廣東省揭陽(yáng)市七年級(jí)英語(yǔ)下冊(cè) Unit 5 Why do you like pandas教案 （新版）人教新目標(biāo)版.doc

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Unit 5 Why do you like pandas? I．教學(xué)設(shè)計(jì)分析 本單元主要圍繞動(dòng)物園動(dòng)物展開(kāi)，主要是通過(guò)學(xué)習(xí)動(dòng)物名稱(chēng)和常見(jiàn)的有關(guān)描述動(dòng)物的形容詞，學(xué)會(huì)表達(dá)個(gè)人對(duì)動(dòng)物的喜好憎惡，并陳述原因；同時(shí)還要進(jìn)一步認(rèn)識(shí)動(dòng)物生活的分布點(diǎn)和居住環(huán)境；學(xué)會(huì)運(yùn)用why, what, where引導(dǎo)的問(wèn)句，了解動(dòng)物的外形、生活習(xí)性及主要產(chǎn)地，并能運(yùn)用英語(yǔ)簡(jiǎn)單描述自己喜歡的動(dòng)物，并在英語(yǔ)學(xué)習(xí)語(yǔ)境中明白動(dòng)物和人類(lèi)都生活在同一地球上，動(dòng)物是我們的朋友。我們?nèi)祟?lèi)應(yīng)該與動(dòng)物和諧相處，共同生存，從而進(jìn)一步培養(yǎng)和激發(fā)熱愛(ài)動(dòng)物、保護(hù)動(dòng)物、維護(hù)生態(tài)平衡的樸素情懷。 New languages: 1. —Why do you like pandas? —Because they’re kind of interesting. 2. —Why does John like koalas? —Because they’re very cute. 3. —Why don’t you like tigers? —Because they’re really scary. 4. —Where are lions from? —They’re from South Africa. 5. I like pandas because they’re friendly and smart/ I don’t like tigers because they’re scary. II．教學(xué)學(xué)時(shí)分配 Period 1: Section A 1a -1c Period 2: Section A 2a -2c Period 3: Grammar Focus/ 3a -3c Period 4: Section B 1b -1d Period 5: Section B 2a-2c Period 6: 3a- self check Unit 5 Why do you like pandas? The First Period Section A(1a-1c) I. Teaching aims 1. Vocabulary and structure: a. Master the key words: tiger, elephant, panda, lion, koala, giraffe, cute, lazy, smart, beautiful,etc. b.Master the sentences: 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. To observe and describe animals. 3. To talk about their preferences. 4. To know the implied meaning of some animals. 5. Moral aims: We live in the same world with animals, so animals are our good friends. We should get along well with them and protect them. II. Key points 1. Help the students to describe animals and talk about animals in right way. 2. Express preferences. Difficult point: the plurality of nouns represents a group of things. III. Teaching aids Multimedia/A tape recorder/A blackboard IV. Teaching procedures Step 1 Warming-up and lead-in To create an English environment, the teacher shows the video about animals. And ask some questions: Q1: What is the video about? Q2: 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… ) Step 2 Presentation 1. Teach words Let’s go to the zoo to see more animals. Then show the class some pictures of animals and present other animals. And ask them: What’s this in English? Its a tiger. (Then lion, panda, elephant, koala, giraffe) Ss look at the picture and try to remember the new words of the animals. 2. 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. 3. Check the answers with the class. 4. 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… Step 3 Practice 1. Listening 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. 2. 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. Step 4 Consolidation Based on the language thay learnt in this period, ask Ss to do exercises. Step 5 Summary 1. Summary T: Let’s summarize what we learned in this period. Write the following on the blackboard. — Let’s see the lions first. —Why? (why do you /does she /does he like lions?) —Because they are interesting. 2. Homework Copy the words 5 times each. V. Blackboard design Unit 5 Why do you like pandas? Section A 1a-1c Words:：tiger, elephant, koala, pandas, lion, giraffe Sentences：— Let’s see the lions first. —Why? (why do you /does she /does he like lions?) —Because they are interesting. 名詞的復(fù)數(shù)形式表示一類(lèi)事物 Teaching reflection： The Second Period Section A(2a-2d) I. Teaching aims 1.Vocabulary and structure: a.Master the key words: scary, kind, kind of, Australia, south, Africa, South Africa, pet, leg, cat, sleep b.Master the sentences: ① Why do you like...? ② Because they’re kind of …? ③ Why don’t you …? ④ Because …. 2. To observe and describe animals. 3. To talk about their preferences. 4. To know the implied meaning of some animals. 5. Moral aims: We live in the same world with animals, so animals are our good friends. We should get along well with them and protect them. II. Key points 1. Help the students to describe animals and talk about animals in right way. 2. Express preferences. Difficult point: the plurality of nouns represents a group of things；the usage of third person singular III. Teaching aids Multimedia/A tape recorder/A blackboard IV. Teaching procedures Step 1 Review 1. Game: Can you guess? (animals) Present some descriptions about animals and ask Ss to gues what they are. Step 2 Presentation 1. Teach the words (expressions) 2. Present the world map and guide Ss to think about where are the animals from? Panda— China; Giraffe—Africa; Koala—Australia; Lion—South Africa; Elephant—India 3. 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 plete 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. Step 3 Practice 1. 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. Step 4 Consolidation 1. 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. 3)Check the answers: 4)Ss work in pairs and practice the conversation. 5) Let some pairs role-play the conversation. 2. Language points 1) He can walk on two legs. walk on… 表示“用某種方式行走”。 e.g. walk on one’s hands 表示“用手倒立行走” walk on one’s knees 表示“跪著走；跪著向前挪動(dòng)” 2) Well, because she’s kind of boring. kind of有幾分…… adv. + adj. a kind of … 一種…… all kinds of ...，意為“各種各樣的”。 3. Exercise Show Ss some exercises in class and consolidate the language points. Step 5 Summary 1. Review new words and structures. 2. Assign homework: (1) Read the tape script of activities 2a and 2b. (2) Interview your friends. Ask and answer questions about their favorite animals and tell about the reasons. V. Blackboard design Unit 5 Why do you like pandas? Section A 2a-2d Words:：scary, kind, kind of, Australia, south, Africa, South Africa, pet, leg, cat, sleep Sentences: ① Why do you like them? ② Because they’re kind of cute. ③ Why don’t you …? ④ Because …. Teaching reflection： The Third Period Section A(3a-3c) I. Teaching aims 1. To observe and describe animals, and talk about their preferences. —Why do you like …? —Because theyre… 2. Enable to talk about where are the animals from. —Where are lions from? —Theyre from South Africa. II. Key points: 1. Conclude the sentences about describing animals and talking about animals 2. Conclude the sentences about expressing preferences. Difficult points: 1. Use the target language to describe the animals and express their preferences; 2. According to the description of the animal can guess what kind of animal. III. Teaching aids Multimedia/A tape recorder/A blackboard IV. Teaching procedures Step 1 Warming- up and revision 1. Have a dictation of the new words learned in Period 1. 2. Let some pairs role-play the conversation in 2d. 3. Play the guessing game. Show Ss some parts about animals and ask Ss to quickly guess what animals they are. Step 2 Presentation 1.Translate the sentences after read the Grammar Focus. 2. Ss finish off the sentences and check the answers by themselves. 3. Give Ss eight more minutes to remember them. 4. Grammar points 1) Why-question Ask some Ss to sum up the grammar of why-question based on their understanding, and T further get some supplements. 2) Where-question Ask some Ss to sum up the grammar of where-question based on their understanding, and T further get some supplements. 3) adverb of degree Sum up some language point of adverb of degree and present some examples. Step 3 Practice 1. Do 3a 1) Look at 3a. Tell Ss to fill in the blanks with the words from the box. Then practice the conversation. 2) Check the answers. 2.Do 3b 1) Work on 3b. Tell Ss to write the names of animals in the blanks to make sentences that are true for you. e.g. I like cats because they are interesting. I like dogs because they are smart. I dont like lions because they are scary. 2) Ss work in groups. Discuss and write their sentences. 3) Let some Ss report their likes and dislikes. Step 4 Consolidation 1. Game (Guessing Game) 1) T: Lets play a game: Ill describe one animal to you. Listen carefully and think about what animal it is. 2) Teacher makes a model to the Ss. Ss try to guess what animal it is. 3) T: Its your turn now. Please describe one animal to your group members. Let them guess what animal it is. 4) Ss work in groups. Describe animals and guess animals. 2. Exercises If time is enough do some more exercises on the screen. Step 5 Homework 1. Copy the sentences in Grammar Focus and try to recite them. 2. Write five sentences about your favorite animal using very, kind of, really, so, quite, too to describe them. 3. Preview the next period. V. Blackboard design Unit 5 Why do you like pandas? Grammar Focus Sentences: Why do you like pandas? Because they’re kind of interesting. Why does John like koalas? Because they’re very cute. Why don’t you like tigers? Because they’re really scary. Where are lions from? Theyre from South Africa. Teaching reflection： The Fourth Period Section B(1b-1e) I. Teaching aims 1.Vocabulary and structure: a.Master the key words: smart, friendly, shy b.Master the sentences: ① What animals do you/does she/ does he like? 2. Ability aims: 1. Improve students’ listening and speaking skills. 2. Improve students’ munication petence. 3. To talk about their preferences. 4. Moral aims: Try to love and protect the animals but not hurt them. II. Key points Master more names of animals and description adjectives according to the training of listening and speaking. Difficult point: Improve the listening skills about gaining information of listening to conversations. III. Teaching aids Multimedia/A tape recorder/A blackboard IV. Teaching procedures Step 1 Warming- up and revision 1. Present some pictures of animals and review where they are from. 2. Play the PK game “describe animals”, and let some Ss read out their descriptions . 3. Do look and say. 4. Talk about students’ preference of animals and tell about reasons. Step 2 Presentation 1. Teach Ss the new words. 2. Let Ss read aloud the words and expressions. 3. Give Ss some time and read aloud the words. 4. Learning 1) Pay attention to the animals in the picture in 1a and ask a student to say the name of each one. 2) Point out the list of eight numbered adjectives below. T: Now please match the adjectives with the animals in the picture. Write the letter of the animal on the line after the adjective. Point out the sample answer. 3) Describe the animals in the pictures use the adjectives and adverbs. I like...because... I don’t like… because… Step 3 Listening Work on 1b: 1. T: Now I will play a recording of a conversation between Tony and Maria. This time circle the adjectives you bear on the list for la. 2. Ss listen and try to circle the adjectives in 1a. 3. Play the recording again for the Ss to check the answers. Work on 1c: 1. Call attention to the three headings. Animal, Marias Words and Tonys Words, and the write-on lines under each. 2. Say, Now I will play the recording again. This time please write the name of the animals each person talks about and the words they say. 3. Play the first four lines of recording and stop the tape. Ask, what animal are they talking about? What words does Mary use to describe the elephant? Point out the write-on lines where students can write these words. 4. Play the whole recording and have students write the words they hear on the chart. 5. Check the answers. Step 4 Practice 1. Pairwork 1) Call attention to the dialogue next to the picture. Ask two students to read it to the class. 2) Ss, work in pairs. Use sentences like these to say what you think about different animals. 3) Ss work in pairs to make their own conversations. As they work, move around the room checking on progress. 4) Ask some pairs to present their conversations to the class. 2. Exercise Ask Ss to do some exercise on the screen. Step 5 Summary T: Let’s summarize what we learned in this period. 1.Ask some students to make a summary about this period. What animals do you like? I like … They’re … What other animals do you like? I like … too. Why? Because they’re … Step 6 Homework 1. Copy the conversation in section B 1b. 2. Preview the next period. 3. Do the exercise about English Weekly. V. Blackboard design Unit 5 Why do you like pandas? Section B(1a-1d) be friendly to ...“對(duì)……友好” be+adj+to smart, friendly, shy Teaching reflection： The Fifth Period Section B(2a-2c) I. Teaching aims 1.Vocabulary and structure: a.Master the key words:save, symbol, flag, forget, place, water, danger, cut, down, cut down, tree, kill, ivory, over b.Master the sentences: The elephants is one of Thailands symbols. Lets save the Elephants. 2. Ability aims: 1) Improve students’ reading skills. 2) To talk about their preferences. 3) Realize some situations of animals around the world based on reading the passage. 3. Moral aims: Animals are friends of human beings, so it’s our duty to protect them. II. Key points 1）Find out the details according to the key words. 2）Guessing the words or sentences meaning according to the text. 3）Build a mind map according to the context. Difficult point: 1） Inductive discourse Center by skanning 2）Sorting piecemeal information and build a mind map. 3) Improve students’ reading ability by setting a series of tasks. III. Teaching aids Multimedia/A tape recorder/A blackboard IV. Teaching procedures Step 1 Warm-up 1. Have a dictation of the new words learned in U5. 2. Show the animals’ pictures to the students,let them tell out their names.And then review the sentence structures: I like….Because they are …. I don’t like …because they are …. Step 2 Pre-reading 1. Show some pictures on the big screen. Teach Ss some main words and expressions in the passage in 2b. e.g. save, symbol, flag, forget, place, water, be in great danger, cut down, tree, kill, ivory… 2. Ss read and understand the new words and expressions. 3. Present Ss some background and other knowledges about elephants and Thailand so as to sweep out the obstacles of new words. 4. Thinking 1. T: Now there are many animals are in danger in the world. Why? One reason is that man cuts down too many trees so animal are losing their homes. 2. Look at the chart below. What animals do you think are in great danger? Discuss with your group members and check the animals. 3. Let some Ss read their answers. Step 3 While-reading 1. Listen to the passage and read after the tape. 2. Fast reading T: Now, read the passage quickly and check (√) the best title for it. Ss read the passage quickly and try to find the answer to this question. Check the answers. 3. Careful reading T: Now read the passage again and find the answers to these questions (on the big screen): ① Where are the students from? ② What do the students from Thailand wan to do? ③ Are elephants smart animals? ④ Why are elephants in great danger? ⑤When is Thai Elephant Day? Ss read the questions first. Then read the passage again and find the answers to the questions. 4. Check the answers with the class. ① They’re from Thailand. ② They want to save the elephants. ③ Yes, they are. ④ Because people cut down many trees and they kill elephants for their ivory. ⑤ It’s on March 13th. 5. Tell the students to look at the map in 2c. There are four boxes around the word "Elephant". The first box is about the importance of the elephants in Thailand. The second box is about the abilities of the elephants. The third box is about the facts and figures of the elephants. The last box is about how to save the elephants. Lets read the passage again and fill in the blanks. (2) Ss read the article and fill in the blanks in the map. (3) Check the answers with the Ss. Step 4 Post-reading 1.Retelling the passage 1. Ask Ss to retell the passage based on the mind map above. 2. Ask Ss to PK within different groups and choose the best winner. 2. Language points 1) friendly be friendly to ...意為“對(duì)……友好”。 2) get/be lost 迷路 3) be in (great) danger 處于（極大）危險(xiǎn)之中 (be) out of danger 脫離危險(xiǎn) e.g. The doctors say he’s now out of danger. 大夫們說(shuō)現(xiàn)在他脫離了危險(xiǎn)。 4) cut down 砍伐 5)over （數(shù)量）超過(guò)； 在……之上 6) “be made of +原材料”表示“由……制成(從制成品中仍能看出原材料)”。 “be made from +原材料”表示“由……制成(從制成品中看不出原材料)”。 3. Exercises 1）plete the sentences. 2）plete the sentences with the correct words. Step 5 Homework 1. Read the messages in 2b. 2. Write passage like 2b about some other animals you think are in great danger 3. Preview page30. V. Blackboard design Unit 5 Why do you like pandas? Section B(2a-2c) lost get lost=be lost be in (great) danger 處于（極大）危險(xiǎn)之中 (be) out of danger 脫離危險(xiǎn) cut down 砍伐 over （數(shù)量）超過(guò)； 在……之上 three thousand 100,000讀作：one hundred thousand be made of +原材料 由……制成(從制成品中仍能看出原材料) be made from +原材料 由……制成(從制成品中看不出原材料) Teaching reflection： The Sixth Period Section B 3a-self check I. Teaching aims 1. Review the animals’ names and the description of animals 2. Be able to use the relevant knowledge to describe verbs and express their preferences. 3. Use different ways to express one’s preferences and describe different kinds of animals II. Key points 1. Can be used to describe the characteristics of animals and where they e from. 2. Use their knowledge to describe some of their familiar animals. Difficult point: 3. Use the target language to describe the animals and express their preferences; III. Teaching aids Multimedia/A tape recorder/A blackboard IV. Teaching procedures Step 1