吴红

【中图分类号】G711       【文献标识码】A

【文章编号】2095-3089（2019）16-0289-01

一、教学背景分析

1.教学内容分析。

本节课是本单元的第一课时，也是本单元的导入课，主要学习一些野生动物，并且了解这些野生动物习性和外貌等，并让学生谈论他们最喜爱的动物及其原因，从而加深对动物的热爱，埃迪和霍波的对话部分主要让学生知道许多野生动物正濒临人类的杀戮或灭绝，从而让学生树立保护野生动物的观念，为本单元的学习打下伏笔。

2.学生情况分析。

学生经过初中一年的英语学习，英语也有一定的基础，而且对动物这个话题也是很熟悉了，所以这节课应该对他们来说难度不大，本节课中的谈论他们最喜欢的动物及原因，学生应该有话可说，难度大点的地方可能是让他们谈论Can people eat wild animals？可能需要老师让学生提前组织语言，做好准备。

3.设计理念。

本课注重师生活动的创设，通过播放视频、猜谜游戏，小组活动等情景教学推动师生互动课堂环境，引导学生消除语言学习和表达的恐惧，鼓励他们用英语说，同时在教学过程中渗透情感教育，这样既可立足课本又可深挖教材，营造师生共同学习的教学课堂。

4.教学活动策略。

本课主要运用多媒体辅助教学的策略，培养学生用英语表达的能力，在進行课堂教学时，充分利用图片和视频等手段为学生创设较为真实的语言情景，有利于学生多思多说，帮助学生领会语言的意义，并借此聚集学生的注意力，激发学生兴趣并调动其思维，让其体验到学习带来的成就感，从而产生学习英语的欲望。

5.教学重难点分析。

（1）掌握本课的新单词与短语，并且能正确的使用本课的一些重要句型。

（2）谈论最喜爱的动物并且给出喜欢的原因。

二、教学目标

1.情感态度价值观目标。

（1）树立从小热爱动物的思想，动物是我们人类的朋友。

（2）树立保护动物的意识，保护动物就是保护我们人类。

2.知识和能力目标。

（1）学生能够掌握本科的新单词和一些新的句型和结构。

New words and phrases：

wild， free， dish， pity， die， giant panda， no way， have/take pity on， in fact

New structure：

They may become dishes on the table any time.

Could you please not eat them？

I may die without them.

（2）引导学生能够从习性和外貌两方面去讨论野生动物。

（3）培养学生小组合作学习的能力。

3.教学准备。

Multimedia， computer， tape-recorder

三、教学过程（Teaching procedures）

A  Welcome to the unit

Step 1 Lead-in

Guess the name of the animal.

T： We know we have learnt many animals， such as the animals on the screen Now I will sing a popular Chinese childrens song. Listen to the song and guess what animal the song is about. Get them to guess the name of the animal. And teach “tiger”. Show the Ss some pictures of tigers， and by saying like this： They live in the forest or on the mountain. So they live in the wild. They are wild animals. And teach the students the phrases： live in the wild， wild animals.   However， there are many other wild animals in the world. Would you like to go to the wild and visit them？ Now lets go.

【设计意图】通过学生们熟知的老虎引出野生动物的概念，使其对wild一词有较为直观的感受，同时也营造了学习氛围，使学生快速进入角色。

Step 2 Presentation

1. Present the names of wild animals

（1） Show more pictures of wild animals

T： They are wild animals and they can't speak like us. Can you help them introduce themselves？ You can make the self-introduction just like this. Hello！ My name is ... I am ... I can ...

（2） Read the names of the wild animals after the teacher

Ask the students to read these new words and phrases after the teacher for three times. Make sure all the students can read the names correctly. Then do Part A on page 57.

（3） Finish Part A on page57

（4） Play a guessing game：“Who am I？”

T： Wild animals are our friends. It's important to protect wild animals. Let's check how

much you know about wild animals. Let's play a guessing game. Write the names on

pieces of paper and then invite some students to choose and say something of the animals （To make it easier， ask the students to use the first person）. The other students should listen carefully and guess what animal it is.

Bear： Im very big and strong. I like eating fish.

Zebra： I look like a horse and can run fast. I have black-white stripes.

Squirrel： I am small but lovely， I have a very big tail. I like eating nuts （堅果） .

Giant Panda： I am very cute and I live in China. I hope that one day I can take a colour photo.

Dolphin： Im friendly and clever . I like playing balls and dancing in the sea.. Who am I？

Tiger： Im the King of our forest. Im dangerous. Dont attack （攻击）me！

2. Present the dialogue

（1） Read the dialogue and answer the question.

T： Millie and her classmates are talking about their favourite wild animals. Let's listen to their conversation and then try to answer the question： What's Simon's favourite wild animal？.（play the recording of part B）

S： He likes lions best.

（2） Get the students to read the dialogue carefully and complete the table.

（3） Get the students to read the dialogue together or in roles.

（4） Make up dialogues.

T： We have learned many kinds of wild animals. Can you tell me which wild animal you like best？ Then get the students to talk about their favorite wild animals. Use the following model to make dialogue.

A： Which animal do you like best？

B： I like … best.

A： Why？

B： Because they are …

【设计意图】采用对话操练的环节，为学生创设交际的语境，让学生运用所学知识表达自己在野生动物方面的喜好，有利于锻炼学生口头表达的能力。

B  Comic strip

Step 1 Lead-in

1. Look at the picture and answer the questions

T： Look at the picture， we all know him. He is our old friend Eddie. Is Eddie a wild animal？

S： No. Because he doesn't need to look for food in the wild.

T： Well， Hobo and Eddie are talking about wild animals. Now lets watch a short flash about

their dialogue and try to answer the questions：

Will Eddie eat the wild animals ？ Why or why not ？

2. Play the flash for them and then get some students to answer the question

【設计意图】在看视频的前后均设置问题，有助于学生养成良好的思考习惯。

Step 2 Practice

1. Play the tape again and get the students to read after it. Then ask them to fill in the blanks.

T： Please listen to the tape again and repeat in groups， paying attention to the pronunciation and

intonation.

2. Work in pairs and read the dialogue in roles.

【设计意图】通过填空和角色扮演对漫画内容进行巩固。

Step3 discussion

1.Can people eat wild animals？  Why？

2.Show the video.

3.Sum-up：

Wild animals are our friends.

We shouldnt eat or kill them.

We should love and protect them.

We should share the world with them！

【设计意图】通过讨论的形式培养学生的探究、合作精神，以此激发学生的发散性思维，在夯实基础知识的同时提高语言综合运用能力。

Step 4 Summary

T： Wild animals are our friends. We shouldn't eat or kill them. We should love and protect them.   We should share the world with them！

【设计意图】学生辩论结束后教师加以总结，引导学生明白保护动物就是保护人类自己的道理，帮助学生形成保护自然，爱护动物的良好风尚。

Step 5. Homework

1. Finish some exercises of this period.

2. Find more information about giant pandas.

3. Preview the Reading.