Module3 Animals Unit 6 Pets 表格式教案（6课时）

Unit 6 Period 1 教学内容 Getting ready （p.81），Reading（pp.82-83），Vocabulary（p.84） 教学目标 语言知识 认读和理解单词chocolate，reason，cute，feed，according to，sofa，noisy，nearly，stranger，common，choice和短语care for，have no choice but to do；认识单词dolphin，click；料及短语head to head。 语言技能 根据上下文语境猜测词义。 学习策略 运用略读、预测策略，初步了解主阅读篇章的体裁和内容。 情感态度 初步激发了解宠物的兴趣。 教学重点 扫清主阅读篇章中的词汇障碍，初步了解文本的体裁和内容。 教学难点 根据山下午语境猜测词义。 教学过程 Step 1 阅读 Getting ready 板块的图文，了解单元话题。 学生观察教材第81页的卡通图，阅读Hi 和 Lo的对话，回答下列问题。 Why does Hi advise Lo to put more water in the fish tank? (Because he thinks that there isn’t enough water in it.) What does Lo think of Hi’s idea? (He thinks that it is unnecessary because the fish haven’t drunk the water in the fish tank yet.) Step 2 通过动物知识小测试，引入主阅读篇章的话题，并学习相关词汇。 学生完成What do you know about ...?部分的练习A1,。教师可要求学生独立完成，必要时可补充背景知识。学生认读和理解单词chocolate；认识单词dolphin，click。 学生讨论What do you know about ...?部分的练习A2，对饲养宠物这个话题发表自己的看法。学生认读和理解单词reason。 教师顺着学生的讨论引入宠物狗的话题。学生阅读以下句子，猜测斜体部分单词或短语的含义，初步为阅读主阅读篇章扫清词汇障碍。教师可提醒学生在前句或后句中寻找斜体部分单词或短语的同义词，并用横线标出。学生认读和理解单词nearly，cute, feed，sofa，common，noisy，stranger，according to和短语have no choice but to，care for。 Almost all the dogs are pretty and lovely. People love them because nearly all of them are cute. We don’t need to give food to dogs too often. Don’t feed them if they are not hungry. It’s common for dogs to leave their hair on beds and sofas. Such things happen often. Dogs are all noisy when they see strangers. They bark at people they don’t know. If people live in flats and kep a dog, they have no choice but to keep their dog in small spaces. They must keep their dog in a small room. Dogs love us and they can even take care of us, so we should care for them too. Most people think we should take good care of out pets. According to most people, we should take good care of out pets. 教师可借助上述词汇练习引申一些核心词汇的的衍生词，帮助学生拓展词汇量。如可通过choice引出choose。如： If people live in flats and keep a dog, they have no choice but to keep their dog in small space. → Dogs can’t choose where to live. 学生完成Vocabulary部分的练习C1.教师引导学生关注词性的一致。然后，学生完成Vocabulary部分的练习C2。完成练习后，教师可以请学生尝试翻译这段对话。 Step 3 介绍主阅读篇章，指导并训练相关阅读技巧，进一步了解单元话题，巩固并继续练习部分单词和短语。 教师引导学生根据主阅读篇章的插图和小标题等文本特征猜测标题head to head的含义（head to head 表示“针锋相对”，表现双方持不同观点，互不相让）以及主阅读篇章的体裁（议论文）。 学生阅读主阅读篇章的标题、引言以及小标题，并观察插图，然后回答 Before you read 部分的前两个问题。 学生回答 Before you ... ...