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Unit 4 He lives in a village.
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Unit 4 He lives in a village.

Part B

本单元的话题以人的居住地展开。让学生通过学习Do you live in a city? No, I live in a village far from the city. Is your village big? It is small, but very beautiful. Are Lele and his parents live in .... They ...In...., they.... They live happily together year after year. 等功能结构来就居住地及其环境进行问答和描述,达到在日常生活中运用所学词汇和句型进行自由交谈的目的,并逐渐渗透情感教育,引导学生在学习本单元知识的同时,感受家的概念、热爱自己的家庭。本单元的重点是综合运用一般现在时态的各种结构。

本单元的教学分为3个课时。第一课时为Part A中Let’s  learn 部分,在完整的情境中理解、学习并对居住地及其环境进行回答及描述;第二课时为Part B 中的Let’s learn more ,拓展学习就他人的居住地进行详细的描述,培养学生热爱家乡、热爱大自然的情感;第三课时在综合复习单元重点知识的基础上,通过练习活动来检测和评价学生的学习效果。

一、设计思路

1.学生在阅读过程中不断预测、验证猜测、分析信息、解决问题,培养学生高阶思维:

2.教师帮助学生掌握阅读策略、优化学习方法;

3.教师创设话题,让学生能运用所学谈论描述自己的生活居住地,实现知识生活化。

二、教学目标

1. 学生能正确读出bird , snake,potato, tomato, village, lake, river。能灵活运用句型Lele and his parents live in .... They... In..., they... They live happily together year after year.详细地描述他人的居住地环境。

2. 能听、说、熟读课文,语音语调准确自然。

3. 学生能够在阅读策略指导下学会文本信息梳理的步骤与方法。

4. 学生能够在文本阅读活动中,根据文本信息进行预测、分析、归纳,培养学生高阶思维能力。

5. 学生在文本的层层学习中,培养对家、对大自然、对国家的热爱之情。

三、教学重点

学生能灵活运用句型Lele and his parents live in .... They... In..., they... They live happily  together year after year.详细地描述他人的居住地环境。

四、教学难点

1. Happily 是happy的副词形式,在这里用来修饰动词live, 它通常放在所修饰动词之后

2. A river runs by 河流流过

五、教学流程

Step1. Pre-reading

1. Greetings and warming up

free talk

Where did you go /What did you do during your May Day holiday?

I visited my uncle. Where does my uncle live? Can you guess?

2. Lead in

There is a boy named Lele. He lives in a beautiful place, too. Now please watch the video and answer this question. What’s the text about?

(设计意图:通过刚度过的五一假期,激活学生情感以及已学,让学生以更好的状态进入学习)

Step2. While-reading

1. Watch the video and choose the right answer.

The text is about _______.

A. plants.     B. Animals.     C. village life.

2. Read the first paragraph and answer the  questions. Make sure to underline the key sentences.

Where does Lele live?

What do they grow on the farm?

3. Ss check the answers with partners.

Village near a lake , Runs by,

4. What are Lele’s parents?

Then what do they grow on the farm?

5. Read the second paragraph in your group and and answer the questions. Make sure to circle the key words .

What animals can Lele see?

wild animals

Does Lele live happily there?

year after year.

6. Emotion

Does Lele love his village?  Why?

Cherish the time with your dear parents and friends.

(设计意图:以“回答关键信息点”为线索进入文本梳理,在听读过程中感知文本大意。通过表层问题激活学生低阶思维,通过细节追问锻炼学生识记和理解能力。分组开展关键信息点收集,学会文本信息梳理的步骤与方法。老师在核对答案讲解时,引导学生注意阅读技巧。学生在精读范例指引下自主阅读,再组内讨论,培养团队合作能力。)

Step3. Post-reading

1. Watch the video again and then read .

2. Retell the story.

3. Emotions

Love our little home. Love our country-big home. Love our nature/earth.

(竞争机制让学生更好地理解课文,调动学生兴趣积极性,学生根据板书设计复述故事,培养学生的综合语言能力,提升思维能力,帮助学生有效地使用学习策略,有助于他们形成自主学习能力。学生将阅读所获取的信息结合自身的认知进行整合归纳,形成自我观点,培养学生的自主思考能力,评价能力,有效提高高阶思维能力。在文本的层层学习中,培养对家、对大自然、对国家的热爱之情。)

Step4. Homework

1. Read and retell the text.

2. Describe your own living environment.

(设计意图:巩固本节课所学的知识、能力目标。)


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