Unit4Savethetrees.docx

1、Unit4SavethetreesUnit 4 Save the trees一、 教材分析本单元围绕着“树”为话题来展开听、说、读、写的训练。通过阅读有关树的采访，介绍了树在我们日常生活中的重要性，指导学生认识到树的重要性，激发他们要以实际行动保护树木，保护环境，从我做起，从身边的小事做起。，同时在听说读写中引导学生掌握一般现在进行时的用法。二、 教学对象分析1. 学生对于“树”比较熟悉，有利于开展本单元的各项听说读写任务。2. 学生对于现在进行时的用法其实并不陌生，在小学已经接触过，只是没有进行专项的归纳性学习。在本单元，教师可以系统地帮助学生温故而知新，引导学生在一定的语境中熟练运用现在进

2、行时。三、 单元教学目标1.认知目标学习水平学习内容学习水平的描述语音1. 单元音/sk/, /sp/, /st/, /sl/, /sm/, /pl/, /pr/, /kw/ and /tw/的拼读规则。2. 能流利地朗读课文及与课文水平相当的短文, 语音、语调、句子重音和停顿基本正确。词汇1. 重点词汇单词：save, pine, discuss, branch, fight, against, example, harmful, gas, produce, oxygen, major, convenient, furniture, imagine, disease, dig, hole,

3、carry, 词组：take in, come from, for example, in fact, look around, be made of , millions of , be good for专有名词：Jones, Rebecca语言技能readingRead an interview about trees.listeningListen to a radio programme about pine trees.speaking1.Learn to say the /sk/, /sp/, /st/, /sl/, /sm/, /pl/, /pr/, /kw/ and /tw/

4、sounds.Discuss the importance of trees.writingDescribe some pictures.学习策略了解记忆词汇的不同方法，学会记词汇笔记。掌握形容词的词缀ful。学会利用词根词缀法记忆单词。文化意识了解中国的茶文化，了解中西方饮食文化差异。情感态度激发学生加深对树的重要性的认识，从而做到保护树木，保护环境，从我做起，从小事做起。 语法1. 现在进行时用法。2. 学习在模拟交际情景中熟练掌握现在进行时的用法。 重点句型1. How much do you know about trees?2. They provide us with wood,

5、fruit, etc.3. They help us in many ways.4. They keep the air cool and clean.5. They take in harmful gases from the air and produce oxygen for us to breathe.6. Many of the things in our daily life come from trees.7. A lot of furniture is made of wood.8. I cant imagine a world without trees.9. We shou

6、ld stop doing this if we dont want a world without trees.10. They planned to have quick meeting on the project for 20minutes, but the speaker did not stop speaking until twenty past twelve.2能力发展目标：1）能够在听、说、读、写等语言综合实践活动中运用本单元的重点词汇、句型与语法。2）在学习中提高交流和传递信息的能力，在写作中句型使文章更连贯和流畅。3）通过指导学生在模拟交际中运用所学的知识，培养学生探究学

7、习、合作学习、自主学习的能力。四、单元教学重点1.学生熟练掌握重点词汇19个，短语8个 2.指导学生利用所学句型正确表达思想、进行交际活动。 3.指导学生归纳现在进行时用法并在实践中熟练运用它们。五、单元教学重点 1. 通过形式多样的课堂活动与任务，帮助学生完成阅读理解、听力理解等学习任务。 2. 引导学生积极主动地探究学习，从教材以外的渠道去了解与本单元主题相关的文化背景信息、资料等，并且与同学进行相互交流，顺利开展包括口头汇报、写作展示等拓展活动，培养学生探究学习、自主学习、合作学习的能力。六、教学策略 1.在教学中，教师应积极设情景引入，配合媒体、表情、动作、进行视听说演示，激发学生兴趣

8、。 2.教师应采用有利于学生学习的教学方法，善于引用学生通过阅读或观察、比较对比知识进行归纳总结。增加学习内容的复现和巩固练习、及时反馈学习情况。 3.教师应该根据自己学生的具体情况对教材进行整合，精讲精练，调动学生的学习兴趣，使他们积极参加参与课堂各种学习活动。在阅读的过程中，教师指导学生培养阅读策略与技能及写作过程中的写作技巧训练。七、媒体的选择与设计 1. 充分利用和发挥基本的教学媒体，如课本，教师的身体语言、板书的作用。 2. 适时、合理地使用计算机多媒体或电子白板，增大课堂的容量，更好地辅助课堂教学。八、各课时教学内容安排建议课 时教学内容及课型教学目标及简单教学环节设计第1课时Re

9、ading ATrees in our daily lives(阅读课)一、 定位：input-based, 阅读理解为主。二、 教学目标：语言知识1、 认识和理解单词save, pine, discuss, branch, fight, against, example, harmful, gas, produce, oxygen, major, convenient, furniture, imagine,以及短语：take in, come from, for example, in fact, look around, be made of , millions of等。2、 能根据主

10、阅读篇章采访所提供的信息，回答相关的问题。3、 初步了解表示现在进行时的结构：“be + ving”语言技能：1能根据上下语境，猜测harmful, produce, major, convenient, imagine等单词的意思。2能根据主阅读篇章的内容，概括树在我们日常生活中的重要作用。情感态度：激发学生探索保护树木，保护环境。教学重点：了解现在进行时的结构及用法。教学难点：能够根据主阅读篇章的内容，概括树在我们日常生活中的重要作用教学环节设计：Step1.Leading-in1)Free talk.Ask Ss to look at the pictures on page 44 an

11、d talk with their parter: and Ask Ss some questions about trees: Write down the names of the parts of a tree. Use the words from the box to help you.(finish exercise A on page 44)Q1: How much do you know about trees? Q2:What do trees do for us?Q3: Do you think it is important for us to protect the t

12、rees?Step2.Pre-readinga) b)Get Ss to look at the pictures and the title of the interview on page 45. Them answer the questions below.(finish Exercise B on page44)b)Vocabulary presentation: Get Ss to learn some new words by showing some pictures.c)Vocabulary exercise:Get Ss to finish exercise C1and C

13、2 on page 46 to consolidate the new words.Step3. While- reading1)First reading: Tell Ss to read the text quickly and finish exercise （双语报B1版：走进课文题目）.2)Second reading: Read the text again and complete exercise D1 on page 47.3）Chect the answers.Step4.Post-readinga) Discussion(group work): Get Ss to Di

14、scuss in groups: Q1:Why does Rebecca say “ I cant imagine a world without trees”? Discuss this with your classmates. (finish exercise D2 on page47)Step5.Learning lagnuage points:a.Deal with some useful phrases and expressions in the passage. Guide the Ss to learn and use them in their own speaking a

15、nd writing.1)provide sb with sth(拓展：provide sth for sb)2)in.ways3）keep+adj/比较级（拓展：keep fit/keep healthy）4）take in(拓展：take off, take out, take up)5)breathe v.(拓展：breath: out of breath)6）against(反对)（拓展：for）7)come from/be from8)for example(拓展：such as)9）in fact(拓展：as a matter of fact, actually)10)look a

16、round11）be make of (拓展：be made from, be make by, be made in)12)cut down13)millions of(拓展：hundreds of, thousands of , billions of)Step6.Summary.Get Ss to Summarize what theyve learned.Step7.Homework:(1) Finish the exercises in Students Times. (2) Finish the Reading exercises in Book B.第2课时Listening P

17、ine trees (听力课)一、定位：input-based, 听力理解为主。二、 二、教学目标：三、 语言知识四、 1.通过对松树的介绍，了解松树本的情况及其作用等信息。五、 2.认读和理解单词disease 等。六、 3.巩固现在进行时的结构和用法。七、 语言技能1. 学会通过捕捉听力文本中的关键词，如数词、名词和形容词，了解听力文本的细节信息。2. 通过有关注地听、快速地记录，获取特定信息。3. 学会写一般的议论文。情感态度：通过对松树及其作用的介绍，引导学生要保护松树，保护树木。教学重点：培养听力过程中捕捉关键信息的能力。教学难点：同上。三、教学环节设计：Step1. Revisio

18、nGet a student to say something about the main idea of Reading A.Step2. Pre-listening1 Vocabulary presentation: Get Ss to learn some new words by showing some pictures.2 listening tips: When listening, pay special attention to the following words. They will help you understand the text.First(ly), Se

19、cond(ly), etc.: to introduce a list of a sepuence of things.For example, to give an example or examplesHowever, to give a different idea.3.In additions to the tips below, Get Ss to wacth the important words, such as names, times and numbers.Step3.While listening 1）Get the Ss to listen to a radio pro

20、gramme about pine trees and complete the notes below. Write one word or figure in each blank. finish Exercise on page 48)2) Play the recording again for the Ss to listen and complete the notes (Get students to practice the strategy. Focus on the listening strategy: listening of key words)3)Check the

21、 answers.Step4.Post- listening Listening Book B1) Get the Ss to read through the questions in A1 in Book B first.2) Play the recording for the Ss to listen and finish A 1)3) Play the recording again for the Ss to listen and finish A2 and B on their own. (Focus on the listening strategy: listening of

22、 key words.)4) Play the tape again and Check the answers to A2 and B in Book B in class.Step 5:.Summary: Ask the Ss tu summarize what we have learned today.Step6.Homework A Finish related exercises in Students Times.第3课时LanguageThe present continuous tense（语法课）一、定位：practice -based，启发学生, 归纳语言知识，开展各层次

23、、强化性和综合性练习，多种技能结合训练, 以练为主。二、教学目标1、知识与技能目标（1）理解现在进行时的概念（2）掌握现在进行时态中动词加ing的三种规律，并能举一反三应用。（3）能够掌握并应用现在进行时几种类型（肯定句、否定句、疑问句）2过程与方法（1）学生通过自身感受，了解现在完成时的基本概念。（2）通过大量的操练（词形变换）使学生熟练掌握动词ing形式的变化规律3情感与价值：培养学生主动参与的精神，提高学习英语的兴趣。三、 教学重、难点1. 教学重点（1）现在进行时态中动词加ing的三种构成规律。（2）现在进行时态的几种类型的应用2. 教学难点：现在进行时态的几种类型的应用四、学习策略：

24、培养学生探究学习、合作学习、自主学习的能力五、教学环节设计:Step1: presentation:1、定义： We use the present continuous tense to show that something is happening now.（让学生听一首英文歌曲Are you sleeping然后让学生找出应用了现在进行时的句子）2、现在进行时态构成主语+ be动词现在式（am、is、are）+动词ing现在分词形式3、现在进行时的几种句型：（一）陈述句（肯定句、否定句）肯定句：主语be(am, is, are)+现在分词否定句：（变否定句在be动词后面加 not）主语

25、be(am, is, are)+not+现在分词练习：1. Jim is singing.（改为否定句） 2、He is reading English.（二）一般疑问句（变疑问句将be动词移到句首主语前）Be(Am, Is, Are)+主语现在分词练习：3. Tom is working. (分别改成一般疑问句并做肯定和否定回答)4. They are doing housework .(分别改成一般疑问句并做肯定和否定回答)（三）特殊疑问句疑问词be (am, is, are)主语现在分词1. -What are you doing? 你正在干什么？-I am doing my homew

26、ork.我正在做作业。根据班上学生现状、引出一些常用的进行时变化形式：sleeping、reading a book、 playing the mobile phone、listening to the music、taking notes、sending messages、talking、listening class肯定式否定式单数I am working.You are working.He/She is working.I am not working.You are not working.He/She is not working.复数We/You/They are working

27、。We/You/They are not working.4、（判断标志）how to judge thePresentContinuousTensenow , at the moment , look , listen , Its + 具体点钟 , at present , these days5、现在分词的构成规则：1.一般情况下，直接加ing，如：cook-cooking、read-reading、look-looking、listen-listening2、以不发音的e结尾，去e加ing，如：make-making, have-having、write-writing、skate-sk

28、ating、smile-smiling、make-making、taste-tasting、close-closing3、如果末尾是一个元音字母和一个辅音字母，双写末尾的辅音字母，再加ing，如：run-running, stop-stopping、get-getting、swim-swimming、sit-sitting、begin-beginning4、以ie结尾的动词，要把ie变成y再加ing，如diedying，lielying、tie-tyingStep2. Consolidation1.写出下列动词的现在分词形式have、talk、write、smile、sit、put、swim、

29、listen、sleep、lie(2)Exercise(pair work):a.Get Ss to finish Exercise on page 50.Step 3: 现在进行时和一般现在时的区别1、现在进行时表示现在进行的动作，一般现在时表示经常性的动作。He is reading newspaper now.他现在正在看报纸He reads newspaper every day.他每天看报纸5、有些表示状态、感觉或情感的动词一般不用于进行时态，例如： know, want , like , hear , hope , hate，look等。He looks well.他今天气色不错（

30、表状态）I hate you.我讨厌你（表情感）Step 4:Practice:Get Ss to finish exercise B on page 51.Do some related exercise on page 79-81 in book B.Step 4: Summary：Get ss to summarize what they have learned today.将本节课内容小结为一句口诀。be 加动词 ing，直接、双写、去e，ie变y ing，别说 be 词无词义,主语和它最亲密; 变疑问 be 提前,否定 not 后添;何时要用进行时,look,listen,now

31、是标志。Step 5:Homework1、 完成双语报内相关练习。2、句型转换1）. They are cleaning the window.（改为一般疑问句）2）. Tom is working.（改为一般疑问句）3）. Jim is singing.（改为否定句）4）. Kate is dancing （对划线提问）5）. She is sitting near the window（对划线提问）6）. They are doing housework .(分别改成一般疑问句和否定句)7）The students are cleaning the classroom . ( 改一般疑问句并作肯定和否定回答)8）Implaying the footballon the playground .(对划线部分进行提问)9）Tom is