初中英语人教版七年级下册Section B 2a—2c.docx

Unit 5 Why do you like pandas? (Reading)教学设计Section B 2b一、 指导思想与理论依据英语新课标要求要以“学生为主体，教师为主导”，提倡学生积极参与到课堂当中。阅读教学重在培养学生阅读能力，让学生有效获取文章信息，并将所读内容提炼概括，帮助其理解和表达，让学生通过感知、体验、实践、参与合作等活动，完成语言从输入到输出的过程。思维导图是从中心概念发散出的以纲要形式显示大脑思维活动的地图，遵循这张导图，可以让人在思考、记忆、分析时充分发掘潜能，激发灵感与想象（Buzan, 1993）。本课通过思维导图的构建，让学生对文章细节进行更好的归纳和理解，并设计丰富的活动，鼓励小组合作，激发学生的学习兴趣。二、 教学背景分析【教学内容分析】 本节内容是人教版七年级下第五单元的阅读部分，阅读一篇关于“elephant”的文章，呼吁人们要保护濒危灭绝的动物。 本单元是围绕“animal”这个话题展开的，主要谈论动物的特征及动物的保护。初中阶段，有关“animal”的内容主要集中在第七册下册Unit 5、八年级下册Unit 7以及九年级下册Unit13， 本单元作为学生首次学习有关动物的表达，旨在让学生掌握基本语言知识。 本节课是本单元第三课时，课型为阅读课。介绍有关大象的信息及保护大象这种濒危灭绝的动物，学生对这一话题比较感兴趣，通过阅读，了解大象的能力，现状以及保护措施等内容。本课旨在让学生理解文章，查找信息，利用思维导图梳理文章，培养阅读能力。【学生情况分析】 此次授课班级为初一（9）班，共45人，本班学生英语水平差异较大，但是大部分同学都能参与到课堂任务中来，对英语学习有一定热情，学生较为活跃，喜欢展示，但注意力不够集中，所以本课设置了多样的活动来激发学生兴趣，让学生积极参与到课堂中来。 动物这一话题对学生来说并不陌生，学生对动物比较感兴趣，可以识别常见的动物，并说出它们的英文名字。通过对Unit 5 Section A的学习，学生了解了有关动物基本特征的表达。本课以此为基础，扩展更多与动物有关的信息，这些积累在最后小组展示时可以进行充分练习。【教学目标】通过本节课学习，学生能够：1. 知识目标：理解文章，学习有关大象的相关词汇和表达；2. 能力目标：培养学生查找细节的能力，用思维导图梳理文章内容；3. 情感态度目标：培养学生保护动物，关爱自然的意识。【教学重点】1. 学习介绍动物的相关表达。2. 通过思维导图理解概括文章。【教学难点】1. 提炼每部分大意；2. 通过所学知识介绍一种动物。三、 教学方法归纳总结教学法，任务型教学法，多媒体教学法。四、 教学过程ProcedureTeachers ActivitiesStudents ActivitiesIntentionLead-in Show students a picture with a lot of animals and let students recognize them. Look at the picture and try to give the names of the animals. To review the names of the animals and lead in the topic “elephants”. Pre-readinga. Ask students to talk about what they think of elephants.T: What do you think of elephants? a. Try to describe elephants and express their opinions about elephants. Ss: They areTo lead in the passage. b. Ask students more information about elephants. T: Can they play soccer? And how many elephants are there now?b. Think about the questions. While-reading(1st Reading) Play the recording. Let students read the passage and answer the two questions. Listen to the recording and read the passage. And then answer the questions. To understand the passage and catch the two details. While-reading(2nd Reading)Ask students to read the passage aloud and try to find out more details and complete the mind map. Read the passage aloud and complete the mind map. To find more details and fill in the blanks. Post-reading a. Make the students match the subtitles with the five parts in the mind map and discuss with their partners. a. Match the subtitles with different parts in the mind map and discuss with the partners. To train students ability to summarize the reading material. b. Guide students to retell the passage according to the mind map. b. Look at the mind map and retell the passage following the teacher. To familiarize the passage with the help of the mind map. c. Let students retell the passage according to the mind map.c. Retell the passage according to the mind map by themselves. To train students ability to retell the passage. a. Introduce an animal based on the different aspects by some useful expressions shown by the mind map, and useful expressions, and let students guess the animal. a. Listen and guess the animal. To enrich the useful expressions about animals and practice introducing an animal by the mind map. b. Divide students into several groups. Let them discuss about the animal with their group members and draw the mind map. b. Discuss about the animal with their group members and draw the mind map. c. Ask some groups to introduce the animal using the mind map and let other students guess the animal. c. Introduce the animal and let others guess it. 五、 板书设计Unit 5 Read