人教版英語七年級下冊教案：Unit5Whydoyoulikepandas？SectionB(2a-2c)

1、Unit5 SectionB (2a-2c)教案1.0教情分析1.1 Teaching objectives 教學(xué)目標(biāo)1.1.1 Language targets 語言目標(biāo)1.1.1.1 Key Words and Chunks1.1.1.1.1 For applying: save, forget, cut, kill, flag, place, water, danger, tree, down, over, get lost, be in (great) danger, cut down, (be) made of, lose on s home, help sb. (to) do st

2、h.1.1.1.1.2 For comprehending: symbol, ivory, Thailand, Thai1.1.1.2 Sentence Structures1) We are students from Thailand, and we want to save the elephants.2) They can play soccer or music.3) They can also draw.4) People say that an elephant never forgets.5) Elephants can walk for a long time and nev

3、er get lost.6) This helps them to live.7) But elephants are in great danger.8) People cut down many trees so elephants are losing their homes.9) People also kill elephants for thei門vory.10) Today there are only about 3,000 elephants(over 100,000 before).11) We must save the trees and not buy things

4、made of ivory.1.1.1.3 Grammar Focus1) We are students from Thailand, and we want to save the elephants.(這是一個由并列連接詞and!接的并列句，ancB后兩句是平行的關(guān)系，and 身沒有涵義，只起連接作用，可以不翻譯出來。前句中介詞from表示 來自于”，與LionsarefromSouthAfrica.中的from相同；后句中動詞want之后常接動詞不定式，表示想做某事”。)2) They can also draw.(此句中用了情態(tài)動詞 canf口副詞 also,在 Unit 1中我們學(xué)

5、到情態(tài)動詞后接動詞原形；also這個副詞表示 也”，用于肯定句，它在句中的位置與always, often等表示頻度的副詞一樣，通常位于普通動詞之前，b呦詞、助動詞或情態(tài)動詞之類的特殊動詞之后。)3) Thishelpsthemtolive.(此句意思是 這個幫助它們生存動詞help之后的搭配通常有help sb. (to) dosth.,用動詞不定式作賓語補足語，其中動詞不定式符號 to可以省略，表示 幫助 某人做某事”，若不需要動詞，則用helpsb.withsth.,如：幫助我父母做家務(wù)”，以下幾種說法都是正確的：help my parents (to) do the housework

6、= help my parents with the housework )4) We must save the trees and not buy things made of ivory.(情態(tài)動詞must與can樣，后面接動詞原形，表示必須做某事"，此句中連接詞an選接mus此后的兩個動詞，save the tree矯Onot buy things made of ivory ,表示前者是必須做的，后者是不可以做的。madeofivory屬于過去分詞短語，作后置定語修飾前面的things,表示用象牙制成的東西 ”或象牙制品)1.1.2 Ability goals 能力目標(biāo)1.

7、1.2.1 教會學(xué)生正確運用 save, forget, cut, kill, flag, place, water, danger, tree, down, over, get lost, be in (great) danger, cut down, (be) made of, lose oisdnome, help sb. (to) do sth.。1.1.2.2 教會學(xué)生根據(jù)文本結(jié)構(gòu)和內(nèi)容選擇恰當(dāng)?shù)臉?biāo)題。1.1.2.3教會學(xué)生根據(jù)文本內(nèi)容和給定框架填寫思維導(dǎo)圖，并利用思維導(dǎo)圖進(jìn)行文本復(fù)述01.1.2.4幫助學(xué)生通過模仿文段朗讀，初步形成意群的概念，并在朗讀時能夠正確地停頓01.1.3

8、Emotional goals 情感目標(biāo)1.1.3.1 通過讀前視頻的觀看以及討論和交流，讓學(xué)生了解一些世界瀕危動物的 生存狀況，從而激發(fā)起學(xué)生保護(hù)動物的意識。1.1.3.2通過文本內(nèi)容的學(xué)習(xí)，使學(xué)生了解泰國大象的背景知識，包括它們的才能、生活習(xí)性以及所面臨的困境，引導(dǎo)學(xué)生積極思考，以實際行動響應(yīng)保護(hù)泰國大象的倡議。1.2 Important and difficult teaching points 教學(xué)重難點1.2.1 掌握并運用文中出現(xiàn)的重難點單詞，短語及句型。1.2.2 根據(jù)文本結(jié)構(gòu)和內(nèi)容選擇恰當(dāng)?shù)臉?biāo)題。1.2.3 根據(jù)思維導(dǎo)圖復(fù)述文本。2.1 Student analysis 學(xué)情分

9、析2.2 Fundamental State 基本情況本課時是一節(jié)閱讀課，文本是以一群泰國學(xué)生名義所寫的關(guān)于保護(hù)泰國大象的倡議書。文本介紹了有關(guān)泰國大象的一些知識：它們能做些什么，它們的生活習(xí)性（這兩項可以看成是本單元前面幾個課時所學(xué)知識在語篇環(huán)境之下的運用），還介紹了它們目前的生存狀況及相關(guān)數(shù)據(jù)，“選標(biāo)題 ”和 “填寫思維導(dǎo)圖”兩個閱讀任務(wù)的設(shè)置，可以較好地培養(yǎng)學(xué)生閱讀能力。讓學(xué)生在基本的閱讀策略的教學(xué)滲透下也有情感上的引領(lǐng)，讓學(xué)生有表達(dá)的愿望，實現(xiàn)“用英語做事”的教學(xué)目標(biāo)。2.3 Knowledge Reserve 知識儲備通過本單元SectionA的學(xué)習(xí)和SectionB 第一課時的學(xué)習(xí)

10、，學(xué)生已經(jīng)能熟練掌握一些常見的動物的名稱，能夠使用描述性的形容詞對各種動物進(jìn)行描述，能夠使用why,what和where引導(dǎo)的特殊疑問句進(jìn)行問答，能夠表達(dá)自己對動物的喜好以及說出喜歡或不喜歡的理由。所有這些為學(xué)生理解本課時閱讀文本進(jìn)行了較好的準(zhǔn)備。同時，閱讀文本所涉及的“保護(hù)動物 ”的話題，也是學(xué)生并不陌生的熱門話題。學(xué)生感到困難的地方主要可能有兩方面：一是生詞和短語比較多，這會造成他們對文本理解的困難，識記和運用這些生詞短語對多數(shù)學(xué)生來說也是一個不小的挑戰(zhàn)；其二是選出正確的標(biāo)題的閱讀任務(wù)，這在以前的閱讀教學(xué)中是較少涉及的。2.4 Class data本班實際本班學(xué)生學(xué)習(xí)目的明確，能夠在小組活

11、動中互相幫助，積極與他人合作，敢于用英語進(jìn)行表達(dá)。學(xué)生在電腦方面的能力，可以讓他們在本課時之前查找有關(guān)瀕危動物的視頻和圖片并在課堂上進(jìn)行分享；他們在思品課上所學(xué)的相關(guān)知識和參加環(huán)保征文所涉及到的知識也可以運用到本課時的學(xué)習(xí)中來。讀前的視頻分享和討論交流，可以較好地為文本理解服務(wù)。在讀中教師可以幫助學(xué)生理解文本所傳達(dá)的信息，引導(dǎo)學(xué)生進(jìn)行思考，通過思維導(dǎo)圖進(jìn)行有效的思維訓(xùn)練和記憶文本 信息能力的訓(xùn)練。3.1 Teaching methods 教法建議3.1 Thematic teaching methocfc題教學(xué)法；3.2 Discussion metho時論法；3.3 Question and

12、 answer metho d 答法4.0教學(xué)輔助blackboard and chalk, computer, projector5.0 Teaching procedures 教學(xué)進(jìn)程5.1 Leading-in and warming-up 引入與激趣活動5.1.1 Get Ss to show their videos about endangered animals (T asked Ss to search the Internet for the videos and prepare for the presentation in groups of four).5.1.2 Gu

13、essing game: What animal is it?Show pictures of a tiger, a panda, an elephant etc. and their descriptions. Get Ss to guess what animals they are. e.g. 1) sIt the king of the animal world. Its very dangerous. You d better not go near it (tiger).2)It is the biggest animal on land. It has a long nose (

14、鼻子) which does many things. It has a big ear. It is very strong. What is it? (elephant)5.2 Reading Practice 閱讀訓(xùn)練5.2.1 Pre-reading 讀前導(dǎo)入5.2.1.1 Choose Ss from some groups to tell the answers of 2a. Ask Ss to give some evidences.5.2.1.2 Show pictures of a panda and an elephant. Get Ss to talk about the

15、m, like this:A: Which animals do you like best?B: I like pandas.A: Why do you like them?B: Because they re kind of cute and friendly.5.2.2 While-reading 讀中理解5.2.2.1 Predicting5.2.2.1.1 Ask Ss look at the picture in 2b and answer the following questions:1) What do you know about elephants?2) What can

16、 they do?Ss may answer the questions according to what they learn in this unit and from the guessing game. Answers may vary:1) They are very big and strong. / They are very smart.2) They can draw pictures and do many things.5.2.2.1.2 Predicting and skimmingAsk Ss to look at the four titles in 2b.1)

17、What Is an Elephant?2) Come to Thailand3) Let's Save the Elephants4) Elephants Are Good PetsAsk Ss to predict the content of an article with each of titles. For example, an article with the title What Is an Elephant? would probably tell what an elephant is like, how heavy or how big it is and wh

18、at it eats, where it lives. Elicit ideas from Ss and write them on the Bb.Have Ss skim the article and choose the best title. Ask Ss to compare the prediction on the Bb with the actual content of the article. Did any of the predictions match?5.2.2.2 ScanningAsk Ss to read the article again and compl

19、ete the mind map in 2c. As this is the first time for Ss to finish such a task, T may lead them to do the first part as an example:Importance in rlliailanda white elephant on itsymbol ofgood luckSs may check their answers with their groups.Answers to the other three parts might be like the following

20、:Abilities: can play soccer or music, can also draw well, can remember places with food and waterFacts and figures: people cut down many trees, people kill them for ivory, todaythere are about_3,0OO elephants (over 100,000 before)How to save them: don't cut down so many trees, don't buy thin

21、gs made of ivory, March 13th is Thai Elephant Day5.2.2.4 Help the Ss understand the difficult and long sentences in the passage.5.2.3 Post-reading 讀后提升5.2.3.1 Have Ss work in groups of four. Each of them is supposed to copy one part of the mind map on a piece of paper.5.2.3.2 Ask Ss to retell the ar

22、ticle according to the mind map in 2c. When they are chosen to retell the article, they can hold their paper and retell their part. Ask them to retell the article in full sentences, and they can also add other details according to the article. See which group do the best job.5.2.3.3 Analyzing. Ask S

23、s to read the article again. This time, ask them to find the personal pronouns and possessive pronouns in the article and try to figure out what they refer to. For example:Our first flag had a white elephant on_it.In this sentence, the underlined possessive pronounour refers to Thailand's, and t

24、he personal pronounit refers to our first flag .Thus Ss can have a better understanding of the article.5.3 New points interpretation新知感悟(貼標(biāo)簽)5.3.1 Discovering chunks 語塊發(fā)現(xiàn)Get Ss to read the text once again, and underline all the useful chunks in it.1) We are students from Thailand,and we want to save

25、 the elephants.2) They can play soccer or music.3) They can also draw.4) People say that an elephant never forgets.5) Elephants can walk for a long time and never get lost.6) This helps them to live.7) But elephants are in great danger.8) People cut down many trees so elephants are losing their home

26、s.9) People also kill elephants for thei門vory.10) Today there are only about 3,000 elephants (over 100.000 before).11) We must save the trees and not buy things made of ivory.5.3.2 Analyzing chunks 語塊分析5.3.2.1 We are students from Thailand, and we want to save the elephants.我們是來自泰國的學(xué)生，我們想拯救大象。這是一個由并

27、列連接詞and®接的并列句，and前后兩句是平行的關(guān)系，and 本身沒有涵義，只起連接作用，可以不翻譯出來。前句中介詞 from表示 來自于. .”，常用的結(jié)構(gòu)是be from或者come from。又如：Lions are/come from South Africa. W甲子來自南1上。I have a pen pal from the UK.我有一個來自英國的筆友。后句中動詞wan此后常接動詞不定式，表示 想做某事又如：Do you want to listen to music now?你現(xiàn)在想聽音樂嗎？The village is not very far from her

28、e, so Mary wants to ride her bike there.村子距離這兒不很遠(yuǎn)，所以瑪麗想騎車去那兒。5.3.2.2 Thishelpsthemtolive.這個(指前文提到的 大象能走很長時間不迷路”和 它們還能記住有水源和食物 的地方”)幫助它們生存。動詞help之后的搭配通常有helpsb.(to)dosth.,用動詞不定式作賓語補足語，其中動詞不定式符號to可以省略，表示 幫助某人做某事”，若不需要動詞，則用help sb. with sth.。Helen often helps her parents (to) do the housework.=Helen of

29、ten helps her parents with the housework.海倫經(jīng)常幫助她父母做家務(wù)。Can you help me with the box?你能幫我搬一下這個箱子嗎？5.3.2.3 But elephants are in great dangetfH 是大象處于極大的危險之中 .這句中，介詞短語ingreatdangerfb呦詞的表語，表示 處于極大的危險之中”，介詞in表示處于某種狀態(tài) 之中”，以后還會學(xué)到相似的結(jié)構(gòu)，如inneedof （需要），inexcitement:（興奮地）,in surprise （驚奇地）。We must help save the

30、animals in dange我們必須幫助拯救瀕危動物。5.3.3 Using chunks 語塊運用Help Ss to make their new sentences using the new chunks in this passage.5.3.3.1They can also draw. （P29）【原句翻譯】【仿寫造句1 sb. can also；參考答案：它們還會畫畫。My brother can play the guitar. He can also play the drums.5.3.3.2Elephants can walk for a long time and never get lost.(P29)【原句翻譯】【仿寫造句】get lost參考答案：大象能夠行走很長時間而且不會迷路。It s easy for some people to get in a new place.5.3.3.3We must save the trees and not buy things made of ivory. (P29)【原句翻譯】【仿寫造句】must do- -