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1、Go for it! 7B Unit 5 Why do you like pandas?Section B (2a-2c)教学总体思路教师通过“读前”、“读中”、“读后”活动的不同任 务设计引导学生理解和剖析2b中的文本，并在教 学活动中渗透不同的阅读策略，让学生在理解文本 的同时能将文本中的语言知识运用于实际生活。教学内容分析本课时为Unit 5第四课时，作为精读课，给学生提 供了一篇介绍大象在泰国的重要性以及大象目前 的生存状态，不仅内容紧扣单元话题，还很好的融 合了单元目标语言，更渗透了对学生的情感教育。学情分析大部分学生在上学期对why/ where/what引导的特 殊疑问句已具备较
2、强的听说能力，本单元学习的各 种动物能激发学生更强的求知欲望，是他们熟悉又 感兴趣的内容，有利于本单元知识的教学和学生学 习兴趣的培养。教学目标语言知识目标To help students to master new words and phrases: over, Thailand, cut down, ivory, symbol, kill, get lost, forget, tree, save, place.语言能力目标To help students master four reading skills to find some information they need.情感态度
3、目标To help students realize that some animals are in great danger and help these animals as they can.学习策略目标1 .认知策略：在学习中借助猜测的方法推测单词的意思。2 .交际策略：通过group work,引导学生积极地与同伴交 流教学重点1理解阅读中遇到的生词的意义、词性以及用法。2,运用阅读策略理解、分析文本。教学难点在阅读过程中能理解和运用多种阅读技巧。Teaching ProceduresActivitiesLearning FocusStep 1Warming upT: Hello!
4、 Good afternoon.Ss: Good afternoon!T: Do you like animals?Ss: Yes.Step 2T: Whats your favorite animal?SI: My favorite animal is tigers.T: Why do you like them?51: Because they are cool.T: Cool!T： Whats your favorite animal?52: My favorite animal is pandas.T: Why?53: Because they are cute.T: How abou
5、t you? Do you like pandas?54: Yes. They are friendly.T: Me, too.通过这两个问题，帮 助学生复习之前学过 的动物和描述动物的 形容词。这个环节比 较简单，营造一个轻松 的学习氛围。同时，也为下面学习 大象做好铺垫。Pre-readingT： I like pandas ,too. Because they are cute and they are a symbol of China. Do you know symbol? For example, in Zhuji, Xishi is a symbol. Xiangfei is
6、also a symbol of zhuji. In Hangzhou, what is a symbol?Ss: Xihu.T: Yes, West Lake is a symbol of Hangzhou. And Lei Feng Tower is a symbol of Hangzhou, too .T: Read after me, symbol.Write the word on the blackboard.T: I know you like animals, right? Now, lets do a guessing game, and tell me what anima
7、l it is, OK? Ss: OK.T: It has four big feet.It has two big ears.It has a long nose.What animal is it?Ss: Elephant.T: Good, you are so smart. Look, whafs it?Ss: An elephant.T: An elephant. An elephant, (rising tone and falling tone) Ss: An elephant. An elephant.T: An elephant has four big feet, two b
8、ig ears and a long nose. Whafs it?通过熊猫是中国的象 征，引出symbol这个 单词。再举三四个例 子，来加深学生对这个 单词的理解和巩固。通过一个riddle来引 起学生的兴趣，简单有 效。提点一下：An elephant, 要连读。Ss: Ivory.T: Ivory, ivory. And they are .Ss: Elephants.Step 3While-readingT: Heres an article from students in Thailand. Can you predict content according to the pic
9、ture? Whafs in the picture?Ss: An elephant.T: What is it about?Ss: Elephants.T: Good. How many paragraphs are there in the article?Ss: Three.T:OK, Read it quickly and check the best title for it. Before you do it, look at this tip. For example, “what is an elephant?” what” is the key word. How about
10、 the other titles?Thailand, save, pet Check the answer.T: Read Para. 1 and answer the question.Why do writers want to save the elephants?Guide Ss to the answer: elephants are a symbol of Thailand.T: Can you find the topic sentence?P.S. top sentence是对这个段落 的总概括。Guide Ss to find the answer.Help Ss to f
11、ind the top sentences in para.2&3.Para2:Elephants are smart animals.Para3:Elephants are in great danger.Read para2&3 and complete the mind map.Use key words to find the answer quickly.Reading skill 1: Predict the content according to the picture.Reading skill 2: Find the key words to help you choose
12、 the best one.Reading skill 3: Topic sentences usually come at the first sentence. Also topic sentences will come at the last sentence.Read this part carefully, and answer what the word “this” means here.Reading skill 4: Get the meaning of the word according to the context.Step 4Post-readingT; We kn
13、ow that the students write the article because they want to save the elephants. Elephants are very important for them. We also have pandas in China. And we love animals because they are our friends. To protect them is to protect ourselves.T: Lets review the words and phrases together.引导学生对作者写这 篇文章的意
14、图进行深 入的探讨，让学生关注 濒临灭绝的动物，号召 他们去保护动物。帮助学生对文章的重 点生词和短语进行巩 固，为下文的语言输出 做好铺垫。Step 5SummaryT: Lets do a group work. Each group retells the whole article according to the mind map. Three to four students are in a group, that means, each student retells one or two paragraphs, OK?Ss: OK.T: Go!Help them to ret
15、ell the article during they are in a discussion. Ask some groups to have a try.小组合作让学生对整 篇文章的归纳和梳理， 帮助他们理解和巩固， 也是提高学生口语能 力的好机会。Step 6HomeworkT: Level A for all students: listen and read the article aloud.Level B : retell the whole article according to the mind map.加强所有学生语音语 调的训练。对于学习能 力强，基础较好的学生 可以挑战复述整篇文 章，提高他们的口语输 出能力。Blackboard DesignUnit 5 Why do you like pandas?Section B 2a-2can elephant n.cut downivory n/ uget lostsymbol n. killv.savev.forget v. remember overprep,tree n. placen.