Unit 5 Why do you like pandas？Section A (1a-2c) 精品教案

人教版七年级下册
Unit5 Why do you like pandas?教学设计
Section A (1a-2c)
I. Teaching aims
a. Knowledge aims
(1)To make the students know how to use the sentences “What animals do you like?”“ Why do you like …? ”“Where are they from?”Let the students be able to answer the questions above.
(2)To study the new words “animal，panda，tiger，koala，lion，smart，beautiful …”etc. by looking at the pictures of this lesson.
b. Ability aims
(1) To describe animals and talk about their preferences.
(2) To develop the students’ abilities of listening ,speaking ,and reading .
(3) To train the students’ ability of working in pairs.
c. Emotion aims
(1) To enable the students to work with others and help each other.
(2) To help the students to know that animals are our friends and we should love animals and protect them.
II . Teaching emphasis and difficulties
(1) To help the students to describe animals by using “really, very, kind of, etc.” .
(2) To enable the students to talk about their preferences about animals.
III. Teaching procedures
Step 1 Warm-up/ Lead-in
Free talk between the students:
What are they in the picture ?(pandas)
Do you like pandas ?
Please think: Where can we see pandas?(China ,SiChuan, zoo,etc.)
We have two friends today,John and Julie.They go to the zoo to see animals, let’s go together.
（通过图片导入新课，设立情境:与两个朋友一起去动物园，激起学生的兴趣。)
Step 2 Presentation
1.New words:
(1).Let the students look at the pictures on the screen and answer the question: What animals can you see? And then learn the new words.
(2).Play a guessing game. Can you guess what animals they are?
In this part, I will let them have a competition. After the competition, I will give the winners some stars.
(通过多媒体屏幕向学生展示所学单词,图文并茂，非常直观地向学生展示了新单词。简单的猜动物游戏既调动了学生的学习积极性又强化加深了单词记忆。)
(3).Ask the students to read the words and match with the pictures in 1a, then check the answers with them.
2. listening
(展示John and Julie 在动物园的地图，引导学生思考并猜测他们想看什么动物，然后进行听力训练。)
（1）Listen and check (√) the animals you hear .
（2）Listen and fill in the blanks .Then check the answers.
(3) Let the students have a brainstorm:What other words can describe the animals?
(听力训练中引导学生思考，填的词是用来描述动物的，还有哪些词可以描述动物呢？学生的思维不限于本课的单词，能做到积极思考，气氛比较热烈。通过听力让学生对于本课的基本句型有了一个初步印象，总结功能句。)
Pairwork
Make a conversation by using the structures.
（练习完句型，引导学生思考：这些动物都来自哪里呢？）
Know the places
Show the new words and flags of some countries,and match.
Listening
Listen and write down the animals you hear.
Draw a line from the animals to the description words and the countries they are from.
(展示John and Julie 在动物园的另一幅地图，引导学生听他们谈论的什么动物，进行记录。)
Practice :
--Where are the …s from?
--They’re from …
Listen and enjoy. Pay attention to their pronunciation and intonation.
(通过听力让学生对于动物来自哪里有了了解，为接下来的对话及小组活动做铺垫。)
Step 3 Game:Lucky numbers!
Ask two students to chose a lucky number, then answer the question followed.
（本部分展示了一个孔雀的形象，羽毛设计成了不同的超链接，每个数字对应不同的问题。每个链接都可以返回原来选幸运数字的界面，并且都可以随时机动的进行下一环节。学生们对于这个活动反应很热烈，积极思考与运用本节课相关的知识点,通过练习巩固所学内容。）
Step 4 Make a survey
Pairwork:Practice the sentence structures in this class.
（为小组活动进行铺垫，让学生知道用什么语言进行谈论。）
Make a survey:Ask the group members questions and make a report .
Report like this:
In my group, Tony likes …Because they are…They’re from …
Animals are our friends, we should learn to protect them.
(通过对动物的描述，让学生从从潜意识意识到动物的重要性，让学生自觉的爱护动物，保护动物，进而激发学生对大自然的保护意识,为社会主义生态文明建设做出贡献。)
Step 5Summary
animals：tiger elephant…
description words: smart, cute…
sentences: What animals do you like?
Why do you like …?
Where are they from?
(引导学生总结本节课的所学知识点，进一步巩固所学内容。)
Step 6 Homework
1.Find out at least eight animals you know.
2.Choose your favorite animal and tell us your reason.
3.Find information about endangered animals.
Blackboard design:
Unit5 Why do you like pandas?教学设计
Section A (1a-2c)
--Why do you like …? G1:
--Because they are … G2:
--Where are they from? G3:
They are from …
Unit 5 Why do you like pandas ?随堂练习
（Section A 1a-2c）
Do some exercises to make sure that they can master the new words and sentences well.
一：根据对话内容，从方框中选择适当的词（词组）填空。
A:Do you like 1._______ elephants?
B:Yes,I do. Elephants are my 2.______ animals.
A:Why?
B:3.______ they’re cute.
A:look! There’s an elephant. It’s big.
B:It’s 4._____ big.Please look at those two elephants there.
A:Ha! They’re very big!
B:Do you know where the elephants are from?
A:Are they 5._____ Africa?
B:Yes,they are.
二：翻译句子。
你为什么想去看他们？
_____ _____ you _____ to see them?
--你为什么不喜欢那只猫？
--因为她有点可怕。
--_____ _____ you like the cat?
--Because she’s _____ _____ scary.
Where _____ they _____ ?
Unit 5 Why do you like pandas ？课后反思
（Section A 1a-2c）
新目标英语强调的是任务型教学，强调学生要成为教学活动的主体，而老师只是从中起到协调引导作用，因此在我的教学设计里，比较重视学生活动。充分调动起学生的积极性，让他们成为学习的主动者。本节课是本单元的第一课时，通过对本单元的学习，学生能够对动物进行简单描述，可以对动物的喜好的原因进行交流表达，并能够熟练运用“Why—Because”句型来询问他人的爱好，解释原因。本节课上完后有如下感觉：
多媒体教学使课堂生动活泼，增加了教学容量，使老师更好的利用课堂45分钟。基本按照新课标的要求让学生成为课堂的主体，让他们多说多练，教学效果较好。教学中设计了一个情境，让学生跟随两个朋友John和Julie在动物园中看动物，串联了接下来的几个听说的环节。另外设置的Lucky Numbers的游戏将课堂氛围推向第一个高潮，小组活动调查促成了第二个课堂小高潮，让学生在愉快的氛围中练习并掌握了本节课的所学知识。
最后，我来谈谈本节课的不足之处。虽然本人设计了教育情境以及多个任务让学生来运用所学的句型，学生也能熟练掌握，但学生发言和配合不够积极主动。由于与学生是第一次接触，彼此磨合不够，部分指令学生们理解不太到位，所以设计的活动有些进行得有些被动与仓促。对于基础较差的学生来说，课堂容量较大，很难完全接受。
此外，我认为我对课堂的调控能力还有待提高，对课堂随机事件的处理还不够老练和成熟，缺乏必需的教育机智。在今后的教学工作中，我还要继续和其他老师们探讨如何提高课堂效率的有效方法，争取有更大的进步和提高。