2019-2020年七年級(jí)英語上冊(cè) module9 unit 1A trip to the zoo教案 外研版.doc

2019-2020年七年級(jí)英語上冊(cè) module9 unit 1A trip to the zoo教案 外研版一、教材分析本課是外研社七年級(jí)上冊(cè)第九模塊第一單元的聽說課。本模塊主要是一般現(xiàn)在時(shí)第三人稱單數(shù)作主語的疑問句及其回答它以“動(dòng)物”為話題，通過對(duì)動(dòng)物的介紹展開聽說讀寫的活，介紹了世界各地的動(dòng)物以及其棲息地，習(xí)性等，同時(shí)也喚起學(xué)生熱愛動(dòng)物，保護(hù)動(dòng)物的意識(shí)本單元要求學(xué)生能聽懂有關(guān)動(dòng)物介紹的簡短對(duì)話，能利用第三人稱單數(shù)作主語介紹自己的喜歡的動(dòng)物并能寫出你最喜歡的動(dòng)物的小作文。二、教學(xué)目標(biāo)：1、 知識(shí)目標(biāo)重點(diǎn)詞匯：tiger, camel, elephant, lion, giraffe, kangaroo, monkey, panda, snake, wolf, polar bear, zebra, Asia, Europe, Arctic, trip, zoo, guide, thousand, visit, animal, more, every重點(diǎn)短語：be from；thousand/ thousands of重點(diǎn)句式：a)Does the panda eat bamboo? Yes, it does. It eats bamboo.b)Does the tiger e from Europe? No, it doesnt. It es from Asia.(Emphasis)重點(diǎn)語法：一般現(xiàn)在時(shí)第三人稱單數(shù)的謂語動(dòng)詞要加s能力目標(biāo)：在對(duì)話中找到主要的信息，學(xué)會(huì)運(yùn)用a)Does the eat? Yes, it does. It eats.b)Does the e from? No, it doesnt. It es from.德育目標(biāo)：我們應(yīng)該愛護(hù)和保護(hù)動(dòng)物三、重點(diǎn)與難點(diǎn).新單詞.Does the eat ? Yes, it does. It eats. No, it doesnt. It eats. Does thee from ? Yes, it does. It es from.No, it doesnt. It es from.一般現(xiàn)在時(shí)第三人稱單數(shù)的謂語動(dòng)詞要加s四、教學(xué)方法1、根據(jù)學(xué)生的個(gè)性特點(diǎn)，從最貼近學(xué)生的實(shí)際切入教學(xué)，引起學(xué)生的注意力，激發(fā)他們的求知欲望。2、結(jié)合錄音、幻燈片和多媒體等教學(xué)的輔助手段，采用不同的對(duì)話、交際方法，指導(dǎo)學(xué)生積極參與課堂語言交際的實(shí)踐活動(dòng)，以培養(yǎng)學(xué)生運(yùn)用語言技能的實(shí)踐能力并掌握、理解以及運(yùn)用所學(xué)知識(shí)。3、采用小組競(jìng)爭的方式，這樣能激起學(xué)生的競(jìng)爭意識(shí)，培養(yǎng)合作精神。五、課時(shí)分配：一節(jié)課：40分鐘。六、教學(xué)步驟教學(xué)過程設(shè)計(jì)思路Step 1 Leading 1.T: Do you like animals?T: What animals do you know?2. Guessing games. T: It es from Sichuan of China and it eats bamboo. What is it? S: Panda.通過猜測(cè)游戲，緩解課堂氣氛，同時(shí)調(diào)動(dòng)學(xué)生學(xué)習(xí)的積極性和能動(dòng)性。復(fù)習(xí)了小學(xué)時(shí)學(xué)過的動(dòng)物名詞，喚起更多的詞匯。Step 2 Presentation.（放出一幅南寧動(dòng)物園大門的圖片）T: Where is it?S: Nanning Zoo.T: Have you been to the Zoo? What animals do you see in Nanning Zoo?再放出南寧動(dòng)物園的地圖，在地圖上放出這些動(dòng)物：tiger, camel, elephant, lion, giraffe, kangaroo, monkey, panda, snake, wolf, polar bear, zebra，讓學(xué)生說出他們的名稱，在幻燈片上添加對(duì)應(yīng)的單詞2. Ask a and answerT：Where does the panda e from?S: It es from China.T: Yes, it es from China of Asia.讓學(xué)生分組討論后個(gè)別回答.板書:1. panda: China 2.elephant 3.monkey 4.tiger: Asia5. polar bear: Arctic 6. snake 7.camel 8. zebra: Africa9. wolf: Europe 10.giraffe: leaves 11.lion 12. kangaroo: Australia3. 口語與語法練習(xí)1). 幻燈片出示12種動(dòng)物，第一張, name : Panda, food: bamboo, live: Asia. 句型 ：Does the panda e from Asia? Yes, it does. Does the panda eat meat? No, it doesnt. It eats bamboo. 第一張，老師introduce the panda to the student. The animals name is panda, it es from Asia, it likes eating bamboo. 2) 第二張幻燈片，在老師指導(dǎo)下，由同學(xué)和老師交叉的對(duì)動(dòng)物進(jìn)行介紹。The animals name is polar bear. It es from Arctic. It likes eating meat. Does the polar bear e form Asia?(板書) No, it doesnt. It es from Arctic. (板書)Does the polar bear eat meat? (板書)Yes, it does. It eats meat. (板書) 由兩個(gè)學(xué)生一問一答進(jìn)行示范，或者由教師介紹動(dòng)物，找同學(xué)來模仿的介紹。 教師提出問題：Does the kangaroo e from Australia? 引導(dǎo)學(xué)生回答：Yes, it does. .通過學(xué)生熟悉的動(dòng)物引出要學(xué)習(xí)的動(dòng)物的新單詞，由淺入深，圖象與單詞結(jié)合，增加直觀感，對(duì)單詞的印象更深刻2、通過小組合作, 既鍛煉了同學(xué)們的口語能力, 又能讓學(xué)生豐富知識(shí). 復(fù)習(xí)了It es from .句型, 也學(xué)習(xí)有關(guān)五大洲詞匯.3、讓同學(xué)們仔細(xì)聽對(duì)動(dòng)物的介紹，為基礎(chǔ)好的同學(xué)介紹動(dòng)物作鋪墊。同時(shí)在介紹中用到了第三人稱單數(shù)的肯定句和疑問句，重點(diǎn)強(qiáng)調(diào)的重讀。為基礎(chǔ)弱的同學(xué)復(fù)習(xí)了以前的知識(shí)。同時(shí)也發(fā)揮教師良好的示范作用，注重教師在課堂教學(xué)中對(duì)學(xué)生無意識(shí)的影響。Step 3 PracticePair work 兩個(gè)人一組對(duì)接下來的幻燈片中不同的動(dòng)物進(jìn)行口語練習(xí)。句型：Does the e from ?Yes, it does. It es from . Does the eat ?No, it doesnt. It eats . 學(xué)生模仿操練，進(jìn)一步掌握所學(xué)知識(shí)點(diǎn)。既鍛煉了同學(xué)們的口語能力，又鍛煉兩個(gè)同學(xué)的配合能力。把所學(xué)的知識(shí)運(yùn)用到實(shí)踐中.Step 4 listening and Vocabulary1. Listen to the tape, answer the question: “Which animals can you see?”2. Listen and check.熱身活動(dòng)，鞏固學(xué)過的動(dòng)物的新單詞，為下個(gè)聽力做準(zhǔn)備。 Step 5 Listen and read1 Listen and answer these questions:1.） Where does the camel e from?2）How many people are there in Beijing Zoo?3）Does the tiger eat meat?4）What does the padan eat?2. Ask several students to answer the questions.3Play the recoding again and ask the students to listen and read the conversation.4.Check the true sentences. 5.Pair work Ask the students to practise the conversation with their partners.本活動(dòng)是是為展示聽力文本。讓學(xué)生帶著問題去聽錄音，養(yǎng)成良好的傾聽習(xí)慣。也是檢驗(yàn)學(xué)生對(duì)新句型掌握程度，訓(xùn)練和提高學(xué)生的聽力能力。讓學(xué)生跟著磁帶朗讀課文，正確的語音語調(diào)的形成是學(xué)生學(xué)習(xí)英語的基礎(chǔ)，有意識(shí)地培養(yǎng)學(xué)生的模仿能力。鼓勵(lì)學(xué)生進(jìn)行大膽的表演。學(xué)生模仿操練，進(jìn)一步掌握所學(xué)內(nèi)容。Step 6 WritingTry to describe an animal. Write it down on your paper, and let another classmate guess.本活動(dòng)為細(xì)節(jié)獲取題，要求學(xué)生聽時(shí)能辨出細(xì)節(jié)，并能夠以筆頭的方式輸出。 Step 7 PractiseGroup workMake a dialogue as guide and tourists, then have a show.本環(huán)節(jié)讓學(xué)生體會(huì)語言知識(shí)的運(yùn)用Step 8 SurveyCall back some information from the whole class by using “Whats your favourite animal?” “Where does it e from?” “What does it eat?” and fill in the table.讓學(xué)生在活動(dòng)中體會(huì)語言知識(shí)的運(yùn)用，同時(shí)也增進(jìn)同學(xué)的感情。Step 9 Homework1. 詢問家里人所喜歡的動(dòng)物。2. 課本workbook Page104 1-3題。學(xué)生學(xué)以致用，培養(yǎng)學(xué)生解決問題的能力。七、板書設(shè)計(jì)Module 9 A trip to the zoounit 1 Does the tiger eat meat?.panda: China 2.elephant 3.monkey 4.tiger: Asia5.polar bear: Arctic 6.snake 7.camel 8. zebra: Africa9. wolf: Europe 10.giraffe: leaves 11.lion 12. kangaroo: AustraliaDoeseat ? Yes, it does. It eats No, it doesnt. It eats Doese from ? Yes, it does. It es fromNo, it doesnt. It es from. 八、教學(xué)反思本節(jié)課的重點(diǎn)是對(duì)動(dòng)物的介紹,要求能聽懂有關(guān)介紹動(dòng)物的簡短對(duì)話，能利用 “Doeseat ? Yes, it does. It eats No, it doesnt. It eats” “Doese from ? Yes, it does. It es fromNo, it doesnt. It es from?！本湫陀懻撟约合矚g的動(dòng)物。本節(jié)課通過一系列的師生互動(dòng)、生生互動(dòng)、小組合作等活動(dòng)，引導(dǎo)學(xué)生鞏固知識(shí)，拓展知識(shí)，并實(shí)行知識(shí)的遷移，靈活運(yùn)用知識(shí)，提高聽、說、讀、寫的綜合能力。 取得的實(shí)際效果：1學(xué)生能根據(jù)要求完成任務(wù)，過到教學(xué)設(shè)計(jì)的預(yù)期效果。2利用現(xiàn)有資源創(chuàng)設(shè)教學(xué)情景，讓學(xué)生有話可說。3“猜測(cè)游戲”在課堂中運(yùn)用，活躍了教學(xué)氣氛，激發(fā)學(xué)生主動(dòng)參與的興趣。4 基本面向全體學(xué)生，注意照顧基礎(chǔ)差的學(xué)生，使得各層次的學(xué)生都有所收獲。 不足之處： 對(duì)于主語是第三人稱單數(shù)，少數(shù)同學(xué)沒能注意謂語的形式，經(jīng)常漏了“s”。