Unit5FantasticfriendsUnderstandingideas教学设计-外研版七年级英语上册

教学设计

课程基本信息学科英语年级七年级学期秋季课题Unit5Fantasticfriends.Understandingideas教学目标1.Usewordsandexpressionsinthisclasstodescribeviewsonanimals.（学习理解）2.Gettoknowpresentcontinuoustenseandlearntotalkaboutanimalbehaviours.（应用实践）3.Explaintheneedtoprotectouranimalfriends.（迁移创新）教学重难点教学重点：1.学生能够正确理解并描述动物的能力。2.让学生学会表达自己对动物的态度。教学难点：1.学会使用现在进行时描述动物行为。2.理解只有通过细致观察、查阅资料等科学的方式才能更全面的了解动物，养成科学的探究意识。教学过程StepⅠLeadin1.Lookandthink.Askstudentstolookatthebigpictureofthisunitandthinkaboutthefollowingthreequestions.Q1:Whatcanyouseeinthepicture?Q2:Whataretheydoing?Q3:What’stherelationshipbetweenthem?【设计意图】引导学生看图，初步感知动物（猴子）与人类的关系,引导学生理解friends实际就是指animals，帮助学生理解单元标题。Animalsinnature.Listsomeanimalsinnature,activatestudents’backgroundinformation.【设计意图】通过例句大自然中的动物，激活学生所了解到的动物背景信息。Animalsinthebook.Therearesomeanimalsthatwecouldonlyseeinbooks.PlaythevideoaboutTheClassicofMountainsandSeaasandaskstudentstoenjoyit.【设计意图】回顾经典，了解中国文化中的神奇动物，体会它们的神奇之处。Dothequizaboutanimals.Askstudentstoreadthequizandchoosethecorrectfactsfortheanimals.Checktheanswers.Leadstudentstofindouttheamazingfactsaboutanimals.【设计意图】引导学生关注测试的问题都是与动物相关的事实信息（facts），使学生进一步感知动物的神奇。StepⅡUnderstandingideas:PrereadingTickthewordstodescribepigeons.Askstudentstochoosetheproperfactaboutpigeons.Thenshowthemthedescriptionswordsandexplaintheirspeechandusage.ShowJosh’sandTina’sdifferentviewsonpigeonswithtargetwords.Explaintheusesofpositivewordsandnegativewords.【设计意图】引导学生关注这些单词的形容词词性，学会用它们去描述对鸽子的看法或观点。StepⅢUnderstandingideas:WhilereadingReadtheblogsandfindouttheadjectivesHenryused.AskstudentstoreadHenry’sblogsandfindoutalltheadjectivesheusedtodescribepigeons.Callbacktheanswers.Payattentiontothefourwordswhichareallcaptalized.Studentsthinkaboutwhywriterusesbigletters.ToemphasizeHenry’sfeelingsforpigeons.bingthroughHenry’sviewsonpigeonsinhisblogs.Leadstudentstothinkaboutsomelearningmethods.Learningtothinkforthequestion:Wecantellpeople’sthoughtsandfeelingsaboutanimalsfromtheirwordsandtones.Gettoknowsomethingbydoingresearchonlineorreadbooksinthelibrary.【设计意图】呈现Josh和Tina对鸽子的不同观点，说明不同的人对鸽子有不同的观点。引出博客中Henry的观点。Chooseanothersuitabletitle.AftherbingthroughHenry’sviewsonpigeonsinhisblogs,askstudentstochooseanothersuitabletitleamongthefollowingones.Thinkaboutwhytheychoose“AmazingPigeons”asatitle.AccordingtoHenry’schangeofviewstowardspigeons.【设计意图】引导学生关注语篇的最后一段，其中作者对鸽子的描述AMAZING,说明作者认为鸽子的能力让人赞叹，引出后面的flowchart对Henry观点的梳理。pletetheflowchartwiththewordsandexpressionsfromthepassage.Askstudentstoreadtheflowchartwithouttheblanksfirst.Thenpleteitwiththewordsandexpressionsfromthepassage.Checktheanswers.Thinkandshare:HowdoesHenryshowhisviews?Bygivingsomesupportingfacts:behaviours,abilitiesandkinds.Thatis“Evidencebasedlearning”(基于证据的学习).Let’sthink：Whatotherfactsdoyouknowaboutpigeons?Ms.Niualsodidsomeresearchonline.SharewhatIlearnwithstudents.※Iknowpigeonscarriedmessagesduringwars.Theycanrecogniseletters.※Pigeonshaveastrongsenseofdirectionandcanfindtheirwayhomeafterflyingalongway.※Pigeonscansurviveandflyinvariousenvironments,includingextremeweatherconditions(极端天气条件)...【设计意图】通过Henry的情感变化图，让学生再次梳理Henry对鸽子的观点变化，引导学生思考展示观点的方法：可以呈现一些支持性的事实，也就是由事实观点的基于证据的学习。旨在培养学生的批判性思维、分析和解决问题的能力，确保学习成果的有效性和可靠性，提升学习的质量和深度。StepⅣGrammarlearningReadthesentencesfromthereadingpasageandsummarisethegrammarrules.Askstudentstoreadthethreesentencesandfindoutwhattheyhaveinmon.Summrisethegrammarruleandtalkabouttheiruse.Theyallhave“be+doing”structure,theydescribethingshappeningnow.—Presentcontinuoustense.Askstudentstofindmoresentenceswiththesestructuresinthepassage.Andwhydidthewriteruse“bedoing”?Weuse“be+doing”todescribeamomentinlifevividly.【设计意图】引导学生关注bedoing结构，并找出更多含有此结构的句子，并通过比较一般现在时和现在进行时，引导学生总结出：现在进行时用于描述此时此刻的情景或正在发生的事情。Readandpletethesentences.Studentsreadthesentenceandtrytousethecorrectformsofthewordsintheboxtopletethem.Payattentiontothesymbolicwordsandexpressions:Look,issleeping,Sss.Checktheanswers.【设计意图】通过练习再次感知现在进行时的语用功能。pletethepassageusingthecorrectformoftheverbsinbrackets.Studentsreadthepictureofabeaverandgettoknowthatisactuallyacamera.Askstudentstoreadthepassagewithoutblanksandgetthemainidea.Thenpletethepassagewiththecorrectformoftheverbsinbrackets.Checktheanswers.Thinkandanswer:Whatdoyouthinkofbeavers?Weknowtheyarenature’sengineers.Beaversareamazing!【设计意图】让学生在理解的基础上再次巩固运用现在进行时，并观察、分析动词现在分词的变化规则。StepⅤUnderstandingideas:PostreadingFindavideoanddoyourownvoiceoverforit.Leadstudentstochooseanamazinganimaltheylike,thenfindavideoaboutit.Usethewordsfromthereadingpassageandtheusefulexpressionstohelpthemdothevoiceoverfortheamazinganimal.ShareavideofromTomandhisvoiceoverforanamazinganimal.Afterwatchingthevideo,showJosh’sonlineresearch.【设计意图】用本课所学目标语言书写文稿并为自己喜欢的神奇动物做配音，作为一个读后活动，同时也是本课的结果产出，此活动旨在让学生加强目标语言的应用，培养学生通过事实描述来表达对动物的观点和情感。StepⅥSummarySumupwhatwehavelearnedthisclass.Askstudentstodoaselfassessmentaccordingtotheitems.Markwithstarsasareflection.【设计意图】通过总结，将教学评价融入到课堂生成中，让学生对本堂课所学进行梳理和回顾。StepⅦHomework必做作业：(Havetodo