初中英语_Unit5 Why do you like pandas？教学设计学情分析教材分析课后反思(精选1).doc

教学设计 通过小学阶段及七年级上学期的学习，大部分学生对why/what/where引导的特殊疑问句有了很强的感知和运用能力，有一定的英语基础，而且本单元围绕“animals”展开教学活动，贴近学生生活，很能调动他们的强烈的兴趣和好奇心，激发他们的求知欲，有利于引导他们自主、合作学习。七九班的学生大部分阳光积极，乐观开朗，很喜欢表达和展现自己，尤其是张卿，王磊等同学，他们不仅自己主动好学，而且能带动周围的同学。因此通过教师的恰当引导，应该能完成教学任务。 教学目标：本单元的主题是animals, 要求学生掌握一些新的动物名词，学会用表示性质和品质的形容词来描述动物，并能用“What animal do you want to see first? Why do you like…? Because….”等 来陈述自己想在动物园里先看什么动物，为什么先看？某动物有什么特点等。通过讨论动物，让学生了解自然界中各种各样的动物及生存环境，增长见识，增进对自然环境的情感；通过讨论自身的喜好及原因，提高学生的认知和思维能力。并让学生明白地球是人类和动物共同的家园，人类应该和动物和谐相处。 教学重难点：根据本节课的教学内容和学生对知识的理解程度，结合本课的教学目标，确定本节课的重点是在交际活动的过程中运用句型what are they ? Do you like …？Why do you like…? Why don’t you like … ? Where are they from? What do they like? Where do they come from? 难点为重点句型的实际运用及why/what/where引导的问句的表达方式。 教学过程： Step 1. Show some pictures before class T: I will ask one student to give us a short answer, What can you see in the pictures? S: Dogs,kangaroo and so on. T: OK, They are all animals.I like animals so much.Do you like animals? S:Yes T:OK.This class I will take you to know more about animals. Step2. Leading in T：Show some pictures and say what animals? S: We talk about animals just now. T: What animals do you know? S: tiger , panda, lion ,fox ,wolf, rabbit , sparrow , swallow, zebra, giraffe , monkey , hen ,cock , cow , ox ,sheep , goat , donkey , mule , horse , parrot, elephant , koala … T: OK, today let’s learn. What is this? S:This is a tiger. T:What is this? S:This is a lion. .......... Step3.Let’s play a game Guess what animal it is? S: It’s....... T :what animal it is? S: It’s....... …… Step4. Activities I. T: Complete 1a (give students 3 minutes to do 1a) T: Ask some students to give the answers T: let’s check the answers together. Step5. listening T:There is a boy and a girl.they want to the zoo.what animals do they want to see?listen to the tape and complete 1b T:Ask some students to give answers. T:check the answers together. Step6. Role-play T:If you go to the zoo,what animals do you want to see?now give you five minutes to