Unit4 Topic3 SectionC 教学设计
I. Material analysis
本课是第三话题的第三课时，主要活动是1a和2通过Kangkang和Baby Monkey之间的对话，学习表达焦虑和感谢他人帮助的句型；通过写动物名称，检测学生是否掌握所学动物名称的单词，之后讨论它们最喜爱的食物，完成口头报告，培养学生总结汇报的能力。另外根据表格信息写一段介绍自己最喜爱的动物的小短文，培养学生的信息转换能力。语音板块通过读音、写字母和改写单词，学生将掌握记忆单词的方法，选词完成句子并朗读单词和句子，培养学生辨析单词的能力。
II. Teaching aims 1. Knowledge aims 能根据已学语音、音标及发音规则，正确朗读下列词汇并在实际的对话操练中加以应用： meat, rabbit
能就表达焦虑询问他人是否发生什么事情、提供和感谢他人帮助、表达自己观点等话题进行交流与对话操练，如： What’s up?
I can’t find my way home. It’s very kind of you. Thank you for your help. Here we are!
I think the rabbit likes vegetables. 2. Skill aims
能听懂简单的课堂用语并做出适当的反应；
能在教师的指导下进行简单的角色表演、仿编对话等； 能用英语谈论自己喜爱的动物；
能在口头表达中做到发音清晰，语音语调准确；
能够在图画的帮助下进行阅读，理解大意，并按要求进行语言活动； 能理解并执行有关学习活动的简单书面指令； 能正确书写单词，并能正确使用单词造句；
能够运用本话题的句型进行日常活动时间安排的短文写作。 3. Emotional aims
能够积极与同学合作，参与课堂活动，大胆实践； 能够认真学习、规范单词、句子等；
能够养成保护动物、和大自然和谐相处的意识，并能在现实生活中积极实践。 III. The key points and difficult points
1.在情景对话中，能继续使用 “What’s up?”, “I can’t find my way home”, “It’s very kind
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of you.” 和 “Thank you for your help.”来表达焦虑和感谢他人帮助，能用“I think...”来表达自己的观点。
2.能够将表格信息转化为篇章输出。 IV. Learning strategies
1.能够清楚、大声地进行朗读，培养语感和自信心。 2.能在词语和相应事物之间建立联系。 3.能够逐渐养成进行预习和复习的好习惯。 V. Teaching aids
教学机、图片、教学挂图、多媒体和黑板。 VI. Teaching procedures: Step Interaction Student activity Teacher activity pattern Introduction 1.The whole 1.Focus their attention on 1.Greet students ready (5 minutes) class the teacher. for learning. work. 2.Group competition. 2.Show the paper clock 2.Group work. Discuss and revise the to the students to revise expressions of time in the expressions of times group first. Then look at and “It’s time to...”. the paper clock. Try to answer the teacher’s questions. e.g. (1)6:30 T: What time is it now? Ss: It’s half past six. It’s time to... T: What do you usually do at this time? A: I usually ... (2) 12:00 T: What time is it now? Ss: It’s twelve o’clock. It’s time to... T: What do you usually do at this time? Ss: I usually ... ... 3.Talk about your favorite 3.Help the students to 3. Pair work. animal and why do you revise the words and like it with your partner. expressions about likes Then some pairs act out in Section B. your conversation to the class. 2 / 7
Presentation 1.The whole (10 minutes) class work and individual work. 2. Individual work and pair work.
e.g. A:What’s your favorite animal? B:My favorite animal is pandas. A:Why do you like pandas best? B:Because they are cute. What about you? Which animal do you like best? A: I like tigers best. B: Why? A:Because they are brave. ... 1.Do 1a. T: What’s Kangkang’s favorite animal? S: Monkeys. T: Here is a conversation between Kangkang and a Baby Monkey. What happened to the Baby Monkey? Look at the pictures in 1a. Answer the following questions. Try to guess what happened to the Baby Monkey, using your own words. (1) What can you see? (2)What animals can you see? (3)What happens to Baby Monkey? (4) How does Kangkang help him? (5) What’s the end of the story? 2.Read the six conversations individually. Check the answers to the pre-reading questions with your 3 / 7
1.Make the students predict what the conversation may be about in 1a by looking at the pictures before reading. 2.Check the answers to the pre-reading questions. Help the students find out the key words.