英语人教版七年级下册unit 5 why do you like pandas.doc

Unit 5 Why do you like pandas? 教学设计（section A 1a1c）普定县第三中学 熊海琼设计思路设计教学目标任务，创设教学情境，坚持教师为主导，学生为主体的教学原则，激发学生积极参与、探索、创新和对知识进行拓展。1.整体设计思路、指导依据说明人教版新目标（Go for it）英语七年级（下）Unit 5 section A(1a1c)，着重强调七年级学生听、说、读、写和兴趣的培养。因此本节课设计的中心任务是激发学生多说。通过创设趣味情境，达到轻松学习、知识巩固、积极探索和创新，激发学生全员参与，获个人成就感和集体荣誉感。2.教学背景分析教学内容分析：1、 本单元引导学生阐述喜欢/不喜欢某种动物的原因，达到关点相互分享。2、 正确使用because来回答原因；同时使学生较为熟练地运用人称的变化。3、 通过对话和复述来实现口语表达和综合语言的运用。学生情况分析：七年级学生开始出现差异和两极分化。故在设计教学任务时，我注重分层教学，确保不同层次的学生“吃饱、吃好”，同时抓住七年级学生好动、好奇的心理。本堂课通过视频、竞猜等教学形式，激发其积极参与，利用pair work和group work 等教学活动形式，预期达到彼此分享，相互竞争。增强个人成就感和集体荣誉感。 3.教学目标分析（1） 知识目标：正确运用形容词对动物进行描述；掌握一般现在时和人称的变化。（2） 能力目标：学会对基础知识的掌握、达到创新及综合运用。提高学生听、说、写的能力。（3） 情感目标：爱护动物，增强环保意识。4.教学重点、难点分析教学重点：结合原有所学知识和利用本节课所学形容词，描述动物性格及特点，表达喜欢某类动物的原因进行阐述。教学难点：（1）. 阐述中，怎样体现个人的想法。(2). 一般现在时人称的转化。5.教学方法：（1）利用PPT进行辅助性教学，形象、生动。增强学习趣味性。（2）以学生为中心，开展pair work, group work 和guessing games等教学形式。（3）建立形成性评价体系，通过学生的参与，形成团结、协作、竞争的高效课堂学习氛围。（4）“创新性”活动策略，整合教学内容。开展讨论，鼓励学生多说，尊重学生不同观点。（5）“任务型”活动策略，掌握基础知识，学会拓展，达到语言综合运用。6.教学过程设计Step1 Warming-up(1). Greeting. How is the weather? Its a good time to visit someplace.(2). Tell the students we are visiting a zoo today, 设计意图：get the students to review the words to the animals. Make them know what we will learn next. Step2 Lead-in(1). Play a video about animals. Give the problem. What can you see in the video?(2).Say: do you like.? guide them to answer, Yes, I do, I like. ./ No, I dont . I like. .Guide the students practice the dialogue one by one.(3). Say: Do you want to know what he/she like? lets share. Does he/she like. ? Yes, /She does, He/she likes. ./ No, he/She doest . He/She likes. . Ask few students, then guide them practice one by one.设计意图：encourage them to say more.Step3 Presentation(1). Say: you like animals, can you tell me . Why do you like animals? Guide the students to answer, then teach the new words. Guide the students to practice the dialogue .(2). Ask: Why does he/she like animals? Guide the students to answer. Because they are. .(3). Show time.(4). Match the words with the animals. check their answer.设计意图：Encourage the students to say more, improve their creative abilities. Step4 GuessingDo you want to know what the animal is? lets listen the sounds to the animals, tell me what the animal is, why does the writer like it? we will find out which group is the winner设计意图：强化学生的快速反应能力，英语信息的接收和表达能力。Step5 listening Listen to the tape with the question, why do they like the animals?设计意图：Improve their listening skills.Step6 conversation(1). Pair workShow each group a picture, guide them to say more, whats this? Do you like.? why do you like.? Guide them to try using the “and”/ “but”words, each group ask two students to show their dialogue.(2). Group workAsk and answer. One student in the group ask a student in the other group, till the game finish. Which group says more, the group is the winner.设计意图：培养学生基础知识的综合运用和创新能力；体现个人成就感和集体荣誉感。Step7.Writing（1）. Key words: I like . because . I dont like . Because .but my likes . He/she thinks it is/they are . They come from .(2). Report:Tell us your report, choose the winner.设计意图：学以致用，提升读、写综合能力。Step8 Summing-upGet the students themselves to say out the new words and the sentences that we have learnt.设计意图：检测本堂课的成果和学生独立思维的培养。6.教学流程Step1 Warming-upStep2 Lead-inStep3 PresentationStep4 GuessingStep5 listeningStep6 conversationStep7.WritingStep8 Summing-up7.板书设计（section A 1a1c）Words: elephants、 tigers、 pandas、 lions.Sentences:lets see the lions.do you like ?Does he/she like? -Why do you like? - Because they are interesting.-Why does he/she like? 7.教学评价设计评价内容：（1）. 学习兴趣。是否有浓厚的学习兴趣。（2）. 情感、策略发展状态。在学生课堂听讲、回答问题以及对话等活动中，观察学生学生的参与度、合作意识、学习态度和竞争意识。（3）. 所学语言知识和技能的