北师大版英语七年级下册Unit 6 The Animal Kingdom Lesson 16 My Favorite Animal 教学设计2

1、教育精选Unit 6 The Animal KingdomLesson 16 My Favorite Animal教学设计一、教材分析本课是北师大版初中英语七年级下册教材第6单元的第16课，话题为动物。本课为本单元的前两节课，主要讨论不同的动物，自己喜欢的动物和为什么喜欢这种动物，为最终进行本单元的综合语言输出奠定初步的语言基础。本课的教学设计分为两个课时。第一课时侧重对听力内容的理解，引导学生通过听获取四个小朋友分别喜欢的动物以及喜欢的原因。在听力活动中，引导学生提取主要信息和细节信息，并注意在描述一类动物的时候，应使用动物名称的复数，最后结合对话信息和语言进行输出性活动。在复习对话内容和语

2、言的基础上，引入本课的语言功能说明原因。在语境中进行多层面的练习，最后运用功能句和不同的形容词来说明不同事件的原因。二、教学内容1.话题：动物2.词汇：Getting Ready: animal, kingdom, cow, duck, elephant, giraffe, hen, lion, monkey, panda, penguin, pig, sheep, tiger, farm, wildLesson 16: rabbit, mouse, snake, cute, helpful, ugly, useful, blind, scientist3.策略：听前预测；

3、听中通过关键词获取主要信息4.功能：说明原因三、教学目标在本课学习结束时，学生能够：1. 辨认并准确说出自己喜欢动物的名称；2. 通过听获取四位小朋友喜欢的动物及原因等细节信息；3. 依据获取的信息，口头描述出四位小朋友为什么喜欢那些动物；4. 归纳、细化对话信息，进一步了解四位小朋友对其它动物的态度；5. 和同伴讨论彼此喜欢的动物及原因。四、教学过程Step 1 Getting ReadyT: asks Ss to look at the pictures on P 65, and leads in the topic of this unit. Ss brainstorm more ani

4、mals in groups of 4, and write down their names on a piece of paper in one minute. · T invites the group with the most animals to share what they get in class. · T shows the pictures of animals in the word list. T emphasizes the plural form of each animal. Ss read their names after T. 

5、3; T gives examples of farm animals and wild animals. · Ss work in pairs and put all the animals into different categories. (Ex. 1 in Getting Ready) Allow Ss to put one kind of animal into two categories, such as duck which can be wild animal or farm animal.设计意图：1. 导入本单元话题，激发学生对话题的兴趣。 2. 激活学生已有

6、的动物词汇，了解学生已有知识，为课堂最后的输出做准备。 3. 预教词汇。用图片的形式，生动地呈现词汇，引导学生关注动物的单复数。 4. 在动物类型的分类中，进一步复习巩固词汇，回顾动物的特性。Step 2 Warm- Up Pre-listening T shows pictures and uses adjectives from Ex. 1 to describe pictures. T uses the plural form of animals when describing pictures. Ss work in pairs, and describe pictures usin

7、g the adjectives. Ss share their description of pictures in class.设计意图：学生模仿教师所给的例句，使用重点单词来描绘图片，为听力话题做初步的预热。Step 3Ss look at the table, and guess which animal the children may choose. Ss can write down their own guesses in the table.设计意图：听前预测。通过预测，激发学生听的兴趣，为学生在听中捕捉关键词做准备。Step 4 While-listening 1st

8、60;listening Ss listen and check prediction. (Ss complete the ANIMAL column of the table in Ex. 2.) What animals do the four children choose?  Ss check answers in class. T asks Ss about the main topic of this dialogue. What are the children talking about in the dialogue?2nd liste

9、ning Ss listen and circle the correct answers in the REASON column of the table. (Ex. 3) Ss check answers in pairs and then in class. Ss work in pairs, and answer questions in Ex. 4. 3rd listening Ss listen to the dialogue and fill in the blanks. Ss discuss about their answers in pairs. Then T

10、invites individual S to share their answers. · T plays the recording separately, if some Ss still have problems with filling in the blanks. 4thlistening Ss listen and read the dialogue after the recording. Ss need to look at the typescripts .设计意图：1.通过第一遍听，核查预测是否准确。 2. 学生回忆、概括对话内容。 3. 通过第二遍听，获取有

11、关孩子们喜欢动物原因的关键词的细节信息。 4. 通过回答Ex. 4的细节问题，引导学生内化表格中的主要信息和语言。 5. 通过第三遍听，引导学生完成对该对话信息的进一步归纳，进一步了解对话中的细节信息。 6. 通过第四遍听和朗读，学生模仿对话人物的语音语调语流，进一步内化对话信息和语言。Step 5 Post-listening After the listening, Ss work in groups of 4, and try to role-play the dialogue. Ss can use the typescripts on P112. Ss role-play the dialogue, using the information from it. Ss can use the table in the textbook as a reminder, but Ss are not allowed to look at the typescripts of the dialogue when role-playing. T invites individual S to describe each childs favorite animals and their reasons, with the help