Section A优秀课堂实录

Unit 3

Why do you like koalas (一)

the analysis of teaching contents

Teaching contents

Teaching

objects

Teaching materials

text vocabulary and phrase

structure Koala, lion, panda, elephant, tiger, penguin, ugly, interesting, cute, friendly, big, scary, shy, clever, kind of

Let’s... Why do you like... Because... Julia:

Let’s see the koalas. Henry:

Why do you like koalas? Julia:

Because they are very cute. Henry:

well, I like dolphins. Julia:

Why do you like dolphins? Henry:

Because they kind of very interesting. Teaching methods

Teaching aims PPP, Multimedia teaching, student center, TBLT

Language knowledge language skills

Language utilization

Culture awareness

Emotional attitudes Grasp the names of the animals and the adjectives of describing animals; Understand sentence patterns

Talk about and describe animals and show their love to animals in English Be able to talk about the animals they like or dislike and give reasons and tell the qualities of the animals with other people

Have a knowledge of animals; Realize the importance of protecting animals;

Arouse students to love animals and protect them, know about nature, and be aware of the importance of protecting environment by describing the animals they love

6 Junior high school, Grade 7 Under seven grades, unit 3

Learning

Be

able to use “why do you like...”

pattern to ask other strategies

objectives, and answer with

“because...” pattern Teaching points Teaching difficulties

Learn how to ask reasons by using why-sentences and express reasons by using because-sentences

The names of the animals and the adjectives of quality

Application Act a leader of zoo, introduce animals to visitors or friends of task

Learning abilities Listening

vocabulary and phrase teaching Structure teaching

Text teaching

Learning levels

writiknong w understand Teaching aids apply blackboard record video courseware

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(二) Teaching procedures Step 1,

Leading in

( 0-3minutes )

I).

Greet students

Teacher’s activities: greet with “Hello”, ask “Is there anything interesting

happened today? ” and invite one or two students share their experiences

with all class

Students’ activities: greet teacher and prepare to answer the question Teaching aims: Teachers gives students sometime to adapt to classroom

environment

II).

A free talk Teacher’s activities: give students two questions “Do you like animals? Which

animals do you like?”; ask one or two students answer the questions

Students’ activities: talk about and answer the questions Teaching aims: Arouse students’ interest and prepare for the next teaching step

Step 2,

Presentation

(4-16minutes)

I).

Learn the new words

Teacher’s activities: use a animal song introduce new words, show students some

animal pictures (hang on the blackboard) and let students guess what it is, then

teach with word cards, talk about a little knowledge about animals that will be

learned

Students’ activities: listen the song carefully, watch pictures and guess, write and

read the words, have a knowledge of animals that learned

Teaching aims: Students grasp the names of animals and the adjectives of

describing animals II).

Listen and read the dialogue Teacher’s activities: lead students to listen and read the dialogue, teach students

phrases and sentence patterns, let student understand the dialogue Students’ activities: listen and read the dialogue, learn the unknown phrases and

sentence patterns to understand the dialogue Teaching aims: Students should master the new phrases and sentence patterns, understand the dialogue.

Step 3,

Practice

(17-25minutes) I).

Fill the blanks Teacher’s activities: present a exercise, lead students to think the words can used

to describe which animals, then ask some students use the words fill the blanks Students’ activities: Students think and talk the adjective words, then fill the

blanks according to their abilities Teaching aims: Students understand and apply the adjective words correctly

II).

Role play Teacher’s activities: ask students to make a new dialogue with replacing the animal words and adjective words in three or four minutes, then ask volunteers to show their work Students’ activities: work in pairs, one student acts Henry,the other acts Julia;

talk with partner, then present their role play Teaching aims: Students can use the the new phrases and sentence patterns Skillfully and further memorize new words. A rouse students to love and protect

Animals by describing animals they like

Step 4,

Consolidation

(26- 35minutes)

I).

Translation

Teacher’s activities: give some Chinese sentences and English sentences to

make students translate

Students’ activities: do the translation using what they have learned

Teaching aims: use what they have learned freely and correctly

II).

Be a leader of the zoo

Teacher’s activities: draw a big circle on the blackboard, name the circle

“children’s zoo”, tell students that the leader should to fill the zoo with using

pictures and corresponding word cards and introduce his zoo to visitors

Students’ activities: listen to the rules of the game, hang pictures and word

cards on the blackboard as what teacher says, lead classmates to visit his zoo

and introduce animals using some short sentences

Teaching aims: develop students’ independent ability, improve their language

ability, cultivate students’ love for animals

Step 5

Production

(36-44minutes)

I).

Group interview

Teacher’s activities: give each group a chart, ask students to talk with their

partners in order to complete their charts, then tell students that every group

should send out some little reporters to interview other groups, lastly invite

some groups share their work with all class animals pandas koalas lions cute

smart

exciting

friendly

interesting scary

tigers elephants penguins

Students’ activities: six pupils a group, talk with their partners, and then some

students interview other groups as a reporter, after interviewing volunteers

present their products

Teaching aims: Encourage students to talk with others, develop students’

cooperative ability

II).

Intellectual exploration

Teacher’s activities: lead students to speak the English words by looking at

Pictures, demonstrate the words, phrases and sentences (most of

them are learned before) that can be used to describe animals, tell students how

to use them

Students’ activities: review what they have learned this class and learn more

knowledge based on students’ own abilities

Teaching aims: Expand students’ knowledge, lead students to think, divergent

thinking

Step 6

Homework

(45minutes)

Teacher’s activities: assign homework that students write a short passage to

describe their favorite animal

Students’ activities: listen what teacher says and finish the homework after class

Teaching aims: Review what have learned this class

(三）教学设计说明

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学习者分析

鉴于教学对象是七年级学生，这些学生对小动物有一定的了解，对于喜欢或不喜欢有了一定的看法，所以本节课注重培养学生的语言交际运用能力。讲解句型之后让学生运用本单元所学联系已有知识完成任务，在教师创设的情境下不断练习以便掌握本节课知识

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教学方法设计

本课主要采用PPP模式，任务教学法，同时采用学生中心教学法，以及有语境的操练教学、游戏教学等方法。

本课采用PPP模式，通过呈现图片、单词卡片让学生学习新单词，直观形象。后又通过一系列的练习活动，如：fill the blanks, role play, 加深学生理解记忆，之后的翻译句子、思维拓展让学生灵活运用所学知识，引发学生积极主动思考，开拓思维。任务教学法中用free talk引起学生兴趣，让学生讨论，进而引入本课知识。

在之后的活动设计中，鉴于学生对动物园的兴趣，本节课设计让学生自己创立一个动物园，自己做园长，然后向同学们介绍园中的动物，培养学生的独立性，提高学生的口语能力。

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管理策略设计

七年级的学生活泼好动，具备一定的知识，有自己的看法喜恶，从电视、电脑中对记者有一定的了解但不全面，对于做小记者很好奇，小组活动中还有有外派记者调查，人员活动较松散，很可能出现场面失去控制现象。

为此，教学管理上一定要做到收放自如，若学生的活跃程度影响了教学活动的展开，教师可以适当的调整一下，关注学生的情绪及任务进度。

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媒体设计

本课需要呈现动态的画面，所以需要使用视频媒体。放歌时配有动态画面生动有趣，让学生更能投入学习。

本课也使用传统视觉媒体，黑板、事先装备画好的动物图片、单词卡片、小吸铁石在新单词的教授中更直观形象。

本课还需要PPT幻灯媒体，以便更快捷、更直接、更明确地展示句型课文、练习、翻译等内容，方便学生学习。