英语人教版七年级下册Review of Unit 5.doc

Teaching Analysis and Teaching PlanGrade 7 Unit 5 Why do you like pandas?( Review ) 成都双流中学实验学校 屈燕. Analysis of the Teaching Materials1. Teaching content：Grade 7 Unit 5 Why do you like pandas?2. Type of the course: review3. Analysis of contentThe topic of this unit is “animals”. Students learn to describe animals and express preferences. To achieve this goal, Students are supposed to master the usage of the vocabulary on animals ,description words and adverbs of degree. Students are also required to master the usage of target language “Wh-questions and answers”. After learning, Students can raise their awareness of loving nature and protecting animals. This is the last period, which is an output of the whole unit. In the period, students need to consolidate the usage of the key words, useful expressions and target language they have learn in the unit, students also need to apply the language they have learnt in the unit well to talk about animals. . Analysis of the StudentsStudents in Grade 7 are interested in English, they are willing to show themselves in class. On the basis of the previous periods, students have already had many related vocabulary on “animals”. And they can also describe animals and express preferences. But the students abilities are not the same. Some of them need more practice to talk about animals combining the language they have learnt in the unit.Teaching Objectives1. Objectives of Language Knowledge1). Students are supposed to consolidate the usage of the vocabulary on animals, description words and useful expressions they have learnt in the unit.2). Students are expected to consolidate the usage of the target languages including “ What animals do you like? Why do/ dont you like ? Because they are really / kind of Where are from? etc”. 2. Objectives of Skill1). Students can use the proper target language to make conversations about seeing animals in the zoo and to introduce the important animals in Thailand and their own favorite animals. By doing so, students can improve their speaking skills.2). Students can report what their classmates say in the conversations in the third person, it can help to improve their listening skills.3) Students can make their own mind map according to the article in the unit and introduce animals with the help of the mind map. By doing so, students can improve their reading skills and speaking skills. 4). Students should be able to use appropriate expressions to write a composition independently on the basis of notes they have came up with. They are also supposed to know the structure of an composition and understand how to evaluate and modify their composition. 3. Affect and attitudeStudents should create the right attitude towards animals, they are expected to raise their awareness of loving nature and protecting animals. 4. Learning strategy1). Students should be able to cooperate with group members while learning. They are supposed to listen to their classmates carefully and take notes while they are showing. 2). Students can describe things with the help of the mind map. Focal Points and Difficult Points1. Focal Points1). Students can consolidate the usage of the key words, useful expressions and target language they have learnt in the unit to describe animals and express preferences. 2). Students can write independently and efficiently with the help of the mind map.2. Difficult points1). Students are supposed to know how to combine the language they have learnt in the unit well to talk about animals so as to write independently and efficiently with the help of the mind map. 2). Students should be able to understand how to evaluate and modify their composition. Analysis of Teaching Methods1. Teaching Approaches : Student-oriented approach2. Teaching Aids : Multi-media and blackboard.Analysis of Teaching ProceduresStep 1 Lead-in Play a song named Old Macdonald had a farm. T: Do you like Music? Ss: T: Do you like animals?Ss: T: Lets enjoy a song about animals, Old Macdonald had a farm. Listen carefully and answer my question What animals are on his farm? Ss: Cows, ducks, pigs. The intention of design：Arouse students interest in learning English by listening to a song and make them active in class. The song about animals on Old Macdonalds farm helps lead into the topic of this lesson quickly and directly and make preparations for the following tasks.Step 2 ReviewActivity 1 BrainstormAsk students to make a list of animals in the zoo. T: We can see some animals on the farm, and where can we see more animals?Ss: In the zoo, in the forestT: We can see different kinds of animals in the zoo. Do you want to go to a beautiful zoo?Ss:T: Ok, lets go . What animals are in the zoo?Ss: Pandas, koalas, lions, The intention of design：the activity is designed to lead students to recall the vocabulary on animals quickly and actively in order that they can talk about them efficiently later.Activity 2 Review the description words on animalsAsk students to describe animals with description words. T: What do you think of different kinds of animals? For example, I think monkeys are really clever.S1: I think tigers are kind of scary. S2: I think are . The intention of design：Ask students to use a sentence to tell me what he or she thinks of the animals, it can not only help students review the description words, but also help students to combine the animals with their description words vividly. Activity 3 Pairwork 1) Students make a conversation to choose the animals both of them really want to see first in the zoo by using the target language. T: Now, if you are in a beautiful zoo, what animals do you like to see first ? Ss: I like to seeT: How about you?Ss: T: Oh, Different students like different animals. Now, suppose you and your partner are in a beautiful zoo, what animals do both of you want to see first? Please make a conversation like this:Sample: A: Oh, what a beautiful zoo! B: Lets see the _first. Theyre my favorite animals.A: Why do you like them?B: Because theyre very/ really /so_. A: Where are they from?B: They are from A: But I dont like _.B: Why dont you like them?A: Because theyre really/kind of _.B: What about _? They are _. A: _? Yeah, I love _, theyre very/ really /so/ kind of _ . B:Well, theyre over there, lets go to see them.2) Ask students to report in the third person with the information they got from their classmates conversation. T: Boys and girls, what animals does XX like ? Where are they from?. ( about the conversation students made)Ss: XX likesThey are fromT: You should listen carefully when your classmates are talking. Ok? ( more pairs act it out and report in the third person with the information they got )The intention of design：Different students like different animals. In this activity, students should be in agreement and choose the animals both of them really want to see first. It gives a chance for students to describe animals and express their preferences in natural speech using target langue. The activity is also designed to check if students can use the target language correctly in the third person, it can lead students to learn to listen carefully and take some useful notes while their classmates are talking. Activity 4 GroupworkLead students to review the website article about elephants in the unit and ask them to make their own mind map to introduce the elephants in a group of four. T: Different people like different kinds of animals, for me, I like pandas best. What about people in Thailand? What are their favorite animals? Ss: The elephants.T: Thats right. Here is a website article about elephants in this unit, the title is Lets save the elephants. How many parts are mentioned in the article? What are they?Ss: Importance in Thailand, Abilities, Facts and figures, How to save them.T: Look, this is my mind map for the article. Now, work in a group of 4, make your own mind map to introduce the elephants. One student introduces one part.( Students make the mind map and give a report.)The intention of design： This activity is designed to review the important article in the unit. It can help students learn to make a mind map after reading and improve the ability of describing things using a proper mind map. It can also help to make a good preparation for the subsequent writing activity. Step 3 Summary1) Let students know how to talk about their favorite animals.T: People in Thailand love the elephants so much, what about you ? What are you favorite animals?Ss: T: If you want to introduce your favorite animals, how to talk about them? What do you want to talk about? ( where, what, why, name, age, looks, food, abilities, habits)2) Students talk about their favorite animals with their partners. T: Its time for you to introduce your favorite animals to your partners.The intention of design：Summary and oral practice can not only help students know what aspects they can cover when talking about animals, but also can enrich the students input so as to prepare for the subsequent writing activity. Step 4 Writing Students write an article to introduce their favorite animals.1) T: Before writing, we need to think about: how to write ? ( beginning, body, ending. To make the article better, we need to use some conjunctions, like and, but, because. )2) Write down the article on a piece a paper.3) After writing, ask students to d