Section B第一课时教学设计

教学设计：

课文标题

Let's save the elephants. 单元名称

Unit 3

Why do you like pandas? 教材版本

人民教育出版社新目标

Go for it

授课年级

七年级下册

设计者信息

大余县南安中学 梁平英

一、整体设计思路

1.设计思路

阅读教学是发展学生学科素养的主渠道。阅读教学的目的是获取文本信息、建构语言知识、发展思维能力。根据阅读教学目的，拟采用“读、思、言”的教学目标，基于文本，立足文本，挖掘文本，拓展文本。在阅读过程中帮助学生整体感知课文，抓住文本段落大意，查找文本主要事实和观点，讨论和表达个人见解，并让学生在阅读过程中习得一定阅读技巧，比如：读前预测，读首尾句获取段落大意，细节知识的梳理等。学生在阅读中形成核心素养，应用已有知识和经验建构新知识，体验学习的乐趣。

2.教材分析

本课取材于人教新目标七下第五单元的Reading部分。此文为议论文，文章从大象在泰国的重要性，大象的能力，大象现在正处于危险中三个方面展开议论。文章脉络清晰，通过学习，让学生明白动物和人类都生活在同一地球上，动物是我们的朋友。我们人类应该与动物和谐相处，共同生存。我们应当学会关爱动物，保护动物，并且我们的爱不应该是建立在金钱和利益基础之上的。

3.学情分析

本课授课对象为初一学生。通过整个单元的学习，学生对词汇和短语的掌握已经达到一定水平。加上本文本身也具有趣味性，通俗易懂，阅读理解本文的大意对他们而言难度不大。通过个人思考和合作探究学习，能使他们在原有知识基础上建构出更清晰的认知，学会关爱动物，保护动物，并且我们的爱不应该是建立在金钱和利益基础之上的。

二、教学目标

1.学习词汇：friendly, shy, save, symbol, flag, forget, place, water, danger, cut, down, cut down, tree, kill, ivory, over

在学习词汇的同时，培养学生根据上下文猜测生词词义的技能。并借助课文标题和图片，整体感知课文内容，理解事情发生和发展的过程。

学习句型：

The elephants is one of Thailand's symbols.

Our first flag has a white elephant on it. It is a symbol of good luck. Elephants can walk for a long time and never get lost. They can also remember places with food and water. But elephants are in great danger. ... kill for ivory

be made of...

再通过得出每段的关键句，推断出整篇文章的标题。

2. 通过学习让学生明白，我们人类应该与动物和谐相处，共同生存。我们应当学会关爱动物，保护动物，并且我们的爱不应该是建立在金钱和利益基础之上的。

设计critical thinking activities

引导学生辩证的来看待问题。

二、教学重难点

1.词汇：be in great danger,be made of ivory,symbol,cut down,

2.句型：The elephants is one of Thailand's symbols. Elephants can walk for a long time and never get lost. But elephants are in great danger. ... kill for ivory

be made of... 3.搭建语言支架，帮助学生理解文本内容，根据教学情况逐步拆除语言支架，给予学生语言发挥的余地。

三、教学过程

步骤

教师活动

学生活动

设计意图

Step1 跟学生打招呼,并问回答问题:

本活动旨在营造Greeting&lead-in “What's this ? ”

“What's your 热烈的气氛，自然(2 minutes) “What are they ?”

favorite 导入正课,激发学Greet students(Ss)warmly.

animal ? ”

生的兴趣。

Ask: ---It is the “What's your favorite elephant. animal ? ”

Why do you “Why do you like them?”

like them?

---Beacuse they are very cute. Step2 1.Predicting（预测）:展示1.Guessing: 预1. 本活动旨在让

Pre-reading 泰国的图片，让学生谈论测文章大意,并学生在阅读中习(5 minutes) 他们所知道的泰国大象，激活背景知得阅读的第一个激活学生的背景知识。

识。What do 技能：结合图片猜Present a picture of you know 测文章大意，激发elephant , let students talk

about 学生的兴趣。This about :What do you know elephants? activity let students about elephants?

get the 1st reading

skill:get the main

idea of the passage 2.Remembering:

在旅游中教授重点词汇和

by the picture,raise 词组：

2.根据老师旅Ss' interest. Thailand，symbol，游引导，在关

smybols，

键词的帮助下

Forget，get lost， 回答问题，操1.

2本活动旨在be in great danger，

练新词，为阅让学生掌握生词，cut down，made of ivory， 读打下基础。

并指导学生在后save

面环节中有意识

地解决这些生词。

Step3 While-reading--- fast reading (3 minutes) Understanding: 略读全文，提炼出关键词。

1.

Ask Ss to skim the passage,and find out the key words of each paragraph.

一段段略读文章，并划出每段的关键句,提炼关键词。

1.Skim the context one paragraph by one paragraph, underline the

key words.

Step4

While-readingII--- Careful reading (15minutes) Understanding: 通过每一段的精读来获取细节信息。

Para.1 1.

The first flag had ________________on it. 2.

It is a symbol of _____________. Para.2 What can elephants do? According to these

Abilities, Which kinds of jobs can they do? Para.3 1.

Why are the elephants in danger? 2.

How many elephants are there now? 3. What can we do to save the elephants?

1.仔细阅读，回答问题，找出细节信息。Read the text carefully and answer these questions, in which students need to acquire and analyze the target information.

Roles:carriers, tools for fun,guides,pets, friends,helpers

本活动旨在让学生了解文本信息，并习得第二种阅读技能：略读全文，而不是逐字逐句阅读。读每一段的首尾句来获取段落大意。the information from the text. And get the 2nd reading skill:Looking quickly through a piece of writing to find the main idea without reading every word. It is still a good idea to read the first sentence or last sentence in each paragraph more carefully. 1.本活动旨在发展学生阅读具体细节信息的技能，并分析文本，解决生词。The task aims to develop students' reading skills of scanning for specific information, analyzing information and using context clues to work out the meaning of unknown words.

Step5 Post-reading (15minutes) Step6:

Assigning homework. (1minute) 2. 复述文章Applying: 根据关键问题，复述全文。

Retell the 2. Retell the passage context.

according to these

questions.

Analyzing: 1.What is the best title of 1.What is the the article? best title of the 根据文章的结构、关键句，article? 找出文章最好的标题。

2.除了文中所提及的能

力，大象还具备了其他什

么能力？What other 2. What other abilities do elephants have?

abilities do elephants have? 3.Evaluating 我们还能做些什么来帮助

这些动物？What else can

we do to save these 3.What else can animals? we do to save these animals? Creating: 3.开放性问题：从一开始

的视频中来看，泰国人是

真的爱大象吗？From the

video, does the people in 3. From the Thailand really love video, does the elephants?(Discuss in people in groups) Thailand really

love elephants?

1.Read after the tape,pay

attention to the pronunciation. 2.Make a survey,then write an article about an

animal in danger.

2.本活动旨在更好的理解文本。The activity aims to let Ss know better about the context. 1.此活动旨在帮助学生挖掘文章中的核心素养，并让学生学会辩证看问题。The activity helps Ss to find out core qualities,and let them know how to think critically.

2.团队合作让学生知道团队的重要性。Team work let Ss know the importance of cooperation.

家庭作业旨在帮助学生巩固课堂所学，并为以后更深远的学习打下基础。

The homework aims to stimulate Ss to consolidate the knowledge that learned in the class and carry out further learning.

四、板书设计

Let's save the elephants.

stop buying things made of ivory

protect,love ...

Importance

Abilities

Danger

stop cutting down trees save ...

五．教学反思：

根据阅读教学目的，拟采用“读、思、言”的教学目标，基于文本，立足文本，挖掘文本，拓展文本。在阅读过程中帮助学生整体感知课文，抓住文本段落大意，查找文本主要事实和观点，讨论和表达个人见解，并让学生在阅读过程中习得一定阅读技巧，比如：读前预测，读首尾句获取段落大意，细节知识的梳理等。学生在阅读中形成核心素养，应用已有知识和经验建构新知识，体验学习的乐趣。