初中人教新目标 (Go for it) 版Section A教案设计

这是一份初中人教新目标 (Go for it) 版Section A教案设计，共10页。
             Unit15 We are trying to save the manatees.                            Section A 设计主题趣味阅读（Section A整合）1.整体设计思路、指导依据说明Education philosophy(教学理念） 培养学生自主学习和合作学习的能力The teaching aim‘s basis is established according to English reading strategy.2.教学背景分析教学内容分析：Analyzing Teaching material（教材）This lessen is from section A of unit15. it shows us many special and endangered animals and lead students to discuss about the advantages or disadvantages of the zoos.  Such a topic is related to the protection of the animals, so it is easy to get students' attention. On the other hand, here are 2 short passages. so it will be very helpful to improve students' reading and writing ability. 学生情况分析：   Analysis of Students (分析学生）The Ss have learned English in middle school for more than 2 years so far. But many of them are poor in the reading comprehension. They need to learn how to analyze the structure of the text, predict the background, find the key words.  So in this class, I will design some activities to improve students' reading skills. 3.教学目标分析1.Aim in knowledge（知识目标）Let students learn some animals and learn how to use some adjectives to describe. and lead students to express their own opinions using the target language. Words and expressions      Manatees    cheetahs   chimpanzees   Polar bears   kangaroo   African elephant  endangered    weigh     habitat   try   save  gentle  furry   enormous  playful       noisy     shy      aggressive   gray    fast    spottedKey sentenceswe think…..we believe that……we disagree that…..2.Aim in ability（能力目标）To train the students' ability of reading: including skimming, scanning and vocabulary building.3.Aim in emotion（情感目标）let students know animals are our friends, and should love them and protect them. No matter where the animals live, we should care for them. 4.教学重点、难点分析  教学重点：The ability of reading 教学难点：Use new languages to talk about animals and zoos freely.5.教学过程设计(中文为主 + 所教学科目标语言）I. Lead inT: hello, everyone, today we will learn unit15 we are trying to save the manatees. first, let's see a picture. where is it? it's in the zoo. we can see many kinds of animals here, right? but today, we will learn some very special animals.  very special and unusual  First, let's listen and guess, what animals are they? and then show the pictures, and ask students what animals they are and what they think of them.     chimpanzees    They are noisy furry and playful.   cheetahs,  They are agressive, fast and spotted  african elephants  They are enormous and gentle polar bears   They are aggressive and strong  kangrazoos   They are playful and fast manatees  They are very gentle  shy and large设计意图：通过对不同动物声音的辨认，激起学生的好奇心与兴趣，显示动物图片，学习动物名称，在情景中学习对描绘动物的形容词，为后面的学习活动打下基础.II.   presentationT: what kind of animals are you like? For example, I'm like the manatee because I am very gentle and friendly. How about you? --I think I am like______, because I am_____--I think my friend___ is like the____,     because he is …设计意图： 用新学的形容词来描绘一下自己，引导学生运用新知识，自然而然地操练各种动物名词， 生动有趣！III.  Reading practice: before readingT: Do you want to know more about these animals? Let's quickly read some short passages, and then guess what animals they are.    1 . They are aggressive. They like eating seals. And they are well suited(适应) to the cold ice and snow. They are furry enough to keep out the cold. So their favorite habitat is the North pole. And they are all white.    2. They are enormous  and grey. They can walk for a long time and never get lost. They can also remember the places with food and water. But now they are in great danger. People kill them for their beautiful ivory. Their habitat is in Africa and Southeast Asia.    3. They are very playful. They can jump fast with  their strong back legs. And the females  have pockets to keep their babies safe. Their habitat is in Australia. They are the symbol of Australia.    4. They are very playful too. And  they are also noisy. They look like monkeys but bigger than them. They are very smart and can make tools to get food. They sometimes behave like humans.     5.  Their favorite habitat is the water under the trees. And they can eat 100 pounds of food a day. They are large. They are about 10 feet long and weigh about 1000 pounds. But they are very gentle and shy. Now they are endangered. People are trying to save them.      设计意图：让学生快速阅读5个小短文，并且完成任务：猜出文章中描绘的动物，并根据上下文猜出划线部分单词的意义.一方面，拓展学生的知识，而另一方面也训练学生抓关键词的能力！阅读策略：训练学生快速阅读能力，与猜词能力，为下一步的拓展打下基础！IV. Reading Practice: while readingT: next, let's watch a  piece of video, and learn to know how the animals live in the nature. Lead students to discuss the topic about the zoos.  --Some people say “the zoos are good places for animals?”  --Do you think so? Ask students to read the sentences, and tell who agrees and who disagrees   ._____A: I think zoos are terrible places for animals to live. _____B:I believe that zoos are like living textbooks for  young people. _____C:I feel that I have never seen one that was suitable for animals to live in. _____D:The animals are kept in tiny cages and can hardly move at all. _____E:I think zoos can provide homes for many endangered animals. _____F:I think zoos can help to educate  the public  about caring for animals. 设计意图：此部分，老师向学生展示一段视频：动物在自然界里的精彩的生活状况，以及动物在动物园里的一些状况。并且引入到文章主题上来：动物园是否是动物生存的好地方。引起学生的思考与讨论。并给出文章关键句，让学生初步阅读，理解句意，并判断他们是否支持建立动物园。阅读策略：快速阅读语句，掌握其大意。为后面的阅读做好准备！V.  Reading Practice : 1. Read Passage 1:What does the passage talk about? Find out the key sentence!2. Read the passage, and then find out the right sentence and fill in the blank A.  they are only given  food once a dayB.  The animals are kept in tiny cages C.  I have never seen one I liked or one that was suitable for animals to live in.  Dear Editor,         I am writing to say that I am against building a new zoo in our town. Zoos are terrible places for animals to live. I’ve visited a lot of zoos in my life, and ______. Just last week, I visited a zoo and couldn’t believe what I saw. _____ and can hardly move at all. And _____. Is this a good way for animals to live? I don’t think so.                                                                         Sincerely,                                                                         Disgusted     设计意图：首先让学生快速找出段落大意，并告知学生，中心句一般都能在句首或句末能找到。       然后设计一个简单的阅读题：即阅读短文,在空格处选择最佳句子,使短文内容完整。引导学生对文章进行分析，联系上下文推断所缺内容，提高学生的阅读理解水平，这在初三的学习中尤为重要。学生独立动手动脑，最终达到进一步提高自己的解题能力。3. What does the second passage talk about?  Find out the key sentence! 4.  According to passage 2, tell the following sentences true or false. (T/F)  _______1. The zoos need enough money to take care of so many animals._______2. The writer doesn’t think we should support the zoo._______3. The writer thinks that zoos can provide homes for many endangered animals._______4. Zoos are like living textbooks for young people. 同时，通过激发学生的思维和赞赏学生的行为两种主要方式调动学生的情绪，在激励中自然而然地体现出教师的主导作用，扮演好学生学习的促进者的角色，也体现出尊重、激励学生的良好师生关系。VI.  Reading practice: After reading：writing a slogan! For example: 1. Build zoos to be their home!               2.Let animals live in the nature!               3. Protect animals, protect ourselves!               4…..Our slogan is “______________________________________.” Because we think_________________________                          We believe that___________________________                          We disagree that__________________________  设计意图：让学生自己设计一个宣传口号，并作解释说明，以小组为单位，给与一定时间准备。让学生将所学内容有个回顾，做到人人参与，加强语言的输出运用，经过前面的练习，学生有一定基础,这里小组合作，让学生讨论出尽可能多的句子，提供尽可能多的语言运用机会，锻炼学生的综合语言运用能力，同时在小组活动中积极与他人合作,相互帮助,完成任务.VI. Blackboard design        Unit 4 Friends together (indoor and outdoor activities) Group1  Group2  Group3 Group4  Group5  Group6        Group7  Group8  6.教学评价设计评价内容：1.小组成员参与度评价方法：过程性评价