小學(xué)語(yǔ)文微課教案

Shall we go to the zoo?。

教學(xué)目標(biāo)

1．知識(shí)目標(biāo)

（1）Newwordsandphrases:shall,zoo,nothing,show,gate,land,just,grass,dangerous,panda,lion，elephant,monkey,tiger,deer,snake,rabbit,duck,fox,horse,bear,cage,should,forest,feel,if,fall,climb,finish,cinema,seafood,twentieth,baby,back,dolphin.

（2）日常交際用語(yǔ)

Letmakeithalfpastone.

What’sup?

Whynotmakeitlittleearlier?

Idloveto.

Ihavealotof…todo.

Whatdoyouthink?

Idon’tknowwhattodo?

（3）提建議的表達(dá)方法

Usingshall

Usinglet’s

Usingwhynot…?

2．能力目標(biāo)

（1）使學(xué)生掌握有關(guān)提建議的交際用語(yǔ)，并能運(yùn)用這些交際用語(yǔ)進(jìn)行口頭和筆頭練習(xí)。

（2）使學(xué)生能聽懂與課文難易程度相當(dāng)?shù)穆犃Σ牧?回答教師提出的問題。

（3）使學(xué)生能仿照課文中的短文對(duì)有關(guān)動(dòng)物進(jìn)行口頭和筆頭的描述和介紹。

（4）使學(xué)生掌握運(yùn)用字母組合or,ore,oor,al,au和oa,和o,oa,ow的發(fā)音規(guī)律。

（5）能讀懂課文并根據(jù)上下文判斷出課文中單詞的含義，并回答老師提出的問題。

3．情感目標(biāo)：

通過教學(xué)使學(xué)生懂得愛護(hù)動(dòng)物，珍惜生命，從而樹立環(huán)保意識(shí)，保持生態(tài)平衡。

教學(xué)重點(diǎn)和難點(diǎn)：

有關(guān)提建議的交際用語(yǔ)和有關(guān)對(duì)動(dòng)物的介紹是本單元的難點(diǎn)和重點(diǎn)。

教學(xué)建議

語(yǔ)法教學(xué)建議

本單元的主要語(yǔ)法項(xiàng)目是有關(guān)提建議的表達(dá)方式。

（1）建議教師在引入階段應(yīng)先讓學(xué)生熟練掌握課文Lessonseventeen的對(duì)話，在此基礎(chǔ)上教師可以先讓學(xué)習(xí)好的同學(xué)按照課文對(duì)話進(jìn)行表演，學(xué)生可以自制教具,如用紙疊兩個(gè)電話聽筒，學(xué)生邊演，教師邊講。在表演到有關(guān)提建議的句子時(shí)停下，教師幫助學(xué)生歸納總結(jié)出提建議的幾種表達(dá)法。

（2）教師也可以利用媒體資料幫助學(xué)生熟悉課文，歸納總結(jié)本單元主要句型。

（3）在語(yǔ)法項(xiàng)目的操練階段，建議教師先指導(dǎo)學(xué)生就每個(gè)句型進(jìn)行單項(xiàng)造句練習(xí)，然后，出示圖片或表格設(shè)置情景。進(jìn)行綜合練習(xí)。表格形式如下：

Time

Place

People

Ways

Activities

Thisafternoon

Schoolgate

XiaoMingandMary

Bybus

Haveapartywiththeirclassmate

Tomorrow

Cinema

LiPingandzhuLi

Onfoot

Seeafilm

Nextweek

Thepark

Tomandpeter

Bytaxi

Climbhills

要求學(xué)生根據(jù)圖表利用所學(xué)的句型編一個(gè)小型的對(duì)話。以第一行表格為例：

XiaoMing:Hello,Mary.Whatareyougoingtodo?

Mary:Nothingmuch.

XiaoMing:Shallwehaveaparty?Iknowthereisapartyinourclassroomthisafternoon.

Mary:Howcanwegetthere?Ihavenobike.

XiaoMing:Let’sgotherebybus.

Mary:Thatisagoodidea.

XiaoMing:Whenshallwemeet?

Mary:Abouttenpasttwo.

XiaoMing:Whynotmeetalittleearlier?Let’smakeitoneo’clock.

Mary:Goodidea.Whereshallwemeet?

XiaoMing:Attheschoolgate.

Mary:Allrightseeyouthen.

有關(guān)講授相動(dòng)物單詞的建議

這部?jī)?nèi)容單詞比較多，學(xué)生記憶有困難。教師先要求學(xué)生能聽懂，會(huì)說就可以了，以后再逐漸加大練習(xí)使學(xué)生完全掌握。

（1）建議教師多使用直觀教具，如圖片等。教師可以讓學(xué)生在課下收集一些有關(guān)動(dòng)物的圖片，要求他們用字典查出英文意思和讀音。上課時(shí)，教師先在黑板畫出一個(gè)動(dòng)物園，然后讓學(xué)生把準(zhǔn)備好的動(dòng)物圖片貼在動(dòng)物園內(nèi)。每貼一個(gè)動(dòng)物，學(xué)生就要回答老師的問題，向同學(xué)簡(jiǎn)單介紹這種動(dòng)物。最后建成一個(gè)動(dòng)物園如教科書III頁(yè)圖：

例如：What’sthis?It’sasnake.It’sdangerous.

（2）猜一猜：教師在這個(gè)練習(xí)中將學(xué)生分成若干組，每組四到五人，每組發(fā)一張動(dòng)物的圖片，注意每組的圖片不同，小組成員先進(jìn)行討論，用英文對(duì)圖片中動(dòng)物進(jìn)行描述，時(shí)間三分鐘左右，然后該組同學(xué)走上講臺(tái)每人一句，向大家描述這種動(dòng)物，其他同學(xué)猜這是什么動(dòng)物。

例如：

Thisanimalislikecat,butitismuchbiggerthancat.itisthekingoftheanimals.Whichkindofanimalitis?如果其他學(xué)生此時(shí)仍猜不出這是什么動(dòng)物,該組同學(xué)可進(jìn)行補(bǔ)充，直到猜到為止。教師對(duì)描述準(zhǔn)確,猜詞迅速準(zhǔn)確的小組送一張動(dòng)物的圖片以示表?yè)P(yáng)。

nothingmuch

譯為沒什么事，英語(yǔ)不定代詞，如：Something,nothing,anything,anybody,anyone這些詞與形容詞聯(lián)用，形容詞往往放在不定代詞后面，例如；Ineedsomethingnew.（我需要一些新的東西,）不定代詞還可以跟動(dòng)詞不定式聯(lián)用，例如：haveyougotanythingtodo。

What’sup

此句相當(dāng)于what’wrongwithyou或者what’sthematter或者why譯為：出了什么事，怎么了，尤其指些不愉快，不尋常的事情，例如：listen,somethingisfallingdown,what’sup聽，有件東西摔打了，怎么回事?

提建議的方法及答語(yǔ)

在英語(yǔ)中，我們可以用多種方式提出我們的建議征求對(duì)方的意見，大多語(yǔ)氣比較委婉，顯得客氣而有禮貌。主要方式有：

1．主語(yǔ)是第一人稱I或we,用“ShallI/we…?”shall不能用于第二人稱，不能說shallyou…?

（1）—Shallwehaveaswimthisafternoon?我們下午游泳好嗎？

—Yes,Ithinkso./No,Idon’tthinkso.好的，我也這么想。/不，我不這么想。

（2）—Whereshallwemeet?我們?cè)谀囊娒妫?/p>

—Attheschoolgate.在學(xué)校門口。

2．主語(yǔ)是第一人稱和第三人稱時(shí)，用“Let’s…”或“Lethim/her…”

(1)Let’sgooutforawalk,shallwe?我們出去散步，好嗎？

(2)—Let’splayfootball.我們?nèi)ヌ咔虬伞?/p>

—Goodidea.好主意。

3．用“Whynot…?”來提出建議，表示“何不……？”not后面接動(dòng)詞原形。Whynot…?實(shí)際上是Whydon’twe/you…?的簡(jiǎn)略形式。不能說Whydon’tdo…或whynotdoing…。

（1）WhynotgoandseeUncleWangnow?為什么現(xiàn)在不去看望王叔叔？

（2）Whynotwearyournewtrousers?為什么不穿上你的新褲子？

（3）Whynotgoswimming?為什么不去游泳？

Idon’tthinkitisgoodforanimalstostayatzoo.我認(rèn)為動(dòng)物帶在動(dòng)物園沒有好處。

這是一個(gè)含賓語(yǔ)從句的主從復(fù)合句。Idon’tthink是主句，itis…為從句。

此句形式上否定了動(dòng)詞think，但是實(shí)際是否定了他后面的定語(yǔ)從句。英語(yǔ)中，think，believe等動(dòng)詞后如果是否定的，應(yīng)將否定轉(zhuǎn)移到think，believe等動(dòng)詞上。這被稱為動(dòng)詞的否定轉(zhuǎn)移。如：Idon’tthinkyourcangethomesoearly.

另外，“Itis+形容詞+forsb.todosth.”意為“對(duì)于某人來說做某事是……”如：

It’seasyforustoswim.對(duì)我們來說游泳很容易。

Idon’tthinkitisgoodforanimalstostayincages.我認(rèn)為對(duì)于動(dòng)物來說呆在籠子里是沒有益處的。

Ihavealotofhomeworktodo.我有很多家庭作業(yè)要做。

homeworktodo譯為要做的家庭作業(yè)。動(dòng)詞不定式做定語(yǔ)放在所修飾的名詞之后，例如mymotherhasalotofhomeworktodoeveryday.（我的媽媽每天有很多家務(wù)活要做）

聽力教學(xué)建議

Lesson20聽力與圖片的結(jié)合使用

（1）學(xué)生用書P98的6種動(dòng)物可掃描彩圖；

（2）可將教參P49的聽力原文擴(kuò)展一下，如：

Itsgotamouselikesmallhead.Itcanjumponitstwobacklegs.

Sometimescarshavetobeverycarefulinplaceswheretherearesomanyofthiskindofanimal.Ifoneofthemhitacar,therewillbeaverybadaccident.

Itissaidthatthebirdputitsheadinthesandorearthwhenitsenemycomes.Thatisitswayoutnottofacethereality.

ItshometownisinChinabutitsfamousallovertheworld.

Itmovesquietlywithoutmakinganynoise.Itsbloodiscoldandsleepsalongsleepinwinter.

Itlookslikeacatbutmuchlargerandstrongerthanacat.Itsblackandyellowincolour.ItsgotaverylargeheadwithablackmarkonitsforeheadliketheChinesecharacter"Wang".Itsometimesevenhelpmenwhentheyhavefallenintotheseaandareabouttodie.

日常交際分析：提建議

本單元的核心話題是“提建議”。主要通過對(duì)話和句型訓(xùn)練方式來實(shí)現(xiàn)的。在要單元一開始的對(duì)話中就將表示建議的3種方式的句型都呈現(xiàn)給學(xué)生。如：Shallwegotothezoo?Whynotmeetalittleearlier?Let’smakeithalfpastnine。本單元從一開始建議到動(dòng)物園去玩，直到最后建議周六到中山公園去玩，都是圍繞著主題。這有助于完成主題教學(xué)，使本單元的重點(diǎn)句型得到很好的訓(xùn)練。

第17課的對(duì)話中出現(xiàn)了許多有關(guān)提建議的句子，教師可以讓學(xué)生熟讀此段對(duì)話，就能掌握其中部分提建議的句型。

第19課以找對(duì)子的方式又加強(qiáng)了提建議的句型練習(xí)。第二部分的練習(xí)將不同的建議的句型放在一起編成對(duì)話，以達(dá)到復(fù)習(xí)及熟練的目的。

第20課在設(shè)置語(yǔ)音和聽力訓(xùn)練之后，再轉(zhuǎn)入到本單元的主題上：如何提建議，如何在動(dòng)物園里欣賞各種動(dòng)物。最后的短文提示創(chuàng)設(shè)了情景，讓學(xué)生自己編寫對(duì)話。

教學(xué)目標(biāo)

1．知識(shí)目標(biāo)

（1）Newwordsandphrases:shall,zoo,nothing,show,gate,land,just,grass,dangerous,panda,lion，elephant,monkey,tiger,deer,snake,rabbit,duck,fox,horse,bear,cage,should,forest,feel,if,fall,climb,finish,cinema,seafood,twentieth,baby,back,dolphin.

（2）日常交際用語(yǔ)

Letmakeithalfpastone.

What’sup?

Whynotmakeitlittleearlier?

Idloveto.

Ihavealotof…todo.

Whatdoyouthink?

Idon’tknowwhattodo?

（3）提建議的表達(dá)方法

Usingshall

Usinglet’s

Usingwhynot…?

2．能力目標(biāo)

（1）使學(xué)生掌握有關(guān)提建議的交際用語(yǔ)，并能運(yùn)用這些交際用語(yǔ)進(jìn)行口頭和筆頭練習(xí)。

（2）使學(xué)生能聽懂與課文難易程度相當(dāng)?shù)穆犃Σ牧?回答教師提出的問題。

（3）使學(xué)生能仿照課文中的短文對(duì)有關(guān)動(dòng)物進(jìn)行口頭和筆頭的描述和介紹。

（4）使學(xué)生掌握運(yùn)用字母組合or,ore,oor,al,au和oa,和o,oa,ow的發(fā)音規(guī)律。

（5）能讀懂課文并根據(jù)上下文判斷出課文中單詞的含義，并回答老師提出的問題。

3．情感目標(biāo)：

通過教學(xué)使學(xué)生懂得愛護(hù)動(dòng)物，珍惜生命，從而樹立環(huán)保意識(shí)，保持生態(tài)平衡。

教學(xué)重點(diǎn)和難點(diǎn)：

有關(guān)提建議的交際用語(yǔ)和有關(guān)對(duì)動(dòng)物的介紹是本單元的難點(diǎn)和重點(diǎn)。

教學(xué)建議

語(yǔ)法教學(xué)建議

本單元的主要語(yǔ)法項(xiàng)目是有關(guān)提建議的表達(dá)方式。

（1）建議教師在引入階段應(yīng)先讓學(xué)生熟練掌握課文Lessonseventeen的對(duì)話，在此基礎(chǔ)上教師可以先讓學(xué)習(xí)好的同學(xué)按照課文對(duì)話進(jìn)行表演，學(xué)生可以自制教具,如用紙疊兩個(gè)電話聽筒，學(xué)生邊演，教師邊講。在表演到有關(guān)提建議的句子時(shí)停下，教師幫助學(xué)生歸納總結(jié)出提建議的幾種表達(dá)法。

（2）教師也可以利用媒體資料幫助學(xué)生熟悉課文，歸納總結(jié)本單元主要句型。

（3）在語(yǔ)法項(xiàng)目的操練階段，建議教師先指導(dǎo)學(xué)生就每個(gè)句型進(jìn)行單項(xiàng)造句練習(xí)，然后，出示圖片或表格設(shè)置情景。進(jìn)行綜合練習(xí)。表格形式如下：

Time

Place

People

Ways

Activities

Thisafternoon

Schoolgate

XiaoMingandMary

Bybus

Haveapartywiththeirclassmate

Tomorrow

Cinema

LiPingandzhuLi

Onfoot

Seeafilm

Nextweek

Thepark

Tomandpeter

Bytaxi

Climbhills

要求學(xué)生根據(jù)圖表利用所學(xué)的句型編一個(gè)小型的對(duì)話。以第一行表格為例：

XiaoMing:Hello,Mary.Whatareyougoingtodo?

Mary:Nothingmuch.

XiaoMing:Shallwehaveaparty?Iknowthereisapartyinourclassroomthisafternoon.

Mary:Howcanwegetthere?Ihavenobike.

XiaoMing:Let’sgotherebybus.

Mary:Thatisagoodidea.

XiaoMing:Whenshallwemeet?

Mary:Abouttenpasttwo.

XiaoMing:Whynotmeetalittleearlier?Let’smakeitoneo’clock.

Mary:Goodidea.Whereshallwemeet?

XiaoMing:Attheschoolgate.

Mary:Allrightseeyouthen.

有關(guān)講授相動(dòng)物單詞的建議

這部?jī)?nèi)容單詞比較多，學(xué)生記憶有困難。教師先要求學(xué)生能聽懂，會(huì)說就可以了，以后再逐漸加大練習(xí)使學(xué)生完全掌握。

（1）建議教師多使用直觀教具，如圖片等。教師可以讓學(xué)生在課下收集一些有關(guān)動(dòng)物的圖片，要求他們用字典查出英文意思和讀音。上課時(shí)，教師先在黑板畫出一個(gè)動(dòng)物園，然后讓學(xué)生把準(zhǔn)備好的動(dòng)物圖片貼在動(dòng)物園內(nèi)。每貼一個(gè)動(dòng)物，學(xué)生就要回答老師的問題，向同學(xué)簡(jiǎn)單介紹這種動(dòng)物。最后建成一個(gè)動(dòng)物園如教科書III頁(yè)圖：

例如：What’sthis?It’sasnake.It’sdangerous.

（2）猜一猜：教師在這個(gè)練習(xí)中將學(xué)生分成若干組，每組四到五人，每組發(fā)一張動(dòng)物的圖片，注意每組的圖片不同，小組成員先進(jìn)行討論，用英文對(duì)圖片中動(dòng)物進(jìn)行描述，時(shí)間三分鐘左右，然后該組同學(xué)走上講臺(tái)每人一句，向大家描述這種動(dòng)物，其他同學(xué)猜這是什么動(dòng)物。

例如：

Thisanimalislikecat,butitismuchbiggerthancat.itisthekingoftheanimals.Whichkindofanimalitis?如果其他學(xué)生此時(shí)仍猜不出這是什么動(dòng)物,該組同學(xué)可進(jìn)行補(bǔ)充，直到猜到為止。教師對(duì)描述準(zhǔn)確,猜詞迅速準(zhǔn)確的小組送一張動(dòng)物的圖片以示表?yè)P(yáng)。

nothingmuch

譯為沒什么事，英語(yǔ)不定代詞，如：Something,nothing,anything,anybody,anyone這些詞與形容詞聯(lián)用，形容詞往往放在不定代詞后面，例如；Ineedsomethingnew.（我需要一些新的東西,）不定代詞還可以跟動(dòng)詞不定式聯(lián)用，例如：haveyougotanythingtodo。

What’sup

此句相當(dāng)于what’wrongwithyou或者what’sthematter或者why譯為：出了什么事，怎么了，尤其指些不愉快，不尋常的事情，例如：listen,somethingisfallingdown,what’sup聽，有件東西摔打了，怎么回事?

提建議的方法及答語(yǔ)

在英語(yǔ)中，我們可以用多種方式提出我們的建議征求對(duì)方的意見，大多語(yǔ)氣比較委婉，顯得客氣而有禮貌。主要方式有：

1．主語(yǔ)是第一人稱I或we,用“ShallI/we…?”shall不能用于第二人稱，不能說shallyou…?

（1）—Shallwehaveaswimthisafternoon?我們下午游泳好嗎？

—Yes,Ithinkso./No,Idon’tthinkso.好的，我也這么想。/不，我不這么想。

（2）—Whereshallwemeet?我們?cè)谀囊娒妫?/p>

—Attheschoolgate.在學(xué)校門口。

2．主語(yǔ)是第一人稱和第三人稱時(shí)，用“Let’s…”或“Lethim/her…”

(1)Let’sgooutforawalk,shallwe?我們出去散步，好嗎？

(2)—Let’splayfootball.我們?nèi)ヌ咔虬伞?/p>

—Goodidea.好主意。

3．用“Whynot…?”來提出建議，表示“何不……？”not后面接動(dòng)詞原形。Whynot…?實(shí)際上是Whydon’twe/you…?的簡(jiǎn)略形式。不能說Whydon’tdo…或whynotdoing…。

（1）WhynotgoandseeUncleWangnow?為什么現(xiàn)在不去看望王叔叔？

（2）Whynotwearyournewtrousers?為什么不穿上你的新褲子？

（3）Whynotgoswimming?為什么不去游泳？

Idon’tthinkitisgoodforanimalstostayatzoo.我認(rèn)為動(dòng)物帶在動(dòng)物園沒有好處。

這是一個(gè)含賓語(yǔ)從句的主從復(fù)合句。Idon’tthink是主句，itis…為從句。

此句形式上否定了動(dòng)詞think，但是實(shí)際是否定了他后面的定語(yǔ)從句。英語(yǔ)中，think，believe等動(dòng)詞后如果是否定的，應(yīng)將否定轉(zhuǎn)移到think，believe等動(dòng)詞上。這被稱為動(dòng)詞的否定轉(zhuǎn)移。如：Idon’tthinkyourcangethomesoearly.

另外，“Itis+形容詞+forsb.todosth.”意為“對(duì)于某人來說做某事是……”如：

It’seasyforustoswim.對(duì)我們來說游泳很容易。

Idon’tthinkitisgoodforanimalstostayincages.我認(rèn)為對(duì)于動(dòng)物來說呆在籠子里是沒有益處的。

Ihavealotofhomeworktodo.我有很多家庭作業(yè)要做。

homeworktodo譯為要做的家庭作業(yè)。動(dòng)詞不定式做定語(yǔ)放在所修飾的名詞之后，例如mymotherhasalotofhomeworktodoeveryday.（我的媽媽每天有很多家務(wù)活要做）

聽力教學(xué)建議

Lesson20聽力與圖片的結(jié)合使用

（1）學(xué)生用書P98的6種動(dòng)物可掃描彩圖；

（2）可將教參P49的聽力原文擴(kuò)展一下，如：

Itsgotamouselikesmallhead.Itcanjumponitstwobacklegs.

Sometimescarshavetobeverycarefulinplaceswheretherearesomanyofthiskindofanimal.Ifoneofthemhitacar,therewillbeaverybadaccident.

Itissaidthatthebirdputitsheadinthesandorearthwhenitsenemycomes.Thatisitswayoutnottofacethereality.

ItshometownisinChinabutitsfamousallovertheworld.

Itmovesquietlywithoutmakinganynoise.Itsbloodiscoldandsleepsalongsleepinwinter.

Itlookslikeacatbutmuchlargerandstrongerthanacat.Itsblackandyellowincolour.ItsgotaverylargeheadwithablackmarkonitsforeheadliketheChinesecharacter"Wang".Itsometimesevenhelpmenwhentheyhavefallenintotheseaandareabouttodie.

日常交際分析：提建議

本單元的核心話題是“提建議”。主要通過對(duì)話和句型訓(xùn)練方式來實(shí)現(xiàn)的。在要單元一開始的對(duì)話中就將表示建議的3種方式的句型都呈現(xiàn)給學(xué)生。如：Shallwegotothezoo?Whynotmeetalittleearlier?Let’smakeithalfpastnine。本單元從一開始建議到動(dòng)物園去玩，直到最后建議周六到中山公園去玩，都是圍繞著主題。這有助于完成主題教學(xué)，使本單元的重點(diǎn)句型得到很好的訓(xùn)練。

第17課的對(duì)話中出現(xiàn)了許多有關(guān)提建議的句子，教師可以讓學(xué)生熟讀此段對(duì)話，就能掌握其中部分提建議的句型。

第19課以找對(duì)子的方式又加強(qiáng)了提建議的句型練習(xí)。第二部分的練習(xí)將不同的建議的句型放在一起編成對(duì)話，以達(dá)到復(fù)習(xí)及熟練的目的。

第20課在設(shè)置語(yǔ)音和聽力訓(xùn)練之后，再轉(zhuǎn)入到本單元的主題上：如何提建議，如何在動(dòng)物園里欣賞各種動(dòng)物。最后的短文提示創(chuàng)設(shè)了情景，讓學(xué)生自己編寫對(duì)話。

教學(xué)設(shè)計(jì)方案

Lesson17

Period:TheFirstPeriod

Content:Lessonseventeen

Properties:Taperecorder,somepicturesofanimals

TeachingObjectives:Studentsshouldgrasp

1.thedialogue(esp.thetelephoneconversation)

2.someanimalnames

LanguageFocus:

　1.Telephoneconversation

A:MayIspeaktosb?/Issb.in?

B:(Thisissb)speaking.Holdon,please/Sorry,she(he)isn’tin.ShallItakeamessage?/Who’sthatspeaking?

A:(Thisis)sbspeaking.

2.Usefulexpressions

　What’sup?－What’sthematter?

3.Waysofmakingasuggestion.

①Whynot…?

　eg.Whynothavearestnow?

②Let’s…?

　eg.Let’sgooutforawalk.

③Shallwe…?

　eg.Shallwehaveanewyearparty?

TeachingProcedures:

　I.Organizingtheclass

Greetingandadutyreport

　II.Revision

1.SaywhatJohnisgoingtodo(afterschool,atcollege,aftercollege)

2.Recitetherhyme“good,better,best”

?、?Presentation

Teacher:(Writethetitle“Shallwegotothezoo?”ontheblackboard)Haveyoueverbeentothezoo?

Students:Yes.

T:Whatcanyouseeinazoo?

S:…

Haveyoueverseentheseanimals?Showthepicturesandteachthewords“panda”,ananimaleatingthebamboo,“l(fā)ion”thefamousmovieiscalledKingLion,“elephantthebiggestanimallivingonland,“monkey”somethinglikehumanbeings,“tiger”averydangerousanimalandhasthenameof“Kingofthebeasts”“dolphin”,“deer”,“snake”,“rabbit”,“duck”,Beijinghasaspecialty“BeijingDuck”verydelicious,“fox”averyclever(cunning)animal,“bear”.Andmoreanimalsforthemtosee,“crocodile”,“Kangaroo”“camel”“flamingo”“zebra”etc.StudentsrecognizetheanimalsbytheirEnglishnamesandreadthewords.

　IV.Practice

(Studentslookatthecolorpageanddiscussthequestionsinpairs.Pointoutthattheword“friendly”isfrom“friend”itmeanstoactlikeafriend.)

Theanswersof“l(fā)ookandanswer”

1.Theelephant

2.Thepanda

3.Dolphinandsnake

4.Dolphin

5.Lion,tiger,snake,bearandfox

6.Panda,deer,sheep,cow,rabbitandhorse

7.Lion,tiger,bearandsnake

8.Nodefiniteanswers

　V.Leading-in

Teacher:Wehaveseensomanyanimalsinthezoo.ButLinTaoandDavidhaven’t.ButtheyaregoingtoseethemnextSunday,becausetheyaregoingtothezoonextSunday.Let’slistentotheirdialogueandanswerthequestions;

1.Aretheytalkingfacetoface?

2.Howaretheygoingthere?

3.Whenandwherearetheygoingtomeet?

4.Whataretheygoingtoseespecially?

　VI.Presentation

Teacher:(Pretendtomakeaphonecall)

Hello,mayIspeaktoCharlie?

HelpCharlieanswer:Speaking!

Teacher:Hi,Charlie,thisisJennyspeaking

Charlie:Hello,Jenny.

Getstudentstomakesimilardialogues

　VI.Practice

Playthetape,studentsrepeatandreadinpairs,thenactitout.

1.Exercisesinclass

Completethedialogues

①A:Hello,__________?

B:Yes,thisisJerry____.Whois____?

A:ThisisSam.Howareyou?

B:Fine,____.…

②A:Hello,can__________?

B:Sorry,Nikeisnotathome.ThisisNikesmother______.Whois____?

A:Hello,Mrs.King.ThisisAndy____.

2.Fillintheblanks.

?、賁hallwegotothezoo?Ihearthere’sadolphin______there.

　②“Whynotcomealittleearlier?”“No______.”

?、踂hichanimaldoyoulike______,apanda,atigeroranelephant?

　④Ithinkanelephantisthebiggestanimalon______.

?、軼orkmustcome______.

?、轎t’salittleearliertocomeatnineo’clock.Let’s______ithalfpastnine.

3.Rewritethesentenceswithoutchangingitsmeaning.

　①What’sup?

Whats____________?

?、赪hydon’tyoumeetalittleearlier?

Why____________alittleearlier?

　③Shallwegoskating?

Whatabout______skating?

　④Idon’tthinkhe’sright.

I__________________him.

Answers:

　1.①M(fèi)ayIspeaktoJerry/speaking/that/Whatabout(Howabout)you/…

②IspeaktoNike/speaking/that/speaking…

　2.①show②problem③best④land⑤first⑥make

　3.①thematter②notmeet③going④don’tagreewith

　IX.Homework

1.Tomemorizetheanimalnames.

2.Tomakeupashorttelephoneconversation.

　X.Thedesignoftheblackboard

Lesson17

What’sup?

Nothingmuch.

Noproblem.

Whynotmeetalittleearlier?

教學(xué)設(shè)計(jì)方案

Lesson18

教學(xué)目標(biāo)：

1．掌握本課重點(diǎn)詞組和詞匯。

2．能夠運(yùn)用本課所學(xué)的內(nèi)容對(duì)一些動(dòng)物進(jìn)行介紹并表達(dá)自己的看法。

教具：Pictureandrecorder

教學(xué)過程：

　Step1Revision

（1）Revisethedialogue

　讓學(xué)生表演自編自演的關(guān)于本周末計(jì)劃去動(dòng)物園的對(duì)話。

（2）Revisethewords

教師出示動(dòng)物園的圖片，找一個(gè)同學(xué)當(dāng)導(dǎo)游向同學(xué)進(jìn)行簡(jiǎn)單的介紹。

例如：Iamatouristguide.Welcometothezoo.Thisisapanda.ThepandaisonlylivesinChina.Thisisasnake.Itisdangerous.Therearestillalotofinterestinganimalsinourzoo.Theexcitingdolphinshowiswaitingforyou.Comeandsee。

（3）Pre-teach:組織學(xué)生根據(jù)剛才導(dǎo)游的介紹和導(dǎo)游圖就教科書上的問題進(jìn)行討論。

　Step2Presentation

（1）教師指導(dǎo)學(xué)生快速默讀閱讀課文并判斷TrueorFalse.

　A:Thewriterthinkstheanimalsinthecagecannotbehappy.

　B:Thedolphinishumansfriend.

（2）學(xué)生閱讀課文找出影響理解文章含義的地方并根據(jù)上下文判斷出生詞cage,forest,feel,fall,if的大意。

　"Cage"isapieceofframeworkinwhichbirdsoranimalsmaybekept.Drawitontheboard."Holiday"isthedaywhenpeopledonthavetogotoworkorschool.Weteachersandstudentshavesummerholidaysandwinterholidays.AtthebeginningofMay,Wehaveaseven-day-holiday."Forest"isaplacewherealotoftreesgrow.Useagesturetoteach"tired".Ifyouaretired,youneedsomerest(For"its…for…to…""feelsorryfor…"justgivesomeexamples.)

（3）教師就本課的知識(shí)點(diǎn)進(jìn)行講解和分析。

（4）教師指導(dǎo)學(xué)生聽課文錄音，并跟讀課文。

（5）學(xué)生閱讀短文并回答練習(xí)冊(cè)上的問題。

（6）教師可以組織學(xué)生可以根據(jù)第18課課文內(nèi)容進(jìn)行角色表演。（根據(jù)探究活動(dòng)的素材進(jìn)行）

　Step3Practice

Playthetapeforstudentstoreadandtheyaskandanswerquestionsaboutthetextinpairs.

Thentrytoretellthetext,(Paragraphbyparagraph)givethefollowingquestionsasareminder.

Paragraphone

1.Wheredoyourparentsoftentakehimtoonholidays?

2.Whatdoyoulike?

3.Whatdoyouseeinthezoo?

4.Howaretheseanimals?

5.Wheredosomeofthemstay?Whatdoyoufeelaboutthat?

Paragraphtwo

1.Wheredotigersusuallylive?

2.Whatdotheydousually?

3.Whatdotheydointhezoo?

Paragraphthree

1.Whatanimaldoyoulikebest?

2.Why?

　Step4Summary.

學(xué)生自己總結(jié)本課的重點(diǎn)詞語(yǔ)。

　Step5Exercisesinclass

1.Writeoutsixanimalsyoucanseeinthezoo________________________.

2.Fillinprepositions.

①Ineverstayathome____holidays.

②____thezoo,therearemanyanimals.

③Dangerousanimalshavetostay____cages.

④Itsbad____yourteethtoeatmuchsweet.

⑤Helikesliving____theforest.

⑥Tigerseatsmallanimals____rabbitsanddeer.

⑦Ifeelsorry____theanimals.

⑧Dolphinsoftenplay____aball,andtheycanwalk____water.

⑨Becareful!Dontfall___thewater.

3.Fillintheblankswiththeproperwords.

①M(fèi)onkeyslike______(eat)nuts.

②I______(nothave)manytoyanimals.

③MayI______(borrow)yourdictionary?

④Itsgood______(read)Englishinthemorning.

⑤Ihavealotofthing______(do)today.

⑥Ithinkthedolphinis______(interesting)animalinthezoo.

⑦Whichanimalis______(dangerous),atigerorabear?

⑧Someanimalsare______(friend)topeople.

Answers:

1.(Openanswers)eg;monkey,lion,elephant,bird,snake,deer.

2.①on②in③in④for⑤in⑥like⑦for⑧with,on⑨into

3.①eating②donthave③borrow④toread⑤todo⑥themostinteresting⑦moredangerous⑧friendly

　Step6Homework

（1）Copythenewwordsandphrase.

（2）收集有關(guān)動(dòng)物的資料，并寫一篇參觀動(dòng)物園的日記。

　Step7Thedesignoftheblackboard

Lesson18

Lesson18takemethere　feelsorryfor…

onholidayswatchsb.dosth.

bedangerousfallinto…

incagescomeupto"

walkroundandround

教學(xué)設(shè)計(jì)方案

Lesson19

TeachingObjectives:

Studentsshouldbeabletomakesuggestionsinthreeways.

Properties:Overheadprojector,recorder

LanguageFocus:Reviewthethreewaysofgivingsuggestions.

TeachingProcedures:

　I.Organizingtheclass

Greetingandadutyreport

?、?Revision

1.Toreviewtheanimalnames.

2.Tosuggeststhtoyourfriend.

　III.Practice

Askstudentstowriteoutthethreewaysofgivingsuggestions,thenstudentsworkinpairstomakesuggestions,agreeanddisagree,iftheydisagree,theyhavetomakeanothersuggestion.Callsomepairstodoitinfrontoftheclass.

Thenstudentsfindtheanswersinthebook.

Thenstudentsmakedialogueswithphrasesgiveninthebox,doitinpairsfirst,thenactitoutinfrontoftheclass.

　IV.Readingandwriting

Studentsreadthedialogueandfillintheblanks,thenchecktheanswers.

Theanswers:

①Yes,Iam./②Yes,(sure)/③ShallIgetyourhouse?/④⑤Nodefiniteanswers⑥finish(do)⑦alittlelater⑧Ilikedumplings⑨Seeyouthen(Thankyou)

Teacherdrawspicturesontheblackboardtoteachtheword"dumpling".Explain"seafood"isfishoranimalsintheseathatcanbeeaten,"have.…todo"eg."Ihavemanyclothestowash.""Hehassomequestionstoask"etc.

　V.Practice

Studentsgoroundtheclassroomtoaskabouttheirfuturearrangementsandthestudentshavingthesamefutureplansformonegroup,theygoontotalkaboutmoredetails,thensayitinfrontoftheclass.

　VI.Exercisesinclass

1.Completethesentences.

①Theteacherhasmanylessons________

②Theboyshavesomewords_________

③Idonthaveanything________

④Therearemanygames_______

⑤Ihavealotoffood________

2.Completethedialogue.

①A:Wouldyouliketoseeafilmwithme?

　B:Yes,I___.When____?

　A:____meetat8:00tomorrowevening.

②A:Wouldyouliketogoskatingwithme?

　B:____,Icant.Ihavemanythingstodo.

　…

3.Rewritethesentencewithoutchangingitsmeaning.

①Whynotgotothepark?

　__________________gotothepark?

②Shallwegotothecinema?

　____________goingtothecinema?

③Shallwegoandseethemonkeys?

　Shallwegoand________________________themonkeys?

④Areyoufreetoday?

　______you____________today?

⑤Theyoftenhavebreakfastat5:15.[勵(lì)志的句子 DjZ525.com]

　Theyoftenhavetheir____________at_________________.

⑥Thedolphinisthemostinterestinganimalofall.

　Thedolphinis__________________anyotheranimal.

⑦Wouldyouliketogoboating?

　______you______togoboating?

Answers:

1.①toprepare②tosay③todo④toplay⑤toeat

2.①dloveto,Shallwemeet,Lets②Sorry/Imafraid.

3.①Whydontyou②What/Howabout③havealookat④Do,havetime⑤morningmeal,aquarterpastfive⑥moreinterestingthan⑦Do,want

　VII.Homework

Tomakeupadialogue.

VIII.Thedesignoftheblackboard

Lesson19

Shallwe…?

Whynotmeet…?

Workmustcomefirst.

教學(xué)設(shè)計(jì)方案

Lesson20

TeachingObjectives:Studentsshouldgrasp

1.thepronunciation

2.thedialoguesandsomeusefulexpressions

Properties:Taperecorder,cards

LanguageFocus:

1.Pronunciation

[:]or,ore,oor,our,al,au[]o,a[]o,oa,ow,

2.Usefulexpressions

①Onthebackof

　eg.Thebirdlandedonthebackofaturtle.

②How…!

　eg.Howclever(youare)!

　Howhot(itis)!

③…Whattodo.

　eg.Iwonderwhattodonext.

④goboating

　eg.Let’sgoboatingtomorrow.

Teachingprocedures:

　I.Organizingtheclass

Greetingandadutyreport.

　II.Revision

SuggesttoyourfriendsthatyougotravellingtoJapannextsummerholiday.(inthreeways.)

　III.Spellingandpronunciation

Playthetapeforstudentstolistenandrepeat.Showmorewordsoncardstoberead“portable,cord,stall,foretell,Paul,born,ball,box,dot,orange,bowling,blow,goat,cloak,focus,”etc.

　IV.Listeningpractice

Listentothetapeandanswerquestions.

　V.Leading-in

Showthepicturetostudents,letthemdescribeit,thenguesswhatthetwoboysaretalkingabout.Playthetapeforstudentstochecktheiranswers.

　VI.Practice

Playthetapeagainforstudentstoreadafterinpairs,thenactitout.

　VII.Leading-in

Teacher:It’sThursdaymorning.TomandLiLeiaretalkingaboutwhattheyaregoingtodotomorrow.Canyouguesswhattheysayexactly?Makeupthedialoguewithyourpartners.

Studentsmakeupthedialogueinpairsandcallonepairtodoitinfrontoftheclass.

　VIII.Practice

Playthetape,studentslistenandrepeat.

Teacher:Supposeit’sFridayafternoonnow.TomandLiLeiareinthepark.Theyseealotofboatsonthelake.Theybegintotalk.Makeupthisconversationwithyourpartner.

Getthestudentstodoitinpairs.

　IX.Writing

Studentsreadtheintroductorypartthemselvesandwriteoutthedialogue.

　X.Exercisesinclass

1.Writeoutthephoneticsymbols.

?、賞ort②pocket③poach④row⑤salt⑥sore⑦more⑧haul

2.Writeoutsentencesafterthemodel.

　eg.Heisveryhandsome.

　Howhandsome(heis)!

①Theweatherisfine.

②Theyarenoisy.

③Thefoodisdelicious.

④Thegirlislazy.

3.Completethesentences.

①現(xiàn)在看海豚表演太早了。

It’s__________________thedolphinshow.

②我想它正在和我們打招呼呢。

Ithinkit’s______“______”______us.

③上面寫著“請(qǐng)勿喂養(yǎng)動(dòng)物”

It______“Dont______theanimals!”

④我們?nèi)タ纯葱⌒茇埌桑?/p>

______go____________the______panda.

⑤我們看見一只猴子在它媽媽的背上。

　Wecanseeamonkey________________________itsmother.

⑥我們?nèi)ベI劃船票好嗎？

______wegoand______tickets____________?

⑦先去大象室看看如何？

Whatabout______tothe______house______?

Answers:

1.①[:]②[]③[]④[]⑤[:]⑥[:]⑦[:]⑧[:]

2.①Howfinetheweatheris!

②Hownoisytheyare!

③Howdelicioustheyare!

④Howlazythegirlis!

3.①tooearlyfor②sayingHelloto③says,feed④Let’s,andseebaby⑤onthebackof⑥Shall,buy,forboating⑦going,elephants’,first

　XI.Homework

1.Finishofftheworkbook.

2.Reviewthetextslearnt.

　XI.Thedesignoftheblackboard

Lesson20

say…to…Ihavealotof…todo

onthebackof…Idon’tknowwhattodo

haveclassesWhatdoyouthink?

探究活動(dòng)

參觀動(dòng)物園活動(dòng)

教師可以組織學(xué)生到附近的動(dòng)物園進(jìn)行一次參觀。

參觀前，學(xué)生編寫一個(gè)小型的對(duì)話，內(nèi)容是關(guān)于商談參觀事宜要求使用課文所用表示建議的相關(guān)句型。參照課文第17課的對(duì)話。

參觀時(shí)，同學(xué)們可以帶上紙筆和照相機(jī)，隨時(shí)注意收集一些有關(guān)動(dòng)物的英文詞語(yǔ)和資料（含中英文和圖片）。

參觀后，學(xué)生寫一篇日記。主要是介紹在動(dòng)物園的所見所聞，5，6句話就可以。如：

TodayIwenttotheBeijingZoo.Isawalotofanimalsinthezoo.Therearetigers,pandas,lions,monkeysandsoon.Someofthemareveryfriendly,butsomeofthemaredangerous.Itookalotofphotos.Ihaveagoodtimealltheday.

組織動(dòng)物畫展或攝影展

教師可以組織學(xué)生利用在動(dòng)物園收集的材料，舉辦一個(gè)"愛你就像愛我們自己"的動(dòng)物圖畫展覽。每個(gè)學(xué)生根據(jù)自己觀察的動(dòng)物的各種姿態(tài)，畫出自己認(rèn)為最喜愛的動(dòng)物畫，同時(shí)要配有簡(jiǎn)單的中英文簡(jiǎn)介，如果材料不足的話可以讓學(xué)生從網(wǎng)上或書籍上搜集一些資料。要求圖片生動(dòng)形象，英漢對(duì)照的介紹簡(jiǎn)明扼要。學(xué)生可以個(gè)人或小組的形式推出自己的作品。教師可以利用課下時(shí)間進(jìn)行指導(dǎo)，對(duì)表現(xiàn)出色的同學(xué)進(jìn)行獎(jiǎng)勵(lì)。

教師還可以讓學(xué)生把在動(dòng)物園中拍攝的動(dòng)物各種神態(tài)照片貼在學(xué)?；虬嗉?jí)的墻報(bào)上展出來，并且在每張照片旁都加上自己的英文介紹。如：Thisisaphotooftiger.Helikeseatingbananasverymuch.Look!Therearesomebananasinhishand.

表演

教師可以組織學(xué)生根據(jù)第18課課文內(nèi)容進(jìn)行角色表演。要求學(xué)生準(zhǔn)備道具（一個(gè)老虎的面具和一個(gè)魚頭的面具）學(xué)生仿照老虎和海豚的樣子一邊進(jìn)行表演，一邊進(jìn)行敘述，如：

（1）Iliveintheforestsandmountains.Icanrunveryfast,Icatchandeatsmallanimals,likerabbitsanddeer,butnowIliveinasmallcage.Canyouletmeout?CanyouguesswhoamI?

（2）Ilikeswimmingandjumping,Iswimfastandjumpveryhigh,Icanplaywithaball,Icanstandupandwalkonthewater.Iamthefriendofpeople,ifyoudropintothesea,Icanhelpyou.canyouguesswhoamI?

猜一猜

Ariddle（英語(yǔ)謎語(yǔ)）

Twolittlebrothers,liveneareachothers

Oneisontheside.

Theotherisontheotherside.

Theyhearwhatthesay,buttheydontseeeachother.

Whatarethey?

Discussitsgoodforanimalstoliveinazoo

組織學(xué)生對(duì)動(dòng)物是否應(yīng)被養(yǎng)在動(dòng)物園內(nèi)進(jìn)行討論。在討論前，教師可以做一個(gè)小型的問卷調(diào)查，采用選擇題的形式。問卷內(nèi)容如下：

A：Doyouthinktheanimalinthezooisveryhappy?

B:Doyouthinktheanimalsinthezooareashealthyastheyliveinthemountain?

C:Doyouthinktheanimalinthezooissafety（安全）?Thehunter（獵人）cantgetthemanymore.

D:Doyouthinktheanimalsinthezoocancatchfoodbythemselves?

E:Doyouthinkitisnoteasyformetoseetheanimalswhenwewanttoseethemiftheanimalsreturntotheforestorthesea?

F:Doyouthinkthereisenoughfoodfortheanimalsiftheanimalstotheforestorthesea?

G:Doyouthinktheycanliveonthemselvesagainiftheanimalsreturntotheforestorthesea?

問卷調(diào)查結(jié)束后，教師在將學(xué)生分成正反兩方，雙方進(jìn)行辯論。學(xué)生即可以使用漢語(yǔ)也可以使用英語(yǔ)，每說一句英語(yǔ)，使用英語(yǔ)的一方加兩分。最后分多者為勝。

擴(kuò)展閱讀

We’retryingtosavethemanatees教案

為了促進(jìn)學(xué)生掌握上課知識(shí)點(diǎn)，老師需要提前準(zhǔn)備教案，準(zhǔn)備教案課件的時(shí)刻到來了。在寫好了教案課件計(jì)劃后，新的工作才會(huì)如魚得水！你們知道哪些教案課件的范文呢？以下是小編為大家收集的“We’retryingtosavethemanatees教案”但愿對(duì)您的學(xué)習(xí)工作帶來幫助。

Unit15We’retryingtosavethemanatees!

I．Learningobjectives教學(xué)目標(biāo)

Skill

Focus

▲Listenandtalkaboutanimals

▲Showdisagreementandagreement

▲Learntodescribeanimals

▲ReviewthetensesandusethemfreelyLanguage

Focus功能句式

Showdisagreementandagreement(P120)

Ithinkthatanimalsshouldnotliveinzoos.

Idisagreewithyou./Iagreewithyou.

Talkaboutwhatwecandofortheworld(P121,P123)

stopridingincars

don’tusepapertowelsornapkins

recyclebooksandpaper

—Howdoyoufeelabout...

—Itmakesme...

—Whatarethreethingsyouaresupposedtodo?詞匯

1.重點(diǎn)詞匯

pound,discover,expression,pull,planet,society,model,raise

2.認(rèn)讀詞匯

manatee,furry,enormous,playful,aggressive,gray,spotted,kangaroo,chimpanzee,cheetah,mangrove,swamp,habitat,aquatic,underwater,vegetation,weigh,polluted,presentprogressive,presentsimple,infinitive,passivevoice,presentperfect,suitable,tiny,cage,disgusted,educate,urge,recycle,built,stuff,glue,roof,discard,tile,fence,can,recently,inspiration,spare,Winterbourne

3.詞組

carefor語(yǔ)法

Reviewthetenses:PresentProgressive,PresentSimple,“usedto”,PassiveVoiceandPresentperfectStrategy

Focus1.Classifying

2.ListeningforspecificinformationCulture

FocusTheimportanceofprotectinganimalsandtheenvironmentII.Teachingmaterialsanalyzingandrearranging教材分析和重組1.教材分析

本單元以Protectingtheenvironment為話題,共設(shè)計(jì)了三個(gè)部分的內(nèi)容：

SectionA

該部分有4個(gè)模塊：第一模塊圍繞Describingtheanimals這一話題展開思維（1a）、聽力（1b）、口語(yǔ)（1c）訓(xùn)練；第二模塊圍繞We’retryingtosavethemanatees進(jìn)行聽力（2a-2b）、口語(yǔ)（2c）訓(xùn)練；第三模塊以Whethertobuildzoos就如何保護(hù)動(dòng)物這一話題展開討論，觀點(diǎn)一：反對(duì)建動(dòng)物園（3a）；觀點(diǎn)二：支持動(dòng)物園建設(shè)(3b)；第四模塊仍就是否需要?jiǎng)游飯@這一話題，以小組活動(dòng)形式展開討論(4)。

SectionB

該部分有4個(gè)模塊：第一模塊以Howtosavetheplanet展開話題，列舉觀點(diǎn)（1a），并展開討論（1b）；第二模塊仍然以“保護(hù)環(huán)境”為話題，繼續(xù)對(duì)Howtosavetheenvironment進(jìn)行聽力（2a-2b）、口語(yǔ)（2c）訓(xùn)練；第三模塊圍繞Howtorecycle這一話題展開閱讀（3a）和寫作（3b）訓(xùn)練；第四模塊仍以Recycling為話題，以口語(yǔ)訓(xùn)練形式展開小組活動(dòng)(4)。

Selfcheck

該部分有2個(gè)模塊：第一模塊以填空形式對(duì)所學(xué)詞匯進(jìn)行訓(xùn)練(1)；第二模塊要求利用所給句型展開自由對(duì)話，以訓(xùn)練學(xué)生對(duì)所學(xué)知識(shí)的實(shí)際運(yùn)用能力(2)。2．教材重組和課時(shí)分配

Period1(SectionA:1a,1b,1c,2a,2b,2c)

Newfunctionpresenting

Period2(SectionA:3a,3b,4)

Practice

Period3(SectionB)Integratingskills

Period4(Selfcheck:1,2)

ComprehensivereviewIII.TeachingplansStepIRevisionandLead-in

Askthestudentstoshowtheirwork.

T:Inthelastunit,we’velearnedtotalkaboutthethingsthatwehavedone.NowI’llaskyouaquestion:Haveyoueverbeentoazoo?Whatkindofanimalscanyouseeinit?

S1:Inthezooofourcitywecanseetigers,lions,elephants,andmonkeys.

S2:Icanseedeerandsheep.

S3:Wecanseesomechickens,birds,camelsandhorses....

T:Haveyoueverseencheetahs,pandasormanateesinourzoos?

Ss:No,wehaven’t.

T:Doyouknowwhywecan’tseetheseanimalsinourzoos?

Ss:Ithinktheyarerare./Therearen’tanyinourcountry...

T:Someanimalscan’tbeseenbecausetheyareendangered.Soweshouldprotectthem.

Showthepictureofamanatee.

T:Nowlookatthepicture.Thisanimaliscalledmanatee.It’sendangered,too.Wecan’tseeitinthezoo,either.OK!Todaywe’lllearnUnit15.We’retryingtosavethemanatees!

Writedownthetopic:We’retryingtosavemanatees!

Askthestudentstolookatthepictureandanswerthequestion.

T:Weknowanimalsareourbestfriends.Nowlookatthepicture,pleasetellmewhichanimalyoulikebestandwhyyoulikeit.

Showapicturetothestudents.S1:Ilikepandasbestbecausetheyaregentle.

Writetheword“gentle”ontheblackboardandaskformoreideasfromotherstudents.

S2:Iliketigersbestbecausetheyarethekingsoftheanimals.

T:Weknowtigersareveryaggressive.

Writetheword“aggressive”downontheblackboard.

S3:Ilikemonkeysbestbecausetheyarecleverandtheycanclimbtreesveryquickly.Theyareplayful.

Writedownmoreusefulwordsontheblackboard.StepIIBrainstorming(1a:P118)

T:Good.Whenwedescribeanimals,weoftenusesomeadjectives,suchasenormous,spotted,gray...Nowpleasefindoutthewordsthatcandescribetheanimals.Youcanusetheadjectivesfrom1a.

Kangaroos:____________________________

Manatees:____________________________

Cheetahs:____________________________

Polarbears:____________________________

Elephants:____________________________

Chimpanzees:____________________________

Sampleanswers:

Kangaroos:playful,fast,big

Manatees:gentle,shy,enormous

Cheetahs:spotted,fast,aggressive

Polarbears:aggressive,furry,fat

Elephants:enormous,gray,strong

Chimpanzees:noisy,furry,uglyStepIIIListeningandOralPractice(1b,1c:P118)

T:NextyouwillhearGinnyandVictortalkingabouttheanimalsinthepicturein1a.Pleaselisten.Forthefirsttime,getthemainidea.Keepdownthewordsusedtodescribetheanimalswhilelistening.OK?

Playtherecording.Thenchecktheanswers.

T:Wejustnowheardthatmanateesaregentleandveryshy.Ithinkdifferentpeoplearelikedifferentanimalstosomeextent.Differentanimalshavedifferentcharacters.Forexample,Jimislikeamonkeybecauseheiscleverandhecanclimbtreesveryquickly.Pleasetalkwithyourpartnersaboutwhatyouarelike.First,readtheexamplefrom1cintheboxplease.

Letthestudentsworkwiththeirpartners.

T:Whichpairswouldliketoactoutyourdialogues?

Sampledialogue1:

S1:IamlikethisanimalbecauseIamstrongandliveintheforest.

S2:Youarelikealion.

S1:No.

S2:Youarelikeatiger.

S1:No.BecauseIdon’teatmeat.

S2:Youarelikeanelephant.

S1:Yes.Youareright.

Sampledialogue2:

S1:I’mlikethisanimalbecauseI’mspotted.IliketoeatmeatandIcanrunfast.

S2:You’relikeatiger.

S1:No.

S2:Youarelikeacheetah.

S1:Yes.

Sampledialogue3:

S1:IamlikethisanimalbecauseIamgentleandveryshy.Iliveinwater.

S2:You’relikeamanatee.

S1:Yes!Youaregreat!StepIVListeningPractice(2a,2b:P119)

T:OK.Weallknowthatmanateesaregentleandveryshy.Theyliveinwaterandlikeeatingvegetables.Butdoyouwanttoknowmoreaboutthem?Firstlet’slookatthepictureonpage119.Canyousaymoreaboutmanatees?

Sampleanswers:

S1:Ithinktheyarelivinginthewater.

S2:Ibelievethattheyeataquaticfood.

S3:Ifeelthattherearen’tmanyofthem.

S4:Iknowthattheyliveinaplacewheretreesgrowinwater.

S5:Ithinktheyareendangered.

Askthestudentstolistentotherecording.

T:Verywell.Ithinkyouranswersareallright.Manateesintheworldarefewerandfewer.Weshouldsavethem.Weshouldtakecareoftheenvironmentthattheyarelivingin.Nowlet’slistentothetape.Firstlistentotherecordingandmatchthewordsanddefinitionsin2a.

Playtherecordingforthefirsttime.

T:Listenagainandcheckyouranswers.

Playtherecordingforthesecondtime.Checktheanswers.

T:You’llhearthesameconversationagain.Thistimecompletethechartin2b.Putyouranswersontheline.

Playtherecordingagain,thenchecktheanswers.StepVPairwork(2c:P119)

T:Afterlistening,weknowmoreaboutmanatees.Weknowthattheyarefewerandfewer.Thegovernmenthaspassedlawstoprotectthem.Theyeatalotoffoodeveryday.Theyareenormous.Canyoumakeconversationsabouttheanimalinpairs?Youcanbaseonthemodeldialoguein2c.

Asampledialogue:

S1:HowmanymanateesarethereintheUS?S2:About2,500.

S1:Wherearetheyliving?

S2:Theirfavoritehabitatisinthewaterunderthetreesinmangroveswamps.

S1:Whyaretheyendangered?

S2:Someoftheswampshavebeenpolluted.

S1:Dotheyeatalot?

S2:Yes,theydo.

...StepVIGrammar(GrammarFocus:P119)

Helpthestudentssumupthefollowingpatterns.

時(shí)態(tài)

謂語(yǔ)動(dòng)詞的形式（do）

一般現(xiàn)在時(shí)

do/does

一般過去時(shí)

did

現(xiàn)在進(jìn)行時(shí)

be(am/is/are)doing

現(xiàn)在完成時(shí)

have/hasdone

一般過去時(shí)被動(dòng)語(yǔ)態(tài)

was/weredone

現(xiàn)在完成時(shí)被動(dòng)語(yǔ)態(tài)

have/hasbeendoneT:LookattheGrammarFocusboxonpage119.Nowwho’dliketoreadthesentencestotheclass?

Askastudenttoreadthesentencesinthebox.

T:Canyoumakesomesentenceswiththedifferenttensesandpassivevoice?Pleasewritedownyoursentencesinyourexercisebooks.

Askthestudentstodomorepracticingexercises,suchasthefollowing:

Fillintheblankswiththerightformsofthegivenwords.

1.Everydaymymother_____(get)upearly.

2.Thedinosaureggs_____(discover)manyyearsagobyscientists.

3.Listen!Somechildren_____(sing)anEnglishsongoverthere.

4.Inourhometownthereusedto_____(be)manyoldtrees.

5.Mywork_____(notfinish)yet.Ican’tgoouttoplaywithyou.

Sampleanswers:

1.gets2.werediscovered3.aresinging

4.be5.hasn’tbeenfinishedStepVIIHomework

T:Inthisclass,we’veheardtwospokenconversations:inthefirstconversation,weheardaboutsomeadjectivesfordescribinganimals;inthesecond,weheardsomethingaboutmanatees.Afterclass,pleaselistentotheconversationsagain.Makesomesentenceswithdifferenttenses.ThenrememberthenewwordsinSectionB.

We’regettingreadyfortheSpringFestival教案

We’regettingreadyfortheSpringFestival教案
MODULE2SpringFestival
Unit1We’regettingreadyfortheSpringFestival.
目標(biāo)：
TounderstandtheconversationabouttheSpringFestival
Torecognizephrasesandrecognizeshortanswers
TotalkabouttheSpringFestivalwithgiveninformation
重、難點(diǎn)：
vocabulary—SpringFestival,ready,getreadyfor,learn,dragon,dragondance,lantern,sweep
structures---WhatisLingLingdoing?
She’sgettingreadyfortheSpringFestival.
Isyourmotherworking?
Yes,sheis./No,sheisnt.
教具：Taperecorder,video,multimedia
教學(xué)步驟：
Step1
Showtheluckymoney.Say:Thisisluckymoney.WecangetitatSpringFestival.TeachSpringFestival.YouknowpeopleareverybusybeforetheSpringFestival.Whatdoweoftendo?
Student1:……Student2:……Student3:……Student4:……
Step2
Showsomepicturesandsay:Lookatthepictures.Thepeopleareverybusy.TheyaregettingreadyforSpringFestival.Teachgetreadyfor.Presentthetitleofthislesson.
Step3Lookandsay
Lookatthepicturesandtellwhataretheydoing?
Picture1:T:Whatisthis?S:Itsa…….Teachdragon.
T:Whataretheboysdoing?S:Theyare……dragondance.Teachlearn.
Showalantern.T:whatsthis?S:Itsalantern.Teachlantern.
LookatPicture2:T:Whatisshedoing?S:Sheismakinglanterns.
LookatPicture3:T:Whatisshedoing?S:Sheis…….Teachsweep.
LookatPicture4:T:Whatisshedoing?S:Sheiscooking.
LookatPicture5:T:Whatisshedoing?S:Sheisclean.
Step4Matchandcheck.Nowpleasematchthewordswiththepictures.Checktheanswers.Andthenreadtogether.
Step5
TheSpringFestivaliscoming.Peoplearegettingreadyforit.ThereisadialoguebetweenLingLing,TonyandBetty.
1.Listenandanswerthequestion:
WhatisLingLingsfatherdoing?(Heisworking.)
2.Workingroupsof3.
T:Atfirst,youshouldsay:IamTony.IamLingLing.ImBetty.Areyouclear?
3.Ask2groupstoactitout.Askwhichgroupisbetter.
4.Retellthedialoguewiththekeywordsandthepicturesindividually.
5.Askseveralstudentstoretellit.
Step6MusicBar
T:Youhavedoneaverygoodjob.Doyoulikemusic?LetsgototheMusicBartohavearest.
Afterthat,canyouanswerthiskindofquestions?
Ishe/she/it……？
Yes,he/she/itis.
No,he/she/itisn’t.
Areyou/they/we……？
Yes,you/they/weare.
No,you/they/wearen’t.
Step6Activity3
Askandanswerinpairs.
Step7Activity4
Inpairs,askandanswer.Payattentiontothequestionform:
Whatis/are…doing?

Step8Summary
VocabularySpringFestival,ready,getreadyfor,learn,dragon,dragondance,lantern,sweep
StructuresWhatisLingLingdoing?
She’sgettingreadyfortheSpringFestival.
Isyourmotherworking?
Yes,sheis./No,sheisnt.
Step9Homework
ExercisesforModule2Unit1
I.Choosetherightanswers
1.Look!Whataretheboys?
A.doB.doesC.doing
2.Whatyourfather?
A.is,doingB.aredoingC.is,do
3.Theyaregettingreadythefestival.
A.toB.forC.of
4.Aretheboyslanterns?
A.makeB.playingC.making
5.Whatoverthere?
A.ishappeningB.ishappenedC.happen
II.Spelling
1.Mymotheris(打掃)thehousenow.
2.Wehavethree(餐)everyday.
3.Arethetwainsmaking(燈籠)now?
4.WhatdoweoftendoattheSpring(節(jié)日).
5.Theyare(學(xué))English.
6.Welikewatchinga(龍)dance.
III.ChangethesentencesintoEnglish
1.你在準(zhǔn)備晚飯嗎?
Supper?
2.孩子們正在學(xué)舞龍.
Thechildren
3.我叔叔在上班.
Myuncle

What are we going to do

教學(xué)目標(biāo)

知識(shí)目標(biāo)

　（1）Newwordsandphrases:fifth,trip,fieldtrip,discuss,hometown,fish,gofishing,east,boating,goingboating,maybe,mountain,hike,gohiking,agree,picnic,thedayaftertomorrow,top,problem,quick,quickly,start,trip,tripover,tired,hurry,hurryup,tie,die,more,city,take,eighth,salesgirl,far,beautiful,together,

?。?）Grammar:begoingto結(jié)構(gòu)和它的一般疑問句和特殊疑問句結(jié)構(gòu)及回答.

?。?）日常交際用語(yǔ):Whydon’twe…?Iagree.Iamgoodatit.It’snotfarfrom…

　（4）語(yǔ)音/i:/e,ee,ea/i/i/э/a,e,o,er,or（our）

能力目標(biāo)

?。?）要求學(xué)生能根據(jù)上下文和圖畫判斷生詞詞義。培養(yǎng)學(xué)生的閱讀理解能力

?。?）要求學(xué)生能熟練運(yùn)用begoingto結(jié)構(gòu)做口頭和筆頭練習(xí)。

　（3）能聽懂與課文難度相當(dāng)?shù)穆犃Y料。

?。?）能掌握討論未來活動(dòng)的有關(guān)交際用語(yǔ)。

情感目標(biāo)：培養(yǎng)學(xué)生交往能力。

教學(xué)建議

教材分析

本單元主要教學(xué)內(nèi)容是圍繞談?wù)撐磥砘顒?dòng)展開的，其中begoingto結(jié)構(gòu)貫穿整個(gè)單元的始末。單元安排了兩段對(duì)話、兩段課文及若干口頭練習(xí)幫助學(xué)生掌握begoingto結(jié)構(gòu)的陳述句，一般疑問句。特殊疑問句的結(jié)構(gòu)和用法，掌握一些有關(guān)討論未來活動(dòng)的交際用語(yǔ)。教學(xué)可采用設(shè)定情境法，學(xué)生采用討論、自由對(duì)話的學(xué)習(xí)方法。

關(guān)于語(yǔ)法教學(xué)

（1）教師可以通過提問和比較法使學(xué)生初步理解begoingto結(jié)構(gòu)的意義，例如：教師問：Whatareyoudoingnow?學(xué)生回答：WearestudyingEnglishnow。然后，教師指著課程表下午的數(shù)學(xué)和語(yǔ)文課說：Whatareyougoingtodothisafternoon?自己回答：WearegoingtostudyChinesethisafternoon.Wearegongingtostudymathalso。然后指著課程表下午的音樂課問學(xué)生：Whatareyougoingtodothisafternoon?學(xué)生答：Wearegoingtostudymusic。此時(shí)教師可以解釋aregoingto的含義。然后教師再讓學(xué)生舉例Iamgoingto…HeSheisgoingto…重點(diǎn)強(qiáng)調(diào)begoingto結(jié)構(gòu)表達(dá)的是將來發(fā)生的動(dòng)作，to后面是動(dòng)詞原形。

（2）教師可以將goingto結(jié)構(gòu)和現(xiàn)在進(jìn)行時(shí)進(jìn)行比較：

_____I__________________________________I__________________________

Nowthisafternoon

Iamplayingfootballnow.Iamgoingtoplayfootballthisafternoon

主語(yǔ)+be+動(dòng)詞ing形式主語(yǔ)+be+goingto+動(dòng)詞原形

（3）教師可以把小明一家的假期的活動(dòng)安排用表格的形式列出，讓學(xué)生進(jìn)行問答練習(xí)。如圖：

Familymember

Date

Transportation

Activities

Reason

XiaoMing

Tomorrow

Bybike

Doshopping

Sister

Thedayaftertomorrow

Onfoot

Goonafieldtrip

Brother

Nextweek

Gofishing

Helikesit

Fatherandmother

NextSaturday

Bybus

Visittheirfriends

Thefriendisill.

例如

A:WhatisXiaoMinggoingtodo?

B:XiaoMingisgoingtodosomeshopping.

A:WhenisXiaoMinggoingtodoshopping?

B:Heisgoingtodosomeshoppingtomorrow.

A:HowisXiaoMinggoingtodoshopping?

B:Heisgoingtodoshoppingbybike.

筆頭訓(xùn)練

（1）要求學(xué)生能夠就口頭訓(xùn)練落實(shí)到筆頭上，教師可以設(shè)計(jì)一個(gè)話題，讓學(xué)生自由完成后續(xù)部分。例如：明天是周末，你將怎樣度過周末呢？可寫3-5句話。

教師還可以讓學(xué)生自己作出下周的計(jì)劃安排表，本周日活動(dòng)或國(guó)慶節(jié)假期活動(dòng)安排表，然后就這些安排表進(jìn)行詳細(xì)的描述。

教師還可以讓學(xué)生就課程表中第二天的課程安排進(jìn)行描述。

（2）教師可以出示幾張圖片讓學(xué)生根據(jù)圖片內(nèi)容用begoingto結(jié)構(gòu)寫出要發(fā)生的事情。

如圖1.Itishot.WhatisXiaoMinggoingtodo?

　圖2Itissnowy.Whatarethestudentsgoingtodo?

　圖3.MaryandLiPinggottothefarm.Whataretheygoingtodo?

關(guān)于教學(xué)表將來打算begoingto用法的幾點(diǎn)建議

①提問若干學(xué)生將來的某時(shí)間要干什么。一方面可提高學(xué)生的注意力，另外可讓學(xué)生從老師將要講述的內(nèi)容中找到自己的答案。

②通過教材中的實(shí)例講述將來時(shí)態(tài)的應(yīng)用場(chǎng)景及其特點(diǎn)。

③講解將來時(shí)態(tài)的構(gòu)成要素，通過練習(xí)熟悉這些要素并引導(dǎo)學(xué)生對(duì)老師的提問進(jìn)行作答，熟悉和掌握此時(shí)態(tài)。

④模擬練習(xí)，激發(fā)學(xué)生的學(xué)以致用的興趣，讓學(xué)生自己能夠說出自己身邊的將來時(shí)態(tài)的場(chǎng)景并進(jìn)行問與答。

⑤總結(jié)godoing固定結(jié)構(gòu)，講解進(jìn)行時(shí)態(tài)代表將來時(shí)態(tài)的具體事例。

情感教學(xué)

在教學(xué)過程中讓學(xué)生領(lǐng)略到山河的錦繡和大自然的美好，從而激發(fā)學(xué)生熱愛自然，熱愛祖國(guó)的大好河山。讓學(xué)生知曉中國(guó)悠久的文明歷史，樹立強(qiáng)烈的民族自尊心和自豪感。從而使學(xué)生增加愛國(guó)意識(shí)，起到愛國(guó)主義教育的作用。

go+ving結(jié)構(gòu)

固定搭配，表示動(dòng)名詞的意義。常用來表示體育和業(yè)余活動(dòng)。

例如：gofishing去釣魚,goboating去劃船,goswimming去游泳,gohiking去遠(yuǎn)足,goshopping去購(gòu)物，godancing去跳舞.

例句：Let’sgoswimmingnextweekend.

　Areyougoingtogofishingtomorrow?

egoingto

begoingto為固定結(jié)構(gòu)，初學(xué)時(shí)應(yīng)注意以下六點(diǎn)：

一、注意begoingto的意義

begoingto為結(jié)構(gòu)表示按計(jì)劃、安排將要發(fā)生的事，或經(jīng)推測(cè)將要或肯定要發(fā)生的動(dòng)作。該結(jié)構(gòu)通常譯成“打算、準(zhǔn)備”等等。

如：I’mgoingtomendmybikethisevening.我打算今晚修理我的自行車。

go在此結(jié)構(gòu)中不含有“去”的意思。

二、注意be的變化

be在此結(jié)構(gòu)中用作助動(dòng)詞，不作連系動(dòng)詞，有am,is和are三種形式，本身無(wú)意義。

1．否定式：應(yīng)在am,is或are后加not.如：

　Heisn’tgoingtobuythatpen.他不打算買那支鋼筆。

2．疑問式：應(yīng)將助動(dòng)詞be提到主語(yǔ)前，與be作連系動(dòng)詞的用法相同。如：

　Areyougoingtoseeyouruncletomorrow?你準(zhǔn)備明天看你的叔叔嗎？

　Yes,Iam.是的，我準(zhǔn)備去。

三、注意begoingto后接動(dòng)詞原形

to在此結(jié)構(gòu)中為動(dòng)詞不定式符號(hào)，后須接動(dòng)詞原形。如：

They’regoingtoplaygames.他們打算做游戲。

四、注意begoingto結(jié)構(gòu)須與表示將來的時(shí)間狀語(yǔ)連用。如：

We’regoingtohaveanEnglishclasstomorrow.明天我們要上一節(jié)英語(yǔ)課。

五、注意當(dāng)to后的動(dòng)詞為表示位置移動(dòng)的動(dòng)詞，如go,come,leave,fly,start等時(shí)，一般不用begoingto結(jié)構(gòu)，常用現(xiàn)在進(jìn)行時(shí)表示將要發(fā)生的動(dòng)作。如：

I’mgoingtotheshop.我要去商店。

一般不說I’mgoingtogototheshop.

六、注意Therebe結(jié)構(gòu)一般將來時(shí)應(yīng)為Thereis/aregoingtobe…。如：

今晚有場(chǎng)電影。

誤：Thereisgoingtohaveafilmthisevening.

正：Thereistogoingtobeafilmhisevening.

教學(xué)目標(biāo)

知識(shí)目標(biāo)

?。?）Newwordsandphrases:fifth,trip,fieldtrip,discuss,hometown,fish,gofishing,east,boating,goingboating,maybe,mountain,hike,gohiking,agree,picnic,thedayaftertomorrow,top,problem,quick,quickly,start,trip,tripover,tired,hurry,hurryup,tie,die,more,city,take,eighth,salesgirl,far,beautiful,together,

　（2）Grammar:begoingto結(jié)構(gòu)和它的一般疑問句和特殊疑問句結(jié)構(gòu)及回答.

　（3）日常交際用語(yǔ):Whydon’twe…?Iagree.Iamgoodatit.It’snotfarfrom…

?。?）語(yǔ)音/i:/e,ee,ea/i/i/э/a,e,o,er,or（our）

能力目標(biāo)

　（1）要求學(xué)生能根據(jù)上下文和圖畫判斷生詞詞義。培養(yǎng)學(xué)生的閱讀理解能力

　（2）要求學(xué)生能熟練運(yùn)用begoingto結(jié)構(gòu)做口頭和筆頭練習(xí)。

?。?）能聽懂與課文難度相當(dāng)?shù)穆犃Y料。

?。?）能掌握討論未來活動(dòng)的有關(guān)交際用語(yǔ)。

情感目標(biāo)：培養(yǎng)學(xué)生交往能力。

教學(xué)建議

教材分析

本單元主要教學(xué)內(nèi)容是圍繞談?wù)撐磥砘顒?dòng)展開的，其中begoingto結(jié)構(gòu)貫穿整個(gè)單元的始末。單元安排了兩段對(duì)話、兩段課文及若干口頭練習(xí)幫助學(xué)生掌握begoingto結(jié)構(gòu)的陳述句，一般疑問句。特殊疑問句的結(jié)構(gòu)和用法，掌握一些有關(guān)討論未來活動(dòng)的交際用語(yǔ)。教學(xué)可采用設(shè)定情境法，學(xué)生采用討論、自由對(duì)話的學(xué)習(xí)方法。

關(guān)于語(yǔ)法教學(xué)

（1）教師可以通過提問和比較法使學(xué)生初步理解begoingto結(jié)構(gòu)的意義，例如：教師問：Whatareyoudoingnow?學(xué)生回答：WearestudyingEnglishnow。然后，教師指著課程表下午的數(shù)學(xué)和語(yǔ)文課說：Whatareyougoingtodothisafternoon?自己回答：WearegoingtostudyChinesethisafternoon.Wearegongingtostudymathalso。然后指著課程表下午的音樂課問學(xué)生：Whatareyougoingtodothisafternoon?學(xué)生答：Wearegoingtostudymusic。此時(shí)教師可以解釋aregoingto的含義。然后教師再讓學(xué)生舉例Iamgoingto…HeSheisgoingto…重點(diǎn)強(qiáng)調(diào)begoingto結(jié)構(gòu)表達(dá)的是將來發(fā)生的動(dòng)作，to后面是動(dòng)詞原形。

（2）教師可以將goingto結(jié)構(gòu)和現(xiàn)在進(jìn)行時(shí)進(jìn)行比較：

_____I__________________________________I__________________________

Nowthisafternoon

Iamplayingfootballnow.Iamgoingtoplayfootballthisafternoon

主語(yǔ)+be+動(dòng)詞ing形式主語(yǔ)+be+goingto+動(dòng)詞原形

（3）教師可以把小明一家的假期的活動(dòng)安排用表格的形式列出，讓學(xué)生進(jìn)行問答練習(xí)。如圖：

Familymember

Date

Transportation

Activities

Reason

XiaoMing

Tomorrow

Bybike

Doshopping

Sister

Thedayaftertomorrow

Onfoot

Goonafieldtrip

Brother

Nextweek

Gofishing

Helikesit

Fatherandmother

NextSaturday

Bybus

Visittheirfriends

Thefriendisill.

例如

A:WhatisXiaoMinggoingtodo?

B:XiaoMingisgoingtodosomeshopping.

A:WhenisXiaoMinggoingtodoshopping?

B:Heisgoingtodosomeshoppingtomorrow.

A:HowisXiaoMinggoingtodoshopping?

B:Heisgoingtodoshoppingbybike.

筆頭訓(xùn)練

（1）要求學(xué)生能夠就口頭訓(xùn)練落實(shí)到筆頭上，教師可以設(shè)計(jì)一個(gè)話題，讓學(xué)生自由完成后續(xù)部分。例如：明天是周末，你將怎樣度過周末呢？可寫3-5句話。

教師還可以讓學(xué)生自己作出下周的計(jì)劃安排表，本周日活動(dòng)或國(guó)慶節(jié)假期活動(dòng)安排表，然后就這些安排表進(jìn)行詳細(xì)的描述。

教師還可以讓學(xué)生就課程表中第二天的課程安排進(jìn)行描述。

（2）教師可以出示幾張圖片讓學(xué)生根據(jù)圖片內(nèi)容用begoingto結(jié)構(gòu)寫出要發(fā)生的事情。

如圖1.Itishot.WhatisXiaoMinggoingtodo?

　圖2Itissnowy.Whatarethestudentsgoingtodo?

　圖3.MaryandLiPinggottothefarm.Whataretheygoingtodo?

關(guān)于教學(xué)表將來打算begoingto用法的幾點(diǎn)建議

①提問若干學(xué)生將來的某時(shí)間要干什么。一方面可提高學(xué)生的注意力，另外可讓學(xué)生從老師將要講述的內(nèi)容中找到自己的答案。

②通過教材中的實(shí)例講述將來時(shí)態(tài)的應(yīng)用場(chǎng)景及其特點(diǎn)。

③講解將來時(shí)態(tài)的構(gòu)成要素，通過練習(xí)熟悉這些要素并引導(dǎo)學(xué)生對(duì)老師的提問進(jìn)行作答，熟悉和掌握此時(shí)態(tài)。

④模擬練習(xí)，激發(fā)學(xué)生的學(xué)以致用的興趣，讓學(xué)生自己能夠說出自己身邊的將來時(shí)態(tài)的場(chǎng)景并進(jìn)行問與答。

⑤總結(jié)godoing固定結(jié)構(gòu)，講解進(jìn)行時(shí)態(tài)代表將來時(shí)態(tài)的具體事例。

情感教學(xué)

在教學(xué)過程中讓學(xué)生領(lǐng)略到山河的錦繡和大自然的美好，從而激發(fā)學(xué)生熱愛自然，熱愛祖國(guó)的大好河山。讓學(xué)生知曉中國(guó)悠久的文明歷史，樹立強(qiáng)烈的民族自尊心和自豪感。從而使學(xué)生增加愛國(guó)意識(shí)，起到愛國(guó)主義教育的作用。

go+ving結(jié)構(gòu)

固定搭配，表示動(dòng)名詞的意義。常用來表示體育和業(yè)余活動(dòng)。

例如：gofishing去釣魚,goboating去劃船,goswimming去游泳,gohiking去遠(yuǎn)足,goshopping去購(gòu)物，godancing去跳舞.

例句：Let’sgoswimmingnextweekend.

　Areyougoingtogofishingtomorrow?

egoingto

begoingto為固定結(jié)構(gòu)，初學(xué)時(shí)應(yīng)注意以下六點(diǎn)：

一、注意begoingto的意義

begoingto為結(jié)構(gòu)表示按計(jì)劃、安排將要發(fā)生的事，或經(jīng)推測(cè)將要或肯定要發(fā)生的動(dòng)作。該結(jié)構(gòu)通常譯成“打算、準(zhǔn)備”等等。

如：I’mgoingtomendmybikethisevening.我打算今晚修理我的自行車。

go在此結(jié)構(gòu)中不含有“去”的意思。

二、注意be的變化

be在此結(jié)構(gòu)中用作助動(dòng)詞，不作連系動(dòng)詞，有am,is和are三種形式，本身無(wú)意義。

1．否定式：應(yīng)在am,is或are后加not.如：

　Heisn’tgoingtobuythatpen.他不打算買那支鋼筆。

2．疑問式：應(yīng)將助動(dòng)詞be提到主語(yǔ)前，與be作連系動(dòng)詞的用法相同。如：

　Areyougoingtoseeyouruncletomorrow?你準(zhǔn)備明天看你的叔叔嗎？

　Yes,Iam.是的，我準(zhǔn)備去。

三、注意begoingto后接動(dòng)詞原形

to在此結(jié)構(gòu)中為動(dòng)詞不定式符號(hào)，后須接動(dòng)詞原形。如：

They’regoingtoplaygames.他們打算做游戲。

四、注意begoingto結(jié)構(gòu)須與表示將來的時(shí)間狀語(yǔ)連用。如：

We’regoingtohaveanEnglishclasstomorrow.明天我們要上一節(jié)英語(yǔ)課。

五、注意當(dāng)to后的動(dòng)詞為表示位置移動(dòng)的動(dòng)詞，如go,come,leave,fly,start等時(shí)，一般不用begoingto結(jié)構(gòu)，常用現(xiàn)在進(jìn)行時(shí)表示將要發(fā)生的動(dòng)作。如：

I’mgoingtotheshop.我要去商店。

一般不說I’mgoingtogototheshop.

六、注意Therebe結(jié)構(gòu)一般將來時(shí)應(yīng)為Thereis/aregoingtobe…。如：

今晚有場(chǎng)電影。

誤：Thereisgoingtohaveafilmthisevening.

正：Thereistogoingtobeafilmhisevening.

教學(xué)設(shè)計(jì)方案

Lesson5

Period:TheFirstPeriod

Content:Lessonfive

TeachingObjectives:Studentsshouldmastertheuseof“begoingto”andshowtheirintentiontodosth.

LanguageFOCUS:I.Toshowtheintentiontodosth.“begoingtodosth.”

II.usefulexpressions

　1.onafieldtrip

2.

3.

TeachingProcedures:

　I.Organizingtheclass

Greetingandadutyreport

　II.Review

1.Toactoutthedialoguestheymadeupashomework.

2.Tomakeupsentenceswiththetimephrase.now,atthemoment,Look!,listen!etc.

　III.Leading-in

Teacher:OnSundays.Ioftengoshopping.Ilikegoingshopping.WhatdoyoulikedoingonSundays?

Students:Ilikeplayingcomputergames.

…

Teacher:OK.Thestudentsaregoingtogoontheirfieldtrip,theyaregoingtoplaysomewhere.Let’sseewhattheylikedoingandwheretheyaregoing.

Studentslistentothedialogueandanswerthequestionsteacherasked.

Explainthephrase“begoodat”meanssomeonecandosthverywell.eg.

“WendyisgoodatEnglish”means“WendysEnglishisgood,shecanspeakorwriteEnglishverywell.”

Hike.(gofora)longwalkinthecountry,takenforpleasureexercise.

Studentslistenagainandreadinpairs

　IV.Practice

Supposeyourclassisgoingonafieldtrip,too.Talkingroupsaboutwheretogo,whattodo,howtogo,etc.Makeitaroleplay.Andactitout.

　V.Askandanswer

Studentsworkinpairsaskquestionsintheboxandanswer.

Payattentiontothetimephrasestomorrow,nextweek,nextholiday,thedayaftertomorrow,etc.

　VI.Practice

Addmorephrasesdenotingthefuturetime.eg,thisweekend,nextSunday,etc.

Studentsaskquestionsaboutfutureintention.

A:WhatareyougoingtodonextSunday?

B:Iamgoingtodomyhomework.Whatareyougoingtodo?

C:I’mgoingto…

　VII.Exercisesinclass

　1.ThestudentsaregoingtohaveanEnglishexamnextmonth.

(1)What…?

(2)When…?

(3)Who…?

　2.HeisgoingtomovetoNewYorktomorrow.

(1)Negativesentence.

(2)generalquestionandanswers:Yes/No.

(3)Where…?

　3.Completethedialogue.

－What____________________tomorrow?

－Nothingmuch.why?

－I____________Plantsometrees.Doyouwanttogowithme?

－Yes,I’dloveto.Where________________plantthetrees?

－I____________thecountryside.

－How_______________getthere?

－Wecantakeabus.

－Good.When____we___andwhere?

－Letsmeetat9:00inthemorning.IIIgotoyourhouse.

－OK.Seeyoutomorrow.

－Seeyou.

Answers:

1.①Whatarethestudentsgoingtodonextmonth?

　②WhenarethestudentsgoinghereforanEnglishexam?

?、踂hoisgoinghereforanEnglishexamnextmonth?

2.①Heisn’tgoingtomovetoNewYorktomorrow.

?、贗shegoingtomovetoNewYorktomorrow?Yes,heis./No,heisnt.

?、踂hereishegoingtomovetomorrow?

3.are,you,going,go,do,/am,going,to,are,you,going,to,/am,going,to,are,you,going,to,/will,meet,

　VIII.Homework

Towriteashortarticletointroducewhatyouintendtodonextholiday.

　IX.Thedesignoftheblackboard

Lesson5

gofishingAreyougoingto…?

begoodatdoingsth.Yes,Iam.

haveafieldtripNo,I’mnot.

goonapicnic

教學(xué)設(shè)計(jì)方案

Lesson6

教學(xué)目的(TeachingObjectives)

（1）掌握重點(diǎn)單詞和詞組hurryup.gothewrongway,betired。

（2）熟練掌握begoingto結(jié)構(gòu)的用法

（3）能回答課文的問題并能根據(jù)上下文判斷單詞的意思。

教具(Properties)：教學(xué)磁帶，圖片和卡片。Properties:taperecorder,calendar..

教學(xué)過程(TeachingProcedures)

　Step1Organizingtheclass

Greetingendadutyreport

　Step2Review

1.TosaysentencesaccordingtothecalendaraboutCharlie’sholidayplan.

eg.Charlieisgoingtocatchthenineo’clocktraintohisuncle’shome.etc.

　Step3Leading-in

T:Lastlesson,wehaveknownthestudentsaregoingtohaveafieldtriptomountain.Todaywe’regoingtoseewhattheymetontheirtrip.

Doyouthinktheyhaveagoodtime?Arethereanyproblems?(Encouragestudentstoguessabouttheirtrip.)

StudentsListentothetapewiththeirbooksclosedandtrytowritedowntheproblems.Callonestudenttowriteontheblackboard.

　Step4Presentation

學(xué)生默讀課文，了解課文大意。并對(duì)下列句子進(jìn)行判斷。

A:theygotothetopofthemountaintohaveapicnic.

B:theyhavenoproblemgettingthere.

教師就生詞和難點(diǎn)進(jìn)行舉例解釋。

Todrawamountainontheblackboard,teachthephrase“onthetopof”pointingtothetopand“atthefootofthemountain”pointingtothelootofit“Tohaveapicnicmeanstocarryyourfood.andeatinoutdoors”“Totripoversthmeanstofalldownbecauseofsth”

e.g.Iwanttoclimbtothetopofthemountainfirst.

Tomorrowwearegoingtohaveapicnicinapark.”“Theboytripsoveralyingtree.

　Step5Practice

Studentslistenandreadthearticle.

Thentheyaskandanswerabouttheproblemsinpairs“WhatsthematterwithJill?”

“Sheoftengoesthewrongway.”etc.

并就教科書78頁(yè)的練習(xí)2進(jìn)行討論。然后兩人一組問答練習(xí)。

　Step6Practice

教師將課文第七頁(yè)的1，2，3，4，5副圖放大后掛在黑板上。告訴同學(xué)這就是當(dāng)時(shí)爬山的情景。

Studentsguesswhatthepeopleineachpicturearegoingtosay.Thenchecktheanswers.

Thenstudentstrytofindwaystohelpthem.Theyworkinsmallgroups.

最后教師讓學(xué)生合上課文，根據(jù)圖片復(fù)述課文。

Iftimepermits,theyactitoutasaroleplay.

　Step7.Exercisesinclass

Edtripsoverhisshoes,sohehasto1.JiangWeiisverytired,hewantsto2.LiMuhastoomanythingsinhisbagandit’stooheavy,heneeds3.Katywantstohikequickly,shealwayssays4.ButJilloftengoes5.

Answers:

1.Wearhisshoes2.havearest3.help4.hurryup!5.thewrongway

　Step8.Homework

1.Dotheexercise2inpage78ofthetextbook

2.Tomakearoleplayaccordingtothepictures.

　Step9.Thedesignoftheblackboard

Lessonsix

begoingto

bedoing

thewordandphrase.

thepicturesofthetext.

教學(xué)設(shè)計(jì)方案

Lesson7

Period:TheThirdPeriod.

Content:Lessonseven

Property:OverheadProjector

TeachingObjectives:Studentsshouldbeabletouse"begoingto"totalkaboutfutureintentions.

LanguageFOCUS:I.Reviewsomesentencepatterns

II.begoingto

TeachingProcedures:

　I.Organizingtheclass

Greetingandadutyreport.

　II.Revision

1.Totalkabouttheproblemstheyhavewhengoinghiking.

2.Toreadthetext.

　III.Leading-in

Teacher:Weknowthatthestudentsintheclassaregoinghiking.Whatareyougoingtodo?Tomorrow?NextSunday?

Askstudentstowritedownphrasesoffuturetimesontheblackboard.

　IV.Practice

Studentsaskandanswerquestionsinsmallgroupstofillintheforminthebookusingtheirownnames.Callonegrouptodoitontheblackboardforlateruse.

Aftertheyfinishthetable,changepartnersandtalkabouttheform.Usedifferentquestionwordsanddifferentquestionpatterns:"What…goingto…?"How…goingto…?

"Where/When/Why/Who…goingto…?"

"Isshe(he)goingto…?"

"Aretheygoingto…?"

"Isshe(he)/Aretheygoingto…or…?"

Usetheformontheblackboardasamodel.

　V.Readingandmatching

Studentsdothematchingthemselves,thenchecktheanswersinpairsandmakethemadialogue.

　VI.Acting

Studentshavepreparedtheshowastheirhomework.

　VlI.Exercisesinclass

1.Thestudentsaregoingtohaveapartyinthemeeting-roomnextFriday,becauseitstheirteachersbirthday.

Askquestions:

①Who…?②What…?③Where…?④When…?⑤Why…?⑥Generalquestion⑦Negativesentence⑧Whose…?

2.Writeoutasmanyfuturetimesasyoucan.

3.Completethedialogue.

A:What____________________nextSunday?

B:Idontknow________you?

A:I___________seeanicefilm.Doyouwanttogowithme?

B:Yes.Idloveto.Butthecinemaisfar.

How________,_______gothere?

A:Letsgobybus..I_____________buytheticketstomorrow.ThenIllcallyou.

B:OK.Bye!

A:Bye!

Answers:

1.①Whoisgoingtohaveapartyinthemeeting-roomnextFriday?

?、赪hatarethestudentsgoingtodointhemeeting-roomnextFriday?

?、踂herearethestudentsgoingtohaveapartynextFriday?

?、躓henarethestudentsgoingtohaveapartyinthemeeting-room?

　⑤Whyarethestudentsgoingtohaveapartyinthemeeting-roomnextFriday?

　⑥Arethestudentsgoingtohaveapartyinthemeeting-roomnextFriday?

?、逿hestudentsarentgoingtohaveapartyinthemeeting-roomnextFriday.

　⑧Whosebirthdaypartyarethestudentsgoingtogohaveapartyinthemeeting-roomnextFriday?

2.tomorrow,tomorrow/morning,afternoon,evening,nextMonday/Sunday,month/term/year,thedayaftertomorrow,soon,…

3.areyougoingtodo/What(How)about/amgoingto/areWegoingto/amgoingto…?

　VIII.Homework

Use"begoingto"towriteashortarticle

　IX.Thedesignoftheblackboard

Lesson7

Whatshe/shegoingtodotomorrow?

Howshe/shegoingthere?　

Whenaretheygoing?　

教學(xué)設(shè)計(jì)方案

Lesson8

Period:TheFourthPeriod

Content:Lessoneight

Properties:Taperecorder,cards,pictures.

TeachingObjectives:Studentsshouldgrasp

I.thepronunciationofsomeletterclusters

II.theoneofquestions

III.thetextandthedialogue

LanguageFocus:

　I.Pronunciationintonation

[i:]e,ee,ea,i,

[i]i

[]a,e,o,er,o(u)[inunstressedsyllables)

Specialquestionsshouldbeinfallingtones.

　II.wordsexpressions

getto—reach,arriveat(in)

Salesgirl—agirlwhosellsthingsinashopfruit(u]

TeachingProcedures:

　I.Organizingtheclass

Greetingandadutyreport.

　II.Review

Totalkaboutthesepeople’sintentionsforthefuturewith“goingto”eg.PeterisgoingtogotoChicagotomorrow.

　III.Spellingandpronunciation

Studentsreadthewordsonthecards“be,she,green,screen,queen,breathe,beast,pick,hit,big,ship,agree,exercise,again,cookery,control,neighbour,”andtrytofindouttherule,thenlistentothetapeandrepeat.

Listenandreadthesentences.

　IV.Presentation

Drawsomefruitontheblackboardandteachtheword“fruit”,tellthemthatIt’sanuncountablenoun.

Teacher:Iwanttobuysomeclothesandgotoashop,intheshopasalesgirlhelpsme.Sheworksintheshop,shesellsthingstopeople.

Thenteachthewords“salesman,salespeopleandsalesperson.”

PlaythetapeforthestudentstofindouttheChinese“Youzi”andteachtheEnglishword“grapefruit”.

Studentsreadthetexttotheirpartnersfirst,thenmakeitaroleplay.Fourpersonsformagroup.(Katy,Jill,salesgirlandnarrator)

　V.Listeningpractice

Listentothetapeanddotheexercise.

　VI.Leading-in

ShowsomepicturesofTerra-cotlawarriorsandteachtheword,showmorepicturesofHuashanandaskwhohaseverbeentotheseplaces,orseenthesights,encouragethemtosayanythingaboutthat.

Teacher:WeknowthatMr.Li’sclasswenttothemountainsfortheirfieldtrip.NowLet’sseewhereotherclassesgo.

Studentslistentothetapeandrepeatthedialogue.Practiseitinpairsandactitout

　VII.Reciting

Haythetape,studentsrepeatandhaveacompetitiontoseewhocanreciteitcorrectlyintheshortesttime.

　VIII.Checkpoint

Gothroughthecheckpointandansweranyquestion.

　IX.Homework

1.Towriteseveralpairsofsentencestocompare“bedoing”and“begoingtodo”

2.FinishWB

3.Toreviewthesecondunit.

　X.Thedesignoftheblackboard

Lesson8

take…with…h(huán)aveafunfieldtrip

havelotsoffun

befarfrom

探究活動(dòng)

游戲：高速建橋

（1）要求教師事先準(zhǔn)備好5種卡片。第一種卡片寫好各種人稱如：teacher,Tom,I,he,she,you,ourclassmate等十張左右。第二種卡片寫be動(dòng)詞的各種形式。Am,is,are十張左右。第三種卡片都寫出goingto十張左右。第四種卡片上寫各種活動(dòng)如playpingpong,haveswim,goshopping,gohiking,goboating,climbhills,goonafieldtrip,gotoshanghai等十張左右。第五種卡片上寫各種表示時(shí)間的狀語(yǔ)。如tomorrow,nextday,thedayaftertomorrow等。

（2）學(xué)生分成若干組，每組五人，比賽時(shí)每組的組員上講臺(tái)分別挑取一張卡片。組成語(yǔ)法正確的句子，按順序橫貼在黑板上。

（3）在規(guī)定時(shí)間內(nèi)組句最多建橋最長(zhǎng)的組獲勝。教師可以給予口頭表?yè)P(yáng)或其他方式激勵(lì)。

繞口令

Shesellsseashellsontheseashore.

Andtheshellsshesellsareseashells,Imsure.

Theteacherseethreebeesmeetontheleavesofatree.

比一比，看誰(shuí)讀得又快又準(zhǔn)。

計(jì)劃一次秋游活動(dòng)

以討論和計(jì)劃國(guó)慶節(jié)"秋游"為話題。（重點(diǎn)復(fù)習(xí)三種已學(xué)時(shí)態(tài)，及相關(guān)日常用語(yǔ)）教師為討論會(huì)提供漢語(yǔ)或英語(yǔ)提示：

1．討論會(huì)程序與注意事項(xiàng)

（1）只討論旅游，不討論學(xué)習(xí)問題，也不討論體育活動(dòng)問題。（用現(xiàn)在進(jìn)行時(shí)）

（2）程序：1）用begoing將來時(shí)

出游地點(diǎn)（where）

時(shí)間（when）(出發(fā)、返回)

方式（how）（交通問題）

出行人員（who）(本班為主，邀請(qǐng)好友，或兄弟學(xué)校同學(xué)或同行)

2．會(huì)議主席（由班長(zhǎng)或其他同學(xué)臨時(shí)擔(dān)任）要掌握好討論進(jìn)程：

（1）不許離題（用現(xiàn)在時(shí)行時(shí)或祈使句，Lets句型）

（2）概括總結(jié)，重復(fù)別人的原話。

3．提出建議、爭(zhēng)論與討論（why去某地）（whynot不去某地）

陳述話由，用一般現(xiàn)在時(shí)。

提出建議，用Let,Can,May,Why,dont…?

同意，贊成：Thatsagoodidea.

不同意：Idontthinkso.Ithink…isbetter.

旅游活動(dòng)

學(xué)生自由組合成小組其中一人擔(dān)任導(dǎo)游，任務(wù)是向其他游客介紹本次旅游團(tuán)的計(jì)劃，包括旅游路線、時(shí)間安排、食宿等等，以對(duì)話形式出現(xiàn)。