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第 5 课时 Section B (2a-3c)
一、教学目标
1.能够辨别词汇类别,掌握通过添加词缀构成名词的方法,准确运用重点单词完成句子和短文。
2.能够从文本中提取蓝鲸的主要信息,以蓝鲸的视角进行第一人称的短文写作。
3.培养学生的词汇运用能力、信息提取能力和写作能力。
二、核心语言知识
1.核心词汇:
单词:
happiness;disappoint;ton;role;climate;ocean;except;tiny;lively
短语:
play a role (in);live up to
2.核心句式:
(1)Blue whales live in all oceans except the Arctic Ocean.
(2)Blue whales play an important role in our world,so we must protect them.
3.教学重难点:
(1)辨别词汇类别,掌握通过添加词缀构成名词的方法,准确运用重点单词完成句子和短文。
(2)形容词、副词在日常生活中的运用。
(3)用第一人称生动地改写段落, 理解蓝鲸在生态系统中的重要作用。
三、教学过程
学习活动 效果评价
◆Step 1 Lead-in
Show a short video about different objects with their measurements 观察学生对问题的
(height,size,weight)on the screen.After watching,ask students some 反应,看他们是否
simple questions,like “What can you remember about the measurements 参与其中。
in the video?”
设计意图:激发学生兴趣并激活他们关于评价动植物特征的词汇。
观察学生是否能准
◆Step 2 Presentation 确辨别词汇中的不
Work on 2a and 2b 同类项并给出合理
1.Ask students to observe the vocabulary in 2a,circle the odd ones
理由,评估其对词
out,and provide reasons.
汇的理解能力;检
2.Explain the rules for forming nouns with the suffixes -ance,-(t)ion,-
查学生对名词后缀
ness,-ity.
3.Students complete the exercises in 2b independently,the teacher walks 规则的掌握情况,
around to provide guidance.Finally,the class checks the answers together 并通过集体订正和
and the teacher explain the key words. 讲解关键词,给予
指导。
设计意图:通过2a和2b的内容培养学生的词汇辨析能力和帮助学生系统掌握构词法,提升
其词汇积累和语言运用能力;通过提供针对性指导,确保学生扎实掌握知识点。
教师通过观察学生
◆Step 3 Practice
Work on 2c and 2d 独立完成练习的过
1.Students complete the exercises in 2c and the fill-in-the-blank exercise 程和组内互评的互
for the short passage in 2d independently. 动情况,评估学生
2.Pairs correct each other's work within their groups,and the teacher
对词汇的掌握程
provides explanations.
度。
设计意图:此练习可以促进协作学习和同伴互评,这可以加深学生对材料的参与度,并提高
他们自我评估和纠正作业的能力。◆Step 4 Pre-reading
Play a short video about blue whales. 观察学生的讨论积
T:What do you see?What do you want to know about blue whales?Let 极性与阅读期待。
students share their ideas.
设计意图:直观激发兴趣,激活已有知识。
◆Step 5 While-reading
检查学生对文章主
Work on 3a
题的概括的准确
1.Fast-reading
性。
Students read the text quickly and answer:What's the text mainly about?
设计意图:训练略读,把握主旨。
2.Careful-reading
Students read the text carefully and complete the table in 3a.Guide them
to find:
Weight:as much as 200 tons
检查表格填写的准
Where they live:all oceans except the Arctic Ocean
确性。
Food:Some of the tiniest ocean animals
How long they live:up to 90 years
Role in ecosystem:food for other animals,create a lively and healthy
ecosystem
设计意图:培养精读与细节整理能力。
◆Step 6 Post-reading
T:Work in groups to say something about how to protect blue whales by
answering the following questions:
1.Why are blue whales endangered?
(1)Because the temperature in the ocean is becoming higher and higher.
评估学生的观点表
(2)Because there is more pollution in the ocean.
达与小组讨论深
(3)Because humans kill blue whales to get the fat under their skin.
度。
2.How to protect blue whales?
(1)Ask the government to make laws to stop killing.
(2)Students can make some posters to tell the public the importance of
blue whales.
(3)Do more research on them.
设计意图:促进批判性思维与语言输出,强化保护意识。
观察学生是否能根
◆Step 7 Writing
据蓝鲸的特点以第
Work on 3b
一人称完成写作,针
The teacher guides students to review the characteristics of blue whales
对不懂的学生给予
from the text in 3a,and then to complete the part of 3b in the first person.
特定的写作提示。
设计意图:通过回顾蓝鲸的特点和讲解第一人称写作技巧,帮助学生明确写作任务的要求,
培养学生的创造性写作能力。
板书设计
Unit 4 Amazing Plants and Animals
第5课时 Section B (2a-3c)
1.构词法之名词后缀:-ance,-(t)ion,-ness,-ity
2.How to describe blue whales课堂评价
作业布置
必做:
Complete a short self-introduction from the perspective of Billy the Blue Whale based on the
writing framework provided in class.The passage should include the characteristics of blue
whales (such as weight,habitat,food,lifespan,etc.)and their role in the ecosystem.
选做:
Do some research on other endangered marine animals and write a short report about their
living situations and the importance of protecting them.
教学反思
在整个单元的教学过程中,教学活动设计丰富多样,涵盖知识回顾、词汇辨析、写作练
习等多个方面,有效提升了学生的语言综合运用能力。在词汇教学中,从辨别词汇类别到学
习名词后缀构词法,学生的词汇积累和辨析能力逐步提高。阅读与写作环节,借助对蓝鲸文
本的学习和第一人称写作练习,培养了学生信息提取、逻辑思维和创造性写作能力。
