二0二三年度七年级下册Unit5WhydoyoulikepandasUnit5B2a2c教学设计

1、 英语新目标Go for it! 七年级下册Unit 5 Why do you like pandas?Section B 2a-2c (Reading)成都双流中学实验学校 高翠I. Analysis of the Teaching ContentsUnit 5 Why do you like pandas? is from Junior English Book Grade 7 Go for it! Go for it! is a textbook that includes topics, functions and structures. Its aimed at fostering

2、the students creativity and improving language competence by using Task-Based Language Teaching. The topic of this unit is animals and the functions are to describe animals and express preferences. Section A deals with the basic vocabulary and sentences by listening and speaking. Section B makes a d

3、eep learning on the target language by reading, writing and exercises. This lesson is the reading part of Unit 5. The topic of the reading passage is mainly about saving elephants in Thailand. It can help students develop their language competence especially in reading, which focuses on the students

4、 abilities to gather information, deal with information, solve problems and the abilities to think and express in English. By studying this lesson, students can improve their reading ability and learn the useful expressions. They will be able to know something about elephants in Thailand and think a

5、bout how to save the endangered animals and care about our earth.II. Analysis of the LearnersStudents in junior seven are curious and active. Most of them are interested in English. They enjoy learning through cooperation in a relaxing atmosphere and they are eager to show themselves in class. But t

6、he students English levels and abilities are different from each other, so they also need help and encouragement sometime in class. They have learned some words about animals and the target languages in this unit. But in the reading part, there are more new expressions for them and they are lack of

7、vocabulary to express their ideas deeply. And its a challenge for them to master the reading strategies and skills. Also, the mind map is a good way to help students to learn, to review, but its a little difficult for them to draw one by themselves at the beginning.III. Teaching Aims1. Aims of Knowl

8、edge Students can master the new key words and expressions about elephants in Thailand: Thailand, save, symbol, flag, forget, get lost, places with food and water, in great danger, cut down, kill, ivory, over, made of. The pronunciation is the pauses in and between the sentences,( for example: Peopl

9、e say | that “ an elephant never forgets”. | Elephants can walk for a long time | and never get lost. | The can also remember places | with food and water. | This helps them to live.|) The functions are to Describe animals. Present the facts. & Call on people to help.2. Aims of Abilities1) Students

10、can use the proper reading skills and improve their reading ability such as anticipating, skimming and scanning, fast reading and careful reading.2) Students are able to understand the mind map and learn to use what they learn in class to draw their own ones. To improve students ability of thinking,

11、 associative memory and creativity.3) Students can also develop their speaking by retelling according to the mind-map and by discussing and sharing their opinions about protecting animals in danger. Students can use useful expressions in real situations.3. Aims of Strategy1) Students can learn and p

12、ractice some basic reading and learning strategiespredicting, to grasp the topic sentences of each paragraph to get the main idea.2) Cooperative learning: Students should work in small groups of four and complete some may learn from each other or help each other during learning languages.3) Students

13、 will master the reading strategy of drawing the mind map. It can help them have a clear mind about the article according to the mind-map, including its structure and its key content .4. Aims of Emotion1) Students should learn to love and respect the nature. They should have the sense to care about

14、endangered animals and our earth.2) Students can develop the spirit of cooperation through group-work and discussion.3) Students can draw a mind-map with creativity and a clear mind.5. Aims of CultureStudents can learn about the elephants in Thailand and peoples attitudes towards animals in differen

15、t countries. Students should respect the varieties and differences in different cultures and they are able to face the global challenges and have the sense of international understanding.健全人格渗透目标本课为Go for it! 教材七年级下册第5单元的阅读课。文章围绕拯救泰国大象的话题，谈到了大象在泰国的重要性，大象的习性和现状，大象濒危的原因及呼吁人们拯救大象。在本课学习中，通过阅读前讨论、阅读中的学习任

16、务以及阅读后的小组活动，主要渗透了以下健全人格要素：思想观念：人生观-生命与生活、人与自然，道德观-善良仁爱；行为方式：文明素养-保护自然环境。阅读前视频和头脑风暴引导学生关注濒危动物这一话题，阅读中对泰国大象的生活习性、现状、濒危原因等有进一步的了解，阅读后通过大量正反面图片（猎杀动物和爱护动物）和视频“没有买卖， 就没有杀害No buying, No killing”激发学生内在情感，之后小组讨论拯救濒危动物的措施，小组合作制作保护动物的宣传标语。阅读前中后的活动围绕濒危动物这一主题，层层激发学生热爱自然、尊重自然、关爱动物和保护环境的情感；反对滥捕滥杀和破坏自然的行为，有爱心和同情心；主

17、动爱护大自然、爱护环境，营造人与动物和谐相处的世界。行为方式：文明素养-人际交往；性格特征：情感-友爱感、理智感。自我-自信通过小组讨论、小组完成复述、小组合作制作宣传标语等活动，使学生学会倾听和尊重他人观点，在交流合作中态度友好、言行文明；同时，学会分享，主动参与，理智思考，能自信地表达自己的观点和代表小组发言。了解异国文化，尊重他国人文风俗，培养国际理解意识和跨文化意识。IV. Difficulties in Learning and Key PointsThe key points are to master the usage of the key words and expressi

18、ons and to use the proper reading skills to achieve the reading tasks.The difficult points are to enable the Ss to use the learned expressions to discuss and express their ideas about protecting animals and learn to draw a mind-map.V. Teaching and Learning Ways &Teaching AidsTask-based teaching, Coo

19、perative learning and Interactive approach and 3-stage reading teaching model. The multi-media and the blackboard.VI. Teaching and Learning Procedures Stage 1 Warm-up and lead-in (2 mins) Step 1 Greetings Step 2 Play a video about animals and ask a question: “ What animals can you see in the video?”

20、 Students should watch the video and take notes quickly of the animals they see in the video. Designing Intention:The video helps lead into the topic of this lesson. To help the Ss recall what they have learned in this unit. To arouse students interest and make them active in class. 由视频引入本课话题，激发学生学习

21、兴趣和积极性。健全人格培养：性格特征-兴趣Stage 2 Pre-reading ( 3 mins) Step 1 2a “What animals are in great danger?” Check the animals that you think are in great danger. (elephants/pandas/tigers) Step 2 Brainstorming: Think of the questions and share: Why are they in danger? How can we save them? Designing Intention:

22、To draw the students attention to the topic of this lesson, thinking of what they can do to save the endangered animals. To make students get ready for the following reading tasks. 通过头脑风暴，引导学生关注濒危动物，初步思考，也为下一步阅读作铺垫。 健全人格培养：性格特征-理智思考，自信表达自己的观点。 Stage 3 While-reading (25 mins) Step 1 Observe the pictu

23、re and predict what this article is about. Designing Intention: Reading strategy- to predict according to the picture and get to know what type of article it is before reading the text. Step 2 2b Read this website article and check the best title for it. ( Lets save the elephants!) Underline the key

24、 sentences. Ask: Who want to save the elephants? ( the students from Thailand) Step 3 First, skim for the main idea of each paragraph. Underline the topicsentences of each paragraph. Then, conclude the small title for each paragraph. Designing Intention: Reading Strategy- to grasp the topic sentence

25、s of each paragraph to get the main idea. To develop the skills of skimming and improve the students reading ability.To learn to conclude each paragraph with a small title.Step 4 2c Read the article again and complete the mind map according to your memory. Importance in ThailandImportance in Thailan

26、dfirst flag had _symbol of _Facts and figurespeople_ many treespeople kill them for _today there are _(over_ before)Abilitiescan play_can also _wellcan _placeswith food and waterHow to save themdont cut down so many_dont _things made of ivory_is Thai Elephants DayELEPHANTS Designing Intention: Get t

27、o know what a mind map is like. To help students have a clear mind about the article, including its structure and its key content. To learn the new expressions in the linguistic situation.To improve students ability of thinking, associative memory and creativity.Read from the whole to the details th

28、en to the whole.阅读由整体-细节-整体，培养学生的阅读能力，训练阅读技能和学习策略；同时对濒危动物之一的大象进一步了解其生活习性、现状、濒危原因及拯救办法，发出呼吁。了解异国文化，尊重他国人文风俗，培养国际理解意识和跨文化意识。健全人格培养：性格特征：情感-友爱感、理智感。文章内容引起情感共鸣，理智思考原因和措施。思想观念：人生观-了解生命与生活，关注人与自然；培养善良友爱的道德观。Stage 4 Post-reading (15 mins) Step 1 Read prepare the students for the retelling in the next step.

29、Step 2 Group work: review and retell the article with the help of the mind map in 2c in groups. (What have you learned about elephants?)Designing Intention:To check if the Ss understand the whole text and if they can use the language. To develop the skills of retelling with the key information.Group

30、work can reduce the difficulty and make the retelling more clear.Step 3 With some examples of mind maps, have students get to know what a goodmind map is like, when we use a mind map and how to draw a mind map. Designing Intention: The introduction of mind map can make students know more about the s

31、trategyand try to use it properly. Mind map is a good and useful way of learning, reviewing, memorizing, presenting and planning.通过对思维导图的理解、学习和运用，培养学生的思维能力和创造力。健全人格培养：行为方式：文明素养-人际交往。通过小组讨论、复述，促进人际交往，学会交流合作。性格特征：情感-友爱感、理智感；自我-自信。 Step 4 Observe some pictures about killing animals, then ask the studen

32、ts to discuss in groups “How can we save the animals in danger?”.Step 5 Watch another video about protecting animals-No buying, No killing. Then students will work in groups of six and write down a slogan about saving and protecting animals. This is to call on students to protect animals and care about our earth. Designing Intention: The emotional and moral education. These pictures can arouse students inner feelings towards animals. And the video is starred by some famous people, which can arouse students interest and can teach students to save animals. Students discuss and share