七年级下Unit5第六课时SectionB3aSelfcheck

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1、Unit 5Why do you like pan das?第六课时写作课 Section B 3a-Self CheckP30Teaching and Learning Goals:一、话题：Animals二、功能:1. Describe animals2. Express prefere nces三、语法 :1. Review What, Why and Where questions and answer.2. Be able to use the adjectives of quality correctly.四、词汇和常用表达 ：kind of, friendly, cute, be

2、autiful Why do you like.? Because 五、 学习策略 :Guide the students to master the writing skill of imitating.六、文化 :Know about all kinds of animals all over the world. Guide the students to protect the animals.Teaching and Learning Steps:Pre-writing activities 写前活动Step Teaching AimsTell the students the le

3、arning aims: Talk about animals and learn how to write animal reviews.smart. cute: lazy, fun, interesting, boring, beautiful, scary, friendly, shyO&tcripilDnreally, very, too, kind ofA: Why do you like .?AnimalsA: Why dont you like.?B; Because they 策自Describing animalsA: Where are they from?8: They

4、ane from.A: What animals do you like?J I like”.Expressing prefeirencesA: What animals dont you like?B: I dont like.Steph Lead in : Talk about animals（设计意图：思维导图的使用更加清楚明了的总结了本单元的重点。）1. Review单元话题复习爸爸去哪儿电影版 DVDscr片源 01 21 49-01 22 54.wmvT: Is the acrobatic performa nee excelle nt?Ss: Yes.T: Do you know

5、 them?Ss: Yes. They are Stone, An gela, Cin dy, Tian tia n and Kimi.T: Well, do you know where they are now?Ss: No.T:They re in Xia ng Jia ng wild animal world. Welcome to the zoo.The animals of performanee are from here. There will be a live recruitment.The zoo is recruiting some English interprete

6、rs now. Do you want to try?Ss: Yes.T: Wow! All of you want to try. Ok, let have an excit ing PK to select the in terpreters.（设计意图：本环节通过观看一场“爸爸去哪儿”的动物表演展开话题，极大的吸引了学生的注意力。 通过一场现场招聘会贯穿整堂课，使整堂课更具统一性和完整性）Roundl: InterviewFirst, tell us the ani mals you know as many as possible.Ss: lion, elephant, tiger,

7、giraffe, panda （抢答）T: Woo, you know too many ani mals.Next, let have a look how much do you know about animals.Guess who they are accord ing to the descripti on.I am from Africa.I am really big. I have two big earsand a long nose.Who am I?I am from ChinaI am black and white1 like bamboos a lot.I am

8、kind of shy.So be quiet please.Am I cute?Yes, t amIm from Australia.I am three years old.I sleep during the dayt but at night I getup and eat grass.1 have a king onr m very clever.Im twelve years old.my head. 1 like1 like bananas1 am the king of theto eat meat. 11 like to climbjungle-总am like a bigt

9、rees飞纫1cat aZ小 qSs: It an elepha nt. / It a pan da. / Its a koala.It a lio n. / It sa tiger. / It a mon key.T: You are really clever. How do you guess them?Ss: I guess tiger accord ing to its appeara neeI guess mon key accord ing to its hobby.I guess koala because of its personality （允许学生使用汉语 ）T: Gr

10、eat! I must give you the thumbs up.As you know, we can know about the animals according to their features.NameThen, let think about the description words you know.Ss: scary, dangerous, shy, kind of beautiful, really smart, clever, very big, small, quiet T: I show you some word cards. You must perfor

11、m the word to the other students.If other stude nts can guess the word, you can go to the sec ond grade.Some stude nts perform the words and choose who can go to the sec ond grade. Other stude nts can help the pers on they think he or she can win the game. (divide into five groups )(设计意图：学生通过猜谜语的形式总

12、结出如何描述动物并在头脑中激活了写作话题animal相关的词汇，语段等，为接下来形成一篇文章做好铺垫。通过表演词汇来分组为下面学困生的写作提供了团队支持。)2. Warming up and leading in 热身导入Round2: Written examinationT: She is famous star in the zoo. This is her profile.You must finish the profile first.(An swers: beautiful, Africa, years, like, because, lives) Check the an sw

13、ers in your group. T: Some visitors are in terested in her. They ask some questi ons.Can you an swer their questi ons?Ss: She isWhats her name?Becky. twelve years old.She isShe is beautiful, smart and frien dly.She is from Africa.（设计意图：通过游客提问的形式针对细节对例文进行分析。引导学生形成文章意识，然后再鼓励他们去 朗读，进行语言的输入，为输出做好积累，为接下来

14、的写作练习做好准备。）While-writing activities 写中活动Step III. Imitated writing可爱的大熊猫 00_00_11-00_00_55.wmvT: Do you know him?Ss: pan da.T: Do you like him?Ss: Yes.T: Do you want to see him.Ss: Yes.T: He will move here. Can you help him write a piece of profile? (Discuss in groups)Who want to in troduce this pan

15、 da?Ss:(Have some stude nts read their writ ing and correct the wrong poin ts)(设计意图：这一环节主要是对3a的仿写，比较简单。程度较差的学生可以有针对性的练习。)Step IV. Practice: Write the Ss own favorite animals. (Creative Writing)T: There are many publicity columns. You must write an article for them to introduce the animals you like.S

16、ample writing:IMy favorite animal is a tiger in lhe city zoo, T ctll liini Super T. lie is orange, black while, JHe is Vf hi茗* iind he looliw Unl of Ediryi T4e cun run fast 刃nd jumpPeople and other animals are nfiaid of him. He sleeps in the daytjnie and walks around at nights I go to see him everya

17、nd I have a piloto of him oil my bcdioom walk1.Write拟定提纲Help the Ss make sure the composition must include the following things before they start to write their own favorite ani mals.uthcrs Jwhat to eatA dvscii ption ofnationality jpei*sonnlity（设计意图：一起学习写作要求和注意事项，引导学生关注篇章结构和语篇标记词汇，帮助学生整理写作 信息。程度差点的同

18、学可以根据提纲直接补充内容。同时鼓励有能力的学生创新思维，丰富写作内涵。）2. Write the first draft 起草初稿T: I will give you several minutes to write your own favorite animals down.Choose one stude nt to write his/her favorite ani mal on the blackboard.3. Revise the first draft 修改初稿After all the students finish writing, first check the co

19、mposition on the blackboard with all the students according to the follow ing evaluati on scale.Is there the n ame of ani mal?Is there the age of ani mal?Does he/she mention what the animal is like?Does he/she men ti on where the ani mal is from?Does he/she men tio n the ani mal characters?Does he/s

20、he mention the animal shobbies?Are there any grammatical mistakes?Choose several stude nts to evaluate the compositi on item by item in the evaluati on scale.4. Ask the Ss to check their own compositi ons accord ing to the above evaluati on scale.T: Do you think who are better?Ss: I think andare bet

21、ter.T: Other can didates come on.（设计意图：提供具体评价标准，引导学生对照写作要求反思自己的作品，发现问题解决问题，有助于学 生提高书面表达中的语言准确性，培养了学生通过自己独立思考，来解决问题的能力。）Post-writing activities 写后活动Step V Make comments on the Ss writing.1. Presentationand evaluation 典型展示，师生评价T: Lets see two articles of you together.（利用投影仪展示学生作文）Students listen caref

22、ully and prepare for answering the teacher s questions later on.（设计意图：通过投影展示，点评两篇学生习作，选自一位基础较好的同学和一位基础一般的同学的作文。教师根据上述提供的写作标准，详细点评两篇习作的篇章结构和句法功能。目的是使学生尽力领会教师对文章的点评，培养学生选词和用词的能力，指导学生多模仿好文章的优点，纠正共同的缺点。）T: What do you think of your classmates articles? Why?（要求学生对两篇作文进行评论）2.Students mutual evaluation 生生互

23、评T: Now let check your partners composition according to the above evaluation scale.（设计意图：采用生生互评的方式，既可发现问题，提出改进意见，也可在学生间建立真诚友情。有利于学生提高对学习状况的自我反思能力提高学生学习的积极性和主动性。）Step VII I am a reporterRound3 Improvised speechT: When the tourists en ded their visit, we must do a survey to know their feeli ngs.There

24、 is some in formati on you can use. （Work in groups）What ani mals do you like?What animals don you like?Why or why n ot?Can you describe your favorite ani mals?S1: What ani mals do you like?S2: I like lio ns.S1: Why do you like them?S2: Because they are very big and beautiful.S1: Can you describe yo

25、ur favorite animals?S2: I know they are from Africa. They are strong and they run very quickly. They like to eat meat. Sometimes they are a little scary S1: What about you? What animal don you like?S3: I don like S1: Why not?S3: Because they areReport:likes becauseHe knows that doesntlike because sh

26、ethinks （设计意图：本环节的设计主要是训练学生的实际运用语言的能力。通过采访的形式更能考察学生的应变 能力和创新能力。）T: Through three rounds of selecti on, who do you think is the most compete nt?Ss: I thi nk is the best.T: Con gratulati on!Step VIII Summary天天向上101008濒临灭绝的动物至人类的信（汪涵）.mp4T: Animals are our best friends. We can just say love. We must le

27、arn how to protect them.What do you thi nk how to protect them?Ss: We can kill them.We don eat them.We can write some articles to appeal to every one.T: Only truly understand the animals, we can protect them. Now let use our pens to write the ani mals you know to warn people to help them.（利用动物致人类的一封

28、信作为整节课的 结尾启发学生热爱动物，了解动物，用自己的最大的力量帮助动物，成功地完成了感 情升华。）Step X Homework1. Retell 3a.2. Search the internet to know about an endangered animal. Write an article about it to help him.Animals：Description words:Writing skill:Blackboard Design亮点：1. 利用本单元基本句型对不同动物展开讨论，帮助学生收集写作信息，为写的技能提升做充分的铺垫性工 作。2. 利用视频和图片让学生

29、对动物的特点从最直观的层面进行了解，把抽象的形容词具象化，更能激发学生 的写作欲望。3. 引导学生仿写以此来帮助学生理清文章脉络，为学生自己创作打下了基础。4. 活动设计考虑学生水平不同，分别设计了两部分的写作内容。第一部分是简单仿写，主要针对的是中下 等的学生。拟订的提纲比较详细，让程度较好的学生能够依据自己的知识积累写出相对较复杂的作文。5. 写作情境设计独特，由一场招聘会展开并贯穿始终，使整堂课都围绕着一个中心，更具完整性。通过说 的技能培养促进写的能力提升。由说到写，引导学生结合自己感兴趣的话题，将输入的语言知识在较为熟 悉的语用环境中自然输出。6. 本节课从 3a 填词补全范文，到 3b 写句子或语段，再到 3b 列提纲整理信息，完整地输出语篇。采用写 前,写中，写后的过程性写作模式，帮助学生用英语构思，遵循了由易到难、循序渐进的原则，符合学生 的认知规律。不足之处 ：学生的词汇量的欠缺，不能很好的展开讨论和描述。写作内容不够丰富。使用建议 :1. 课前要求学生上网查询相关动物的信息为本节课学习做好准备。教师走进学生，调查了解学生所熟悉的 动物，恰当使用多媒体教学，提供学生感兴趣的写作话题。2. 典型展示环节如果投影仪使用不方便也可要求学生朗读作文。3. 如果时间上太紧张，可以把视频换成图片。