英语七年级下册Lesson 16 My Favourite Animal优质第1课时教学设计

这是一份英语七年级下册Lesson 16 My Favourite Animal优质第1课时教学设计，共6页。
初中—英语—七年级下册—Unit 6 The Animal Kingdom—Lesson 16 My Favourite AnimalUnit 6 Lesson 16 教学设计  Unit 6 Lesson 16 My Favourite Animal教材分析本课是北师大版《初中英语》七年级下册教材第6单元的第16课，话题为动物。本课为本单元的前两节课，主要讨论不同的动物，自己喜欢的动物和为什么喜欢这种动物，为最终进行本单元的综合语言输出奠定初步的语言基础。本课的教学设计分为两个课时。第一课时侧重对听力内容的理解，引导学生通过听获取四个小朋友分别喜欢的动物以及喜欢的原因。在听力活动中，引导学生提取主要信息和细节信息，并注意在描述一类动物的时候，应使用动物名称的复数，最后结合对话信息和语言进行输出性活动。第二课时在复习对话内容和语言的基础上，引入本课的语言功能——说明原因。在语境中进行多层面的练习，最后运用功能句和不同的形容词来说明不同事件的原因。 教学内容话题：动物词汇：Getting Ready: animal, kingdom, cow, duck, elephant, giraffe, hen, lion, monkey, panda, penguin, pig, sheep, tiger, farm, wildLesson 16: rabbit, mouse, snake, cute, helpful, ugly, useful, blind, scientist策略：听前预测；听中通过关键词获取主要信息功能：说明原因 第一课时First Period教学目标在本课学习结束时，学生能够：1. 辨认并准确说出自己喜欢动物的名称；2. 通过听获取四位小朋友喜欢的动物及原因等细节信息；3. 依据获取的信息，口头描述出四位小朋友为什么喜欢那些动物；4. 归纳、细化对话信息，进一步了解四位小朋友对其它动物的态度；5. 和同伴讨论彼此喜欢的动物及原因。 教学过程 教学活动设计意图互动 模式 &时间Getting ReadyStep 1· T asks Ss to look at the pictures on P 65, and leads in the topic of this unit. · Ss brainstorm more animals in groups of 4, and write down their names on a piece of paper in one minute. · T invites the group with the most animals to share what they get in class. · T shows the pictures of animals in the word list. T emphasises the plural form of each animal. Ss read their names after T. · T gives examples of farm animals and wild animals. · Ss work in pairs and put all the animals into different categories. (Ex. 1 in Getting Ready) ※Allow Ss to put one kind of animal into two categories, such as duck which can be wild animal or farm animal.1. 导入本单元话题，激发学生对话题的兴趣。 2. 激活学生已有的动物词汇，了解学生已有知识，为课堂最后的输出做准备。 3. 预教词汇。用图片的形式，生动地呈现词汇，引导学生关注动物的单复数。 4. 在动物类型的分类中，进一步复习巩固词汇，回顾动物的特性。CW IW PW 10’Pre-listeningStep 2 Warm- Up· T shows pictures and uses adjectives from Ex. 1 to describe pictures. ※T uses the plural form of animals when describing pictures. · Ss work in pairs, and describe pictures using the adjectives. · Ss share their description of pictures in class.学生模仿教师所给的例句，使用重点单词来描绘图片，为听力话题做初步的预热。IW PW CW 3’Step 3· Ss look at the table, and guess which animal the children may choose. ※Ss can write down their own guesses in the table.听前预测。通过预测，激发学生听的兴趣，为学生在听中捕捉关键词做准备。While-listeningStep 41st listening · Ss listen and check prediction. (Ss complete the ANIMAL column of the table in Ex. 2.) What animals do the four children choose? · Ss check answers in class. · T asks Ss about the main topic of this dialogue. What are the children talking about in the dialogue?2nd listening · Ss listen and circle the correct answers in the REASON column of the table. (Ex. 3) · Ss check answers in pairs and then in class. · Ss work in pairs, and answer questions in Ex. 4. 3rd listening · Ss listen to the dialogue and fill in the blanks. · Ss discuss about their answers in pairs. Then T invites individual S to share their answers. · T plays the recording separately, if some Ss still have problems with filling in the blanks. 4thlistening · Ss listen and read the dialogue after the recording. ※Ss need to look at the tapescripts on P 112.1. 通过第一遍听，核查预测是否准确。 2. 学生回忆、概括对话内容。 3. 通过第二遍听，获取有关孩子们喜欢动物原因的关键词的细节信息。 4. 通过回答Ex. 4的细节问题，引导学生内化表格中的主要信息和语言。 5. 通过第三遍听，引导学生完成对该对话信息的进一步归纳，进一步了解对话中的细节信息。 6. 通过第四遍听和朗读，学生模仿对话人物的语音语调语流，进一步内化对话信息和语言。IW PW CW 17’Post-listeningStep 5· After the listening, Ss work in groups of 4, and try to role-play the dialogue. ※Ss can use the tapescripts on P112. · Ss role-play the dialogue, using the information from it. ※Ss can use the table in the textbook as a reminder, but Ss are not allowed to look at the tapescripts of the dialogue when role-playing. · T invites individual S to describe each child’s favourite animals and their reasons, with the help of the table.1. 分角色朗读，为口语输出做铺垫。 2. 在对话练习中，操练提问（Why?）和说明原因（Because…）的语言，不断内化对话信息。 3. 借助表格，以第三人称形式转述对话中的人物喜欢的动物及原因，实现语言输出。PW CW IW 15’Homework1. 听录音并跟读对话。 2. 根据表格，独立描述Amy、Lily、Jerry和Sara喜欢的动物及原因。第二课时Second Period教学目标在本课学习结束时，学生能够：1. 根据词性区分名词、动词和形容词，并了解形容词在句子中的功能和位置；2. 主动询问他人喜爱的动物并了解原因，同时在别人询问自己喜欢的动物时，能介绍自己喜欢的动物及原因；3. 通过了解周边朋友喜欢的不同动物及优点，培养自己爱护动物、跟动物和谐相处的意识；4. 就生活中的话题跟同学进行讨论，表达自己的喜好并说明原因；5. 正确读出单元音/Λ/，并了解哪些字母或者字母组合发/Λ/音。 教学过程 教学活动设计意图互动 模式 &时间ReviewStep 1· T asks Ss what they learnt last period. What are the 4 children’s favourite animals? Why? · Ss recall the children’s favourite animals，esp. their reasons.学生根据课本上的表格，描述四个孩子喜欢的动物及原因，复习对话信息和语言。CW IW 5’Step 2· T shows the sentences from Ex. 5 and Ss to read the sentence aloud. · Ss write the underlined words in the correct columns and share their answers. · T explains nouns or verbs, if necessary. · T asks Ss to find other adjectives children use to describe animals from the tapescripts on P 112. · Ss work in pairs and try to get the positions where adjectives can be used. · Check ideas in class. ※Encourage Ss to feel the function of adjectives in sentences.1. 利用Ex. 5中的句子，区分划线单词的不同词性，在语境中体会不同词性。 2. 充分利用对话中的句子，引导学生进一步熟悉其中的形容词，并归纳、总结形容词在句子中的位置，体会形容词的语用功能。CW PW IW 7’FunctionStep 3· T gives an example with one S about asking for and giving reasons. --I like dogs a lot. What are your favourite animals? --… --Why? --Because they’re …. · Ss summarize what to use when asking for reason----WHY, and also what to use when giving reasons----BECAUSE.引导学生关注句子的表意功能，总结如何询问事件的原因和如何就别人的提问作答。CW IW 7’Language in useStep 4· T emphasizes the way to ask for and give reasons and encourages Ss to use WHY and BECAUSE. · Ss stand up, and do a survey about others’ favourite animals and their reasons. · T asks individual S to report their classmates’ favorite animals and also their reasons.在与本课对话相关的实际情景中，进一步关注句子的表意功能。学生在不断询问和回答喜欢的动物及原因的过程中，理解和熟练应用说明原因的方式。IW PW CW 8’Step 5· Ss read the example in Ex. 8 aloud. A: What do you want to write about for your project? B: I want to write about cars. A: Why?B: Because they’re helpful. They can move people and carry heavy things. · Ss work in pairs and talk about the projects in Ex. 8 or any projects they like. · Ss share their conversations in class.创设语境，进一步运用说明原因的语言功能，巩固重点句式。CW PW 10’PronunciationStep 6· Ss listen to the passage and find out what animal is mentioned in it. · Ss read the word MONKEY and try to figure out the first vowel is /Λ/. · Ss read /Λ/ after T. · Ss listen to the recording and circle the words with the /Λ/ sound. · Ss put those words into the correct columns and complete the table in Ex. 9. · Ss share answers in class. · T plays the cassette again, and reads the passage with Ss. When reading the word with /Λ/ sound, T raises hand and asks Ss to do so. · Ss can practise more without the recording.1. 听，并说出文章中提到的动物，为下一步听做准备。 2. 引导学生辨别并熟悉/Λ/的发音。 3. 引导学生在听的过程中找出听力内容所有含/Λ/音的单词，为下一步的总结做铺垫。 4. 学生归纳、总结发/Λ/音的字母及字母组合。 5. 学生在不断的朗读中，进一步巩固含/Λ/音的单词的发音。CW IW 8’Homework1. 完成练习册P 97 Ex. 4。 2. 在作业本上描述自己和任意两个同伴喜欢的动物及原因。