Unit6AnimalsReadingClub1&21.ContentOverviewThisunitfocusesonthethemeofanimals.ReadingClub1presentstwoshortpassagesaboutpenguinsandgiraffes.Thepassageaboutpenguinsdescribestheirappearance,suchasbigbodies,smallheads,shortnecksandlegs,aswellastheiruniqueabilitieslikeswimmingfastandlayingeggsingroups.Thetextaboutgiraffestellsabouttheirphysicalfeatureslikebigeyesonasmallhead,longnecks,andtheirdailybehaviorssuchasthewayofdrinkingwaterandsleeping.ReadingClub2mayintroducemoreindepthknowledgeaboutanimals,perhapsabouttheirhabitats,diets,ortherelationshipbetweendifferentanimals.教學(xué)目標(biāo)2.1KnowledgeObjectivesrest...on...willbeabletomasterkeywordsandphrasesrelatedtoanimals,suchas“spread”,“bend”,“reach”,“standstill”,“rest...on...”etc.Studentscanunderstandandusesentencepatternsfordescribinganimals,like“Theyhave...so...”，“However,...itisdifficultto...”Learnaboutthephysicalcharacteristics,livinghabitsandotherbasicinformationofdifferentanimals.2.2AbilityObjectivesImprovestudents'readingskills,includingskimmingforgeneralideas,scanningforspecificinformationandinferringthemeaningofnewwordsfromcontext.EnablestudentstodescribeanimalsinEnglishbyorganizinginformationandusingappropriatelanguage.Developstudents'listeningabilitythroughlisteningtothetextrecordings.2.3EmotionalObjectivesArousestudents'interestinlearningaboutanimalsandcultivatetheirloveandrespectfornature.Encouragestudentstocooperateandmunicatewitheachotheringroupwork,enhancingtheirteamworkspirit.教學(xué)重難點(diǎn)3.1TeachingKeyPointsMasteryofnewwordsandphrasesrelatedtoanimaldescriptions.prehensionofthereadingpassagesaboutanimals,andextractionofimportantinformation.Applicationofsentencepatternsforanimaldescription.3.2TeachingDifficultPointsHelpingstudentsunderstandsomeplexsentencesinthetextandusethemcorrectly.Guidingstudentstodescribeanimalsvividlyandaccuratelyintheirownwordsbasedontheinformationtheyhavelearned.4.1NewWordsPenguinrelated:spread(v.展開),bend(v.彎曲),standstill(靜止不動(dòng)),layeggs(下蛋)Girafferelated:reach(v.夠到),rest...on...(把……靠在……上)4.2Phrasesswimveryfast(游得非?？?haveto(不得不)sitontheground(坐在地上)4.3SentencePatternsTheyhaveblackbacksandwhitefronts,sointhewater,otheranimalscannotseethemwellfromaboveorbelow.However,withtheirlongnecks,itisdifficulttodrinkwater.Theyhavetospreadtheirfrontlegswideandbendtheirnecks,sotheirheadscanreachtheground.教學(xué)過程5.1Leadin(5minutes)ShowsomepicturesofvariousanimalsonthePPT,suchaspandas,tigers,elephants,etc.Askstudentstonametheanimalstheyseeanddescribethembrieflyusingadjectivestheyhavelearnedbefore,like“cute”,“strong”,“big”etc.T:“Boysandgirls,lookatthesepictures.Whatanimalscanyousee?Andhowwouldyoudescribethem?”Ss:“Icanseeapanda.Itisverycute.”5.2Prereading(10minutes)Dividestudentsintopairs.Presenttwopictures,oneofapenguinandtheotherofagiraffe.Letstudentsdiscussinpairswhattheyknowaboutthesetwoanimals.T:“Now,workinpairs.Lookatthesetwopicturesofapenguinandagiraffe.Sharewithyourpartnerwhatyouknowaboutthem.”Afterthediscussion,inviteseveralpairstosharetheirideaswiththewholeclass.Then,introducesomenewwordsandphrasesthatmayappearinthereadingpassages.Explaintheirmeaningsandusagesthroughexamplesandbodylanguage.Forexample,whenteaching“spread”,stretchyourarmswide;for“bend”,bendyourknees.Writethenewwordsandphrasesontheblackboard:spread,bend,reach,standstill,layeggs,rest...on...etc.5.3Whilereading(15minutes)5.3.1FastReadingAskstudentstoreadthetwopassagesaboutpenguinsandgiraffesquickly.Settwoquestionsforthemtoanswer:“Whatarethemainideasofthetwopassages?”and“Whatarethemostobviousfeaturesofpenguinsandgiraffesmentionedinthetext?”Studentsreadthepassagesandthenanswerthequestions.Checktheanswerstogether.T:“Readthepassagesquicklyandfindouttheanswerstothesetwoquestions.Fiveminutesforyou.”5.3.2CarefulReadingLetstudentsreadthepassagesagaincarefully.Thistime,askthemtopleteatableonthePPT,whichincludescolumnslike“AnimalName”,“PhysicalFeatures”,“UniqueAbilities”and“DailyBehaviors”.Whilestudentsarereading,walkaroundtheclassroomtoofferhelpifneeded.Aftertheyfinish,asksomestudentstoetothefrontoftheclassroomandfillinthetableonthePPTwiththeiranswers.Then,haveaclassdiscussiontocheckandcorrecttheanswers.Analyzesomedifficultsentencesinthetext,suchas“Theyhavetospreadtheirfrontlegswideandbendtheirnecks,sotheirheadscanreachtheground.”Explainthesentencestructureandthefunctionofeachpart.Letstudentsimitatethesentencepatterntomaketheirownsentences.5.4Postreading(10minutes)Dividestudentsintogroupsoffour.Eachgroupchooseseitherapenguinoragiraffe.Askthemtomakeashortoralpresentationabouttheanimaltheychoose,usingtheinformationfromthetextandtheirownwords.Providesomeguidingquestionsfortheirpresentation,suchas“Whatdoestheanimallooklike?”,“Whatcanitdo?”,“Whatareitsdailyhabits?”Eachgrouppreparesfor3minutesandthenpresentsinfrontoftheclass.Aftereachpresentation,othergroupscanaskquestionsorgivements.T:“Now,workinyourgroups.Prepareashortpresentationabouttheanimalyouchoose.Threeminutesforpreparation.”Afterallthepresentations,summarizethekeypointsofthetwopassagesagain,emphasizingtheimportanceofunderstandingandprotectinganimals.5.5SummaryandHomework(5minutes)Summarizethenewwords,phrasesandsentencepatternslearnedinthisclass.Reviewthemaincontentofthereadingpassagesaboutpenguinsandgiraffes.T:“Let'sreviewwhatwehavelearnedtoday.Whocantellmesomenewwordswelearned?”Assignhomework:Askstudentstowriteashortpassageaboutananimaltheylike.Theyshouldincludeitsappearance,livinghabitsandwhytheylikeit.Thepassageshouldbeatleast80words.Encouragestudentstocollectmoreinformationaboutanimals,suchasthroughreadingbooks,watchingdocumentaries,etc.,andshareitinthenextclass.教學(xué)反思Inthisclass,theuseofpicturesandgroupdiscussionsintheleadinandprereadingstageseffectivelyarousedstudents'interestandactivatedtheirpriorknowledge.However,somestudentswerestillalittleshytospeakinpairsorgroups,andmoreencouragementandguidanceareneededinthefuture.Duringthewhilereadingprocess,moststudentscouldunderstandthemainideasofthepassagesthroughfastreadingandextractspecificinformationincarefulreading.Bu