七年级下册unit5 why do you like pandas?  sectionA
教学反思课堂实录 
本a         
　    本课时为unit5 section A的第一课时。首先以游戏 “ Can you guess what animals they are?”的形式，猜动物名称导入目标单词。让学生通过游戏中的练习，学习7个动物英文名称。 然后导入到四个链状承接的任务上。第一个任务继续GUESSING GAME“What animals are under the pictures?”第二个任务根据英语意思写出动物名称。第三个任务是“Why do you like these animals?” 即询问喜欢何种动物及其原因。然后在同学中做一个调查，看看大家都喜欢些什么动物以及喜欢的原因，为第四个任务积累资料。任务四是真实任务前的模拟，让学生从大家喜欢的动物中挑选两至三种安排小组去动物园的参观路线。真实任务是来源于对春游的设想，打算组织学生去南昌动物园，分小组活动，要求各小组有自己的参观计划，必须明确列出参观各种动物的顺序以及原因。课堂完成任务后，可以布置学生课后任务，这是对课堂教学的延伸和巩固。选择了学生较感兴趣的野生动物，同时兼有美术和生物学科的学习，一举多得。
本课设计思路清晰，由潜入深，教师带领着学生一步一个脚印，渐渐进入任务，让学生非常自然的领会本课的知识点。任务的设计贴近学生生活，有趣又实用，学生的参与非常热烈。个人感觉在课堂上不足之处在于野生动物的话题过于广泛，可是本单元学习的目标单词很有限，教师可给与适当的指导，提供个多的动物单词补充，利于学生课下任务的完成。让学生非常自然的领会本课的知识点。任务的设计贴近学生生活，有趣又实用。
在本单元教学的设计中，我从学生的年龄特征、心理特征和认知水平出发，教学中运用任务型语言教学模式，培养学生对语言的综合运用能力。 课堂上以学生为主体，以任务为主线，重视体验参与，体现“以生为本”的现代教育教学理念。教学突出交际性，注重听说读写的实用性，促进语言综合运用能力的提高。重视个体差异，倡导过程激励，以多层次，多角度，多主体的结果与过程并重的评价方式激励进步。重视情感态度和价值观教育（热爱动物、热爱大自然、关心他人等）注重学生自我反思与思想升华。学习通过积极主动探寻、利用、丰富课程资源，为学生提供更加丰富、真实的语言学习和体验的机会。
本节课的亮点有：
1、学生的学习兴趣高涨。通过精美的图片和逼真的声像，将学生带入充满生机的动物世界
中，调动了学生的学习热情，使他们在轻松、愉快的环境中获得知识；
2、注重创设词汇学习的语境。研究表明，利用语境学习词汇是词汇学习的主要途径。教师通过展示图片和播放音频、视频资料，使学生将所学的单词与画面上的动物生活实景结合在一起，为学生丰富记忆表象，建立想象空间，提供了直观形象的教学语境和自然语境；
3、课堂气氛活跃，师生互动增强。教师以课程资源为媒介，通过课件，引出与所学单词相关的话题，由于学生对这些动物比较了解，很容易产生共鸣，能够积极围绕有关动物话题与教师展开师生互动，学生的参与度较高。
本节课的不足之处有：
由于学生的学习基础不同，参与度不均衡，部分学困生不能积极举手参与活动
课堂实录
Ⅰ. 1 Warming-up
  To create an English environment, the teacher shows the class some pictures of a zoo.A g
uessing game! Can you guess what animals they are?
Then have them to recall the animals they had learned and write them on the blackboard as he/she can.
( e.g. animals---sheep, monkey, cat, dog, mouse, cow, duck… )
2、 lead in
Show the class some pictures of animals and present other animals. And ask them to guess: What animals are under the pictures?
T: Show some pictures on the big screen. Let Ss guess what animal it is.
Ss try to guess and remember the names of the animals.
Ⅱ. Presentation
1. Ask them to talk with their partners about the animals .Then according to English meaning to write the animals’name(Four students a group).
2. Why do you like these animals?
—Because they’re…
3. Let’s go to the zoo!
What’s this in English?
It's a tiger. (Then lion, panda, elephant, koala, giraffe)
Ss look at the picture and try to remember the new words of the animals.
4. Next, glue the pictures on the blackboard and ask one student to match the pictures with the words on the cards. Other students turn to page 25 and finish 1a.
4. Check the answers with the class.
Ⅲ.Listening
Work on 1b.
Tell Ss to listen to the tape and check the animals they hear in 1a.
Play the recording again and check the answers with the class. 
Ⅳ. Pair work
1. Ask the students to imagine “ We are in the zoo, there are many kinds of animals here.”
Then ask a student to do the model with you:
— Let’s see the lions first.
—Why? (why do you /does she /does wangt to see them?)
—Because they are interesting.
2. Ss work with their partners practice the conversation using the animal in 1a.
Ⅴ. Listening
1. Work on 2a;
T: Listen to the conversation carefully. Then write the names of the 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 and countries 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 and countries you hear.