Section B 1a—1d第一课时评课稿

Unit 5

Why do you like pandas?

Section A(1a-2c)

银川英才学校

刘璐

Unit 5 Why do you like 课

题

pandas? 课型

Listening and speaking 1.To study the new words: zoo, animal, panda, tiger, elephant, giraffe,cute, lazy, smart, 知beautiful 识

2.To make the students know how to use the sentences: 目①—Why do you want to see them?

标

—Because they are interesting.

②—Where are they from?

教学

目标

能1.To describe animals and talk about their preferences. 力

2.To develop the students’ abilities of listening and speaking. 目3.To train the students’ ability of working together. 标

情感

To help the students to know that animals are our friends and 目we should love animals and protect them. 标

教学

(1) To help the students to describe animals by using description —They’re from Africa.

课时

第一课时Section A (1a-2c)

重点

words. (2) To enable students to talk about their preferences about animals. 教学

To enable students to talk about their preferences about animals. 难点

课前

Preview the new words 预习

教学

Listening and speaking approach; Communicative approach

方法

教学过程

教学

教学活动

环节

通过动物图片导入新课，Step 1

Let students look at pictures about different kinds of 设立情境:大Warming- animals and talk about what animals they can see.

up

物园，激发学生的兴趣。

1.

Let students learn new words about animals by Step 2

pictures and introduces the description words. Presentation 2.

Invite one student to read the word and ask others 标语言并进and work on to write the words. 1a 3.

Ask students to read the words and match with 加深了单词行练习，强化现和导入目在语境中呈家一起去动备课札记

the pictures in 1a, then check the answers with them. 记忆。

通过听力让1.

Listen and check (√) the animals you hear . 学生对描述2. Listen and fill in the blanks .Then check the Step 3 answers. Listening 3. Let students have a brainstorm:What other words

can describe the animals? 组活动做铺

垫。

通过两人小组对话, 让学1. First ask students to make conversations about the 生练习所学Step 4 other animals in 1a using the words in the box.

Pair work 2. Let some pairs show their conversation.

同时训练他们的口语能力。

1.

Introduce countries and discuss where the 呈现目标语Step 5

animals come from. 言并引申动Presentation

2.

Let students have a brainstorm:What are the 物习性。

animals’ living habits? Step 6

Listening

1. Work on 2a. Let Ss read the information in the box in 2a first.

通过听力练习和完成表的语言知识, 的对话及小解，为接下来动物有所了

2. Play the tape of 2a for the Ss to listen to it twice.

格听力任务, 3. Work on 2b. Let Ss listen to the tape again and complete the conversation with the words in 2a.

4. Check the answers.

1. Let Ss choose numbers from Box A,B and C

2. Let Ss act the animals and introduce the animal and role play it.

Step 7 Eg:

ConsolidatiI am a panda.

on I am kind of cute. I am from China.

I like to eat bamboo. 开展有实际意义的交际运用活动。

通过对动物的描述，让学Let Ss work in groups to discuss the animal 生从潜意识preference and choose one student do the report. 意识到动物Step 8

Report:

的重要性，让Group work

In my group, I like____because ____. I don't 学生自觉的

like____ because____.____likes____because 爱护动物，保____.____ doesn't like ____because ____. All in all,

护动物，进而____. 激发学生对大自然的保色对话表演

, 础上, 进行角在听力练习和小对话口语练习的基训练学生的听力能力。

护意识。

1.

Guide the students to summarize the animals and 培养学生探

Step 10 description words.

究、归纳总结Summarize 2.

Summarize how to use why question and how to 能力。

answer it.

1.

Do a survey about your family members' favorite animals and the Step 11 reasons. Homework 2.

Role-play the conversation. Unit 5

Why do you like pandas?

Section A (1a-2c) Animals:

板书设计

panda, zoo, tiger, elephant, giraffe Description words:

cute, lazy, smart, beautiful 在本节课的教学活动设计, 能够创设丰富的语境, 设置循序渐进教学反思

的学习任务, 充分发挥学生的主体作用, 引导学生合作学习、自主探究, 重视“预习—展示—练习—反馈”的学习过程。