利用复习导入——教学案例
2018-05-02 16:34阅读：
Unit5 Why do you like
pandas?
Section A 1a-1c
教案
教材分析
Section
A部分主要通过图文观察和听说活动，让学生进入“参观动物园”的情景中，主要目的是让学生了解各种动物如何用英文表述，以及它们生长的地方以及生活习性，并能够用英文谈论对于动物的喜好和原因。
1a-1c呈现了“参观动物园”的情景，一些常见动物的英文名称和描述它们的形容词都在此处，听力部分呈现了两位参观者关于先看哪些动物进行讨论，并呈现了why
引导的特殊疑问句及其如何回答，其用意在于让学生学会运用新词汇和新句型讨论对各类动物的喜好及原因，从而培养学生热爱自然、热爱动物、热爱地球的情感。
学情分析
本节课，是和县城中学的学生录制的第一堂课，师生之间不是特别熟悉，不过总体来讲，七年级的学生经过一个多学期的英语学习有一定的英语基础，对why、what引导的特殊疑问句有很强的感知和运用能力，而且学生提前也做了充分的预习及准备工作，上课大部分学生很喜欢参与课堂，积极思考并主动展现自我，使整个课堂气氛比较轻松愉悦；极少部分学生在处理习题过程中尽管有错误，但是在老师的引导下也能及时更正过来，激发他们的求知欲和潜在能力，都能完成教育教学目标。
教学目标
1、 知识与技能目标
1)
Key Vocabulary:
动物：panda,tiger, koala, lion,
elephant, giraffe,animal,zoo
形容词：beautiful,cute, smart, lazy,
scary
2) Target Language:
①
A:What do you/does she/ does he think of …?
B: I think/She thinks/He
thinks they 're very ....
②
A: Let’s see the …?
B:Why do you/does she/ does he want to see
them?
A:Because they are ….
3) Ability Objects:
①
To observe and describe animals.
②
To talk about animals’preferences.
2、过程与方法
主要通过展示图片、听力、对话、小组讨论、习题练习等一系列课堂活动，使学生通过多种方式会表达自己及同伴间会描述动物的特性及喜好。
3、情感态度价值观
让学生懂得：地球是人类和动物共同的家园，要有好的家园就要与动物和谐相处，从小培养爱护动物，关心动物和保护动物的思想感情，树立正确的价值观。
学习策略
（1）通过表演、记忆、讨论、实际操作等一系列活动，让学生巩固所学语言知识；
（2）能熟练操作电子白板部分工具能力；能通过各种方式搜集动物相关信息和资料；
（3）能用英语思考问题，分析问题并顺利表达问题能力。
教学重点
1) Learn to describe animals and talk about their
preferences.
2) Why, What questions and answers.
3) Be able to talk about the animals which they like
or dislike and the reasons.
教学难点
名词复数形式表示一类事物；第三人称单数
教学方法
多媒体辅助教学法、小组讨论法、情境教学法、直观教学法等。
教学用具
PPT、多媒体、微信、图片、白板等。
教学过程
【导入】StepⅠ.Greetingand
lead in
1. Greet with students as usual.
2. Lead in.
Play a video about animals.
T:What can you see?
S:tiger/monkey/elephant/panda/koala/giraffe
T:What are they?
S:They’re pandas.
T:Do you like pandas?
S:Yes,I do.
T:Why do you like pandas?
S:Because they are interesting.
T: Today let’s learn “Unit5 Why do you like
pandas?”
(The teacher should write it on the blackboard.)
（设计意图，播放动物视频歌曲以及看熊猫动画图片，将学生带入动物园并观看各类动物，让学生在轻松和愉悦的环境中进入动物的世界中，进而引入新课内容，为下一环节学习重点单词奠定基础。）
【讲授】StepⅡ Presentation
Teach the main words
T:Let’s look at some pictures.
T:What’s it?
S:It’s an
elephant.
T:What’re they?
S:They’re
elephants.
T:What do you think of the elephants?
S: I think they 're
very friendly/fun.
T:What does she/he think of the elephants?
S: She/He thinks they 're very
friendly/fun.
T:What’s it?
S:It’s a
giraffe.
T:What’re they?
S:They’re
giraffes.
T:What do you think of the giraffes?
S: I think they 're
very beautiful/fun/tall.
T:What does she/he think of the giraffes?
S: She/He thinks they 're very
beautiful/tall.
T:What’s it?
S:It’s a lion.
T:What’re they?
S:They’re lions.
T:What do you think of the lions?
S: I think
they 're very lazy.
T:What does she/he think of the lions?
S: She/He thinks they 're
lazy.
T:What are they?
S:They’re animals.
T:Where are they?
S:They’re in the zoo.
T:Let’s read these new words. I read one time. You should
read three times.
T: elephant(s)
、friendly、giraffe(s)、beautiful、lion(s)、lazy.、animal(s)、zoo.
S:
elephant(s) 、elephant(s)
、elephant(s) …
T:What’s it?
S:It’s a koala.
T:What’re they?
S:They’re
koalas.
T:What do you think of the koalas?
S:
I think they 're very cute.
T:What does she/he think of the koalas?
S: She/He thinks they 're
cute.
T:What’s it?
S:It’s a panda.
T:What’re they?
S:They’re
pandas.
T:What do you think of the pandas?
S:
I think they 're very interesting/smart.
T:What does she/he think of the pandas?
S: She/He thinks they 're very
interesting/smart.
T:What’s it?
S:It’s a tiger.
T:What’re they?
S:They’re
tigers.
T:What do you think of the tigers?
S: I think they 're very scary
/terrible.
T:What does she/he think of the tigers?
S: She/He
thinks they 're scary /terrible.
(The teacher should write them on the
blackboard.)
（设计意图：图片展示本课时重点动物名称及描述性单词。通过师生对话学习新单词及部分目标语言，使学生不自然的通过单词轻松过渡到部分句型，这也为下一环节做好铺垫。）
【练习】StepⅢExercise
1
T:Who can come here, write these animals and
describe their preferences?
—What do you think of the …?
—I think they 're very
….
smart、scary、cute、lazy、beautiful、tall、fat、small、friendly、strong、interesting、fun
|
For example: The pandas are cute.
A: What do you think of the pandas? B: I
think they 're very cute.
The __________ are _____________.
The ____________ are
______________.
The __________ are _____________.
The ____________ are
______________.
The __________ are _____________.
The ____________ are
______________.
(设计意图：其他同学围绕动物图片做对话，让上黑板的学生听他们的对话，在白板上用自己的手书写本课时重点单词即：动物名称及描述性的形容词，这不但检验了学生的掌握程度，而且还激发了不同层次学生学习积极性和创造的潜意识，使他们自主参与课堂，通过亲身体验现代化教学设备，培养学生从小学会利用现代化教学资源的意识。这一环节是由单词逐步向下一环节即句子过渡做好良好的铺垫。)
【讲授】StepⅣ Presentation
1a Match the words with the animals in the
picture.
T:Do you want to go to the zoo?
S:Yes
T:First, match the words with the animals in the picture. Who
can come here and write your answers.
The tiger is picture a.
The
elephant is picture f. The koala is
picture c.
The panda is picture c.
The lion is picture d.
The giraffe is picture
b.
(设计意图：学生上讲台将自己的答案写在白板上，将白班交给学生，通过拖动字母让学生完成1a的任务。使学生主动参与课堂并体验快乐，调动学生的积极性和参与意识，让学生成为课堂的主体，充分发挥学生的主体性和主观能动性。)
T: What can you see about this picture?
T:They’re two students.They’re talking about the animals of
the map.The girl would like to see the pandas first. The boy asked
why. Because she thinks they’re very cute.They’re her favorite
animals.
For example:
A: Let’s see the pandas first. They’re my favorite
animals.
B:Why ?
A:Because they’re very cute.
(The teacher should write them on the
blackboard.)
（1）let sb. do
sth.
让某人做某事，let后常接不带to
的不定式，在英语中使役动词let、have
、make等和感官动词feel、hear、see等常接省略to
的不定式。即原形。
（2）Why是疑问副词：“为什么”，用来询问原因，用why
提出问题，用because回答。
(设计意图：教师应用智能笔工具和荧光笔将重难点知识标注出来，让学生明白why-because；名词的复数形式表示一类事物；不同的动物有不同的描述性词语如pandas-
cute。这也为下一环节的听力做好了准备工作。)
【活动】StepⅤ
Listening
1b.Listen and circle or check(√) the animals you hear in
1a.
Before
listening（设计意图：听前：让学生读听力要求并明白要做什么。）
While
listening（设计意图：听中：听力材料播放两遍，第一遍让学生听并做题，第二遍让学生再听并核对答案。）
Play the recording for one time, the students should listen
and do 1b.
Play the recording for a second time, the students should
check their answers.
After
listening(设计意图：听后：叫三组学生上讲台，让学生使用白板中的工具笔进行圈出所听到的动物图像，并做对话，再次核对答案。做完对话再让学生逐字逐句听听力材料并扮演男孩、女孩跟读，加深学生对目标语言的理解能力，这为1c环节奠定良好的基础。)
Ask several students to write their answers on the
blackboard，then make their
conversations.
The answer is
panda、giraffe and
koala.
Last, ask students to listen and read these listening’s
structures.
(设计意图：本部分分为三部分：听前让学生明白要干什么，听中反复放听力材料练习并巩固目标语言,不断输入信息，提升学生的听力能力，培养学生学会抓关键词能力；听后让学生以对话的形式检测听力情况，从而输出信息。)
【练习】StepⅥPair-working
1c .Practice the conversation with your partern. Then make
conversations about the other animals in 1a. Use the words in the
box.
For example: A: Let’s see the …
B: Why do you want to see the…
A: Because they’re…
cute、interesting
、fun、smart、lazy、beautiful
、scary
、friendly
、cool
|
Four students a group.Give students some pictures to make
conversation. After three minutes ask some groups to make
their conversation.
(设计意图：四人一组看着1a图应用目标语言讨论，并分组让学生围绕图片展示对话，从而启发学生的创造性思维，提升他们的语言表达能力、合作意识和参与意识。讨论过后，老师使用白板中的幕布工具，增加课堂趣味性，将图片遮挡住，从左往右拖动，让学生看着动物图片使用目标语言做对话,这也为下面的练习打好了基础。）
2、Ask students to see the pictures
of the blackboard and make their own conversation, then
come the blackboard to make conversation.
(设计意图：四人一组继续讨论下一组图片，这一环节是目标语言的输出环节。老师利用白板中的计时器和聚光灯工具，将刚才讨论的动物闪亮登场，随意叫两名学生自由做对话，此环节是信息输出部分体现了学生的综合能力，培养学生在日常交际中能够熟练利用英语交流的能力。）
【练习】StepⅦExercise
2
T: Who wants to come here and write your answers on the
blackboard.
单项选择。
1.Pandas are ______ favorite animals.
A. me
B. my
C. I
D.
mine
2._____do you want to see them? _____ they’re
interesting.
A. Why , so B. Why,
Because C. Because, So
D. So, Why
3.What _____ does Tina like? I like giraffes.
A. subjects B.
colors
C. sports
D.
animals
4.Let's _____ the old woman _____ the homework
today.
A. to help;to do B. help;with do
C. help;do
D. to
help;doing
(设计意图：让学生到白板上写出自己的答案，检测学生对本课时重难点知识的掌握情况，同时也进一步巩固并强化重难点知识，培养学生独立思考能力和参与意识，使学生和老师都互动起来。）
【总结】StepⅧ
Summary
Play a video about animals.
（设计意图：播放一段有关动物的多媒体视频，使学生对本课时的教学内容有个升华。培养学生热爱动物、热爱大自然、热爱家园、热爱祖国的思想感情，这为下一环节的总结工作奠定良好的基础。）
Ask several students to tell us what they have learned about
this class. Then teacher shows them.
1.New words:
zoo,animal,tiger,elephant,koala,panda,lion,giraffe;smart,cute,lazy,beautiful,scary
2.New structures:
A:Let's see the
pandas/tigers/lions/ elephants/koalas/giraffes …first.
B:Why do you want to see
them?
A:Because they’re
interesting/smart/cute/lazy/beautiful/scary...
（设计意图：看完视频让学生先总结本课时的重难点词汇及短语，之后老师再点评总结并让学生齐声读并记单词及句子，进一步巩固提升。）
【作业】StepⅨ Homework and
Servery
Ask your group members about their favorite animals and
why.
Name
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Like
|
Dislike
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animal
|
description
|
animals
|
description
|
Zhao Hong
|
pandas
|
cute
|
tigers
|
scary
|
Li Xue
|
koala
|
smart
|
lions
|
lazy
|
|
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My name is …. I like … because they are …. I don’t like …
because they’re … My friend is … She likes … because they are … She
doesn’t like … because they’re …
(设计意图：通过例子，培养学生综合能力，使学生全面发展，让学生四人一组讨论自己和成员之间对动物的喜好以及描述相关动物的特性，并组织语言书写成文章。这一过程，老师用微信随意拍摄了学生的作品，展示给大家并讲解提示大家在写作过程中的注意点；同时还利用了随机点名的方式让学生上讲台读他们的调查报告。)
【板书】StepⅩ
板书设计
Unit5 Why do you like
pandas?
Section A 1a-1c
animal(s)/zoo
A:Let’s see the …first?
elephant(s)/giraffe(s)/
tiger(s)/
lion(s)/
panda(s)/
koala(s)
B:Why do you want to see them?
A:Because they are ….
friendly/beautiful/scary/lazy/smart/
cute
【反思】StepⅪ 课后反思
