冀教版（三起）英语七年级上册 Unit 6 Let's go!_3（教案）

Unit 6 Let's go!

Lesson 33

【教学思路】

本课内容是关于动物园里的动物以及它们的生活,因此,要求学生对于常见的动物名称应该了解和掌握;另外,在倡导保护环境,保护大自然这个时代主题下,应让同学们体会到"动物是人类的朋友",因此,可以在学习课文的基础上,开展"动物是否有情感"的讨论,进行一定的拓展教学.

【教学目标】

1．知识目标:

（1）掌握词汇: dream, noise, lion, lonely, miss, forest, course

（2）掌握短语及句型: go to the zoo, make noises, of course

2．能力目标:能用已经学习的词汇,谈论自己喜爱的动物.

3．情感目标:动物是人类的朋友,倡导"保护动物,就是保护人类自己!

4．学习策略:预设和对话有关的问题,让学生带着问题去学习,去体验.

【教学重点】

本课需要掌握的词汇,短语及句型.

【教学难点】

掌握描述情感或状态的主系表结构的句子.

【教学准备】

1．CAI课件

2．Pictures of animals

【教学过程】

Ⅰ．Class Opening (3 minutes)

T: Boys and girls, do you know a saying like this: When the cat is away, mice will play. Who can translate it into Chinese? Yes, "山中无老虎,猴子称霸王."Where can you find them? Yes, let's go to the zoo! Then show the title "Lesson 33: Let's Go to the Zoo!" on the screen. 再采用超链接播放一段关于动物园内各种动物活动的视频.

设计思路:

"山中无老虎,猴子称霸王."这种以谚语导入新课的方式形式新颖,与新课内容衔接自然;同时,又能让同学们体会到因文化差异而产生的语言的趣味性.另外,屏幕上呈现的动态动物园和静态动物园,给同学们提供了了解动物的全方位的视角,利于同学们对课文的理解.

Ⅱ．New concepts (30minutes)

1．Can you do that?

T: Do you know the English for these?

Then show students some pictures of animals. Ask them if they can name them. Teacher can say, "I bet you don't know the names of the animals." Then teach how to read the new words.

设计思路:教师此处可利用初中生好胜心强的特点,采取激将法,故意给学生下结论:"我就知道你们不知道这些英语词汇的说法",从而吸引学生去学习这些动物名称的表达方法;当然,如果有的同学提前预习过,教师也正好给他们创造了展示自己的机会.

2．Read and learn the new words.

The teacher will show the new words on the screen first, including both English and Chinese. Ask students to read after the teacher twice. Then the teacher will cover the English words for a while. Ask a student in each group to write down the words on the blackboard as many as he or she can. Then the teacher will show them all the words again. Read the words again.

设计思路:

采取"遮盖法",强化学生瞬间记忆英语词汇的能力,解决学生因为学习任务重而没有时间记忆单词的烦恼,起到事半功倍的作用.有时候,有的同学学习性很高,采用提前记住单词的方式为自己的小组加分,这是很好的自我学习的方法,教师应当给予鼓励.

3．Let's read the text!

T: Can you read the text and fill in the blanks? Now I'll show you and you can have a try!

教师引导学生先听一遍课文内容,然后再播放一遍,让学生根据听到的内容去填空.

设计思路:听说领先,读写跟上,让学生先听课文内容,再根据图片以及听力材料去完成填空,是一个循序渐进的过程,不会使学生感到无从下手.

4．I can find the language points!

The teacher will ask students to find the language points by themselves after they read the text twice, then ask them to make their own sentences by using the language points. Meanwhile, they can have a match about making sentences during the same time. 教师在要求学生找到语言点之后,进行一些讲解,当然也可以交给学生来讲解,最后让同学们开展造句比赛,规定时间内哪个小组造句越多就越好;同时,教师需要保证同学们的句子的准确性.

设计思路:

语言点的发现,必须是源于多数同学的基础,如果脱离了课本的内容,一味地拓展课外知识,那么很多学生会逐渐掉队.因此,教师一定要做到讲授时,既要源于课本,也要高于课本,始终给学生创造运用所学语言的机会.

5．Discuss!

Do animals have feelings? What can you do for them? 教师设置这样的问题后,让同学们以小组形式自由讨论,最后各组派一名同学做总结性发言.教师可以适当引导同学们关注"动物是人类朋友"的主题,在此时进行情感教育.

设计思路:培养同学们的爱心不应当只停留在口头上,针对现实社会上一些虐待动物的不良行为,教师有义务为同学们树立正确的 "保护动物就是保护人类自己"的观点.

6．Listening practice.

Ask Ss to do Let's do it! No 1: Listen to the statements and circle the correct pictures.

教师先呈现四幅图片,让同学们预测哪一幅图是符合听力材料的,然后依次播放四个听力材料,最后让同学们说出正确答案;这期间,也可以采取抢答方式,让小组竞赛的形式贯穿课堂始终.

设计思路:

把课堂交给学生,让学生通过听,学,选的过程,自主完成任务.同学们的好奇心是他们学习过程中的宝贵财富,让他们先预测哪幅图片是符合听力材料要求的,能吸引同学们的注意力;当最后的答案恰好符合同学们的预测时,会使他们产生一种满足感,能体验到成功的喜悦,这一点对于初中一年级的同学来说,是很有意义的.

7．Let's do it!

T: Now let's read the lesson and circle the correct words. Do you remember which animal is lonely? Let's see who has the best memory in our class. S1, can you tell me? What about the other students? OK, I'll give you one minute to read the text, then let's check the answers. Show the following on the screen.

The tiger is (hungry/ tired/ sad).

The lion is (lonely/ sick / hungry).

The panda is (lonely/ happy/ cute).

The birds are (quiet/ happy/ hungry).

The elephant is (eating/ dreaming/ singing).

After a minute, ask students to tell the class correct answers.

设计思路:读课本之后的选词,不能让同学们选完就算完成了任务,而是应当给同学们更多的时间,让他们自己去阅读课文.在阅读中,不仅仅完成选词的任务,还应该进一步熟悉课文内容,体会文章中现在进行时的用法.

8．Let' do it! No.3

T: Now let's read the passage. Circle the animal words and underline the present continuous tense. Let's see who can be the first to finish the work, OK?

After the students finish the work, check the answers together with the teacher.

设计思路:教师给同学们布置任务的同时,也增加了竞争的紧张感.这样做的目的是为了让同学们思维紧张起来,不要因为任务太简单而失去参与的意识.

Ⅲ．Consolidation (5 minutes)

1．Work in groups.

Interview your classmates about their favourite animals and fill in the table.

设计思路:经过大量的语言输入,同学们已经掌握了很多必会的词汇和句型.小组合作的过程中,谈论自己喜爱的动物不是很难完成的工作,有利于增强同学们的自信心.

2．I believe I can do!

The teacher will show the exercises on the screen. Ask the students to finish the exercises first, then check the answers together.

Fill in the blanks.

（1）There are some _______ (monkey) in the zoo.

（2）Tigers _________ (eat) meat now.

（3）An elephant _____ (have) a long nose.

（4）The lion is ______ (sleep) in the cage.

（5）He and I don't _____ (like) apples.

设计思路:讲练结合,进行适当的拓展,是实现高效课堂的重要手段之一,在加深学生对词汇印象的同时,也锻炼了学生的解题思维能力.

【作业布置】

Write a short passage "My favourite animal".

【板书设计】

New words:                       Language points:

dream     v. & n.                   1．See those birds? = Do you see those birds?

noise      n.                       2．S + look+ adj.

lion       n.                       eg. He looks lonely.

lonely     adj.                      3．miss

miss       v.                       ( examples )

forest      n.

course     n.

【课后反思】

英语谚语中,有许多值得学生们记忆的精华,如本课导入时运用的"山中无老虎,猴子称霸王",既充满了趣味性,又蕴含了一定的哲理.因此,在时间允许的情况下,给学生增加一些英语谚语的背诵,在增添许多学习英语乐趣的同时,也可以拓展学生的词汇量,甚至可以帮助学生更好地使用英语语法;当然,很多谚语都有励志作用,关键是看教师如何引导学生合理使用英语谚语.

另外,本节课的课堂容量很大,为了不使学生感到厌倦,我遵循"兴趣是最好的老师"这一原则,使用了多种教学方法,不断刺激同学们的学习积极性,比如在课件中加入有趣的图片,让同学们在会心的微笑中,尽量让思维跟上教师的引导.从课堂效果看,还是比较成功的.