七年级下册 Unit 5 Why do you like pandas? Section A Grammar Focus-3c 教案（表格式）

Go For It 7B Unit 5 Section A Grammar Focus-3c
Analysis of teaching material What: It’s a part of the dialogue between John and Julie(2a). They share the animals they like or don’t like and the reasons for these preferences. Besides, they talk about where do these animals come from. Why: This dialogue is designed to help Ss understand the usage of Why and Where questions and answers in real context, and know how to talk about their preferences for animals and corresponding reasons as well as where do they come from. How: This dialogue provides students with basic sentence patterns for asking why, stating reasons, asking where and stating places, laying a good foundation for students' speaking and writing.
Teaching objectives By the end of the lesson, most students will be able to: know preferences of John and Julie for animals, reasons and where are these animals from, and master the meaning and usage of new sentence structures in real context: (Learning and understanding) -Why do\don't you like... -Where are...from -Because... -They are from... talk about the preferences of John and Julie for animals corresponding reasons as well as where are these animals from based on the content of the dialogue; Pay attention to, extract, summarize and internalize the above expressions. (Applying and Practicing) use basic sentence patterns for asking why, stating reasons, asking where and stating places to discuss topics and solve real problems(as a zoo guide) in real context. (Transferring and creating)
Teaching focus Help Ss master Why and Where questions and answers. Help Ss learn to talk about why they like or why don't like certain animals and where are these animals from.
Anticipated difficulties Help Ss learn to talk about their preferences for animals, reasons and where are they from.
Teaching objectives Teaching procedure Introductions
know preferences of John and Julie for animals, reasons and where are these animals from, and master the meaning and usage of new sentence structures in real context. Brainstorming. T lets Ss think about what questions they might have to answer from visitors and consider how should they answer if they become zoo guides. (point to what, where, what and how questions). Role-play. T lets the Ss play the roles of John and Julie to carry out the conversation in 2a and feel the rules of new expressions in it. Watch an animation. The Ss watch an animation in which a zoo guide introduces animals in English to visitors. Ss can find what, where, what and how questions visitors ask and corresponding answers the guide gives in the animation. After watching, the T presents these questions and answers to the Ss and lets them to summarize the rules. (Three steps take 15mins) -Arouse Ss' mental schema and encourage them to guess -Let students perceive grammar in context -Let Ss feel the grammar rules in the real context, and improve their grammatical induction ability
talk about the preferences of John and Julie for animals corresponding reasons as well as where are these animals from based on the content of the dialogue; Pay attention to, extract, summarize and internalize the above expressions. A guessing game. Ss will play a guessing game with their partners. One asks several questions, the other gives answers, and the person who asks questions needs to guess the answer. (T first invites a student to demonstrate.) g. A:Do you like them B: Yes. A: Why do you like them B: Because they’re very cute. A: Where are they from B: They’re from China. A : What do they look like B: They’re black and white. A: They are pandas. B: Yes, you’re right! Discussion. Ss will use new knowledge to share the animals they like or don’t like and corresponding reasons as well as where are these animals from with their partners. The T gives Ss appropriate feedback. (Two steps take 10mins) -Evaluate Ss' understanding of grammar rules according to their performance, observe the accuracy of Ss' language and prepare students for applying what they’ve learned in real situations -Assess Ss' internalization of knowledge and improve Ss' oral communication skills
Use basic sentence patterns for asking why, stating reasons, asking where and stating places to discuss topics and solve real problems in real context. Survey. T asks Ss to work in groups of four to interview each other about their favorite animals and then invites several groups to report. Favorite animalWhyFrom whereAppearanceABCD
Be a guide. The T asks the Ss to introduce an animal to their group members as a zoo guide and asks some Ss to act as a guide on stage Summary. T guides the Ss to summarize what they’ve learnt according to the blackboard and gives appropriate supplement and consolidation. (Three steps take 15mins) -Consolidate Ss' grasp of grammar knowledge, help students to learn more and improve their cooperation ability -Improve students' ability to solve practical problems -Help Ss organize their thoughts and consolidate.
Homework Draw a mind map from what, where, what and how. Next lesson the Ss will use their mind maps to try to introduce an animal as a zoo guide.
Blackboard design
Reflection This lesson is organized by setting up a real situation of a zoo tour guide, which can arouse Ss’ interests and helps improve students' ability to solve practical problems. There may not be enough presentation and practice for Ss to fully grasp the new knowledge.