人教新目标七(下)Unit 5 SectionB 2a-2b.docx

Unit 5 Why do you like pandas?Section B (2a-2e)Teaching and learning goals:一、语言知识目标1、能正确使用以下词汇save, flag, forget, place, water, over2、能正确使用以下常用表达one of, be in (great) danger, cut down trees , get lost, be made of3、能认读下列词汇Thailand, symbol, ivory, Thai4、通过阅读让学生们逐步提高英语阅读能力。二、教学重难点1、教学重点1）巩固Wh-和How-引导的特殊疑问句和问答。2）学会利用思维导图表述文章观点。2、教学难点进行各项阅读训练，培养学生的综合阅读能力。三、学习策略1、能根据上下文语境猜出部分词汇的含义。2、快读和细读的阅读策略来理解文章。3、能根据阅读语篇内容构建思维导图。四、情感态度通过学习阅读话题，培养学生的动物保护意识和人文素养。【设计意图】概括学习内容，明确教学目标。Teaching and learning steps：Step1: Warming-up 1. Watch a video about elephants. Ask Ss how much they know about the elephants.2.Teacher tells more details about elephants to lead in the main topic.3. Teacher shows some pictures of endangered animals and Ss discuss about the endangered animals they know.【设计意图】通过视频吸引学生的注意力，激活学生已有的知识和经验，引导学生快速进入本节课主题。并借助Free talk的活动激发学生的表达欲望，使学生快速进入英语语言环境。Step2: Pre-reading1. Ask Ss to read the article quickly to find some language points they cant read or dont understand. Circle them.2. Ss listen to the tape carefully. Learn the pronunciations of the new languages, especially the words they circle.3.Teach the new words and expressions by the pictures. Ss read and undertand them.【设计意图】首先通过自读课文，找出不会读不懂意思的词句。然后听录音,模仿录音中语音、语调，学会发音。教师通过对图片的描述和解释，让学生在语境中理解词句，学生能快速掌握含义，为下一步的阅读任务打下坚实的语音基础。Step3: While-reading1. Fast-reading1) Have Ss look through the three paragraphs to underline the key sentence of each.2) Help Ss know the main idea well, then check ( ) the best title for the article. 【设计意图】引导学生复习获取文章主旨大意的阅读技巧，先要求学生进行快速阅读找出每一段的中心句，再获取文章大意，然后从备选标题中找出最佳标题。2. Careful-reading Ss read the article again. Find the specific ideas in each paragraph.a. Why do they want to save the elephants?b. What does the underlined word This refer to? c. What can elephants do? d. Why are elephants in danger? e. What can people do to save elephants?【设计意图】 阅读是本节课的重点任务。引导学生利用快读和细读的阅读策略完成多个阅读任务。设计的任务从易到难，由浅入深，层层递进，为下一步的读后环节做大量的语言铺垫。学生只有掌握了整篇文章的细节，才能在语言输出的时候更准确地表达自己的观点。Step 3: Post-reading1. Ss work in a group of four and complete the mind map.2. Retell the article according to the mind map.T: After reading, now look at the mind map to retell. Lets see who can do best. 【设计意图】通过思维导图引导学生获取文章细节信息，理清文章脉络，帮助学生建构知识架构，提升学生的思维条理性。复述文章重点突出了本堂课所学的词组和关键句型，进一步帮助学生巩固所学阅读内容，提高学生整体理解文章的能力。Step 4:Group work 1. Draw a mind map of pandas in groups.T: We know pandas are the national treasure of China(中国国宝), but they are in danger, too.So can you draw a mind mapof pandas by yourselves?2. Make a poster.T:Now you have finish your mind map. Can you help me to finish the poster of pandas?Hello! We are students from China and we want to save pandas. Pandas are one of the most precious(最珍稀的) animals in the world. They only live in China. So it is one of Chinas symbols. Its a symbol of peace(和平). Pandas are white and black. They eat bamboo. They look fat and funny. They like playing and they are good at climbing trees. But pandas are in great danger. Scientists say there are fewer than 2000 pandas in the forests. And about 300 pandas live in the zoos or other places. If we dont cut down the trees or kill them, We can let them live in the wild again. Lets save them together!【设计意图】本环节要求学生独立画出大熊猫的思维导图，制作大熊猫的海报，并用英语展示导图及海报上的文章内容，这是对本节课的重难点的检验，更是对教学目标的升华，有利于培养学生的语言运用能力。小组分工有利于每一位学生都有参与的机会，要求小组中的每一位学生要表达一句话，增强学生的学习自信心。Step 4: Emotional experience Show a video and some pictrues. Let Ss read loudly：“Animals are beautiful people. Saving them is saving us!” 【设计意图】本环节是对本堂课的情感升华，大声朗读保护动物的口号，进一步培养学生保护动物的意识。Step 5 HomeworkYou must do:1. Read and retell the article.2. Get more information about endangered animals on the Internet.If you can:Write about one kind of animals in danger.(Dont forget to use the new language you have learned.)【设计意图】不同学生的英语水平是不同的，学生可以根据自己的实际情况选做作业。对于英语程度较好的学生除了完成必做的作业之外，还可以对他们提出更高的要求，不断的提高他们的英语水平，让学生在学习英语的过程中体验到快乐，分层体验成功。 板书设计 Unit 5 Section B (2a-2e) endangered important importance (a poster is here!）教学反思