人教新目标七年级下册英语市级优质课获奖教案-Unit 5 Why do you like pandas 第六课时 Section B（3a-Self check）.docx

Unit 5 Why do you like pandas? 第六课时写作课Section B 3a-Self Check P30Teaching and Learning Goals:一、话题：Animals二、功能：1. Describe animals 2. Express preferences三、语法：1. Review What, Why and Where questions and answer. 2. Be able to use the adjectives of quality correctly. 四、词汇和常用表达: kind of, friendly, cute, beautifulWhy do you like.? Because五、学习策略：Guide the students to master the writing skill of imitating.六、文化：Know about all kinds of animals all over the world. Guide the students to protect the animals.Teaching and Learning Steps:Pre-writing activities写前活动Step: Teaching Aims Tell the students the learning aims: Talk about animals and learn how to write animal reviews.Step: Lead in：Talk about animals(设计意图：思维导图的使用更加清楚明了的总结了本单元的重点。)1. Review 单元话题复习爸爸去哪儿电影版DVDscr片源 01_21_49-01_22_54.wmvT: Is the acrobatic performance excellent? Ss: Yes.T: Do you know them? Ss: Yes. They are Stone, Angela, Cindy, Tiantian and Kimi. T: Well, do you know where they are now? Ss: No.T: Theyre in Xiang Jiang wild animal world. Welcome to the zoo.The animals of performance are from here. There will be a live recruitment. The zoo is recruiting some English interpreters now. Do you want to try?Ss: Yes.T: Wow! All of you want to try. Ok, lets have an exciting PK to select the interpreters.（设计意图：本环节通过观看一场“爸爸去哪儿”的动物表演展开话题，极大的吸引了学生的注意力。通过一场现场招聘会贯穿整堂课，使整堂课更具统一性和完整性） Round1: InterviewFirst, tell us the animals you know as many as possible.Ss: lion, elephant, tiger, giraffe, panda (抢答)T: Woo, you know too many animals. Next, lets have a look how much do you know about animals. Guess who they are according to the description.Ss: Its an elephant. / Its a panda. / Its a koala. Its a lion. / Its a tiger. / Its a monkey.T: You are really clever. How do you guess them?Ss: I guess tiger according to its appearance I guess monkey according to its hobby. I guess koala because of its personality (允许学生使用汉语)T: Great! I must give you the thumbs up. As you know, we can know about the animals according to their features.Then, lets think about the description words you know.Ss: scary, dangerous, shy, kind of beautiful, really smart, clever, very big, small, quietT: Ill show you some word cards. You must perform the word to the other students. If other students can guess the word, you can go to the second grade.Some students perform the words and choose who can go to the second grade. Other students can help the person they think he or she can win the game.（divide into five groups）(设计意图：学生通过猜谜语的形式总结出如何描述动物并在头脑中激活了写作话题animal相关的词汇，语段等，为接下来形成一篇文章做好铺垫。通过表演词汇来分组为下面学困生的写作提供了团队支持。)2. Warming up and leading in热身导入Round2: Written examinationT: She is famous star in the zoo. This is her profile.You must finish the profile first.(Answers: beautiful, Africa, years, like, because, lives) Check the answers in your group.T: Some visitors are interested in her. They ask some questions. Can you answer their questions?Ss: She is Becky. She is twelve years old. She is beautiful, smart and friendly. She is from Africa.(设计意图：通过游客提问的形式针对细节对例文进行分析。引导学生形成文章意识，然后再鼓励他们去朗读，进行语言的输入，为输出做好积累，为接下来的写作练习做好准备。)While-writing activities写中活动Step III. Imitated writing可爱的大熊猫 00_00_11-00_00_55.wmvT: Do you know him?Ss: panda.T: Do you like him?Ss: Yes.T: Do you want to see him.Ss: Yes.T: He will move here. Can you help him write a piece of profile? (Discuss in groups)Who want to introduce this panda?Ss: (Have some students read their writing and correct the wrong points)（设计意图：这一环节主要是对3a的仿写，比较简单。程度较差的学生可以有针对性的练习。）Step IV. Practice: Write the Ss own favorite animals. (Creative Writing)T: There are many publicity columns. You must write an article for them to introduce the animals you like.1.Write an outline拟定提纲Help the Ss make sure the composition must include the following things before they start to write their own favorite animals. (设计意图：一起学习写作要求和注意事项，引导学生关注篇章结构和语篇标记词汇，帮助学生整理写作信息。程度差点的同学可以根据提纲直接补充内容。同时鼓励有能力的学生创新思维，丰富写作内涵。)2.Write the first draft起草初稿T: I will give you several minutes to write your own favorite animals down.Choose one student to write his/her favorite animal on the blackboard.3. Revise the first draft修改初稿After all the students finish writing, first check the composition on the blackboard with all the students according to the following evaluation scale.Is there the name of animal?Is there the age of animal?Does he/she mention what the animal is like?Does he/she mention where the animal is from?Does he/she mention the animals characters?Does he/she mention the animals hobbies?Are there any grammatical mistakes?Choose several students to evaluate the composition item by item in the evaluation scale.4. Ask the Ss to check their own compositions according to the above evaluation scale.T: Do you think who are better?Ss: I think and are better.T: Other candidates come on.（设计意图：提供具体评价标准，引导学生对照写作要求反思自己的作品，发现问题解决问题，有助于学生提高书面表达中的语言准确性，培养了学生通过自己独立思考，来解决问题的能力。）Post-writing activities写后活动Step V Make comments on the Ss writing.1.Presentationand evaluation典型展示,师生评价T: Lets see two articles of you together. (利用投影仪展示学生作文)Students listen carefully and prepare for answering the teachers questions later on.（设计意图：通过投影展示，点评两篇学生习作，选自一位基础较好的同学和一位基础一般的同学的作文。教师根据上述提供的写作标准，详细点评两篇习作的篇章结构和句法功能。目的是使学生尽力领会教师对文章的点评，培养学生选词和用词的能力，指导学生多模仿好文章的优点，纠正共同的缺点。）T: What do you think of your classmates articles? Why?(要求学生对两篇作文进行评论)2.Students mutual evaluation 生生互评T: Now lets check your partners composition according to the above evaluation scale.(设计意图：采用生生互评的方式，既可发现问题，提出改进意见，也可在学生间建立真诚友情。有利于学生提高对学习状况的自我反思能力提高学生学习的积极性和主动性。)Step VII I am a reporterRound3 Improvised speechT: When the tourists ended their visit, we must do a survey to know their feelings. There is some information you can use. (Work in groups)What animals do you like?What animals dont you like?Why or why not?Can you describe your favorite animals?S1: What animals do you like?S2: I like lions.S1: Why do you like them?S2: Because they are very big and beautiful.S1: Can you describe your favorite animals?S2: I know they are from Africa. They are strong and they run very quickly. They like to eat meat. Sometimes they are a little scaryS1: What about you? What animal dont you like?S3: I dont likeS1: Why not?S3: Because they areReport: likesbecauseHe knows that doesnt likebecause she thinks(设计意图：本环节的设计主要是训练学生的实际运用语言的能力。通过采访的形式更能考察学生的应变能力和创新能力。)T: Through three rounds of selection, who do you think is the most competent?Ss: I think is the best.T: Congratulation!Step VIII Summary天天向上101008濒临灭绝的动物至人类的信（汪涵）.mp4T: Animals are our best friends. We cant just say love. We must learn how to protect them. What do you think how to protect them?Ss: We cant kill them. We dont eat them. We can write some articles to appeal to everyone. T: Only truly understand the animals, we can protect them. Now lets use our pens to write the animals you know to warn people to help them. (利用动物致人类的一封信作为整节课的结尾启发学生热爱动物，了解动物，用自己的最大的力量帮助动物, 成功地完成了感情升华。)Step Homework1. Retell 3a.2. Search the internet to know about an endangered animal. Write an article about it to help him.Blackboard Design亮点：1.利用本单元基本句型对不同动物展开讨论，帮助学生收集写作信息，为写的技能提升做充分的铺垫性工作。2.利用视频和图片让学生对动物的特点从最直观的层面进行了解，把抽象的形容词具象化，更能激发学生的写作欲望。3.引导学生仿写以此来帮助学生理清文章脉络，为学生自己创作打下了基础。4.活动设计考虑学生水平不同，分别设计了两部分的写作内容。第一部分是简单仿写，主要针对的是中下等的学生。拟订的提纲比较详细，让程度较好的学生能够依据自己的知识积累写出相对较复杂的作文。5.写作情境设计独特，由一场招聘会展开并贯穿始终，使整堂课都围绕着一个中心，更具完整性。通过说的技能培养促进写的能力提升。由说到写，引导学生结合自己感兴趣的话题，将输入的语言知识在较为熟悉的语用环境中自然输出。6.本节课从3a填词补全范文，到3b写句子或语段，再到3b列提纲整理信息，完整地输出语篇。采用写前,写中，写后的过程性写作模式，帮助学生用英语构思，遵循了由易到难、循序渐进的原则，符合学生的认知规律。不足之处：学生的词汇量的欠缺，不能很好的展开讨论和描述。写作内容不够丰富。使用建议:1.课前要求学生上网查询相关动物的信息为本节课学习做好准备。教师走进学生，调查了解学生所熟悉的动物，恰当使用多媒体教学，提供学生感兴趣的写作话题。2.典型展示环节如果投影仪使用不方便也可要求学生朗读作文。3.如果时间上太紧张，可以把视频换成图片。初中英语57个中考必备句型1 as soon as2 asas3 asas possible4 ask sb. for sth.5 ask/tell sb. (how) to do sth.6 ask/tell sb. (not) to do sth.7 be afraid of doing/that8 be busy doing sth.9 be famous/late/ready/sorry for10 be glad that11 buy/give/show/bring/lend/send/pass/tellsth. to sb.12 buy/give/show/bring/lend/send/pass/tell sb. sth.13 eitheror14 enjoy/hate/like/finish/stop/mind/keep/go on doing sth.15 find it + adj to do sth.16 get + 比较级17 get ready for/get sth. ready18 had better (not) do sth.19 help sb. (to) do/help sb.with2