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Teachingplandesign&reflections

（五）

Unit4，Topic1，SectionAPlantsandanimalsareimportanttous.

Ⅰ.Teachingaimsanddemands

1.Learnsomenewwords:

sky,clear,nature,cow,horse,hen,sheep,goose(geese),thin

2.Learnsomewaysofexpressingcomparativesituations:

(1)Theairisfresher.

(2)I’mmuchfasterthanyou.

(3)I’malittlebiggerthanyou.

3.Learnthecomparativeandsuperlativedegreesofadjectives.

4.Talkaboutnature.

Ⅱ.TeachingProcedures

Step1Reviewandlead-in(5minutes)

1.Usepicturestoreviewthenamesoftheanimals.

T: What’sthisinEnglish?

Ss: It’sacat/dog/rabbit…

T: Andwhat’sthis?

Bbcow,horse,hen,sheep,goose(geese)

T: Wherecanyouseethem?

S1:Inthezoo.

S2:Onthefarm.

T: Yes,wecanseetheanimalsinthecountryside.

(Bbcountryside)

2.LeadSstomakeacomparationbetweencityandcountry.

T: Wecanalsoseetheseanimalsinthecity.Doyoulikethecountrysideorthecity?Why?

S3: Ilikethecity,becausetheroadsarewider,andthebuildingsarehigher.

S4: Ilikethecountryside,becausetheairisfresher,andtheskyisbluer.

T: Yes,Ialsolikethecountrysidebecausetheriversareclearer,andtherearealsogreenertrees.Peoplecanenjoythebeautiesofnaturethere.

(Bbsky,nature,clear,beauty)

3.GuideSsfindouttherulesofthecomparative:wider,higher,fresher,bluer,greener.Thenexplaintherules.

Step2Presentation(7minutes)

1.AskSstolookatthepicturesandguesswhatarethepeopleinthepicturetalkingabout.Thenlistento1a,answerthequestions.

T:Lookatthepicture.MichaelandWangWeiaretalkingaboutlifeinthecountryside.Nowlistentothetapeandtrytoanswerthefollowingquestions:Wholikesthecountryside?Why?

2.LetSsListento1aandreadafterthetape.Payattentiontothepronunciationandintonation.

Step3Practice(20minutes)

1.Dividetheclassintotwogroups.GroupAactsasMichael,andGroupBactsasWangWei.Thenchangetheroles.

2.GetSslookatthepicturesin2a,thenlistento2a.

T: Oneday,theanimalsonthefarmweretalking.Doyouwanttoknowwhattheyweretalkingabout?Nowlookatthepictureandlistento2a.Payattentiontothecomparativeandsuperlativedegreesofadjectives.

3.AskSstolistento2aagainandfollowit.Findoutthesentenceswiththecomparativeandsuperlativedegreesofadjectives.

(BbI’mthestrongestonthisfarm.

I’mthebiggestofall.

Heislazierthanme.

I’mmuchfasterthanyou.

I’malittlebiggerthanyou.)

4.Role-playthedialogin2a.

5.AskSstolookatPicture1andfillintheblanksonthesmallblackboardaccordingtotheexample.

6.Lookatthetablein2bandfinishit.

T: NowpleaselookatthepictureonPage78,anddiscusstheanimalsonthefarm.Thenactasoneoftheanimalsonthefarmtocontinuetheconversation,usingcomparativeandsuperlativedegreesofadjectivesinthetable.

7.LetSsplaytheanimalsandintroducethemselveswiththeadjectivesintheformonpage78.

T: I’mahorse.Iamthetallestofall.

S1: I’macow.IthinkI’mtallerthanyou.

S2: …

…

8.Listento3andchant.

Step4Project(8minutes)

DevidetheSsinto4groupsandletthemmakeasurveytofindouthowmanypeopleliketheanimals.Thenexplainthereasons.

T:Whichkindofanimaldoyoulikebetter,cowsorhorses?

S1:Cows.

T:Why?

S1:Becausecowsarethebiggestandtheyoffermilktous…

Reportthesurvey,thenT.givesasummary.

Example:

S2:Inourgroup,threestudentslikedogsbest,becausetheyarethebravestonthefarm.Twostudentslikehorsesbest…

3.Homework:

Writeapassageaccordingtothesurveyreport.

Ⅲ.Teachingaids

Pictures,recorder

板書(shū)設(shè)計(jì):

Plantsandanimalsareimportanttous.

SectionA

clear—clearer—clearest Theairisfresher.

nice—nicer—nicest Therearealsogreenertreesandclearerrivers.for

thin—thinner—thinnest I’mmuchfasterthanyou.pictures

lazy—lazier—laziest I’mthebiggestofall.

I’malittlebiggerthanyou,Mr.Horse.

教學(xué)反思（五）

Myseriousproblemwastheclarityandpithinessofteachertalk.Icouldn’tgivestudentsaclearexplanationwhenIclaimedtherulesofgame.Therefore,myinstructionsdidn’tgetaneffectandpositivefeedbackwhichcamefromstudents.Forexample,Ishouldhaveusedsomesimplewordsandshortsentenestoexplaintherulesofgame,butIsaid“IwilldivideintotwogroupstoplaythegameandifyourgroupmembercansayacorrectEnglishwordsaboutthepicture,yourgroupwillgetonepoint,orelse,youcan’tgetanypoint.”Itissolongandcomplexitythatstudentscouldn’tunderstandwhatIsaidatall.So,whenIaskedthemwhetherunderstandtherulesthegame,theysaid“No”.Facingthissituation,Ihadtouseourmotherlanguagetoesplainthegameagain,sothatstudentscanunderstandtherulesandplaythegamesuccessfully.

Asformyinstructionofteschertalk,therewerethreereasons.ThefirstandimportantreasonisthatIcouldn’tfindproperwordsorphasestoinsteadofthesecomplicatedwordsandsentenseinclass,whenIdescribedtherulesofgame.Secondly,IthinkIstilllackofexperience.WhenIstoodinfrontofmystudents,Iwasquitenervous.Tobefrank,IhadalreadyrememberedallofwordswhatIshouldsay.ButwhenIbegantoteach,IforgotallofthewordsthatIneededtosay.SoIhadtothinkofthesewordsagainwhileIwassaying.Obviously,Icouldn’texplainitveryclear.thelastbutnotleast,Iwasafraidofmyteachingwhichpossiblytookuptoomuchtime.Therfore,Ionlywantedtofinishmyteachingassoonaspossibleanddidn’tpayattentiontomyclarityandpithinessoftalk.

Whenmygroupmemberputforwardthatmyteschertalkwasnotenoughclarityandpithiness,Igraduallyrealizedthatitwasaquiteseriousproblem.Becausemypurposeofdesignthegameistostimulatestudents’interestandmakestudentstochallengethemselves.But,becauseofmyvagueexplaination,studentslosemotivationanddon’twanttoplayit.What’smore,Icouldn’tgivestudentsaclearinstructionsothatthegamecan’tbesuccessfullyfinished,whichalsohindermyteachingprocedureandplan.Finally,Icouldn’tgoonm