新思維4A第5單元教案

新思維4A第5單元教案課題Animalsbigandsmall課時(shí)1備課人教學(xué)目標(biāo)1studentsareabletoknowthevocabulary:bigger,biggest,smaller,smaller,taller,tallest,heavier,heaviestandsoon.2studentsareabletoknowthekeystructures:askingandansweringsuchas:thecamelistallerthanthehorse.Thegiraffeisthetallest.教學(xué)重點(diǎn)studentsareabletoknowkeywordsandstructuretoexpressintheirdailylife.教學(xué)難點(diǎn)studentsareabletoknowkeywordsandstructure課前準(zhǔn)備PPT,flashcards教學(xué)板塊教學(xué)活動(dòng)設(shè)計(jì)設(shè)計(jì)意圖或作業(yè)落實(shí)LeadinGreetingFreetalkWarmupPrelearningIntroducingthecontextDisplaythebigpicture,includingtheVocabularysection,inPartA.Tellpupilswherethegirlsandboysareinthebigpictureandwhattheyaredoingthere.IntroducingthecontextWhilelearningteachthevocabularybypointingatthesmallpicturesinthevocabularysectionandreadingaloudeachphrase.Teachtheadjectivesbypointingatthesignsinthebigpicture,e.g.tall__.itisoptionaltoconnectthevocabularytopupils’ownlives,e.g.horse,camel,giraffe,owl,peacock,eaglepanda,hippo,elephant,rabbit,rat,mouseelicitorguidepupilstothinkoftheanimalsthatbelongtoeachgroup.ThenpointatTomandPeterinthepictureandtheirspeechbubbles.Demonstratesomemoreexamplesbyparingtheanimalsandpupilsinclass.groupworkaboutwordsgame:ask34studentstofinishthetaskaboutquickresponsetothepictures,andreadcorrectly.whoisfastcanget1point.atlastlet’sseewhichgroupisthebest.studentsareabletoknowthevocabulary:bigger,biggest,smaller,smaller,taller,tallest,heavier,heaviestandsoon.PostlearningPretendtobethegirlsandboysinthebigpictureusingthespeechbubbletoreinforcethevocabularyandkeystructureusingthecontext.Consolidationandapplication堂測(cè)題practice:dividetheclassintotwogroups,inviteapupilfromeachgrouptoetothefrontoftheclassandanswertheteachers’questions.配套作業(yè)本第1課時(shí)堂測(cè)堂清板書設(shè)計(jì)AnimalsbigandsmallAvocabulary:horse,camel,giraffe,owl,peacock,eaglepanda,hippo,elephant,rabbit,rat,mousekeystructures:thecamelistallerthanthehorse.Thegiraffeisthetallest.教學(xué)反思課題Animalsbigandsmall課時(shí)2備課人教學(xué)目標(biāo)studentscanusesimplephrasesandsentencestomunicatewithothers.studentscanmakearealdialogueaccordingtotheirdailylife.教學(xué)重點(diǎn)Studentscanpracticethesentencestructuresfluently.教學(xué)難點(diǎn)Focusonpronunciationofthewordsandphrases課前準(zhǔn)備PPT,flashcards教學(xué)板塊教學(xué)活動(dòng)設(shè)計(jì)設(shè)計(jì)意圖或作業(yè)落實(shí)LeadinGreetingTflashestheflashcardsquicklyandSssayoutthewords.WarmupPrelearningreviewthewordsandsentencesvocabulary:horse,camel,giraffe,owl,peacock,eagle,panda,hippo,elephant,rabbit,rat,mousekeystructures:Thecamelistallerthanthehorse.Thegiraffeisthetallest.StudentsareabletousethekeysentencepatternstoanswerthequestionsWhilelearningBeginthissectionbyreviewingthevocabulary(e.g.byusingtheEFlashCardsB)andkeystructureswithpupils.Dividetheclassintotwogroups.Inviteapupilfromeachgrouptoetothefrontoftheclass.Askbothpupilstoexpress:The_______is________(adjective)The_______is______erthanthe________.The_______isthe______est.e.g.Thehorseistall.Thecamelistallerthanthehorse.Thegiraffeisthetallest.Inviteotherpupilsfromthetwogroupstocontinuetheactivity.Pairinguppupilsforthespeakingpracticesbyusingthevocabularyandkeysentences.PostlearningReinforcingthevocabularyandkeystructuresusingthecontext.Displaythebigpicture.PretendtobePeterandTom,andthenreadaloudwhattheysay.Demonstratinghowtousethevocabularyandkeystructures.DisplaythebigpictureinPartAandPartB.TellpupilsthatyouaregoingtopretendtobePeterandTom.Consolidationandapplication堂測(cè)題Playtheactivity:groupwork,invitetwopupilsfromeachgrouptoetothefrontoftheclassmakeconversationswitheachother.配套作業(yè)本第2課時(shí)堂測(cè)堂清板書設(shè)計(jì)AnimalsbigandsmallBThe_______is________(adjective)The_______is______erthanthe________.The_______isthe______est.e.g.Thehorseistall.Thecamelistallerthanthehorse.Thegiraffeisthetallest.教學(xué)反思課題Animalsbigandsmall課時(shí)3備課人教學(xué)目標(biāo)1.Toreinforcethevocabularyandkeystructureswithastory.2.Todeveloppupils’readingskills.教學(xué)重點(diǎn)Studentscanunderstandthestorybasedonthelearningofthewordsandphrasedeasily.教學(xué)難點(diǎn)developpupils’readingskills.課前準(zhǔn)備PPT,flashcards教學(xué)板塊教學(xué)活動(dòng)設(shè)計(jì)設(shè)計(jì)意圖或作業(yè)落實(shí)LeadinGreetingFreetalkRevisionofthelearnedwordsandphrases.WarmupPrelearningIntroducethesettingbytellingpupilsorguidingthemtofindoutthenamesofthecharacters,wherethestorytookplaceandwhatthecharactersweredoing.Arousepupil’sinterestinthedevelopmentofthestorybyinferringtosomestrangethings.IntroduceofthevocabularyandkeystructuresWhilelearningFirstreading:SharedreadingReadthestoryaloudorplaytheaudiorecording.Pauseatcertainpointstoaskquestionsassuggestedbelow.Locatingspecificinformation/evaluatingThesharkwantedtobetheleader.Whyshouldhebetheleader?Doyouthinkthesharkshouldbetheleader?Thedolphinwantedtobetheleadertoo.Whyshouldshebetheleader?Doyouthinkthedolphinshouldbetheleader?Whoalsowantedtobetheleadertoo?Doyouthinktheturtleshouldbetheleader?InferringWhathappenedtotheanimals?PredictingDoyouthinktheanimalscouldbreakthenet?LearnandusethemainsentencesPostlearningActivity1:AssessmentforlearningActivity2:ReadingaloudConsolidationandapplication堂測(cè)題配套作業(yè)本第3課時(shí)堂測(cè)堂清板書設(shè)計(jì)AnimalsbigandsmallQ:Doyouthinkthesharkshouldbetheleader?Doyouthinkthedolphinshouldbetheleader?Doyouthinktheturtleshouldbetheleader?Q:Doyouthinktheanimalscouldbreakthenet?教學(xué)反思課題Animalsbigandsmall課時(shí)4備課人教學(xué)目標(biāo)Todeveloppupils’readingskillsrecognisetheformatandlanguagefeaturesofastory.relatethetexttoselforgivepersonalresponsestothetext.makepredictions/observationsaboutthetext.locatespecificinformationinresponsetoquestions.教學(xué)重點(diǎn)Studentscanunderstandthestorybasedonthelearningofthewordsandphrasedeasily.教學(xué)難點(diǎn)Studentscaninfermeaningfromthetext.課前準(zhǔn)備PPT,flashcards教學(xué)板塊教學(xué)活動(dòng)設(shè)計(jì)設(shè)計(jì)意圖或作業(yè)落實(shí)LeadinGreetingFreetalk.ReviewandreadPrelearningRevisionofthelearnedwordsandphrases.ReadingaloudExpandpupils’prehensionofthestorybydrawingtheirattentiontothefollowingpictures.Introducinganextendedactivity.WhilelearningRecallingWhatdidthecrabthinkleadersshouldbelike?(Cleverandwise.)LocatingspecificinformationDocleverandwisemeanthesamething?(No.)Theanimalsswamtogetherinthesamedirectiontobreakthenet.Finallytheybrokethenetsuccessfully!Iftheturtletriedtobreakthenetallbyhimself,doyouthinkhewouldsucceed?(No.)GuessingTheanimalscouldsolvetheproblembecausetheyworkedtogether.Toenhancepupils'readingfluency,playtheaudiorecordingandinvitetheclassalong.Pausetodrillpronunciationifneeded.Extendmoreinformationbasedontheunderstandingofthestory.PostlearningActivity3:VoteforaleaderActivity4:WriteadifferentendingConsolidationandapplication堂測(cè)題配套作業(yè)本第4課時(shí)堂測(cè)堂清板書設(shè)計(jì)AnimalsbigandsmallQ&A:Q:Whatdidthecrabthinkleadersshouldbelike?Docleverandwisemeanthesamething?Doyouthinktheturtlewouldsucceed?(No.)教學(xué)反思課題Animalsbigandsmall課時(shí)5備課人教學(xué)目標(biāo)TointroducetheintegratedskillsandstructuressoastopreparepupilsfordoingtheTegratedstructures:usingparativeandsuperlativeadjectivestopareanimals(adjective+noun):Thecamelhasalongerneckthanthehorse.Thegiraffehasthelongestneck.教學(xué)重點(diǎn)Howtouseparativeandsuperlativeadjectivestopareanimals(adjective+noun).教學(xué)難點(diǎn)Howtouseparativeandsuperlativeadjectivestopareanimals課前準(zhǔn)備PPT,flashcards教學(xué)板塊教學(xué)活動(dòng)設(shè)計(jì)設(shè)計(jì)意圖或作業(yè)落實(shí)LeadinGreetingReviewthewordsandsentencesFreetalkaskandanswerWarmupReviewPrelearningDisplayPartEandintroducethecontextbytellingpupilsorguidingthemtofindoutWhat’shappening?What’s/Whatarethecharacter(s)doing?Reviewthepreviouslylearntvocabularyifneeded,e.g.animalsandadjectivesfordescribinganimals.Introducetheintegratedskillsandstructures.WhilelearningGothroughtheanimalsandtheadjectiveinthebigpicture.Teachanynewvocabularyifneeded,e.g.wolf,crocodile,penguin,parrot,bee,cockroach,fly/scary,prettyfeathers,noisy,hairylegs,tiny.PointatTomandPeterinthepicture./thefirstgroupofanimalsinthepicture./Peter’sfirstline.Drawpupils’attentiontothephrasealongneck.WriteThehorsehasalongneck.ontheboard.ReadaloudwhatMaryandSallysayteachthephraseprettierfeathersusingthesameteachingsteps.ToenablestudentstotalkaboutkeywordsandstructuresPostlearningPairuppupilstoactouttherolesofTomandPeter(thesecondgroupofanimals)andMaryandSally(thefourthgroupofanimals)basedonthedialoguesandpicturesinPartE.Consolidationandapplication堂測(cè)題Taskdescription.配套作業(yè)本第5課時(shí)堂測(cè)堂清板書設(shè)計(jì)AnimalsbigandsmallEThecamelhasalongerneckthanthehorse.Thegiraffehasthelongestneck.教學(xué)反思課題Animalsbigandsmall課時(shí)6備課人教學(xué)目標(biāo)1.Todeveloppupils’cognitiveabilitythroughanextendedactivity.2.Toenablepupilstopareanimalsandwriteasmanysentencesabouttheanimalsastheycanwiththeirgroupmembersinagamebyusingthevocabularyandkeyandintegratedstructureslearntinthechapter.3.Toenhancelearningwithfun.shapepoem教學(xué)重點(diǎn)Studentscanusethekeyandintegratedstructureslearntinthechapter.教學(xué)難點(diǎn)Studentscanusethekeystructures.課前準(zhǔn)備PPT,flashcards教學(xué)板塊教學(xué)活動(dòng)設(shè)計(jì)設(shè)計(jì)意圖或作業(yè)落實(shí)LeadinGreetingReviewthewordsandsentencesWarmupReviewPrelearningDisplayPartF.Introducethecontextandgothroughthenamesoftheanimalswithpupilsifneeded,e,g.agolden,aneel,apufferfish,ashark/ana