-
Unit 3
Our animal
friends
一、教材分析
本单元围绕着
“
我们的动物朋友
”
的
话题来展开听、说、读、写的训练。教材阅读部分通过讲述一
位盲人和他的导肓犬被困在
一次火灾而如何被安全救出的故事。
听力部分收听一节关于狗和他们如何
帮助人们的电台节目；语法方面
A
部分如何使用反身代
词。
B
部分重点讲授方位介词的用法。
具体课型、课时安排如下：
单元板块
Reading
Listening
Grammar
Speaking
Writing
More practice
Study
skills/Project
Culture corner and
Self -assessment
二、教学对象分析
1.
学生升入中学刚一学期，已基本
适应新环境，形成一定的学习习惯有自己的学习方法。通过
再次接触朋友这一话题，使学
生对动物有一定的认识和了解，有利于开展本单元的听、说、
读、写任务。
2.
学生在小学阶段就
已经接触过了反身代词以及方位介词的用法，本单元再通过系统地复习，
在学习方式上引
导学生学习归纳总结。
三、单元教学目标
1.
认知目标：
学习水平
学习内容
语音
1.
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。
学习水平的描述
课时
2.5
0.5
1.5
0.5
0.5
1
1
0.5
单元总课时
8
全书总课时
8*8=64
2.
音标
/bl/, /br/;
/fl/; /fr/,/gl/,/gr/,/kl/and /kr/
的拼读规则
1.
重点词汇
Blind,
radio, programme, helful, , mean,, allow, pet,
anywhere, apologize, lead, bark, wake, towel,
bottom, finally, airport, appear, act,
climb, dark, nothing.
词组：
词汇
2.
拓展词汇
rescue;
recetionist
3.
专有名词：
Billy,
Brown, Charlie, Dancer, Jane, Jimmy, Kevin, Smith,
Suzy, White, Winnie
4
．短语：
arrive at;
by oneself, lead sb to; fall asleep, wake up, get
down, fire engine
句型
Useful
sentences:
1.
“
Good evening,
sir
”
are welcome to stay,
but I am sorry that
…
.3.I
can
’
t go anywhere by
soon fall asleep 5With
Charlie
’
s help,
…
. he got down on the floor
next to
Charlie
and
waited8.A
fireman
arrived
and
got
him
out
of
the
building?9.I
think
…
are
very
helpful animals. They
help
us
…
t
…
,
we can not
…
get
…<
/p>
from
…
语法
读（
r
eading
）
听
(listening)
说
(speaking)
写（
writing
）
1.
Learn how to
say the /bl/, /br/; /fl/; /fr/,/gl/,/gr/,/kl/and
/kr/sounds.
2.
Learn how to use preposition of
position.
1.
Read
an article about a blind man and his guide dog.
for specific information about some
dogs and what they do to help people.
Talk about a helpful story.
Complete a rescue story.
2.
思想情感目标：
1
< br>）通过谈论
“
动物
”
的相关话题，帮助学生对动物有一个新的认识。
2
）结合课文的内容，引导学生对动物形成正确的认识，从而做到保护动物的目的。
3.
能力发展目标：
1
< br>）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，在写作中正确
运用连词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语，词组及句型。
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、反身代词以及方位介词的用法，并在实践运
用中熟练运用。
4.
指导学生如何
完成一个解救故事，巩固描述过去发生的一件事情的基本方法。
五、单元教学难点
1.
如何将故事补充完整。
2.
反身代词的归纳整理及运用。
3.
方位介词的归纳整理及运用。
六、教学策略
1.
引
导学生积极主动的通过预习完成可以自己学会的部分，课堂学习完成学习的重难点，通过复
习及归纳总结完善单元的学习。
2.
在教学中以旧带新，引导学生用正确的句子表达思想。
3.
适当补充与课文话题相关的内容，拓展学生的阅读视野。
七
、
学习策略
1
．初步接触略读（
skimming
）和找读（
scanning
）这两种
阅读策略。
2
．学会在阅读过程中通
过上下文来猜测生词含义的方法。
3
．关注反身代词以及方位介词的应用，以便准确记录相关信息。
八、媒体的选择与设计
1
．充分利用和发挥基本的教学媒体，如录音机，教师的
body
language
、板书的作用。
2
．适时、合理地使用多媒体，增大课堂的容量，更好地辅助教学。
九、各课时教学内容安排建议
课时
教学内容及
课型
第
1
课时
Reading A
A
blind
一、定位
:
input-based
，
训练各种听
与说的语言微技能
,
并给予阅读学习策略的指
< br>导，
读为主
。
教学目标及简单教学环节设计
man
and
his
“
eyes
”
in
a
二、教学设计
:
fire
新授课
Step 1
Warming
up
1.
Ask a few Ss the following questions
about animal or dogs.
Q1:
Do you like pets? What animal do you
like best?
Q2:
Do you think dog is our friend?
Q3:
Do you think
dog can help us? How do dogs help us?
Step 2
Leading
in
do you think a dog can
do when a fire happens?
Ss
to
Match
the
the
kinks
of
dogs
in
the
box
with
the
pictures(A
Page30
Then chect the answers.
Step 3:Pre-reading
1)
Ask Ss to look
at the photos and the title of the story on
Page30. then
answer the questions
below.
do you think the word
“
eyes
”
means in the story?
is the story
probably about?Get ss to finish B on page 30 and
check
the answers.
2)V
ocabulary
presentation:
Get
Ss
to
learn
some
new
words
by
showing
some
pictures.(
Blind,
radio,
programme,
helful,
,
mean,,
allow,
pet,
anywhere, apologize, lead, bark, wake,
towel, bottom, finally,
3)Cocabulary
exercise:Get
Ss
to
finish
exercise
C1and
C2
on
page
32
to
consolidate the new
words.
Step 4:While-reading
reading
Get ss
to listen to the tape and read fast to answer:
a.
What happened
while he was asleep?
b. they saved at
last?
reading
Ask Ss to
read the text carefully again and answer the
questions below and
chect the answers:
a.
How did John feel?
Which words
infer
（暗示）
that John was
angry?
c.
How did John know
there was a fire?
d.
What did
John do to save himself?
d.
Did the fireman mean
to
（打算）
take
Charlie? Why?
did John explain to the
fireman?
Step 5
Post reading
Group work::Ask
Ss to finish exercise D1 and D3 on page 33 in
groups and
then share their opinions in
class.
Step 6:
Language points
1)
key points:
a)
arrive
at/in;(
拓展：
reach; get to)
b)
allow
v.
允许
;
allow sb to do
sth
允许某人做某事
Eg.
老师不允许我们抽烟。
The teachers
don
’
t ______ us ________.
c)
do sth by
oneself (
拓展：
do sth on
one
’
s own)
d)
apologize to
sb(
拓展：
make an apology to sb:
向某人道歉
)
e)
lead- led- led
v.
带领
lead
sb
to
somewhere
带领某人到某地
Eg.
他带领我们去到了那个公园。
He ______ us
_____ the park.
f)
fall asleep
(
拓展：
go to bed, sleep)
g)
get down;
（拓展：
get
up, get on, get off
）
h)
both
Step7
：
Consolidation
Do some related exercise of
prepositions, words and translations.
Step 8
Homework
1)
Go over what
you
’
ve learned today.
第
2
课时
listening
Top
dogs
一、定位：
-based
，
训练各种听与说的语言微技能，
并给
予听的学习策略
的指导。
Objectives:
the Ss how to
listen for specific information about top dogs.
the
Ss
how
to
take
notes
while
listening
to
the
radio
programme
about top dogs.
二、教学环节设计
:
Step 1
Pre-
listening
1.
Tell
Ss that they are going to do some listening
exercises. Ask some of
the Ss what they
will do before listening.
2.
Learn the study tips with Ss by asking
Ss to read the tips on their book
carefully.(Pay attention to the key
words when listening.
3.
Ask Ss to read the table on page 34
carefully and predict what kind of
information they could fill in the
blanks. Ss can discuss in groups and
write down their answers with pencils.
4.
Ask
Ss
what
they
must
pay
attention
to
when
they
write.
Eg:
their
spelling, the first
letter of the word, how to write a number etc.
Step 2
While-
listening
1.
Play
the recording for Ss to listen and fill in the
blanks with the names
of the speakers
from the box.
2.
Play
the
recording
again
for
Ss
to
listen
and
ask
them
to
check
their
spelling.
3.
Check the
answers and see how well they did in the
prediction.
Step 3
Post-listening
a) Give Ss
some time and get them to summarize the skills of
completing a
table of information and
finish the related listening exercise of in Book
B.
b)Group
discussion:choose one of the animals below and
talk about how it
helps people using
the sentence structures:
cow; elephant,
horse, sheep
I think
…
are very helpful animals.
They help us
…
Without
…
,we
cannot
…
We get
…
from
…
Step 4: Summary:
ask the ss
to conclude what we
’
ve
learned today.
Step 5
Homework
Finish Students
Times of Unit 3 listening exercise.
第
4
课时
Language
ive
pronouns
B
Preposition
of
position
一、定位：
input-
based
，训练各种读与说的语言微技在语言知识中的运用
二、教学环节设计
:
Step 1
Revision
a.
We have learnt
a lot of things in reading A, and let me see how
well you
know about them.
Get Ss to find out the personal
pronouns in the following F.
Dancer
walked into the Dragon
’
s
Head Hotel with his friend Charlie.
They
went to the
reception desk. John said,
“
Hi,
I
’
m John
Dancer.
I
booked a
room last
Sunday.
”
The clerk
said,
”
Yes, sir, but we
don
’
t allow pets in this
hotel.
”
Personal pronouns
Fubject
form
Object
form
第一人称
单数
I
me
第二人称
单数
you
you
第三人称
单数
第一人称
复数
第三人称
复数
they
them
he,
she, it
we
him,her,
it
us