牛津译林版七年级下unit 4 A trip to the zoo 教案（表格式）
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| 名称 | 牛津译林版七年级下unit 4 A trip to the zoo 教案（表格式） |  | |
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| 资源类型 | 教案 | ||
| 版本资源 | 牛津译林版 | ||
| 科目 | 英语 | ||
| 更新时间 | 2022-06-11 17:34:15 | ||
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文档简介
教案设计
一．教案基本信息
课文 Unit 4 A trip to the zoo
课型 Reading
教材 牛津译林版
课时
学生
二．Materials Analysis
本节课是Unit 4 A trip to the zoo的阅读课，阅读课主要是以学生到动物园游览为主题，导游向大家指示旅游路线为线索，在游览的过程中进一步接触并了解和掌握指路的短语，同时学会运用相关的词汇道路指示语。 Reading部分有道路指示用语的同时还有很多学生感兴趣的动物，通过图片和视频能够更好的吸引学生的兴趣。 文章的段落较为清晰，能够使学生简单明了的掌握每一段介绍的动物和该动物的相关特征，有利于学生快速理解文章大意。 4.相关的全品练习和解释比较全面，学生可以在课前充分利用辅助教材很好的完成预习工作。
三．Learners Analysis
教学对象为七（3）班学生，经过小学和初中阶段的英语学习，学生基本上能够适应英语课堂的上课的模式，该班学生情绪较为容易调动，课堂参与性较积极，但是仍有个别学生在课堂上容易走神。 学生的单词功底较弱，所以上课前仍需要不断的输入反复的操练单词。 班上学生的阅读能力和阅读技巧有待进一步提高，有百分之四十的学生在阅读这一块是相对薄弱的。
四．Teaching Philosophy
本课内容较为贴近生活，在充分利用好多媒体技术的同时调动学生的积极性，使学生不断参与到课堂，充分发挥学生的主动性。 不断培养学生的合作学习能力，增强学习的自动性和自觉性。 通过形式各样的活动在激起学生兴趣的同时锻炼和加强阅读技巧。
五．Teaching Objectives
知识目标：学生能够熟读本课的重点单词，词组和重点句型 单词：everybody,straight.bamboo,remember,dangerous,forest,funny,bridge,cross, laugh. 词组：lie down all day long,jump,make people laugh,come here to see. 句型：Go straight on,and you will see the Panda House.(该类型的祈使句) 能力目标:①能用所学的方位词根据地图简单的描绘线路 ②了解常见的动物及其简单的习性 ③能简单的帮助别人指路. 情感目标:加深学生保护动物的意识和学会主动帮助陌生人解决问路问题. 六．Teaching key point and difficult point
key point:了解动物园常见的动物及其相关的习性 Difficult point:如何根据地图识路，掌握方位的基本表达并能够为别人指路，能够对他人指引的的路线做出正确的反应。
七．Teaching aids and teaching methods
teaching aids: 白板，相关视频和音频，图片，黑板 Teaching methods: Top-down method in reading comprehension Inductive method in grammar teaching Communicative approach in speaking activities
八．Teaching Flowchart 九．Teaching Procedures
Stages Steps Students’ activities Teacher’s activities Time
Stage1: Lead-in 1. Warming-up Discuss with their partners and listen to the teacher’s introduction of zoo. get ready to share their favourite animal with the whole class. Present three questions and make ss discuss.(问题在后面附上） Invite students to share something about her or his favourite animals and explain the reasons. 3 minutes.
2.read and guess guess the animals take notes when necessary. present some sentences about describing some animals and invite ss to guess what animal is it 4 minutes.
Purposes of this stage: To catch the students’ attention and foreshadow the topic of this lesson.
Design of Step 1: 1、Do you like animals 2、Which animal do you like best Why 3、Where do you often see these animals Design of Step 2: It is very cute.It is black and white.It likes to eat bamboo. Its nose is long.It can help people carry heavy things.Its large ears are like open fans. It is strong.It is dangerous.It is the king of the animal world. It likes eating grass and leaves.It is quite tall.It has long legs.
Stage 2 Reading and speaking 3. Skimm-ing of the text for the gist Ss read the text and tell the gist of the passage. answer the two questions. invite students to skim for the gist of the text and answer the two questions.（问题后面附上） 5minutes
4.reading for the paragraph discuss with their partners and finish the excises. tell the main idea by their own words. divide ss into six groups and make them discuss the main idea of each paragraph 6minutes
5.reading for the detail Read and do the T/F questions and explain the reasons. invite ss read again and do the T/F questions on the worksheet invite ss to finish the map and blanks. 7minutes
6.reading for the retelling. Work out a summary of the text and use the key words to retell. share with the whole class. Invite Ss to work out a summary of the text and make them to use the key words as cues for the retelling 7minutes
Purposes of this stage:in this stage, I try to set up scaffolding for the students ladder by ladder by carrying out a series of closely connected and difficulty-increased activities. Then the students can extend their skills and knowledge to the fullest potential. In this process, teacher’s role, as a guide and facilitator, can be enacted vividly.
Design of Step 3: How many kinds of animals are there in the article What are they Design of Step 5: he students start their visit from the North Gate. _____ Pandas do not like to lie down all day long. ______ Visitors cannot go near the lions. ______ The birds in the zoo are very quiet. ______ 5. Monkeys are clever and funny. ______ 6. To the north-east of the giraffes there is a hill. ______ Design of Step 6: Wendy: Are there any pandas Millie: Yes. Pandas are _____. Every year, lots of _______ come to see them. Wendy: Are there any lions Millie: Yes, but they’re __________. We can’t go near them. Wendy: There are also birds, aren’t there Millie: Yes. I like to hear birds ______. There are monkeys too. Wendy: I like monkeys. They’re clever and ________. Millie: Yes, they are. And there are also tall _______. Their long necks help them eat the ________ from the trees.
Stage 3 production 7.writing Ss use the key words to write a short passage ang share with the whole class After retelling, T invites ss to write a passage about their favourite animals by themselves. 7minutes
8.language points Invite ss to find out the important points and explain the how to use them. 6minutes.
Purposes of this stage: To improve their writing skills and know more about key points of this passage and then realize that how to use them.
Design of Step 8: ①Remember that they are dangerous. remember作及物动词，意为“记得，记住”，后可直接跟名词（短语）、代词或that从句。e.g. I don’t ____________________.我不记得你的名字了。 remember to do sth.即事情未做；remember doing sth. 即事情已做。 Remember to lock the door.别忘了锁门。 He remembered locking the door. 他记得他把门锁上了。 ②Go straight on, you will find the Panda House. 翻译： go straight on 径直走 straight 此处作副词，表示“一直”，放动词后，常用于指示方向。 e.g. Go straight down the road. 沿着这条路走下去。 be dangerous ________________ 对某人来说做某事是危险的 e.g. It’s dangerous for children to swim in this river. 对孩子们来说，在这条河里游泳是危险的。 ④ make sb. do sth. make为使役动词, 后面用省略to的不定式。 相同用法的词还有let / have。make …+ adj. 使……怎么样 e.g. The film makes us laugh. It makes us happy.
Stage 4:homework 1. Recite this article. 2. Remember the language points in this lesson and do some exercises in exercise book.
Teaching Reflection 本节课是一节阅读课，设计的活动能够有助于培养学生的阅读技巧，使学生在阅读的文章了解文章感受其中的乐趣时真正掌握阅读的方法。 活动能够充分体现学生的主体性，使学生更好的参与到课堂中 课堂内容要求基本能达到，但是考虑到学生的差异性问题，相关的知识点仍需要在课后不断的操练，阅读技巧仍旧需要反复的练习和加强。
十一．板书设计
Key words: ,straight, bamboo, along, road ,king ,remember,dangerous Sound,giraffe,quite, neck, leaf (leaves) ,north-east, bridge, cross, forest, funny,laugh Language points: ①Remember that they are dangerous. remember作及物动词，意为“记得，记住”，后可直接跟名词（短语）、代词或that从句。 remember to do sth.即事情未做；remember doing sth. 即事情已做。 ②Go straight on, you will find the Panda House. 翻译： go straight on 径直走 straight 此处作副词，表示“一直”，放动词后，常用于指示方向。 be dangerous ________________ 对某人来说做某事是危险的 e.g. It’s dangerous for children to swim in this river. 对孩子们来说，在这条河里游泳是危险的。 ④ make sb. do sth. make为使役动词, 后面用省略to的不定式。 相同用法的词还有let / have。make …+ adj. 使……怎么样 e.g. The film makes us laugh. It makes us happy.
一．教案基本信息
课文 Unit 4 A trip to the zoo
课型 Reading
教材 牛津译林版
课时
学生
二．Materials Analysis
本节课是Unit 4 A trip to the zoo的阅读课，阅读课主要是以学生到动物园游览为主题，导游向大家指示旅游路线为线索，在游览的过程中进一步接触并了解和掌握指路的短语，同时学会运用相关的词汇道路指示语。 Reading部分有道路指示用语的同时还有很多学生感兴趣的动物，通过图片和视频能够更好的吸引学生的兴趣。 文章的段落较为清晰，能够使学生简单明了的掌握每一段介绍的动物和该动物的相关特征，有利于学生快速理解文章大意。 4.相关的全品练习和解释比较全面，学生可以在课前充分利用辅助教材很好的完成预习工作。
三．Learners Analysis
教学对象为七（3）班学生，经过小学和初中阶段的英语学习，学生基本上能够适应英语课堂的上课的模式，该班学生情绪较为容易调动，课堂参与性较积极，但是仍有个别学生在课堂上容易走神。 学生的单词功底较弱，所以上课前仍需要不断的输入反复的操练单词。 班上学生的阅读能力和阅读技巧有待进一步提高，有百分之四十的学生在阅读这一块是相对薄弱的。
四．Teaching Philosophy
本课内容较为贴近生活，在充分利用好多媒体技术的同时调动学生的积极性，使学生不断参与到课堂，充分发挥学生的主动性。 不断培养学生的合作学习能力，增强学习的自动性和自觉性。 通过形式各样的活动在激起学生兴趣的同时锻炼和加强阅读技巧。
五．Teaching Objectives
知识目标：学生能够熟读本课的重点单词，词组和重点句型 单词：everybody,straight.bamboo,remember,dangerous,forest,funny,bridge,cross, laugh. 词组：lie down all day long,jump,make people laugh,come here to see. 句型：Go straight on,and you will see the Panda House.(该类型的祈使句) 能力目标:①能用所学的方位词根据地图简单的描绘线路 ②了解常见的动物及其简单的习性 ③能简单的帮助别人指路. 情感目标:加深学生保护动物的意识和学会主动帮助陌生人解决问路问题. 六．Teaching key point and difficult point
key point:了解动物园常见的动物及其相关的习性 Difficult point:如何根据地图识路，掌握方位的基本表达并能够为别人指路，能够对他人指引的的路线做出正确的反应。
七．Teaching aids and teaching methods
teaching aids: 白板，相关视频和音频，图片，黑板 Teaching methods: Top-down method in reading comprehension Inductive method in grammar teaching Communicative approach in speaking activities
八．Teaching Flowchart 九．Teaching Procedures
Stages Steps Students’ activities Teacher’s activities Time
Stage1: Lead-in 1. Warming-up Discuss with their partners and listen to the teacher’s introduction of zoo. get ready to share their favourite animal with the whole class. Present three questions and make ss discuss.(问题在后面附上） Invite students to share something about her or his favourite animals and explain the reasons. 3 minutes.
2.read and guess guess the animals take notes when necessary. present some sentences about describing some animals and invite ss to guess what animal is it 4 minutes.
Purposes of this stage: To catch the students’ attention and foreshadow the topic of this lesson.
Design of Step 1: 1、Do you like animals 2、Which animal do you like best Why 3、Where do you often see these animals Design of Step 2: It is very cute.It is black and white.It likes to eat bamboo. Its nose is long.It can help people carry heavy things.Its large ears are like open fans. It is strong.It is dangerous.It is the king of the animal world. It likes eating grass and leaves.It is quite tall.It has long legs.
Stage 2 Reading and speaking 3. Skimm-ing of the text for the gist Ss read the text and tell the gist of the passage. answer the two questions. invite students to skim for the gist of the text and answer the two questions.（问题后面附上） 5minutes
4.reading for the paragraph discuss with their partners and finish the excises. tell the main idea by their own words. divide ss into six groups and make them discuss the main idea of each paragraph 6minutes
5.reading for the detail Read and do the T/F questions and explain the reasons. invite ss read again and do the T/F questions on the worksheet invite ss to finish the map and blanks. 7minutes
6.reading for the retelling. Work out a summary of the text and use the key words to retell. share with the whole class. Invite Ss to work out a summary of the text and make them to use the key words as cues for the retelling 7minutes
Purposes of this stage:in this stage, I try to set up scaffolding for the students ladder by ladder by carrying out a series of closely connected and difficulty-increased activities. Then the students can extend their skills and knowledge to the fullest potential. In this process, teacher’s role, as a guide and facilitator, can be enacted vividly.
Design of Step 3: How many kinds of animals are there in the article What are they Design of Step 5: he students start their visit from the North Gate. _____ Pandas do not like to lie down all day long. ______ Visitors cannot go near the lions. ______ The birds in the zoo are very quiet. ______ 5. Monkeys are clever and funny. ______ 6. To the north-east of the giraffes there is a hill. ______ Design of Step 6: Wendy: Are there any pandas Millie: Yes. Pandas are _____. Every year, lots of _______ come to see them. Wendy: Are there any lions Millie: Yes, but they’re __________. We can’t go near them. Wendy: There are also birds, aren’t there Millie: Yes. I like to hear birds ______. There are monkeys too. Wendy: I like monkeys. They’re clever and ________. Millie: Yes, they are. And there are also tall _______. Their long necks help them eat the ________ from the trees.
Stage 3 production 7.writing Ss use the key words to write a short passage ang share with the whole class After retelling, T invites ss to write a passage about their favourite animals by themselves. 7minutes
8.language points Invite ss to find out the important points and explain the how to use them. 6minutes.
Purposes of this stage: To improve their writing skills and know more about key points of this passage and then realize that how to use them.
Design of Step 8: ①Remember that they are dangerous. remember作及物动词，意为“记得，记住”，后可直接跟名词（短语）、代词或that从句。e.g. I don’t ____________________.我不记得你的名字了。 remember to do sth.即事情未做；remember doing sth. 即事情已做。 Remember to lock the door.别忘了锁门。 He remembered locking the door. 他记得他把门锁上了。 ②Go straight on, you will find the Panda House. 翻译： go straight on 径直走 straight 此处作副词，表示“一直”，放动词后，常用于指示方向。 e.g. Go straight down the road. 沿着这条路走下去。 be dangerous ________________ 对某人来说做某事是危险的 e.g. It’s dangerous for children to swim in this river. 对孩子们来说，在这条河里游泳是危险的。 ④ make sb. do sth. make为使役动词, 后面用省略to的不定式。 相同用法的词还有let / have。make …+ adj. 使……怎么样 e.g. The film makes us laugh. It makes us happy.
Stage 4:homework 1. Recite this article. 2. Remember the language points in this lesson and do some exercises in exercise book.
Teaching Reflection 本节课是一节阅读课，设计的活动能够有助于培养学生的阅读技巧，使学生在阅读的文章了解文章感受其中的乐趣时真正掌握阅读的方法。 活动能够充分体现学生的主体性，使学生更好的参与到课堂中 课堂内容要求基本能达到，但是考虑到学生的差异性问题，相关的知识点仍需要在课后不断的操练，阅读技巧仍旧需要反复的练习和加强。
十一．板书设计
Key words: ,straight, bamboo, along, road ,king ,remember,dangerous Sound,giraffe,quite, neck, leaf (leaves) ,north-east, bridge, cross, forest, funny,laugh Language points: ①Remember that they are dangerous. remember作及物动词，意为“记得，记住”，后可直接跟名词（短语）、代词或that从句。 remember to do sth.即事情未做；remember doing sth. 即事情已做。 ②Go straight on, you will find the Panda House. 翻译： go straight on 径直走 straight 此处作副词，表示“一直”，放动词后，常用于指示方向。 be dangerous ________________ 对某人来说做某事是危险的 e.g. It’s dangerous for children to swim in this river. 对孩子们来说，在这条河里游泳是危险的。 ④ make sb. do sth. make为使役动词, 后面用省略to的不定式。 相同用法的词还有let / have。make …+ adj. 使……怎么样 e.g. The film makes us laugh. It makes us happy.