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1、教师学科教案 20 20 学年度 第_学期 任教学科：_任教年级：_任教老师：_xx市实验学校教学设计课题名称 Unit 5 Why do you like pandas? Section B 3a-3b科 目 英 语 教学对象 初一学生设计者 许鹃课 时 本单元第6课时一、The analysis of teaching content The writing class is the last period of this unit. Students are required to write an essay about animals in English. They have le
2、arned enough expressions, vocabularies, structures to describe animals in previous periods. In todays lesson, students are required to write their favorite animals with the target languages.二、The analysis of the students1. In previous periods, the students have learned names of animals, some adjecti
3、ves and adverbs to describe animals as well as some structures to talk about their preferences about animals.2. The structures and vocabularies they learned in this unit can help them write a short passage about their favorite animals in English.三、Teaching aimsKnowledge aims:Key words: beautiful, fr
4、iendly, reallyKey sentences：Isnt she beautiful? She is twelve years old. I like Becky because she is smart and friendly.Ability aims:1. Develop students ability of talking about animals and expressing preferences in English.2. Enable them to write a short passage about their favorite animals with ta
5、rget languages. Affection and attitude:1. To arouse students interests and love for animals and nature.2. To help them form awareness of environmental protection .四、Teaching important and difficult pointsTeaching important points1. Help them prepare necessary vocabularies and structures about topic
6、before writing.2. Let students master basic skills on how to organize their writing languages by a sample and explanations.Teaching difficult pointsTo write a short passage to describe their favorite animals with target languages. 五、Teaching procedures教学环节教师活动学生活动设计意图Step1 lead-in( 2 mins)1) Game pl
7、aying;2) show some pictures to guess what animal it is.To guess the names of animals based on given pictures and description sentences.1) To arouse students learning attention.2) To review the basic vocabularies about animals.Step 2 presentation( 2 mins)1) Remind students of description words learne
8、d in this unit;2) Let students describe different animals by using different description words1）Recall all the adjectives learned in unit 5;2) Describe animals with more than one description word.To review and prepare vocabularies to describe animals. Step 3 discussion(3 mins)Show two questions for
9、students to discuss:1). What food do animals like to eat?2). Where do animals live?Discuss two questions with partners.To let them get more basic information about animals which are not mentioned in the textbooks.Step4 presentation( 4 mins) show detailed answers to given questions by pictures and de
10、scriptionsReport their discussions and make some notesTo prepare more details for animals writing.Step 5 excercise(3 mins)1).Show activity of 3a and let students to fill in the blanks on their own.2). Check answers one by one and then read 3a together.Fill in the blanks of 3a independently.To give a
11、 sample about how to describe an animal.Step 6 observe and think:(4 mins)Throw questions : 1)When we describe animals, which information should be mentioned?2) Can you come to any conclusions from 3a and the two questions discussed before ? With the help of teacher, students conclude five basic aspe
12、cts to describe animals.To help students clear and organize the writing thoughts in English. Step 7 presentation(1 min)Show the writing task: To describe your favorite animals titled with “My favorite animal” .They are ready to write.To let them understand what they are going to write in this period
13、.Step 8 presentation(1 mins) Have students to review the vocabularies, main structures learned about animals description. List all the information on the screen.They review target structures again in their mind.To help them write the short passage well and more quickly. Step 9 practice(8 mins)Let st
14、udents write their essay within 8 minutes. Choose two students in different levels to write their samples on the blackboard.Students have to finish their essay within 8 minutes. To practice writing ability with limited time.Step 10production(12 mins)Lets correct together. The teacher and students wo
15、rk together to correct the two samples on the blackboard.The students look at the samples on the blackboard and correct them with the teacher.1).To realize their own mistakes in writings by comparing with others. 2).To know how to correct a passage by themselves afterwards.Step 11Conclusion(4 mins)T
16、o show the Scoring Criteria for English writing in Senior High School Entrance Examination. Let students judge by themselves how many scores they can get?To give the proper scores based on the standards.To let them have the standard awareness and learn to check and correct by themselves in daily wri
17、ting.Step 12Homework(1 min)Show the homework on the screen.1. To recite 3a.2. To exchange their essays with their partners and correct each other. Then copy the passage on the worksheet.Put the skills they learned in class into practice after class. 六、The picture of teaching proceduresPresentation D
18、iscussionPresentation Leading inHomework Summary Production Practice七、Writing on the blackboard Unit 5 Why do you like pandas? Section B 3a-3bTo describe animals:Description words: ( very/really/kind of )scary, interesting,cute, beautiful,smart, cool.Food they like: bamboos,grass, leaves,meatWhere t
19、o live: in the zoo/ forest, sea, grassland.Age: . years old.Like/dislike: I like., because. 八、Reflections after teaching1) During the step of discussion, students havent got enough time to discuss two questions. The teacher has to give them more time to have a real thinking or give them some clues t
20、o help them say out the answers. 2) During the step of writing on the blackboard, the teacher could invite only one student whose learning level is in the middle to write their essay on the blackboard. His mistakes will be very common among the students, which can help other student realize their own writing problems through correcting the sample writing together. Teaching time is limited, the teacher has to make full use of each minute. The important points must be given enough time to explore and practice.
