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一、 教案背景1,面向学生: 中学 2,学科:英语2,课时:13,学生课前准备:一、 预习课文,了解濒危动物二、 完成课后习题二、 教学课题 通过学习使学生进一步明确动物是人类的朋友,我们要保护以熊猫为代表的濒危动物,积极配合政府的措施,尽我们最大的努力去给动物创造和平的生存环境。 1、结合图片进一步了解大熊猫的现状。 2、运用所了解的资料,初步分析造成动物濒危的原因,培养学生提取、加工信息和分析问题的能力。 3、根据提供的数据等有关资料,培养学生解决问题的能力。三、 教材分析本模块以“Animals in danger”为话题,以学习动词不定式的用法为主线,介绍了当前濒临灭绝,需要人类保护的动物的情况,并重点介绍了大熊猫的保护情况。在此基础上,学生可以根据自己的建议制定更合理的动物保护措施;模块同时通过该话题还复习了一般现在时、现在进行时、一般过去时、一般将来时的用法。Unit 1 We need to protect animals 通过听、读、说训练,初步学习动词不定式。其中活动1要求将所给动物词汇与对其特征的描述相匹配。活动2要求根据录音判断所谈论的动物及濒临灭绝的动物。活动35听读包含谈论动物的对话并完成回答问题、填空及造句等任务。活动6学习英语中句子的意群;活动7根据提示进行问答练习。活动8要求学生讨论活动1图片中的动物,自己判断哪种动物最需保护。 教学之前用百度在网上搜索有关濒危动物的的相关教学材料,找了很多教案和材料作参考,了解到教学的重点和难点,确定课堂教学形式和方法。然后根据课堂教学需要,利用百度搜索关于熊猫的视频,课堂放给学生观看,加深印象。用百度图片网上搜索下载濒危动物的图片,培养学生读图识别能力。通过百度在网上搜索一些关于濒危动物的文字资料和图片资料,做成PPT课堂给同学们演示,给学生了解濒危动物的直观感受。四、 教学方法 师生合作,生生交流在教师的组织引导下,学生通过自身的思考和探索,去发现并提出问题。在实际操作中,学生回答问题有时总会不全面、不深刻、不准确,在这种情况下,教师要根据课堂实际情况,引导学生互研互讨,组织作答,力求问题的彻底解决。 五、 教学过程【视频导入】http:/6.cn/watch/14565593.html#36了解大熊猫的生存环境,加深学生对濒危的动物的认识,从自身出发去感受本节课的内容,便于更好的理解本节课的内容。 课前朗读danger, protect, orange, cousin, brown, mad, kill, hard, away, dirty, awful, peace, find out根据音标读出单词并了解汉语意思,养成学生自主学习词汇的习惯,使学生迅速进入学习状态。 检查词汇预习:a 采取学生结对,小组互查等形式来检查学生对词汇的预习情况。 b 朗读单词,注意发音。一、情景导入:图片展示:狮子、蛇、熊猫、鲸鱼、熊、老虎、大象、骆驼【百度图片】http:/image.baidu.com教师问学生:Do you like animals ? What animals do you like ?Talk about animals. T: Animals are our friends. We should learn to live together with animals. Many families now havepets at home. That is, human beings are living with animals. They are pet animals. What pet animals do you know?S: Cats, dogs, rabbits, etc. T: Do any family keep tiger, lion, elephant, etc as pet animals?S: No. T: Do you know why?S: Because they are dangerous. S: Because they are too difficult to keep.T: Good. Just think about this: Where do these animals live? What do they eat? Whats their situation like? Do you know? Encourage students to speak out what they have in mind. S: We can only see them in the zoo.S: People kill them to make money. S: We must protect them.T: Quite true. From now on, we are going to talk about animals in danger. (emphasize the phrase “in danger”). Now please look at activity 1 on page 72. Ask students to complete the quiz with the words in the box, check the answers and then read each word twice loudly.引出We need to protect animals . 导入本课。二、小听力(自主完成,合作释疑)1.小组合作完成Activity 1 .2.听Activity 2 ,完成下列问题: 1). Which animals are they talking about? They are talkin about _ 2). Which animals are in danger? _ are in danger.三、大听力 多层听(一) 快速浏览问题,听Activity 3, 选择正确答案。( ) 1. Did Sally like pandas? A. No, she didnt.B. Yes, she did.C. I dont know.( )2. What is the conversation about? A. AnimalsB. Protecting animals in dangerC. Plants( )3. Was it right to kill whales or elephants for their meat? A. Yes, it was.B. No, it wasnt.C. I dont know. ( )4. Is it easy or hard to stop the killing? A. EasyB. HardC. Its hard to say.(二) 再听一遍,完成activity 4 。 1. When do you think this conversation happens? It happens just after_. 2. Has Sally ever seen the pandas before? _. 3. Why do some people kill whales or elephants? They kill them _. 4. What happens when the villages and farms grow bigger? _. 5. Who has made the water too dirty to drink?_. (完成后在小组内交流并统一答案。)3 读后做: 完成 activity 5. 四、理解对话意思,排疑解难1小组内合作解决activity 3的意思,找出不懂的地方。 2 小组间合作解决不懂的地方,教师适时点拨。五、突破重点与难点:(一)、对重点内容和疑难问题进行合作探究学习。1. It was interesting to learn about the Wolong Panda Reserve. Its sad to think about all those animals in danger. It just isnt right to kill whales or elephants for their meat.通过上面三句话可以看出,他们的句子结构都是:_It + _在这一句型中It 做_(句子成分),动词不定式在句中充当_主语。自主造句:_ 知识扩散与巩固 It在句中代替动词不定式做形式主语的句型还有:_2. The surprising thing was to hear how many animals are in danger .上句中,动词不定式作_ (句子成分) 自主造句:他的工作是打扫街道。_3. We need to protect them better 上句中行为动词 “need”的短语是_,动词不定式作“need”一词的_. 自主造句:我需要买一辆新的自行车_4. It makes me sad. Because we have made it dirty . 以上两句的格式为: makes + sb. sth. + adj 意为:“使得某人 某物”自主造句 :这个消息使得我们很兴奋。_5. We need to help the animals live in peace .本句中,help sb (to) do sth .意为_自主造句:_6 . Many people decide not to think about it .本句中,decide to do sth 意为: _动词不定式 “to do” 的否定形式是_ _ _ 7. What on earth can we do? “on earth” 这儿意思是:(在地球上 究竟,到底),常用于疑问代词后加强疑问的语气。 eg. Who on earth can work out the math problem? 究竟是谁打破了这个玻璃杯?_8. And many animals have no place to live in. 根据所学“动词不定式”的相关知识,上句中做定语的部分为何不是“to live”而是“to live in”? _ 我会造句:_小组自我补充:(二)、自主完成后,小组合作,交流学习成果,共同释疑。(三)、学生朗读巩固以上知识。(四)、习题巩固:1.用所给单词的适当形式填空。 You need _(get) up early every day . It was interesting _(play) computer games . You should help him _(clean) the blackboard . He is hungry but he has nothing _(eat) . Jim often comes to the shop _(buy) things. Your homework is _(write) a composition . Dont make your hands _(dirt) . Studends must make their classroom _ (clean) . We must help the animals in _(dangerous) . Children are very _(excite) to see the pandas .2句型转换:1. To play with fire is dangerous. (同义句转化) _.2To do sports every day is helpful .(同义句转化) _.3They decided to tell him the good news (变为否定句) They decided _ _ _ him the good news.六、归纳短语:. 通过对对话的学习,让学生归纳本课的短语,可以小组合作,然后展示各自的成果,其他小组补充。_ _ _ _ _ _ _,疯狂朗读以上短语,听写落实,组长交叉监督。对默写错的,进行改正,直至巩固。七诵读积累:(一)跟录音机朗读对话,模仿语音语调。(二)读熟对话.(三)读烂下列重点句子: (1)I was so excited to see the pandas at last. (2)It was interesting to learn about the Wolong Panda Reserve. (3) We need to protect them better. (4) Many animals have no place to live in. (5) Many people decided not to think about it. (6) Lets find out what we can do to save them (7) What on earth can we do?(四)默写,组长交叉监督,各组统计好分数,评出优胜小组。八说的训练。完成活动六九Homework :复习巩固:在作业本上,将重点句子造句各两个。在笔记本上整理短语,重点句子。分层作业熟读对话(必做)背诵对话(选做)预习任务a 熟读第二单元单词b 预习课文。六、 教学反思本单元主要采取了任务型教学。事先给学生布置任务,给学生充分的时间完成,并给学生展示才能的舞台。互联网丰富的课程资源让学生体会到自主学习、探究学习和合作学习的愉快。总之,教师应当是课堂的引导者,在教学中要注重培养学生的学习能力、学习策略和创新能力,体现learners-oriented的原则。对于一些基础比较薄弱的学生来说,要很好地完成这些任务有一定的困难,这就需要教师的指导和鼓励,帮助他们克服困难, 消除怕讲英语的心理障碍,树立对英语学习的信心。七、 教师个人介绍省份:山东省潍坊青州市 学校:邵庄初级中学 姓名: 孟金秀 职称: 二级教师 电话:13791891375 电子邮件:jinxiu0420163.com通讯地址:山东省潍坊青州市邵庄初级中学 我作为英语老师,一直致力于研究英语的教学方法,从学生实际出发,以便于学生更好的理解接受学习的内容。面向全体学生,教书育人,为人师表,确立“以学生为主体”,“以培养学生主动发展”为中心的教学思想,重视学生的个性发展,重视激发学生的创造能力,优化教学方法,按常规做好课前、课中、课后的各项工作,认真钻研教材,课堂教学真正体现“教师为主导,学生为主体”的教学思想,使学生从被动接受的“要我学”转化为主动的“我要学”,变“学会”为“会学”。
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