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Unit 3 Plants I. Teaching contents: 1. Words and expressions: plant, leaf, leaves, root, trunk, branch 2. Sentence structures: It has … 3. Language function: Be able to talk about the plants and trees. II. Teaching difficulty: 1. The pronunciation of ‘trunk’, ‘branch’. 2. The usage of ‘It has…’ III. Culture: Inspire students to understand the nature. IV. Teaching aids: Multimedia V. Teaching procedure: 學(xué)習(xí)目標(biāo) 導(dǎo)學(xué)方法 備注說(shuō)明 能迅速進(jìn)入英語(yǔ)學(xué)習(xí)的狀態(tài)。 I. Pre-task preparation 1. Sing a song. Fly the butterfly. 2. Talk about the butterfly. The butterfly is … 通過(guò)歌曲的演唱，創(chuàng)設(shè)了英語(yǔ)教學(xué)的氛圍，又引出了主線(xiàn)Butterfly。 能初步感知新單詞。 能正確朗讀新單詞和詞組。 能初步理解新句型，并正確朗讀新句型。 能正確運(yùn)用新句型結(jié)構(gòu)表達(dá)。 能初步感知新單詞。 能正確朗讀新單詞和詞組。 能正確運(yùn)用新知識(shí)描述圖片。 能正確朗讀段落，并且復(fù)述。 II. While-task procedure 1. Learn Part I. Task1: plant a. Read in groups and try to read the new word. b. Read and spell: play +want plant c. Phrases: a/ an ____ plant d. Practise： This plant is… Task2: Learn the sentences. a. Elicit by the passage. b. Read and spell: hat+ his has Sound and tones: It has a flower. This plant has a flower. c. Look and say: This … has … d. Practice: Look at the plant. It has … It’s / They’re… 2. Learn Part II. Task1: Learn ‘leaf, leaves’ a. Elicit by the question. What has the plant got? b. Read and spell: leaf c. Phrases: a/an ___ leaf ________ leaves Task2: Learn ‘root’ a. Elicit by the question. b. Read and spell: root roots c. Practice: Look at the plant. It has leaves/ roots. They’re … Task3: Read the passage again. Retell: Hello, I’m Butterfly. I like … Look at this … It has… … 培養(yǎng)學(xué)生的自學(xué)能力。 通過(guò)描述植物的特點(diǎn)，讓學(xué)生進(jìn)一步掌握plant。 由易到難，逐步展開(kāi)表達(dá)。 通過(guò)回答問(wèn)題，調(diào)動(dòng)學(xué)生主動(dòng)學(xué)習(xí)的欲望。 借助學(xué)生生活經(jīng)驗(yàn)，組織說(shuō)話(huà)練習(xí)，充分鍛煉學(xué)生思維。 培養(yǎng)學(xué)生理解短文并根據(jù)關(guān)鍵詞匯復(fù)述的能力。 能聽(tīng)錄音判斷。 能正確理解新單詞，并且能正確朗讀新單詞。 能正確理解新單詞，并且能正確朗讀新單詞。 能運(yùn)用新知識(shí)點(diǎn)表達(dá)。 有感情的朗讀。 能正確描述the tree. 課外繼續(xù)加強(qiáng)新知識(shí)的運(yùn)用和鞏固，能熟練靈活的運(yùn)用語(yǔ)言交際。 III. Post-task activities 1. Learn the passage of a tree. Task 1: Listen and judge. Task 2: learn ‘trunk’ a. Read the passage in groups and try to read the new words. b. Read and spell: tree +duck +drink trunk c. Look and say: The trunk is … Task 3: Learn ‘branch’ a. Read the passage in groups and try to read the new words. b. Read and spell: brown +want +peach branch branches c. Look and say: The branches are … d. Practise: Look at the tree. It has a trunk/ branches. It’s …/ They’re… Task 4: Read the passage again. Talk about the tree. Look at the tree. It has … … 2. Assignment a. Copy the new words and sentences. b. Write about a tree or a plant (more than five sentences). 設(shè)計(jì)聽(tīng)力練習(xí)，初步感知段落內(nèi)容，同時(shí)培養(yǎng)學(xué)生的聽(tīng)力能力。 通過(guò)已學(xué)的單詞讓學(xué)生掌握字母的發(fā)音規(guī)則，以便掌握新授單詞。 通過(guò)已學(xué)的單詞讓學(xué)生掌握字母的發(fā)音規(guī)則，以便掌握新授單詞。 利用關(guān)鍵詞讓學(xué)生能較完整的表達(dá)描述the tree，進(jìn)一步培養(yǎng)學(xué)生的英語(yǔ)表達(dá)能力。 家作的布置是英語(yǔ)課堂教學(xué)的有效延伸。