2019-2020年七年級英語上冊 Module 9 A trip to the zoo教案 外研版.doc

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2019-2020年七年級英語上冊 Module 9 A trip to the zoo教案 外研版 I. Teaching objectives 模塊教學(xué)目標 技 能 目 標 聽 Listen and find specific information about animals 說 Talk about one’s favorite animals Ask and answer questions about animals 讀 Read passages about animals 寫 Write about a description of a place using punctuation Use capital letters 語 言 目 標 功 能 句 式 Ask and answer questions about animals —Does the tiger e from Europe? —No, it doesn’t. It es from Asia. —Does the polar bear eat meat? —Yes, it does. —There’s a panda. —Yes, and there are some giraffes. —What’s your favorite animal? —My favorite animal is the… Describe a place Beijing Zoo has many animals. The desert is in Africa. The forest is in Asia, North America and South America. The grassland is in Oceania. The jungle is in Europe. 詞 匯 1. 重點詞匯 trip, zoo, tiger, camel, elephant, lion, giraffe, kangaroo, monkey, panda, snake, wolf, guide, thousand, visit, every, animal, zebra, more, Australia, Australian, Arctic, Europe, European, Asia, Asian, here, bamboo, Africa, African, America, American, Oceania, Oceanian, desert, forest, jungle, grass, grassland, India, leaf, world 2. 短語 polar bear 重 點 句 子 1. —That’s a panda. —Yes, and there are some giraffes. 2. —Does the tiger eat meat? —Yes, it does. 3. The panda is my favorite animal. 4. There are camels from Africa and Asia. 5. It lives in the desert and eats grass. 語法 Present simple questions. II. Teaching materials analyzing教材分析 模塊9以A trip to the zoo為話題，介紹了世界各地的動物以及其棲息地、習(xí)性等，通過3個單元的學(xué)與練，旨在讓學(xué)生通過這一學(xué)習(xí)與體驗的過程，喚起學(xué)生熱愛動物、保護動物的意識。能夠就動物進行提問與回答，能夠介紹動物的產(chǎn)地和習(xí)性。 Unit 1要求學(xué)生通過聽、讀、說的練習(xí)，學(xué)會談?wù)搫游铩? Listening and vocabulary 包括4部分。Part 1要求學(xué)生根據(jù)圖片找出與之相對應(yīng)的表示動物的單詞，通過這一部分的練習(xí)，使學(xué)生在復(fù)習(xí)已有知識的基礎(chǔ)上，進一步熟悉本單元所要學(xué)習(xí)的語言知識，為相關(guān)語言技能的訓(xùn)練奠定基礎(chǔ)；Part 2 要求學(xué)生在熟悉圖片后，根據(jù)一段聽力材料，就其所能看到的事物進行判斷；Part 3以動物園為背景，通過導(dǎo)游與兩個學(xué)生的對話，幫助學(xué)生學(xué)會如何談?wù)搫游锏那闆r（包括產(chǎn)地、習(xí)性等）；Part 4要求學(xué)生在完成Part 3的基礎(chǔ)上，正確捕捉和判斷對話材料中的信息，判斷出符合對話的正確語句。 Pronunciation and speaking 包括3部分。Part 5 幫助學(xué)生掌握兩個雙元音的發(fā)音規(guī)律；Part 6 要求學(xué)生聽錄音，然后重復(fù)下面的問題與回答；Part 7 要求學(xué)生運用上述所學(xué)知識來回答問題。 Unit 2 圍繞“它是否是一只非洲象”展開，介紹動物的產(chǎn)地和生活習(xí)性。 Vocabulary and reading 包括4部分。Part 1要求學(xué)生在地圖上找出所給的地名，以激活學(xué)生已有的相關(guān)知識儲備，并熟悉本單元基本的語言知識；Part 2要求學(xué)生把地名與它們相應(yīng)的單詞搭配起來，進一步掌握這些詞語；Part 3 要求學(xué)生看地圖，并完成句子；Part 4要求學(xué)生閱讀短文，然后根據(jù)短文內(nèi)容選擇正確的答案。 Writing 中Part 5 對學(xué)生在寫作時正確使用大小寫提出了要求； Unit 3 是一個復(fù)習(xí)單元，對學(xué)生在前兩個單元中已經(jīng)掌握的知識技能進行總結(jié)與綜合性的練習(xí)。 Language practice包含4部分。Part 1要求學(xué)生根據(jù)所給圖片和卡片內(nèi)容，就所給兩種動物情況進行問答練習(xí)；Part 2要求學(xué)生把上一部分中同伴的問答寫下來；Part 3要求學(xué)生用所給詞的適當形式填空，掌握實意動詞一般現(xiàn)在時的用法；Part 4要求學(xué)生用所給詞語，完成“單詞圖”。 Around the world 介紹了中國兩種具有代表性的動物——熊貓和老虎。 Module task 要求學(xué)生就自己最喜愛的動物制作一張海報。 III. Class types and periods 課型設(shè)計與課時分配 Period 1 Listening and reading Period 2 Listening and speaking Period 3 Reading and writing Period 4 Integrating skills IV. Teaching plans for each period分課時教案 Period 1 Listening and speaking Language goals 語言目標 Key vocabulary 重點詞匯 trip, zoo, tiger, camel, elephant, lion, giraffe, kangaroo, monkey, panda, snake, wolf, polar bear Ability goals 能力目標 Enable students to talk about animals. Teaching methods 教學(xué)方法 Listening, reading and speaking. Teaching aids 教具準備 A tape recorder, some pictures and a projector. Teaching procedures and ways 教學(xué)過程與方式 Step I Warming up and match work Talk about animals with students. T: Hello! Boys and girls! As we all know, animals are our friends. There are many kinds of animals on earth. What animals do you know? S: Cats, dogs, pandas, snakes, monkeys, elephants, tigers… T: Very good! Well, now, I will show you some pictures. Look! Do you know these animals? Show students the following pictures，words and phrases. A B C D E F G H I J K 1. camel 2. elephant 3. giraffe 4. kangaroo 5. lion 6. monkey 7. panda 8. polar bear 9. snake 10. tiger 11. wolf Ask students to match the pictures with the words. Then check the answers. Suggested answers: A—4 B—1 C—9 D—3 E—2 F—11 G—5 H—6 I—7 J—8 K—10 After that, get students to talk about the animals in the pictures above. T: What is this? (point to Picture E) S: It’s an elephant. T: Is there a polar bear? S: Yes there is. T: Is there a bird? S: No, there isn’t. T: Is it a panda? (pointing to Picture I) S: Yes, it is. T: What is it doing there? S: I think it is eating bamboo. … Put the students into groups of four and tell them to talk about the animals. And then call back the information from group leaders. They should say which animal each member of the group likes. Step II Listening and speaking Ask students to listen to the tape and say what they can see. T: Now listen to the tape and check what animals are mentioned? Play the recording and then check the answers with students. Play the recording again, and ask them to repeat the conversation. … Then ask students to work in pairs and say what they can see. Sample conversation: -This is a tiger. - Yes, and that’s an elephant. - What are these? - They are kangaroos. Step III Homework 1. Ask students to remember the words of the module on pages 131—132. 2. Ask students to finish Exercise 4 in the workbook. Period 2 Listening and speaking Language goals 語言目標 1. Key vocabulary 重點詞匯和短語 guide, thousand, visit, every, animal, zebra, more, Australia, Arctic, Europe, Asia, here, bamboo 2. Key structures 重點句式 The kangaroo es from Australia, the polar bear from the Arctic, and the wolf from Europe. Does the tiger e from Europe? No, it doesn’t. It es from Asia. Does the polar bear eat meat? Yes, it does. It eats meat and it likes to swim. Would you like to see Lingling? She lives in China and she eats bamboo. Ability goals 能力目標 Enable students to ask and answer questions about animals. Teaching methods 教學(xué)方法 Reading, talking, .and role-play. Teaching aids 教具準備 A tape recorder, a projector and some slides. Teaching procedures and ways 教學(xué)過程與方式 Step I Lead-in Introduce the interrogative form of the third person singular of the present simple tense. T: We have learnt so many animals. But what animal do you like? (turning to a student) S: I like pandas. T: What animals does he like? (turning to another student) S: He likes pandas. T: Do you like pandas, too? (turning to a third student) S: Yes, I do. T: Does he like pandas? (turning to a fourth student) S: Yes, he does. T: Do you like pandas, too? (turning to a fifth student) S: No, I don’t. T: He doesn’t like pandas. (turning to a sixth student) Does he like pandas? S: No, he doesn’t. Get students to practice with other simple verbs. (e.g. watch TV, read a book; do homework; play football…) Sample sentences: Linda watches TV every day. Does he watch TV every day? Yes, he does. / No, he doesn’t. Lily doesn’t watch TV on Monday. … … Step II Listening and checking In this procedure, students will listen to and read the dialogue. T: Do you like animals? S: Yes, we do. T: If you want to see animals, where would you like to go? S: To the zoos, of course. T: Is there anybody who has been to Beijing Zoo? Next you’ll hear a conversation about Beijing Zoo. There are three persons on the tape, a guide and two students. A guide is a person whose job is to show interesting places to visitors. The two students are Daming and Lingling. They are talking to the guide. Listen to their conversation and answer this question: What’s the name of the panda? Play the recording and ask the students to listen and get the answer. Call back the answer in a whole- class setting. Ask students to do activity 4. T: Listen to the conversation again. And then you’ll have to check the true sentences according to the conversation. Play the tape again for the students. Pause if the sentence is too long. Some words are difficult for students to pronounce, and also some intonations are special. Check the answers with the whole class. Step III Grammar Ask students to listen to and read the dialogue again and find the sentences with third person singular. T: Well now, listen to the conversation. Pay attention to the pronunciation, stress and intonation. After listening, read the dialogue and find the sentences with third person singular. Sample sentences: The zoo has five thousand animals … The kangaroo es from Australia, the polar bear from the Arctic, and the wolf from Europe. Does the tiger e form Europe? It es from Asia. The tiger eats meat. Does the polar bear eat meat? It eats meant and it likes to swim. She lives in China and she eats bamboo. Ask students to read the above sentences repeatedly. Help them understand the interrogative form of the third person singular of the present simple tense. Explanation: The simple present tense is one of the most mon tenses in English. There are only two basic forms for the simple present tense; one ends with -s and the other doesnt. Here are the rules, using the example verb "sing": Subject Verb Example I V I sing. You V You sing. He V+s He sings. She V+s She sings. It V+s It sings. We V We sing. They V They sing. In other words, only THIRD PERSON SINGULAR subjects (he, she and it) have to have a verb with -s. After this, ask students to do activities 1—3 on page 104. Step IV Pronunciation Get students to pronounce the phonemes correctly. T: Look at activity 5. Work alone, read and find out the phoneme in each group. Let’s see who finishes that quickly and correctly. Clear? Give them enough time and do that. While asking students to read the pronunciations they have found, try to correct the improper pronunciations and encourage the right ones. Play the tape recorder; pause where necessary to help students pronounce properly. Add more words as follows and ask them to read repeatedly. ea----idea, real, theatre, really [I?] eer--- beer, deer, pioneer, steer ear--- ear, fear, hear, near. year, nearly, nearby are- care, dare, prepare, careful [e?] ear—bear, pear, wear eir/ere---- their, there, where air----air, chair, hair , airport, repair Step V Listening and speaking Play the recording and ask students to listen and repeat the conversation chorally and individually. Divide students into groups of 2 to practise the dialogue. They should repeat it several times, changing the roles each time. Then show the following on the Bb. Does X…? Yes, … does./ No, … doesn’t. Ask students to give more examples. Examples: 1. Does Lin Tao like English? Yes, he does. / No, he doesn’t. 2. Does the tiger eat meat? Yes, it does. Ask students do activity 7. T: Now, look at Activity 7. And ask and answer questions with your partner. Give students enough time to look at the information and make their own dialogues. Several minutes later, ask some pair to stand in front of the class and show themselves. Sample dialogues: 1. A: Does the polar bear like to swim? B: Yes, it does. 2. A: Does the tiger like to swim? B: No, it doesn’t. Give students enough time to do this. Then ask some pairs to perform in front of the class. Step VI Homework Ask students to finish Exercises 1, 2 and 3 in the workbook. Period 3 Reading and writing Language goals語言目標 1． Key vocabulary 重點詞匯 European, Asian, Africa, African, America, American, Oceania, Oceanian, desert, forest, jungle 2． Key structures 重點句式 The desert is in Africa. The forest is in Asia, North America and South America. The grassland is in Oceania. The jungle is in Europe. Ability goals 能力目標 Enable students to describe the places where animals live. Teaching methods 教學(xué)方法 Pairwork and speaking. Teaching aids 教具準備 A map and some pictures. Teaching procedures and ways 教學(xué)過程與方式 Step I Lead-in Greet students as usual and check the homework. Then show students a map of the world and talking about the map. T: Do you know what it is? S: It’s a map of the world. T: Yes, it is. Point to Asia on the map and ask students. T: Do you know the name of the continent? If necessary, explain “continent” and ask students how many continents are there in the world. Tell them something about it. S: It is Asia. Point to Africa on the map and ask students. T: And what is the name of the continent? S: Africa. The same goes with North America, South America, Europe and Oceanian. Then ask students to find these places on the map. T: Well done. And now can you find America on the map? S: It’s here. … The same goes with the other continents. Step II Vocabulary Read through the places in the boxes in part 2 and have them repeat after you chorally and individually. Then ask students to plete the following form. Show the following. n. adj. Africa America, Europe Asia Oceanian Check the answers and then show the picture of a desert. T: Do you know what it is? Help them to answer “desert”. T: Yes, it is “desert”. The desert means a land that has only sands, but no tress or grass. Look at the map again. Where is the desert? S: The desert is in Africa. … The same goes with the forest, the grassland and the jungle. Then ask them to plete the sentences in activity 3. Check the answers by asking some students to read the sentences. Step III Reading Scanning and skimming Ask students to listen to the passage first. T: Books closed! We are going to hear a passage about animals. Try to find out “How many animals are mentioned in the passage?” and “What are they?” Let’s begin. Play the tape and make sure students get the answers. After listening, check the answers with the class. Then get students to read the passage and finish activities 4 and 5. T: What animals do you know? S: Cats, dogs, elephants, lions, tigers, monkeys, camels, snakes, wolves, kangaroos, polar bears… T: Very good! Now, turn to Page 57, let’s see where some of the animals are from, what they eat, what they like and where they live. Give students enough time to read. Then ask them to work in pairs, choose the correct answers and practice asking and answering these questions. And then, have individuals read out the sentences. Ask the Ss. to fill in the form according to what you read. 1) ________ and ________ eat grass. 2) ________ like water, but _____ don’t. 3) _______ are small, but very clever. 4) Kangaroos e from ________. 5) Camels live in the desert. We often see them in ___________ and ________. Check the answers with the whole class. Listening Play the tape recorder for several times, for the first time, ask them to repeat to imitate the pronunciation and intonation; for the second or other time, ask them to repeat without looking at the book, help them get familiar with the passage. Step IV Writing Ask students to write the places with capital letters. Write the following on the blackboard. There are camels from Africa and Asia. Lucy is an English girl. T: Look at the two sentences on the blackboard. Can you tell me when capital letters are used in English? S: When they are used at the beginning of a sentence. S: When they are personal names. S: When they are the names of the places. T: Well done. Yes, capital letters are often used when they are at the beginning of a sentence and for personal names and the names of the places. You must remember them clearly. Then ask them to do activity 5 on page 57. Call back the answers from the whole class, and write them on the board. Step V Summarizing and homework T: Can you tell me what we learn thins period? S: Where are the animals from. S: What do they eat. S: What do they like. S: Where do they live. S: When we should use capital letters. T: That’s right! Now, here goes the homework: after class, please finish activities 10, 11 & 12 in your workbook. Bye for now! Period 4 Integrating skills Language goals 語言目標 1. Key vocabulary 重點詞匯 world 2. Key structures 重點句式 Does Meimei e from Sichuan, China? Yes, it does. There are about 1,600 pandas in the wild in China. They usually eat 15 kilos of bamboo a day. Ability goals 能力目標 Enable students to talk about animals. Teaching methods 教學(xué)方法 Talking and writing. Teaching aids 教具準備 A tape recorder. Teaching procedures and ways 教學(xué)過程與方式 Step I Lead-in Talking about animals. Ask students to run through the examples in activity 1 first and then look at the two cards and then make similar dialogues according to the examples. And then ask some pairs to present their dialogues to the class. Ask students to write down their questions and answers. Sample dialogues: 1. Does Meimei e from Sichuan, China? Yes, it does. 2. Does Meimei like to eat grass? No, it doesn’t. Review the interrogative form of the third person singular of the present simple tense. And then ask students to do activity 3 on page 58. Check the answers with the students. Review the words by asking students to do activity 4 on page 58. Ask students to read the words loudly first. Check the answers with the whole class. Step II Listening and reading Ask students to listen to Around the world. T: You are going to hear a passage. And you have to find out “How many animals are mentioned in the passage?” and “What are they?” Play the tape for the first time and ask them to find the answers. After listening. T: Now answer: How many animals are mentioned in the passage? S: Two. T: What are they? S: Pandas and tigers. Then ask students to listen again and find out “ How many pandas and tigers there are in China?” Play the tape for the second time and ask them to answer the following questions. T: How many pandas are there in China? S: About 1,600 pandas. T: How many tigers are there in China? S: About 100 tigers. After this, ask students to read the passage and pay attentions to the numbers in the passage. After a few minutes. T: Books closed! How many kilos of bamboo do pandas eat a day? S: 15 kilos of bamboo a day. T: How many kilos of meat can tigers eat a day? S: 6 kilos of meat a day. Ask more questions about the passage. Step III Task Ask students to talk about their favourite animals. T: What is your favourite animal? S: My favourite animal is the panda. T: Do you know where it es from? S: It es from Sichuan, China. T: Where do pandas live, do you know? S: It lives in the wild. T: What do pandas eat? S: Bamboo. T: How much bamboo can they eat a day? S: They can eat 15 kilos of bamboo a day. … Then ask them to make a poster about their favourite animals. Sample poster: The polar bear, also known as the Great White Bear, Ice Bear, is the largest of the world’s bear species. Polar bears live only in the Arctic and are pletely dependent upon the sea ice for a living. Polar bears live only in the northern Arctic where they spend most of their time on ice floes. They are the largest land meat-eater in the world and the largest of the bear family. They are well suited to the cold Arctic ice and snow. Step IV Homework Ask students to finish the rest activities in the workbook. Teaching resources 教學(xué)資源庫 I. Protect our animals Vlatko from Macedonia : I thing killing or testing animals is very awful. It is wrong to kill animals for making clothes, or for some "fun". Governments should help to protect animals, birds, plants and insects in their own country. I like the animals and I will do everything to help them. Jazzmyne from United States : I think that nobody should hunt animals for sport and people shouldnt destroy all the forests and cut down all the trees. And we should have no taxes. Louise from Sweden : I want to save the endangered animals. I will never wear a fur coat and I can give money to WWF. They can save animals. Ben from Israel : Experiments in animals are bad and the vi