外研版七上Module9Atriptothezooword全模块教案.docx

1、外研版七上Module9Atriptothezooword全模块教案Module 9 A trip to the zoo一教材内容分析本模块以动物为话题，重点放在谈论自己最喜爱的动物的话题上，内容贴近学生生活；学生对动物较为感兴趣，也比较乐于介绍动物，可以让学生通过相互介绍自己最喜爱的动物的居住地、生活习性等以及制作最喜爱的动物的海报等开展活动。教学中应结合学生实际情况，灵活调整教学内容，适当进行拓展，以丰富学生知识，拓展学生视野。同时进行保护环境、爱护动物、珍惜动物的教育，使我们的家园更美丽和谐二学情分析通过前面小学的学习，学生可能已熟悉部分表示动物的英语名称。本模块则是进一步学习有关动物的

2、名称的基础上引入到谈论自己最喜爱的动物以及它的居住地、生活习性等的话题上，这是学生很熟悉也是很感兴趣的话题。教师在设置的任务中，应引导学生在交际中动态生成，学生有话可说，乐于合作分享。问题与任务的设计要贴近学生生活，以调动学生的学习积极性和主动性，激发学生的学习兴趣。培养学生的综合能力。三教学目标 1语言知识目标语音掌握2个双元音音素： /e/ 和 / i/ 词汇Trip, zoo, tiger, camel, elephant, lion, giraffe, kangaroo, monkey, panda, snake, wolf, polar, guide, thousand, visit

3、, every, animal, zebra, more, Australia, Australian, Arctic, Europe, European, Asia, Asian, here, bamboo, Africa, African, America, American, Oceania, Oceania, desert, forest, jungle, grass, grassland, India, leaf, world句型Does the panda eat bamboo?Yes, it does. It eats bamboo.Does the tiger come fro

4、m Europe?No, it doesnt. It comes from Asia. 语法学习主语为第三人称单数时的一般现在时的一般疑问句的用法以及它的肯定和否定回答。功能介绍制作自己最喜爱的动物海报。话题以动物中心，以介绍自己喜爱的动物、以及它的居住地和生活习性为话题。2语言技能目标听能听懂有关介绍动物的对话和短文，提高学生实际应用能力。说能利用一般现在时（主语为第三人称单数）的一般疑问句的句型询问或回答同伴有关动物的问题；流利地说出本模块的生词、短语。读能阅读包含一般现在时的有关动物介绍的简单文章。进行简单的阅读技能训练。写1能用一般现在时（主语为第三人称单数）的句型写出简短的介绍自己最

5、喜爱的动物的短文；2能正确使用大小写形式介绍某个地方。3能用所学词汇制作动物海报。演示与表达利用绘画或摄影的图片，制作自己最喜爱的动物的海报，并向全班展示和说明。3学习策略目标 帮助学生在英语学习中了解自我，推销自我。注重合作学习，学会与人合作，培养学生相互沟通和交往的能力。利用学会的语言知识去挖掘自己内在的潜能。引导学生利用网络资源获取有关动物的信息。4文化意识目标：了解中国的野生动物和世界各地的野生动物的习性和生长状况。使学生进一步明确保护环境，爱护动物的重要性。5情感态度目标 通过学习让学生领悟到大自然不仅有人类的存在，而且还要使生养我们的这个地球平衡发展，保护和珍惜野生动物，使我们的家

6、园更美丽和谐。四重点难点1. 教学重点（1） 重点句型：一般现在时（主语第三人称单数）的一般疑问句以及肯定和否定形式。（2） 重点话题：Talk about ones favourite animal.2. 教学难点（1） 有关动物的名词及它们在句中的正确运用。（2） 掌握一般现在时（主语第三人称单数）的一般疑问句以及肯定和否定形式。 （3） 能用恰当地道的英语问答有关动物的问题以及介绍自己的最喜爱的动物。3. 突破途径以话题为核心，通过个人思考、小组及班级活动等不同途径，在听、说、读、写中使单词及句型以不同的形式反复出现，在足够的输入中，达成有效的语言输出。五、课时安排为了能较好地实现既定的

7、教学目标，结合本模块教学内容和学生的学习规律，将本模块定为三课时。具体安排如下：第一课时：Vocabulary，listening and speaking第二课时：Vocabulary, reading and writing第三课时： Pronunciation and Language in use 六教学设计第一课时：Vocabulary, listening and speakingTeaching Aims and Demands:1. Language Knowledge Key vocabulary: trip, zoo, tiger, camel, elephant, lio

8、n, giraffe, monkey kangaroo, panda, snake, wolf, polar, guide, thousand, visit, every, animal, zebra, more, Australia, Arctic, Europe, Asia, here, bamboo. Key structure: Does the panda eat bamboo? Yes, it does. Does the tiger come from Europe? No, it doesnt.2. Listening skill: To understand conversa

9、tions about asking and answering questions about animals. Improve the students listening ability.3. Speaking skill: Ask and answer questions about animals. Improve the students speaking ability4Teaching Aids: Multi-Media (or Tape recorder, OHP)Teaching Procedures:Step 1 Warming up 1. Ss watch a clip

10、 of the video about animals: Tom and Jerry.2. Have a brainstorming: Do you like animals? Which animals do you know?设计意图：看一段录像引出：Do you like animals? Which animals do you know?通过谈论自己喜欢的动物, 引入今天要学习的新词汇。此步激发了学生对动物的兴趣, 为引入新课做好了铺垫。Step 2 New words learning 1. Play a guessing game. Show the Ss the picture

11、s of animals one by one, by covering a part of each one. Ask them to guess what it is and try to describe i eg. 1)T: Its the king of the forest. Its scared. Ss: Its a tiger. 2)T: Yes, its a panda. Can you describe it? Ss: Yes, its black and white. It has two black eyes. It looks like a bear. 2. Have

12、 a memory challenge: Which is missing?设计意图：根据出示的动物身上一小部分及句子的提示，让学生猜是什么动物，并引导他们用英语描述此动物。可以使学生自己已有的认知水平和实际应用结合起来，这会给他们带来成就感。然后通过记忆游戏：让学生在学完新单词后，记忆哪只动物不见了,既巩固了所学单词，又调动了学生的参与性和主动性，使学习兴奋点持续下去。Step 3 Looking and learning a picture of a polar bear and a picture of a penguin and ask the Ss: 1) What are they

13、? 2) Where do they live? Do you know?2. Then show the picture of the North pole and the South pole. Help the Ss to ask: Does the polar bear live in the North Pole ? Yes, it does. Does the penguin live in the North pole? No, it doesnt.设计意图：出示两种动物 (polar bear & penguin)与地球的北极 (the north pole)与南极（the s

14、outh pole），直观地把两动物的居住地用今天将要学习的语法:一般现在时单数第三人称作主语的一般疑问句引出。比较直观形象，降低了学习难度，拓宽了学生的思维。 3. Show a picture of a panda which is eating bamboo. Get the students to work in pairs and have a conversation. eg. Does the panda come from China? /England? eat bamboo? /meat? Yes, it does./No, it doesnt. 设计意图：句式练习: Do

15、es the panda come from China? Yes, it does./No, it doesnt. 此法通过教师给的相关内容，让学生自己动脑去发现重点词汇和句型，然后再灵活运用。为下文的真实交际奠定了基础。Step 4 Discussion 1. Show a group of animals in America, Australia and Canada. Have the students discuss in pairs. Does come/eat?-Yes./No设计意图：通过一组美国、澳大利亚与加拿大的代表动物问答与讨论,加强练习，适当进行拓展，以丰富学生知识，

16、扩展学生视野。Step 5 Listening and reading teacher ask questions to lead to the dialogue in Activity 3. 1) Do you like animals? 2)Where can you find the animals? 3)Which zoo have you been to? 4)Have you been to Beijing Zoo?2. Show the picture of Beijing Zoo and say Daming and Lingling are visiting the zoo.

17、 Listen and answer: Whats the name of the panda?3. Read through the sentences in Activity 4. Listen again and check the true sentences.4. Check the answers.5. Listen and read after the tape.设计意图：通过四个问题引入听力话题; 听之前先给出一个简单的问题，让学生带着问题去听: Whats the name of the panda? 听第二遍时，让学生做Activity 4中的判断正误的练习。带有目的去看、

18、去听进一步提高学生听的能力。充足的输入，更有利于学生进行目标语言的输出。Step 6 Summing up and acting 1. Ask the Ss to find at least two sentences with third person verb endings s in the dialogue. eg. 1)The kangaroo comes from Australia. 2)The zoo has five thousand animals.2. Let the students sum up the structure: 主单三人称 + V 单三式3. Find

19、the present simple questions in the same way: Does + 主单三人称 + V原?设计意图：先让学生找出课文中关于动词的单数第三人称的用法的两个句子以及两句一般现在时的一般疑问句,让学生自己找规律归纳出两种句式的结构。这一过程中培养了学生独立思考的能力。而且学生自己总结出来的规律就会记牢，不会犯错。 competition: Lets choose and do some exercises设计意图：针对同学们容易错的地方，以小组竞赛的形式进行专项练习。学生的学习兴趣和积极性被充分调动了起来。以上几步语法学习，主要是让学生自主探究性地学习，把枯燥无

20、味的学语法过程趣味化。 5. Free talk. Work in pairs and make up a similar dialogue: Lets go to the zoo.设计意图：话题由课文知识向实际生活延伸，体现了语言的语用原则。 Step 7 Lets learn 1. Show the students some proverbs about animals and ask them about their meanings. 1) Love me, love my dog. 爱屋及乌 2) When the cat is away, the mice will play.山

21、中无老虎，猴子称霸王 3) Beat(打) the dog before the lion. 杀一儆百: If you want to know more information about animals, you can surf these internets: 北京动物园网： 中国网上动物园: 设计意图：扩展一些有关动物的谚语，以增长学生的知识; 介绍两个网站，让学生课后有时间去更多地了解世界各地的动物。这是课内向课外的延伸与拓展。Step 8 Homework 1. Revise the phrases and grammar in Unit 1.2. Learn more info

22、rmation about animals on line.设计意图：让学生学会一切可利用的资源来获取更多的学习信息。学习活动由课堂向课外延伸。第二课时：vocabulary, reading and writingTeaching Aims and Demands:1. Language KnowledgeKeyvocabulary: Australia, Australian, European, Asia, Africa, African,America,American,Oceania,Oceanian,desert,forest,jungle, grass,grassland,Ind

23、ia,leaf,leaves Key structure: 1) Does the camel eat fruit? Yes, it does./No, it doesnt. 2) Is the camel African? Yes, it is./No, it isnt.2. Reading skill: Get more information about the animals through reading. Improve the students reading ability.3. Writing skill: Write down the information about t

24、he animals. Improve the students reading ability. Teaching Aids: Multi-Media (or Tape recorder, OHP)Teaching Procedures:Step 1 Revision and Leading in 1. Say in the last lesson we have been to Beijing Zoo. Can you describe the animals and let the others guess what animals they are. Play a game: You

25、describe, I guess.设计意图：复习不是简单的机械重复，利用“你描述，我猜测”的游戏，把动物词汇的复习放在语言的运用中，而不是把它单纯的作为一项词汇来复习，培养学生的学习兴趣和自我把握语言功能的能力。Step 2 New words learning 1. Ask the students where the animals live and lead to learn the places where the animals live: forest, grassland, desert and jungle2. Show the animals living places a

26、nd learn the new words: desert, forest, grassland and jungle.eg. T: Where does the camel live? Ss: It lives in the desert. 2. Then show the places where the animals come: Europe, Africa, Asia, Oceania, North America and South America. Help the Students to say like this: The desert is in Africa. The

27、camel lives in the desert.3. Show the pictures of animals and get the students to practise in pairs. eg. The panda comes from China. Its Chinese.4. Finish off Activity2 and Activity3设计意图：教学中重视利用有效的情景来激活学生的学习心智，如：兴趣、态度、情绪等。将多媒体教学手段适时适宜地运用到课堂上教学中。Step 3 Listening and reading 1. Listen and answer the f

28、ollowing question: How many animals are mentioned in the passage?2. Skim the passage in Activity 4 and finish some exercises.(见课件）3. Read the passage more carefully and choose the correct answers in Activity 4.4. Fill in the blanks according what you read.5. Read aloud the whole class.设计意图：听读两方面入手，由

29、易到难，层层推进，重视对学生学习能力和技巧的培养。Step 4 Practice 1. Talk about your favourite animal in pairs.1) Whats your favourite animal?2) Where does it come from? It comes from3) Where does it live? It lives.（in the forest, water, at home) 4) What does it often eat? It often eats5) What does it like doing? It likes (

30、climbing trees, jumping, swimming, running, sleeping, eating food)设计意图：设计意图：设计的任务要求学生通过个人思考并以两人小组合作的方式来完成。力求培养他们乐于与他人合作的精神。也为下文的笔头输出作了准备。Step 5 Interviewing and reporting some of your friends, ask him/ her what his /her favourite animal is and write down the information about the animal in the form.

31、 Language support: 1) Whats your favourite animal? 2) Where does it come from? 3) Where does it live? 4) What does it often eat? 5) What does it like doing? (climbing trees, jumping, swimming, running, sleeping, eating food)your friends namefavourite animalcome fromliveeatlike doing2. Ask some of the students to make a report in front of the class.设计意图：贯彻以话题为纲，以任务为主线，以合作交际为方式，培养学生用英语交流信息，获取信息和处理信息的能力。在较为真实地运用中，学会使用语言。即引导学生在用中学。 Step 6 A game 1. Suppose the teachers favouri