Section B 3a-Self Check

备课时间：3.8  使用时间：3.16

1：出示课题:Section B 3a-Self Check

2、第一次“先学后教”。（补充句子）

（一）出示学习指导

1) 复习情态动词can表示许可的用法；

2) 复习练习运用祈使句以及情态动词have to及must来表达一些规则。

（二）先学。

（1）根据单词提示学生独立完成填空题。

（2）比较难的题学生之间或者小组之间进行讨论完成任务。

（三）后教。

（！）教师公布答案，学生之间相互改作业。并且大家总结哪些题做得好而那些题做得好。

（2） 师加强对做错题型的讲解及训练。

（四）当堂训练

.  Presentation

1.  Present some new words on the big screen.

   hair, learn, keep + 名词 + 形容词 

2. Ss learn the new words and expressions.

3. Review the how to use have to and must; can and can"t.

  Practice   

1. T: Zhao Pei has many rules at home and at school. She"s unhappy, too. She wants some help from Dr. Know. Read her letter below and fill in the blanks with have to /must, can /can"t.

2. 指导：首先，认真阅读整篇短文，理解短文的大意。然后，认真阅读每个句子，理解作者的对这些规则的看法；同时，推敲每个句子深处的意思，确定是用have to/must还是can/can"t。

较后，应再通读一遍短文，看自己所填写的词组是否通顺正确。

3. Check the answers.

2、第二次“先学后教”（补充句子，写短文）

（一）出示学习指导。

1、根据例题完成填空题

2、完成3a部分，组织语言把它写成短文。

3、谈论表达自己对规则的想法或看法。

（二）先学。

（1）先让学生独立完成Self Check。

（三）后教。

（2）教师公布答案,看谁做的较好，并且让做得好的学生总结一下自己是怎么做的这些题，或者说说自己的学习方法，帮助后进生，做到相互学习的好习惯

（4）、当堂训练

. Writing

1. Let"s work on 3b:

  We have many rules at home and at our school. Think what things you have to do and what things you can"t do. Complete the chart with rules in your home and school. You can discuss with your partners in your group.

2. Ss discuss their rules in groups. Then fill in the blanks. Then check the rules you think are unfair.

  For example: You must wear a school uniform at school. You must keep your hair short at school.

3. Let some groups say their answers. Write some of the rules on the blackboard.

. Writing

1. Now write a letter to Dr Know. Tell her about all the rules and how you feel about them.

2. 写作指导： 首先，可以再次阅读2b及3a中的短信的内容及格式。其次，模仿这两封信的格式写好自己信件的格式；然后，根据刚才自己小组讨论的规则整理成一封文字通顺的信件。并且，表达自己对这些规则的想法或看法。之后，以礼貌的话语请求Dr. Know的帮助。较后，再通读一遍自己的短信看语句是否通顺。

3. Ss write the letter on the workbook. Exchange their workbook with their partner. Check the letters.

4. Let some Ss read their letter to the class. Correct the mistakes in the letter.

. Self Check 1

1. Tell Ss they will read an interesting story about Timmy the Mouse. He"s an funny mouse. Do you want to know what rules he has at home? Now read this short passage and fill in the blanks with the words in the box.

2. Ss read the short passage and try to fill in the blanks with the words in the box.

3. Check the answers.

4. Explain some sentences that Ss may have difficulty understanding them.

. Self Check 2

1. Review the use of can/can"t; have/must; don"t have to。

2. Tell Ss they should use "can/can"t; have/must; don"t have to" to write about the rules at school. Write two sentences for each rule.  

3. Ss work by themselves and write the rules on the workbook.

  提示句子结构： 主语 + 情态动词 + 动词原形 + 其他 

4. Let some Ss read their answers aloud. Correct any mistakes they have.  

Homework

1. Review the passages in Section B.

2. Retell the short passage about Timmy Mouse.  

板书设计：

We can’t be noisy in the library. Don’t be noisy in the library.

    We must/can speak English in the English class.

We must/can eat in the dining hall.

Unit 5 Why do you like pandas?

（1a-2d）

 备课时间：3.28  使用时间：4.8

1.板书课题：Unit 5 Why do you like pandas?

2、第一次“先学后教”：（认读词汇、记汉语意思和校正发音。）

（1）、出示学习指导

掌握以下单词：（能做到“四会”）

tiger, elephant, panda, lion, koala, giraffe, cute, lazy, smart, beautiful, scary, kind, kind of, Australia, south, Africa, South Africa, pet, leg, cat, sleep

（2）、先学。

1、学生根据自己掌握的语音知识，认读英语单词并记住汉语意思。

2、学生听单词录音，画出自己读错的或不会读的单词。

（3）、后教。

教师播放单词录音，学生跟读，校正自己的发音，对于难以记忆的单词，教师指导学生根据字母组合、发音要领寻找规律，进行记忆。有必要时教师写在黑板上让学生记住并积累字母组合的发音。

（4）、当堂训练

    1）、单词默写训练、开火车拼读单词训练。

Do you like animals?

Then have them to recall the animals they had learned and write them on the blackboard as he/she can.

( e.g. animals---sheep, monkey, cat, dog, mouse, cow, duck… )

Ⅱ. Presentation

1. Ask them to talk with their partners about the animals they like using the words they know (Four students a group).

—What animals do you like?  

—Why do you like…

—Because they’re…

2. Then show the class some pictures of animals and present other animals. And ask them:

What’s this in English?

It"s a tiger. (Then lion, panda, elephant, koala, giraffe)

Ss look at the picture and try to remember the new words of the animals.

3. Next, glue the pictures on the blackboard and ask one student to match the pictures with the words on the cards. Other students turn to page 25 and finish 1a.

4. Check the answers with the class.

2、第二次“先学后教”：（听录音，理解课文大意）

（！）、出示自学指导。

    1）、 用较快的速度大概的看看听力题，对题的内容有一点了解。

2）、仔细听录音能听懂录音内容并独立完成填序号题和填空题。

(2)、先学。

1、根据学情，适当增加或减少录音播放次数。

2、学生听录音，并回答浅层次问题。

（3）、后教。

1、教师公布答案，学生同桌相互改，教师统计学生的自学结果。（分优、良、差）

2、积极鼓励后进生回答，出现问题学生更正。

3、难度较大通过讨论仍解决不了的问题，教师通过启发诱导进行点拔解决，并板书于黑板。

Work on 1b.

Tell Ss to listen to the tape and check the animals they hear in 1a.

Play the recording again and check the answers with the class.   

Ⅴ. Pair work

1. Ask the students to imagine “ We are in the zoo, there are many kinds of animals here.”

 Then ask a student to do the model with you:

— Let’s see the lions first.

—Why? (why do you /does she /does he like lions?)

—Because they are interesting.

2. Ss work with their partners practice the conversation using the animal in 1a.

Ⅵ. Listening

1. Work on 2a;

T: Listen to the conversation carefully. Then write the names of the animals you hear on these lines.

Play the recording the first time. Students only listen.

Play the recording a second time. This time students write in the names of the animals.

Check the answers.

Point out the adjectives and countries listed on the right. Ask a student to say the words.

Say, Now I will play the recording again. This time draw a line between each animal and the adjective and countries you hear.

Play the recording and have students match each animal with an adjective and a country.

Correct the answers.

2. Work on 2b

 T: Listen again and complete the conversation with the words in 2a.

 Play the recording for the Ss to listen and write the answers.

Check the answers with the class.  

Ⅶ. Pair work

1. Ask two students to read the conversation in 2b to the class.

2. Ss practice the conversation in pairs.

3. Then show the transcription on the big screen and practice the other two conversations in 2a.

4. Ss practice the conversations in pairs.

3、第三次“先学后教”（学生读默读或朗读课文，勾出不认识的单词、短语及句句型，读后回答问题。）

（1）、出示学习指导

1）、用较快的速度朗读课文，理解课文大意，勾出不理解的短语，或语言点及语法结构。

2）、能轻声跟读语音机注意句中的语气。

3）、回答课文相关问题。

（2）、先学。

1、学生读短文，教师密切关注学生的自读情况，进行行间巡视。

2、画出不懂得语言点、表达方式和语法现象。 

（3）、后教。

1、学生自学后回答理解性问题。

2、对学生不会的，通过启发诱导的方式让学生理解。

3、学生难以理解的短语、句型或者语言点，适当点拔、举例、归纳等，并板书。

2) 能掌握以下句型：

① What animals do you/does she/ does he like?

② Let’s see the …?

③ Why do you/does she/ does he want to see …?

④ Because they are ….

2. 能力目标：

  ① To observe and describe animals.

  ② To talk about their preferences

  ③ To know the implied meaning of some animals

（4）、当堂训练

1、口述课文内容。

2、分角色朗读课文。

3、围绕本节课讲的语法项目，设计当堂训练题目。

Ⅷ. Role-play

  1. Ask Ss to look at the picture in 2d. Then Ss read the conversation in 2d and find the answers to the questions:

  ① Does Peter have a pet?

② What can Dingding do?

  ③ What pet does Jenny’s mom have?

  ④ Does Jenny like the cat? Why?

  2. Ss read the conversations and try to find the answers to the questions.

Check the answers:

Yes, he does.

He can walk on two legs. He can dance, too.

She has a cat.

No, she doesn’t. Because it’s very lazy.

  3. Ss work in pairs and practice the conversation.

4. Let some pairs role-play the conversation.

Homework:

1.  Remember the new words and expressions in this period.

2.  Role-play the conversation after class.

3.  Write the animal"s names as many as possible in the exercises book.

板书设计：