Unit5_SectionB（2a-2c）-读书郎名师教案.doc

Unit5 SectionB（2a-2c）名师教案 1.0教情分析 1.1 Teaching objectives 教学目标 1.1.1 Language targets 语言目标 1.1.1.1 Key Words and Chunks 1.1.1.1.1 For applying: save, forget, cut, kill, flag, place, water, danger, tree, down, over, get lost, be in (great) danger, cut down, (be) made of, lose one’s home, help sb. (to) do sth. 1.1.1.1.2 For comprehending: symbol, ivory, Thailand, Thai 1.1.1.2 Sentence Structures 1) We are students from Thailand, and we want to save the elephants. 2) They can play soccer or music. 3) They can also draw. 4) People say that “an elephant never forgets”. 5) Elephants can walk for a long time and never get lost. 6) This helps them to live. 7) But elephants are in great danger. 8) People cut down many trees so elephants are losing their homes. 9) People also kill elephants for their ivory. 10) Today there are only about 3,000 elephants(over 100,000 before). 11) We must save the trees and not buy things made of ivory. 1.1.1.3 Grammar Focus 1) We are students from Thailand, and we want to save the elephants. （这是一个由并列连接词and连接的并列句，and前后两句是平行的关系，and本身没有涵义，只起连接作用，可以不翻译出来。前句中介词from表示“来自于……”，与Lions are from South Africa.中的from相同；后句中动词want之后常接动词不定式，表示“想做某事”。） 2) They can also draw.（此句中用了情态动词can和副词also，在Unit 1中我们学到情态动词后接动词原形；also这个副词表示“也”，用于肯定句，它在句中的位置与always, often等表示频度的副词一样，通常位于普通动词之前，be动词、助动词或情态动词之类的特殊动词之后。） 3) This helps them to live.（此句意思是“这个帮助它们生存”。动词help之后的搭配通常有help sb. (to) do sth.，用动词不定式作宾语补足语，其中动词不定式符号to可以省略，表示“帮助某人做某事”，若不需要动词，则用help sb. with sth.，如：“帮助我父母做家务”，以下几种说法都是正确的：help my parents (to) do the housework= help my parents with the housework。） 4）We must save the trees and not buy things made of ivory.（情态动词must与can一样，后面接动词原形，表示“必须做某事”，此句中连接词and连接must之后的两个动词，save the trees和not buy things made of ivory，表示前者是必须做的，后者是不可以做的。made of ivory属于过去分词短语，作后置定语修饰前面的things，表示“用象牙制成的东西”或“象牙制品”。） 1.1.2 Ability goals 能力目标 1.1.2.1 教会学生正确运用save, forget, cut, kill, flag, place, water, danger, tree, down, over, get lost, be in (great) danger, cut down, (be) made of, lose one’s home, help sb. (to) do sth.。 1.1.2.2 教会学生根据文本结构和内容选择恰当的标题。 1.1.2.3 教会学生根据文本内容和给定框架填写思维导图，并利用思维导图进行文本复述。 1.1.2.4 帮助学生通过模仿文段朗读，初步形成意群的概念，并在朗读时能够正确地停顿。 1.1.3 Emotional goals 情感目标 1.1.3.1通过读前视频的观看以及讨论和交流，让学生了解一些世界濒危动物的生存状况，从而激发起学生保护动物的意识。 1.1.3.2 通过文本内容的学习，使学生了解泰国大象的背景知识，包括它们的才能、生活习性以及所面临的困境，引导学生积极思考，以实际行动响应保护泰国大象的倡议。 1.2 Important and difficult teaching points 教学重难点 1.2.1掌握并运用文中出现的重难点单词，短语及句型。 1.2.2 根据文本结构和内容选择恰当的标题。 1.2.3 根据思维导图复述文本。 2.0 Student analysis学情分析 2.1 Fundamental State基本情况 本课时是一节阅读课，文本是以一群泰国学生名义所写的关于保护泰国大象的倡议书。文本介绍了有关泰国大象的一些知识：它们能做些什么，它们的生活习性（这两项可以看成是本单元前面几个课时所学知识在语篇环境之下的运用），还介绍了它们目前的生存状况及相关数据，“选标题”和“填写思维导图”两个阅读任务的设置，可以较好地培养学生阅读能力。让学生在基本的阅读策略的教学渗透下也有情感上的引领，让学生有表达的愿望，实现“用英语做事”的教学目标。 2.2 Knowledge Reserve知识储备 通过本单元Section A 的学习和Section B第一课时的学习，学生已经能熟练掌握一些常见的动物的名称，能够使用描述性的形容词对各种动物进行描述，能够使用why, what和where引导的特殊疑问句进行问答，能够表达自己对动物的喜好以及说出喜欢或不喜欢的理由。所有这些为学生理解本课时阅读文本进行了较好的准备。同时，阅读文本所涉及的“保护动物”的话题，也是学生并不陌生的热门话题。学生感到困难的地方主要可能有两方面：一是生词和短语比较多，这会造成他们对文本理解的困难，识记和运用这些生词短语对多数学生来说也是一个不小的挑战；其二是选出正确的标题的阅读任务，这在以前的阅读教学中是较少涉及的。 2.3 Class data本班实际 本班学生学习目的明确，能够在小组活动中互相帮助，积极与他人合作，敢于用英语进行表达。学生在电脑方面的能力，可以让他们在本课时之前查找有关濒危动物的视频和图片并在课堂上进行分享；他们在思品课上所学的相关知识和参加环保征文所涉及到的知识也可以运用到本课时的学习中来。读前的视频分享和讨论交流，可以较好地为文本理解服务。在读中教师可以帮助学生理解文本所传达的信息，引导学生进行思考，通过思维导图进行有效的思维训练和记忆文本信息能力的训练。 3.0 Teaching methods教法建议 3.1 Thematic teaching method主题教学法； 3.2 Discussion method讨论法； 3.3 Question and answer method问答法 4.0 教学辅助 blackboard and chalk, computer, projector 5.0 Teaching procedures 教学进程 5.1 Leading-in and warming-up 引入与激趣活动 5.1.1 Get Ss to show their videos about endangered animals (T asked Ss to search the Internet for the videos and prepare for the presentation in groups of four). 5.1.2 Guessing game: What animal is it? Show pictures of a tiger, a panda, an elephant etc. and their descriptions. Get Ss to guess what animals they are. e.g. 1) It’s the king of the animal world. It’s very dangerous. You’d better not go near it (tiger). 2)It is the biggest animal on land. It has a long nose（鼻子）which does many things. It has a big ear. It is very strong. What is it? (elephant) 5.2 Reading Practice 阅读训练 5.2.1 Pre-reading 读前导入 5.2.1.1 Choose Ss from some groups to tell the answers of 2a. Ask Ss to give some evidences. 5.2.1.2 Show pictures of a panda and an elephant. Get Ss to talk about them, like this: A: Which animals do you like best? B: I like pandas. A: Why do you like them? B: Because they’re kind of cute and friendly. 5.2.2 While-reading 读中理解 5.2.2.1 Predicting 5.2.2.1.1 Ask Ss look at the picture in 2b and answer the following questions: What do you know about elephants? What can they do? Ss may answer the questions according to what they learn in this unit and from the guessing game. Answers may vary: 1) They are very big and strong. / They are very smart. 2) They can draw pictures and do many things. 5.2.2.1.2 Predicting and skimming Ask Ss to look at the four titles in 2b. What Is an Elephant? Come to Thailand Let’s Save the Elephants Elephants Are Good Pets Ask Ss to predict the content of an article with each of titles. For example, an article with the title “What Is an Elephant?” would probably tell what an elephant is like, how heavy or how big it is and what it eats, where it lives. Elicit ideas from Ss and write them on the Bb. Have Ss skim the article and choose the best title. Ask Ss to compare the prediction on the Bb with the actual content of the article. Did any of the predictions match? 5.2.2.2 Scanning Ask Ss to read the article again and complete the mind map in 2c. As this is the first time for Ss to finish such a task, T may lead them to do the first part as an example: 
Ss may check their answers with their groups. Answers to the other three parts might be like the following: Abilities: can play soccer or music, can also draw well, can remember places with food and water Facts and figures: people cut down many tr