七年级英语集体备课教案
Unit 3: Why do you like koalas ?
时间：2010、3、12
备课组成员：省香兰、武善福、蒋双莲
单元教材分析：本单元围绕学生认识、认知人类的朋友动物展开教学。其中，Why do you like koalas ? Because they are cute ， They are pretty interesting， They are kind of shy, they are very big 等句型是我们学习的重点。通过学习，帮助学生较熟练地运用英语知识进行有关动物方面的表达及交流，教育他们热爱大自然，爱护人类的朋友动物，与人为善。
单元教学目标：
1、 知识与能力目标：
1） Master the vacabulary in Unit2
2） Master the use : What animals do you like ? I like …
Why do you like pandas ?
Because they are very cute ?
Why does he /she like koalas ?
Because they′re kind of interesting
2、 情感、态度与价值观：通过学习，帮助学生熟练运用所学英语知识、技能
就爱、憎动物进行交流，不断提高自身英语素质；教育学生充分认识动物是人类的朋友这一真理，让他们积极行动起来爱护动物，关心动物，呵护人类赖以生存的大自然，做一名和谐社会的好公民。
单元教学重、难点：
1、 The vacabulary.
2、 What animals do you like ?
3、 Why do you like pandas ? Because they′re …
4、 Why does he /she like koalas ? Because they′re …
5、 Names of the countries and animals such as tiger ,koalas ,eiephant,giraffe and
so on
单元教学建议（方法）：
积极创设英语场景，采用角色扮演（Role play ）、练习（Practising ）、大声朗读（Reading loudly）、问与答（Asking and ansering）等方式组织教学，师生互动、生生互动，团结协作。以此不断提高学生英语动嘴、动手能力；通过播放英语录音帮助学生进一步熟悉英语听力学习技巧，从而引导他们进一步加强英语学习兴趣，爱学英语，善学英语，最终进一步提高他们的英语听、说、读、写等综合能力。
课时分配：
SectionA(一) 1课时 SectionA(二) 1课时
SectionB(一) 1 课时 SectionB(二) 1课时
Teaching steps:
Section A(一) 1a . 1b . 1c
Step1: Leading in
Additional materials to bring to class:
coins or other markers for the Bingo game in 4.
Ask students to name as many animals as they can in English. Write the list on the board,
Ask students to describe each animal in some way.They may tell its color or tell if it
is big or small.
Say, Today we are going to learn the names of some more animals. We′ll also leam how to say which ones we like and tell why we like them.
Step2:
la This activity introduces the key vocabulary.
Focus attention on the map of the zoo showing pictures of animals. Ask students to point to and name any animals they can.
Point to the animals one by one and say the name of each. Ask students to repeat. Point out the numbered list of words. Say each one and ask students to repeat.
Then ask students to match each word with one of the pictures. Say, Write the letter of each animal in the blank by that animal's name. Point out the sample answer. Check the answers.
Step3:
1 b This activity gives students practice in understanding the target language in spoken conversation.
Point to the animals in 1a- Ask students to point to and name the animals.
Say, I'm going to play recordings of three conversations. Listen carefully as you look at the words in la.Put a checkmark in front of the name of each animal you hear. Play the recording the first time. Students only listen.
Play the recording a second time. This time students check each animal name they hear.
Correct the answers.
Step4:
1 c This activity provides guided oral practice using the target language.
Call attention to the example conversation in the picture. Ask two students to read it to the class. Answer any questions they may have.
Point out the four description words. Ask a student to read them aloud. Review the meaning of each word.
Say, Now you can make conversations about animals.Your conversations can be like the example. Use these description words.
Ask students to work in pairs. Have them take turns to say both parts.
If students need help, demonstrate another conversation with a student. For example: Teacher: let's see the elephant.
Student: Why do you want to see the elephant?
Teacher: Because it's very smart.
Ask some students to present their conversations to the class.
课后反思：
SectionA(二) 2a . 2b . 2c .3a . 3b . 4
Step1:
2a This activity provides listening practice using the target language.
Call attention to the two blank lines on the left. Say,You will hear a recording of a conversation. Listen carefully. Then write the names of the two animals you hear on these lines.
Play the recording the first time. Students only listen.
Play the recording a second time. This time students write in the names of the animals.
Check the answers.
Point out the adjectives listed on the right. Ask a student to say the words.
Say, Now I will play the recording again. This time draw a line between each animal and the adjective you hear.
Play the recording and have students match each animal with an adjective.
Correct the answers.
Step2:
2b This activity provides listening and writing practice using the target language. Call attention to the conversation and the blank lines in it Say, You will hear the recording again. This time please write a word from the box on each blank line. Some words can be used more than one time.
Ask a student to read the words in the box.
Play the recording. Check to see that students are writing a word from the box on each line of the conversation.
Go over the answers.
Step3:
2c This activity provides guided oral practice using the target language.
Call attention to the conversation in the picture. Ask two students to read it to the class.
Say, Now you can have conversations like this one.Use the words in Box 1, Box 2, and Box 3 in your conversations.
Demonstrate a conversation with a student. For example:
Student: Do you like penguins?
Teacher: Yes, I do.
Student: Why?
Teacher: Because they're very cute.
Step4:
3a This activity provides reading practice using the target language.
Point to and say the names of the three countries on the maps and ask students to repeat
Point to the three animals and ask a student to name them.
Say, Now draw a line between each animal and the country it comes from.
Correct the answers.
Step5:
3b This activity provides guided oral practice using the target language.
Point to the conversation in the picture. Ask a pair of students to read it to the class. Ask students to work in pairs. Say, Now you can talk about where animals come from. Point to the map and animals students matched up in 3a-
Say, Work with a partner. Take turns to ask and answer questions about the countries and animals in 3a.
After a few minutes, ask several pairs to say the conversation for the class.
4.Game Bingo
板书设计： Unit3 Why do you like koalas?
SectionA
koalas elephant cute Why do you like koalas ?
kind of very interesting Because they are very cute .
smart come from
教学反思：