初中英语_WhydoyoulikepandasSectionB2a教学设计学情分析教材分析课后反思

【教学设计】

一、教学目标

1.知识目标：

Students are able to read and write the new words:flag, symbol, water, kill, ivory, cut, save, Thailand, be in great danger, cut down, get lost, one of, be made of Students should master the phrases: be in great danger, cut down , kill …for .., be made of , get lost , places with food and water.

SS can remember some useful sentences: The elephant is one of Thailand’s symbols.// Elephants can walk for a long time and never get lost . // They can also remember places with food and water. // But elephants are in great danger. // People cut down many trees so elephants are losing their homes.

2. 能力目标：

Students can know the reading skills: they learn to guess the meaning of the words; they learn to find out the title; they learn to make a mind map ; they learn to find the questions.

3. 情感目标：

We can’t forgive(原谅) ourselves, we should give up killing(放弃杀戮), because animals are human’s friends. We should protect （保护)animals.

4. Process and method (过程与方法)：

展开各种任务活动，引导学生同步阅读，增强其运用语言获取更多信息的能力。

5. Cultural awareness(文化意识)：

通过视频了解大象在泰国的相关文化和大象的现实处境，唤起学生珍惜并保护濒危动物的意识。学生了解泰国的国旗。

二、Teaching Key Points(教学重点)：

1. Vocabularies， phrases, and sentences.

2. Reading skills.

三、Teaching Difficult Points（教学难点）：

1. Using the target language to describe animals.

2. Understanding and Using the reading skills.

Teaching Methods(教学过程)：

Step1: warm-up

I like elephants . Boys and girl s , do you like elephants? Please watch a video about “elephants”. The teacher plays the video and ask : What can elephants do? When the students watch the video "Thailand’s elephants performance”The teacher prepare for the Bb design. Unit 5 Why do you like pandas? Section B 2a-2c. Then students answer the questions: What can the elephants do ?

【教学设计说明】通过播放泰国大象表演的视频,激发学生的兴趣, 把学生引入本节课有关大象学习的氛围中。让学生通过视频了解了大象的能力，为文章的学习做了铺垫。

Step2 Lead-in & check 2a

Elephants are smart animals. But they are in great danger.(板书Blackboard design:in great danger).Some other animals are in great danger, too. What animals are in great danger? Check your homework. Ask one student to answer the question. The students can have their own ideas.

【教学设计说明】看过视频中聪明的大象，学生喜欢大象，但是大象处于危险之中，来引出2c, pandas and tigers are in danger, too. We should do what can we do to save them. 引出2b.

Step3 Reading

1. Fast reading ：

●T: Now we know something about elephants, next we will learn an article to know more about the elephants. Open your books and turn to Page 29. Look at Activity 2b, read the article quickly and find the answer to this question:

What is the best title for the article?. Here is a tip for you : You can read the first paragraph or the last paragraph to find the title. Then the teacher check the answer and lead them to read the title: Let’s save the elephants. What’s the meaning of the word ”save”？ Ask them to guess the meaning .

●Boys and girls , read the article quickly ,underline the key sentences ,find out the reasons.

?Elephants are smart animals. ( )

?Elephants are in great danger. ( )

【教学设计说明】阅读文章应先略读再细读。因此第一个问题的设置要求学生略读找到关

键词语和句子,以此推测文章的标题。接下来的”划出原因”，帮助学生抓住文章的关键语段，为理解文章的整体和2c的思维导图做了铺垫。

2. Careful reading

●Look at the Bb, please. This is a min d –map of 2b. 2b mainly tells us the elephants , the importance of the elephants , the abilities of the elephants , facts and figures, how to save the elephants. Which paragraph tells us the importance ? Students find the answer : paragraph 1, abilities, paragraph 2, and paragraph 3 tells us facts and figures, how to save the elephants.

【教学设计说明】学生通过看黑板上的关于2c的图片，找到2c思维导图中的大的标题所

在的段落，从总体上来理解原文。2c的思维导图的四个标题框架其实就是每一段的中心句子。通过这一环节，教会学生通过概括每一段的大意可以制作自己的思维导图。与我们以

前提倡的找每一段的中心句子的思维相反。

●Finish the mind map of 2c on your books.Tips: Catching the key words can help you. Check the answer to 2c.

●Read the article again then answer the questions below.

?Where are the students from? __________________________________

?Why is the elephant important in Thailand? ________________________

?Why are elephants in great danger? ________________________________

?When is Thai Elephant Day? ________________________________

? What can people do to save the elephants? _______________________________

【教学设计说明】通过完成思维导图，思维导图是将语篇梳理成段落，并呈现部分关键词、关键短语或句子，学生由思维导图可以产生联想、换起记忆。学生进一步理解了原文。再设计更多的问题帮助学生更好的理解文章，读懂细节。加深印象。

3.post- reading

●Translate English into Chinese:

?People say that “an elephant never forgets”————————————————?They can also remember places with food and water.————————————

●Guess the meaning of the words and language points: Method( 方法): You can guess them by reading the sentences before or after the words.

（）①.People also kill elephants for their ivory. A.喜爱 B. 杀死 C. 买下

（）②.Elephants can walk for a long time and never get lost.

A.丢失

B. 迷路

C. 忘记

【教学设计说明】阅读后的翻译句子，帮助学生理解课文。这也是中考中任务型阅读的一个测试题型。把考试的技能放在平时练习,有利于学生提升能力。猜测词意是阅读的一个基本技能。只有功夫用在平时才能让学生在考试时游刃有余。

Step 4 Learn the new words and some language points

●The teacher show the pictures on the ppt. Students read them after the teacher. Then read the words on the books to remember the words.

●Students take out the learning paper , read the language points and take

notes on the books .

【教学设计说明】学生掌握一定的语言技能是必要的，这是课程标准和中考要考的。

单词的学习通过图片来学习，激发了学生的兴趣，加深了印象，图片中的泰国现在

的和第一面国旗的图片，帮助学生了解了泰国的文化。语言点的学习巩固了学生的

基础知识。单词的学习不只是通过图片，而是拿出课本领读单词，不但加深记忆，

而且让学生懂得课本单词的重要性。回归课本是必要的。

Step 5 Listening and Retelling the article

● The teacher plays the tape , asks the students to listen and read the

article in a low voice. At the same time , they can understand the article

again to find their questions. After listening , ask: Do you have any questions? Help the students to solve the questions.

●You are smart, but do you have a good memory? Next, I will ask you to retell the article according to the mind map on the Bb. Then give them an example. Do you know how to do it? The teacher retells the article to give a model. ( Students answer together)

●The whole class read the article and retell the article in groups. To have a competition, ask some students to retell the article.

●Do some exercises on the ppt.

【教学设计说明】通过听录音来理解课文。听课文纯正的语音，可以利于学生的口语考试。通过分层任务为学生提供更多选择和求助的机会，大大提高学生参与学习的自主性和积极性。同时达到对本节课的目标语言练习与巩固。

Step 6 Summary

●In this class, we have learnt some new words and new phrases, please remember them. Ask the students to speak out the words and phrases. And we learn some reading skills : find out the title according to the first paragraph or the last paragraph; guess the meaning of the words by reading the sentences before or after the words; we learn to make a mind map ; we learn to find the questions. We also learned an article about how to protect the animals.

●Moral aims:We can’t forgive（原谅） ourselves, we should give up killing（放弃杀戮）, because animals are human’s friends. We should protect （保护)animals. animals are our friends. No buying, no killing. To Love animals is to love ourselves(我们自己).

【教学设计说明】总结本节课的目标语言,包括阅读技能和语言技能。达到教育学生保护动物的德育目标。形成爱护大自然，人与动物和谐相处的意识。

Step 7 Homework

Chose one:

A：Write a description of another animal according to the mind map.

B:Read the article twice and write the points 。Retell the passage again and write it out

【教学设计说明】分层次布置作业。本部分旨在帮助学生加深对知识的理解、巩固和应用。学会用思维导图进行写作，并帮助学生积累语言，为以后的第五课时打下基础。把复述的课文写出来，可以更好的巩固课堂的不足。

【学情分析】

我们学校七年级的学生在小学接触英语少，应用能力十分薄弱，课堂表现欲望不强。学生学习过有关动物的知识，已具备了相当的情感基础.通过前三个课时的学习，学生了解了一定的动物英文名称和描述性形容词；基本了解特殊疑问句的用法；能对动物话题感兴趣。但是，对英语学习的信心不足，基础薄弱。一个班52位学生，有18位学生达到优秀的水

平，33位学生及格水平。因此，老师应该从低处入手，在培养学生的阅读能力的同时，还应该教学单词和一些常用的短语，以及语言知识点。阅读能力需要慢慢培养。因此，为了激发和培养学生学习英语的兴趣，使学生树立自信心，教学时，充分利用多媒体，图片等，使英语学习与学生的实际生活更贴近，让他们从中获得成功感，激发学习英语的热情，树立信心。

【效果分析】

本节课我比较满意。学生表现很积极，很活跃。增强了学习英语的自信心。收到了预期的效果。

1.学生掌握了一定的单词，短语和句子。通过最后学生赵雨悦同学的复述，加深了学生的

印象。

2.最后的Practice, 学生做的不错，出错率不高。尤其是remember doing sth.

3.学生学会了三种阅读技能：概括文章的题目，猜测文章的生的单词的意思，学会用思

维导图来复述课文，怎样来绘制思维导图。

4.学生的预习效果不错，2a 与2c, 改动答案的不多。

5.读课本的单词的时候，音准并且声音大。

6.回答问题是能够用完整的英语句子，积极举手回答问题，课堂上全体学生学习比较投入。

7.学生脸上的微笑表明他们课堂上的心情是愉悦的。

【教材分析】

本节课的教学内容是人教版Go for it 七年级下册Unit 5 Why do you like pandas? 的Section B , 2a-2c .

Unit5 这一单元共分为Section A 和Section B 两部分。Section A. 通过图文观察和听说活动，引领学生进入“参观动物园”的情景，目的在于让学生了解各种动物的英文名称，以及它们生长的地方和习性，并能运用英语简单谈论对动物的喜好和原因。Section B 中1a-1d 的听说活动主要围绕Tony and Mary 参观动物园的场景展开，先让学生通过解读图片，选择与动物的动作表情匹配的描述性形容词，使其更直观领会词汇的含义，再通过听训练学生捕捉描述性形容词，然后通过结对操练使其学会在真实情景中用描述性的形容词。2a-2c则转向对“濒危动物”的关注，2a 通过调查学生对濒危动物的了解引出保护濒危动物“大象”的语篇阅读。这样的选材旨在培养学生快速阅读和归纳语篇中心的能力； 2c 渗

透了构建思维导图（mind map ）的阅读策略培养，帮助学生将抽象的零碎的信息匪类整理成与主体密切相关、又相对独立的块状知识。这不仅有助于学生深入理解语篇，抓住重要信息，而且能够增强学生的思维能力、提升注意力与记忆力、启发联想力和创造力。

本单元在整套教材中的功能和地位:

整个初中3年的学习中，多个单元与本单元所涉及的语言知识相关联，如七年级上册Unit6 Do you like bananas? 和unit 9 My favorite subject is science.为相关话题单元，为本单元提供了话题和语法知识的支持。本单元涉及中考24个话题中的第22个话题：自然。Talk about animals是中考中常见的话题。涉及11个日常交际用语中第2个关于态度的表达中的talk about preference。所以学好本单元会为以后的学习打下基础。

本课时在整个单元中的功能和地位:

本节课为第五单元第四课时。本课时是一节读写课，教学内容贴近学生实际生活，容易激发学生交流的兴趣。同时，在循序渐进提高学习的过程中，本课时教学内容的学习，会为本单元的进一步学习奠定词汇,句式基础，为最后语言的输出提供有力的支持。

Section B 部分的教学重点：

巩固Why 引导的特殊疑问句及其回答，并在2a-2c 的阅读教学中对学生进行阅读技能的培养。

教学难点：让学生把关于动物喜好原因的口语化转化为描述性的语言，完成笔头输出。

我所讲的是第五单元的第四课时，本课时是2a-2c, 重点是培养学生的阅读能力。以及一些重要的短语和句子。

【评测练习】

一、根据句意及首字母提示写单词，补全句子。

1. Koalas are quite c______ and smart.

2. The boy is very l______. He often gets up late.

3. The panda is very s______, so please be very quiet.

4. Dragon (龙) is the s______ of China.

5. People also k______ lots of other animals for their skins.

二、达标测试和拓展练习

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