Module 6 A trip to the zoo Unit 3 Language in use 教案

外研版《新标准英语》七年级上册
Module6 A trip to the zoo
Unit 3 Language in use
一、教学目标
1．知识目标
1）话题: 动物(Animals)
2) 正确使用以下单词：
A.掌握类别的表达方式：the elephant, the tiger, the zebra, monkeys
B.理解下列单词和短语：hump, fat, pocket, tail, jump across;
3) 语法：在真实情境中正确运用“行为动词的一般现在时”。
2．技能目标
能够听懂、读懂介绍动物的对话和短文。能用“come from, live in”等句型介绍动物。结合范例，用“行为动词的一般现在时”进行写作。
3. 情感目标
通过本课的学习，激发学生对动物的喜爱，更多的了解动物。
二、教学重点、难点
（1）重点：在真实语境中，正确运用“行为动词的一般现在时”。
（2）难点：表示一类动物的方式。
三、教学过程
I. Engage 激情导入
Step1
[操作方式] 学生带着这个问题“ What animal can you see in the zoo?”观看一段欢快的视频。
T: Are you happy today?
Ss: Yes.
T: Fantastic! My friend is very happy too. Do you know why he is happy? Because he is going to the zoo. Let’s follow him to the zoo and find out“ What animal is in the zoo?”
S1: elephants, tigers, pandas
S2: zebras, monkeys, camels
S3: giraffes, bears, kangaroos…
[设计意图] 用一段视频导入本课话题“animal”，唤起学生的背景知识，并使学生在轻松的气氛中开始本课的学习。
II. Recall 回顾新知
Step 1
[操作方式] We’ve learnt about animals. The title of unit 1 is “Does it eat meat?” The title of unit 2 is “The tiger lives in Asia.” What have you learnt from Unit 1? Open your books and talk with your partners.
Does the panda eat fish?
What do the bears eat?
Does the elephant eat plants?
What does the lion eat?
[设计意图] 通过回顾Unit1 和Unit2 标题句，引出本模块的语法知识点“be going to”句型。引导学生通过小组合作，自主梳理Unit1 中的知识点。培养学生的合作意识和自主学习的能力。
Step 2
[操作方式]
T: In Unit2, we talked about five animals. Try to introduce them by using the key expressions.
Name: the elephant
From: Africa & Asia
Favourite food: plants, leaves, bamboo& a little fruit
Habit: likes water
Name: the panda
From: China
Favourite food: bamboo, as well as plants &leaves
Colour: black and white
Name: the zebra
From: Africa
Favourite food: plants,leaves, as well as grass
Colour: black & white
Name: the tiger
From: Asia
Favourite food: many kinds of animals
Habit: lives alone, likes water, is good at swimming
Name: the monkey
From: Africa, Asia, America
Favourite food: meat, fruit & even eggs
T: The elephant lives in/comes from It eats It likes
[设计意图] 学生通过图片和关键词，对Unit2 中的五种动物进行复述。回顾教材重点的语言知识，夯实基础。利用点读笔，指导学生充满感情的进行复述，使学生的语言更准确，更地道。
III. Practice 强化操练
Step 1
[操作方式]
T: Now let’s introduce the animals we see in the zoo. Who wants to be my partner?
A: Hi…. Do you like going to the zoo?
B: Yes. I like animals.
A: What animals do you like?
B: I like
A: What colour is it?
B:It is
A: Does 卌ome from?
B:Yes, it does. No, it doesn`t. It comes from
A: What does卐at?
B: It eats
A: Where does卨ive?
B:It lives in.. It likes
B: Wow. You know a lot about it!（对话框架）
[设计意图] 在对教材内容梳理的基础上，创设真实的语言环境，使学生将课本内容自然迁移到实际应用中。教师邀请一名学生，根据对话框架先行示范。从而使学生更加明确任务。学生在真实语境中强化操练“行为动词”句型的一般疑问句和特殊疑问句，并引导学生学会倾听他人的对话。
Step 2
[操作方式] You can add more information. Read “Around the world” and find out “What makes them special/different?”
[设计意图] 利用点读笔，听一段文章并回答问题。使学生了解动物的特征，引导学生在动物介绍中加入更多的信息，从而使学生的语言更丰富。
Step 3
[操作方式]Ask your friends’ favourite animal, and make a report like this: Hello everyone, my friend is Ms Li. Her favourite animals_____ (be)zebras/Her favourite animal ____(be) the zebra. It ____ (be) very cute. It ____ (be) black and white like the panda. But it ____ (do not )come from Asia. It ____ (come) from Afirca. It ____ (eat) grass. …Try to introduce more information about it.
[设计意图]通过转述朋友喜爱的动物的活动，突破本课难点，即“动物类别的表达”和练习“行为动词”各种人称的使用。
IV. Use 活学活用
Step 1
[操作方式]What should we tell others when we introduce an animal?
[设计意图]引导学生思考介绍的维度，提升对写作的理性认识。
Step 2
[操作方式] 展示My favourite animal的写作要求。
My favourite animal
It`s
big/small/tall,black and white/…
It comes from
Asia/Africa/…
It eats
meat/grass/bamboo/…
It…
…
Try to choose one animal to write about.
Write more information about it.
[设计意图] 使学生明确写作要求，并利用课后的时间完善习作。
V. Expand 情感升华
Step 1
[操作方式] 观看成龙“没有买卖就没有杀戮”的视频。
T：Do you love animals? Do you keep an animal as a pet?
Ss: Yes , I love animals and ...
T: Now, let`s watch a video. And think about what we should do for animals?
[设计意图] 此环节引导学生对动物的保护与爱护，即是对动物的关爱。提升学生的情感，从而明白人与动物的和谐相处。
Step 2
[操作方式] 在结课之前，布置作业。
Group A: ( Listening and speaking )
1. Practice reading Around the world, and try to imitate the e-pen.
2. Interview your relatives or friends and ask about their favourite animal. Share your idea about protecting animals.
Group B: ( Writing )
1. 完成课后习题。
2. Write down “My favourite animal”.
[设计意图] 采用分层作业和作业超市的方式。A组是听说的练习，B组是写的练习。1是针对基础薄弱的学生，2是针对能力较强的学生。完成作业1，可以获得一颗星。完成作业2，可以获得两颗星。学生自主在A、B中各选一项，以A+B的组合完成作业。完成这样的设计，更有效、有梯度、个性化的满足不同能力的学生。