, have certain
7、 critical think ability and practical ability , eager to express. Methods and Learning MethodsTeaching Methods: Communicative teaching method. Task-based teaching method. Situational teaching method. Audio-Lingual teaching method.Learning Methods: Independent learning. Cooperative learning. Problem-
8、based learning. AidsPPT, cards, videos, pictures, blackboard writing. ProceduresTeaching ProceduresTeachers ActivityStudents ActivityPurposeWarm up(2mins)Greetings.T: Hello! Boys and girls. Nice to see you! into animal protection teams:T1,T2, T3,T4.T: There are some animals in danger. Were going to
9、take them to their home by the four jeeps. Lets see who will be the first to finish this great task. are divided into four groups簡短的課前問候,讓學(xué)生放松。師將學(xué)生分為四個動物保護小分隊,任務(wù)是護送瀕危動物回家。根據(jù)各組課堂學(xué)習(xí)活動完成的質(zhì)量,來獲得相應(yīng)的駕程,看哪組的吉普車最先抵達(dá)動物們的家園。以此調(diào)動學(xué)生的學(xué)習(xí)主動性,幫助學(xué)生對人與動物的和諧共生的關(guān)系樹立正確的情感態(tài)度。Presentation(6mins)Lead in.1) T: So on the way
10、 of taking the animals home, we can know more about animals.T paste the topic on the blackboard. 2) T show two sets of animal pictures to make a contrast between pets and wild animals and make Ss get the meaning of wild animals.Two endangered animals in the text.T show the video of the two endangere
11、d animals and ask a question.1)T: What wild animals do you see? Now, lets watch a video and find the animals. 2) T play audio material and apply phonics to help Ss master the pronunciation of the wild animals names,pay attention to “Tibetan antelope” and “snow leopard”.T play the video of the first
12、paragraph and put forward four questions.T: This time, lets watch the video again and try to find the answer of the following questions:1) What are Tibetan antelopes like?2) Where do Tibetan antelopes live?3) What do Tibetan antelopes eat?4) What can Tibetan antelopes do?T: Lets check the answers.4.
13、 T show the four questions about snow leopards and ask Ss to work in four, read the second paragraph and find the answers.1) What are snow leopards like?2) Where do snow leopards live?3) What do snow leopards eat?4) What can snow leopards do?T: Lets check the answers. the video.1)Students watch the
14、video and try to remember the names of the animals.2)Ss learn to master the pronounce of the animals names through listening and phonics. the video and read paragraph one. Find the answers of the four questions:1) What are Tibetan antelopes like? 2) Where do Tibetan antelopes live?3) What do Tibetan
15、 antelopes eat?4) What can Tibetan antelopes do?Check the answers. 4. Ss work in four to read the second paragraph and finds the answers.1) What are snow leopards like?2) Where do snow leopards live?3) What do snow leopards eat?4) What can snow leopards do?Check the answers.師通過出示兩組不同的動物圖片,引導(dǎo)學(xué)生從它們的生存
16、環(huán)境的角度思考,理解寵物和野生動物的本質(zhì)區(qū)別。順勢引出到課本上的瀕危野生動物。生帶著問題,仔細(xì)觀看師制作的本課兩個瀕危動物的相關(guān)視頻,找出它們的名字。(整體感知課文內(nèi)容)師指導(dǎo)學(xué)生,通過聽原聲材料和自然拼讀,練習(xí)并掌握這兩種動物的單詞發(fā)音。生跟隨課文點讀錄屏,閱讀課文的第一段,找到藏羚羊的相關(guān)信息。師通過呈現(xiàn)有關(guān)藏羚羊的問題表格,列出與其相關(guān)的四個問題,讓學(xué)生引用原文,回答藏羚羊的外貌、家園、食物、本領(lǐng)。師生合作,檢查答案。生通過四人小組合作,閱讀課文的第二段,找到雪豹的相關(guān)信息。師通過呈現(xiàn)有關(guān)雪豹的問題表格,列出與其相關(guān)的四個問題,讓學(xué)生引用原文,回答雪豹的外貌、家園、食物、本領(lǐng)師生合作,檢
17、查答案。 Practice(6min)1. Lets introduce them.T show the beautiful pictures of Tibetan antelopes and snow leopards in sequence and offer the sentence structures:It is/They are It has/They have It lives/They live It eats/They eatIt can/They can2. T show the pictures of the wild animals bodies and fur in
18、order to make a strong contrast of their living lives and dead bodies.Meanwhile, arouse Sss desire to find out the answers of the following questions:1) What happened?2) Why does that happen?T lead Ss to read paragraph three and four. Guide Ss to find the answers of the questions above.T help Ss to
19、know the meaning of endangered animals.3. Stimulate their awareness of protecting animals.T:What do you want to say to people? No buying, no killing! the two kind of animals according to the beautiful pictures and sentence patterns on the screen.2. Ss feel a strong visual impact through the contrast
20、 of the two sets of pictures.Ss try to find out the answers of the questions:1) What happened?2) Why does that happen?Ss read the last two paragraphs and find out the answers of the questions above. They get to know the meaning of endangered animals. Ss awareness of protecting animals are stimulated
21、 spontaneously.師為學(xué)生提供優(yōu)美的圖片和語言支架,便于學(xué)生分別對藏羚羊和雪豹的外貌、家園、食物和本領(lǐng)進行描述。由此引出和引導(dǎo)學(xué)生應(yīng)用本課的四個重點功能句型:It is/They are It has/They have It lives/They liveIt eats/They eat It can/They can生欣賞了文中動物的優(yōu)美多彩的圖片,再看到觸目驚心的、灰暗的圖片(它們被偷獵、成堆的或整張的毛皮)。圖片色彩和內(nèi)容對比,使學(xué)生產(chǎn)生了強視覺沖擊。在嘆息的同時,學(xué)生更迫切地想知道:究竟發(fā)生了什么?為什么會發(fā)生這樣的事情?學(xué)生閱讀課文的第三、四段,找到以上兩個問題的答案。
22、同時,生進一步理解了“瀕危動物”的意義,了解了它們的生存現(xiàn)狀??粗鴪D中流下血淚的雪豹,你們想對人們說些什么?通過這一活動,學(xué)生的對動物的保護意識,也自然而然地萌發(fā)。明白“沒有買賣,就沒有殺害”。Production(8mins)Focus on more endangered animals. the endangered animal that we are familiar with-panda.T:Weve known about two endangered animals in the text. Now lets introduce this kind of animals tog
23、ether.2. Introduce more endangered animals.Work in four,talk about more endangered animals from its appearance, home, food, ability.T:You can describe from its appearance, home, food, ability. T show Ss some references of this task.Ss introduce panda from four different aspects and use the five main
24、 sentence structures of this lesson.2. Ss work in four and talk about more endangered animals from its appearance, home, food, ability.我們從文中認(rèn)識了兩種瀕危動物,現(xiàn)在我們一起介紹我們熟悉的國寶大熊貓。師順勢引導(dǎo)學(xué)生四人一組,合作談?wù)摳酁l危動物(學(xué)生課前已搜集整理了他們所關(guān)愛的瀕危動物的相關(guān)信息),并鼓勵學(xué)生發(fā)散思維,利用參考詞匯和本課四個重要功能句型,介紹相關(guān)動物的外貌、家園、食物、本領(lǐng)。Extension(8mins)Make a poster of a
25、n endangered animal you care about. work(4 in a group)1) Before we start, we may think of the question: How to make the poster? (制作之前)T give Ss some suggestions and also show some works. The structure of a poster is as following:_It is/They are It has/They have It lives/They live It eats/They eatIt
26、can/They can2)During the production of a poster.(制作過程中) T should help Ss if they have any problem during the process of making a poster.3)Show timeT give Ss enough time to show their posters of endangered animals. theme Lets watch a video of animals-Dont make them cry.No buying, no killing! No pollu
27、tion(污染), no killing!Animals are our friends!We should take care of them! work1)Ss listen to the Tssuggestions about making a poster and take the references.2)Ss work in four and make their endangered animals posters based on their different ideas from different perspectives.3)Ss show their posters and describe different animals in different ways.2. Ss have a better understanding of the living situation about some endangered animals. In the meantime, Ss also understand that animals are humans friends and they should be taken care of.在制作瀕危動物小報之前,師提供建設(shè)性的建議和有效幫助,幫助學(xué)生理清制作小報的流程,明晰小報的結(jié)構(gòu)。學(xué)生在制
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