Section A国家优质课一等奖

Unit 5 Why do you like pandas? Section A

The students According to Piaget, the cognition of the students in Grade 7 is in the Formal Operational Stage, so they not only can think logically and critically, but also can study by themselves and cooperate with others. However, they still need something interesting to arouse and keep their interest in study. Besides, the students’ English levels are quite different.

The content

The topic of this unit is “Animals in the Zoo”. This is a very important topic. We’ll study it further in Grade 8, Grade 9 and in the senior high school. In this unit, we’ll learn some animals, their characters, their origins and animal protection. Studying this unit, we’ll know how to describe animals, how to express preferences and how to protect animals.

1 The teaching aims 1) The language ability:

To learn some animals, their characters and their origins;

Can describe animals and express preference; 2) The learning ability:

To enhance the students’ self-studying;

To improve the students’ cooperation; 3) The quality of thinking:

Guide the students to be interested in and be good at thinking; 4) The sense of culture:

Help the students to form a better sense of protecting animals;

2 The important and difficult points 1) The characters of the animals: how to use adj. and adv.; 2) The origins of the animals: don’t mix up “be from” and “come from”;

3 The teaching methods 1) Communicative Language Teaching 2) Task-based Language Teaching 3) Activity Language Teaching 4) Multi-level Language Teaching

4 The learning methods 1) Self-studying 2) Pair-studying 3) Group-studying

5 The teaching steps 1)

Lead-in : to feel the language;

2)

Learning : to understand the language

3)

Activity : to use the language 4)

Homework : to internalize the language

Lead-in

Learning

A music video about animals is used to lead in the topic.

T:

Yesterday, Jenny and Peter watched a very interesting music video. I saw it in the moment and now I want to share it with you! Would you like to watch it? S: Yes! T: OK! It is a music video with subtitles. So you can sing with the music while you are watching the video and listening to the song. Don’t be shy! OK? S: OK! (The teacher plays the video and encourages the students to sing ; the students sing with the music and they can clap their hands or wave their heads with the rhythm )

T: I can see you also like it very much. After watching this music video, Jenny and Peter want to see the real animals in the zoo today. Would you like to go with them? S: Yes! T: OK! Let’s go! Different kinds of pictures are used to learn about the names, the characters and the origins of the animals. Interesting games are introduced to help students strengthen what they learn.

The names of the animals 1 words Show the pictures of the real animals and the words of them to the students. The students try to get the pronunciations from the spellings and the meanings from the pictures by themselves. 2 conversations Help the students to use the structures we learned before and the words we learned today to make the following conversations: A:What’s your favorite animal? B:My favorite animal is the panda. Or A:What animal do you like best? B:I like the elephant best.

激发兴趣

创设情境

导入课程

基础知识

自主学习

自我评价

针对后进生

Learning

Activity 3 listening Listen to the conversation between Jenny and Peter and pick out the animals Jenny likes. An individual game is designed here.

The characters of the animals 1 words Show the cartoon pictures of the animals with expressions and the description words to the students. The students try to match the pictures with the description words in pairs. 2conversation Guide the students to express their preference. They can make the conversations like this: A:Why do you like giraffes? B:Because they are very beautiful. Or A:Why don’t you like tigers? B:Because they are kind of scary. 3 listening Listen to Jenny and Peter’s conversation and find out why they like or don’t like these animals. A pair game is designed here.

The origins of the animals 1 words Show the sketch pictures of animals, the word map and the origins to the students. The students work in groups and try to find the right places in the map and put the animals into the places. 2 conversation Lead the students to learn about how to ask and answer the origins of the animals. Examples are given. A:Where are koalas from? B:They are from Australia. Or A:Where do lions come from? B:They come from South Africa. 3 listening Listen to the conversation of Jenny and Peter and find out where the animals they are talking about comes from. Group games are designed here. An activity is designed to let the students use the language they learned today into practice.

重点知识

同桌合作

相互评价

针对中间生

难点知识

小组合作

他人评价

针对先进生

Activity

Homework

Imagine you are a volunteer in Qipanshan Forest Zoo and work as a guide there on vacation. Now you are showing your visitors around the zoo and you should introduce something about the animals to them and answer their questions. The students work in groups and each of them should take part in it. One student is the guide, four students are visitors and the other three students act as the animals. The guide’s introduction and the visitors’ questions should be based on what the three students act as. The sense of protecting animals should be stressed here. Homework is designed according to the teaching aims to strengthen what we learned in this class. At the same time, different level students should be taken into consideration.

Write a composition about your favorite animals, the name, the character and the origin must be included. That is 10 points. If you can describe the look of it, 2 points will be added; if you can express your sense of protecting animals, another2 points will be given; if you can make it into a beautiful article with wonderful pictures and share it with us in the moment of the Wechat, 3 more points for you; if you can get more than ten “” , your score will reach 20.

小组活动

全员参与

分工合作

作品性

层次性

促进性

6 Modern educational technology An interactive PPT is designed for three purposes: one is to arouse and keep the students’ interest; another is to present the knowledge and tasks more effectively and efficiently;last is to give the students more opportunities to participate in the

7 Students’ evaluation The students’ evaluation should be multiple. First, they should be evaluated not only by others, but by themselves as well. Second, the result is not the only thing that we should evaluate, the process should also be taken into more consideration. Last but not least, evaluation should be able to improve and encourage the students’ study.

Students’ Class Sheet

1 Task-column animals characters origins

2 Conversations ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

3 A mind-map

4 Homework