Unit5_SectionB（3a-Self_Check）-读书郎名师教案.doc

Unit5 SectionB（3a-Self Check）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: be from..., years old 1.1.1.1.2 For comprehending: Becky, Blackwood Zoo, Beijing Zoo 1.1.1.2 Sentence Structures 1) She is from Africa. 2) Isn’t she beautiful? 3) Why do you like lions? Because they’re big and beautiful. 4) I don’t like tigers because they’re really scary. 5) She lives in Blackwood Zoo. 1.1.1.3 Grammar Focus 1) Isn’t she beautiful?（否定词开头的一般疑问句，通常不表示否定意义，而是相当于一个感叹句，有较强的感情色彩。） 2）I don’t like tigers because they’re really scary.（这是一句包含了because引导的原因状语从句复合句，because引导的从句表示原因，通常置于主句之后。在回答Why引导的特殊疑问句时，常用Because开头，后面接一个句子，实际上是一个省略了主句的复合句，因为主句表达的信息在Why引导的特殊疑问句中已经有了。） 3) She lives in Blackwood Zoo. (live是一个不及物动词，不能直接跟名词，它后面常跟表示地点的介词短语或副词，表示“住在......”。） 1.1.2 Ability goals 能力目标 1.1.2.1 引导学生全面浏览性复习，总结归纳所有学过的动物名称、描述性形容词以及kind of, very等表示程度的副词。 1.2.2.2 引导学生归纳what, why和 where等疑问词引导的特殊疑问句及其回答方式，用于谈论对动物的喜好、陈述理由以及动物产地。 1.2.2.3培养学生发散思维，通过写作练习帮助学生建构话题表达的框架体系。 1.2.2.4 培养学生在朗读句子时意群和停顿的意识，能用正确的语音语调朗读文章。 1.1.3 Emotional goals 情感目标 1.1.3.1鼓励学生敢于用所学词汇和句型表达自己的观点，并乐于接受不同观点的存在。 1.1.3.2 鼓励学生多了解有关动物的知识，并积极向人们宣传爱护动物。 1.2 Important and difficult teaching points 教学重难点 1.2.1 准确使用目标语言进行写作表达。 1.2.2 引导学生在写作时有谋篇布局的框架意识。 2.0 Student analysis学情分析 2.1 Fundamental State基本情况 学生通过本单元的学习，学生基本掌握了本单元目标句型和单元话题词汇，能灵活运用相关语言进行话题重组，表达具体语境下的情境对话。通过本单元语篇的学习和网上资源的搜索整理，学生了解了大象这种濒危动物在泰国的地位，大象的聪明才智和一些生活习性，以及大象的生存状况和造成大象数目急剧下降的原因，激起了学生保护大象进而保护野生动物的意识。这些知识和情感上的铺垫对本节课的写作都具有积极的作用。 2.2 Knowledge Reserve知识储备 本课时是一个复习与写作的课时，学生对于单元主题下的语篇理解及语言结构表达有了充分的积累学习，为本课时写作活动的顺利开展做好了基础的准备工作。学生对动物名称、描述性形容词、动物产地等词汇和句型基本上能熟练掌握，但是如何把这些词汇和句型组合成一篇能表达一定主题和思想感情的文段，还需老师进行必要的点拨和指导。 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，乐于用英语进行表达，并且能够倾听他人，对他人的成果进行客观的评价。通过围绕单元话题内容的学习，学生们比较熟练地掌握了what, where和why引导的特殊疑问句及答语来表达对动物的喜好和理由以及动物产地等，教师应该适当引导学生归纳总结，内化知识，帮助学生建立写作时的谋篇布局意识。 3.0 Teaching methods教法建议 3.1 Self-directed learning method自主学习法； 3.2 Discussion method讨论法； 3.3 Exercise method练习法 4.0 教学辅助 blackboard and chalk, computer, projector 5.0 Teaching procedures 教学进程 5.1 Reviewing and Summarizing 复习与总结 5.1.1 A guessing game. Get one student (Student A) to come to the front and give him/her a note writing the name of an animal (for example: panda). The other Ss try to guess what animal it is. They may ask three Yes or No questions, like the following: S1: Is it big? A: Yes, it is. S1: Is it from Africa? A: No, it isn’t. S1: Is it a panda? A: Yes, it is. T may also show some covered pictures on the screen and have Ss play the guessing game. 5.1.2 Self Check 1 Ask Ss to add more words in the chart. Then use the words to write at least 5 sentences. The one in Self Check 1(I don’t like tigers because they’re really scary.) is an example. They can share their answers with their group. T may choose Ss from one or two groups to share their answers. 5.1.1.2 Self Check 2 Get Ss to match the questions and answers to make a conversation. Ask them to practice it with their partners. Then they’re supposed to write their own conversations. Get some pairs to act out their conversations. 5.2 Discussing and Expressing 讨论与表达 5.2.1 Draw a mind map on the Bb and ask Ss to try to complete it.    5.2.2 Guide Ss to add more contents to complete the mind map. T may ask: If we want to describe an animal, we usually need to talk about where it is from. That’s to say, we need to talk about its nationality ( Write “Nationality” next to the circle). What other things do we need to talk about? Elicit other aspects from Ss, such as: Age, Appearance, Personality, etc. 5.2.3 Show a complete mind map on ppt.
5.2.4 Get Ss to add some words and expressions to the items. e.g. nationality: China, Australia, South Africa... appearance: beautiful, small, tall, big... personality: shy, friendly, lazy, smart... 5.3 Writing and Improving 写作与完善 5.3.1话题剖析 本单元的话题是“描述动物、表达喜好”。本单元话题与《英语课程标准》两个大的话题“情感与情绪(Fee