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外研版 (新标准)七年级上册Module 6 A trip to the zooUnit 3 Language in use.教案
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这是一份外研版 (新标准)七年级上册Module 6 A trip to the zooUnit 3 Language in use.教案，共6页。
Target language 目标语言
1. Wrds & phrases生词和短语 review the wrds f mdule6
2. Key sentences重点句子 --Des… ….? –-Yes,…des./ N,…desn’t.
Ability gals 能力目标
1. T summarise and cnslidate the third persn singular in Present simple tense.
2. T knw smething abut animals in the wrld.
3. T have teamwrk and write a passage abut favurite animal.
Teaching imprtant/difficult pints 教学重难点
the third persn singular.
Teaching aids教具准备
多媒体
Teaching prcedures教学过程
Step1 Greeting
T: Hell, bys and girls.
S: Hell!
T: Nice t meet yu!
S: Nice t meet yu, t.
T: Tday I am yur new teacher, And we will have an English class tgether, s I hpe we can have a gd time, k?
S:
T: Ok, in this class, we will have a cmpetitin, s I’d like t divide all f yu int 3 grups, and I will give yu the names fr the grups, k, the first grup is Tiger, the secnd grup is Panda, the third grup is Elephant, I have many questins, s if yu can answer my questins and yur answers is right, I will give yu a star, at the end f the class, then which grup has the mst stars is the winner, k?
S:
T: This is my first time t cme t yu schl, and I am yur new teacher, s where am I frm? D yu knw?
S:
T: Ok, I will shw yu my name card.(展示带有杭州动物园的名字卡片)
S:
T: Ok, here is my name card, my family name is Yan, s yu can call me Mr. Yan, and I am frm Kaihua, my favurite things are animals. S I usually g t the z. And this is my pht, I tk it last year in Hangzhu Z. It is a big and beautiful z, there are many animals in it , have yu been there befre? Wuld yu like t g t the z?
S:
T: Ok, tday yu can g t Hangzhu Z with me, k? Let’s g. Here is the map f Hangzhu Z. There are many animals, d yu knw them? Befre ging t the z, let’s have a guessing game first. (多媒体展示PPT4)
Step 2 Guessing
T: Lk at the phts and the sentences, can yu chse? Ok, anybdy wh wants t try it ? hands up! Number One……
S:
T: Nw, read after me ,please.
S:
Step 3 Speaking
T: Lk at the elephant, what is its name? Ok, let’s see its name card.（多媒体展示PPT5）
S:
T: What’s its name?
S:
T: Des Meimei the elephant cme frm Eurpe?
S:
T: Des it like grass?
S:
T: Hw abut the tiger? Let’s see its name card.
S:
T: what’s its name?
S:
T: Des Kingba the tiger cme frm Asia?
S:
T: Des it like fruit?
S:
Step 4 Practicing
T: Ok, s much abut the tiger, s hw abut the ther animals? let’s turn t next part—practicing. Wuld yu please grup int tw, and practice with yur partner like this:
--What’s its name?
-- It is Meimei/…
-- Des the panda/… cme frm
China/…?
--Yes, it des./N, it desn’t.
--Des it eat bamb/…?
--Yes, it des./N. it desn’t.
……
T: Ok, excuse me, are yu ready nw? wh wants t try it, please?(叫两到三组同学进行展示)
Step 5 Exercise
T: Ok, s much fr that, here we use the “des” when the subject is the third persn singular, and the verb we shuld use “cme”, and the psitive expressin is “yes, it des.” , the negative expressin is “N, it desn’t.”, d yu understand? let’s turn t the exercise, Cmplete the sentences with “des” r “desn’t”.(给学生1-2分钟做练习)
T：Ok, are yu ready nw? Nw, let’s check the answers tgether. Here we can learn hw t use “des” and “desn’t”.
Step 6 Cnclusin
T: Nw, let’s have a cnclusin.
T: Ok, s much fr the cnclusin.
Step 7 Brain-strming
T: Nw, n the map, we can see many animals in Hangzhu Z. What animals are in the z? D yu knw? Please write dwn the animals n the paper as many as yu can. Yu can guess!
T: Ok, ready? S let’s cunt, hw many animals have yu written? (询问几个同学情况)
Oh, yu have 16, anyne has mre than him? (给最多的同学加星星)
Step 8 Exercise
T: Ok, we knw, the animals are in Hangzhu Z nw, s where d they cme frm? Ok, let’ lk at the wrd map, where are they frm?
S:
T: Maybe the panda, mnkey, tiger and elephant are frm….? The giraffe, elephant, zebra and mnkey are frm …..? The kangar is frm…..? The mnkey is frm…..? The camel is frm…..?
S:
Step 9 Arund the wrld
T: Nw, lk at the camel, d yu want t knw mre abut it? Here is sme infrmatin abut it, wuld yu please read it and answer the questins. Ok, ready? Let’s check the answer tgether.
T: Des the camel live in the deserts f Africa?
S:
T: What des the camel eat?
S:
T: Des it carry water in the humps n its back?
S:
T: s much fr the camel, let’s see the kangar. Wuld yu please read it and answer the questins. Ok, ready? Let’s check the answer tgether.
T: Des the kangar cme frm Australia?
S:
T: What des the kangar eat?
S:
T: Des it have strng tail ?
S:
Step 10 Talking
T: Ok, s much fr that, there are s many animals, I like them, and I like animals very much. S, what animal is my favurite animal? can yu guess?
T: That’s smething abut my favurite animal,
Step 11 Exercise
T: S hw abut Daming’s favurite animal? Nw, let’s read the passage and cmplete the passage
T: ready, nw? let’s check the answer.
T: That’s Daming’s favurite animal. What abut yu? D yu have yur favurite animal? Can yu write it dwn like this? S hw t write a passage abut animal like Daming?
Step 12 Writing
T: hw t describe animals? (教师解释下)
T: Nw, let’s see a sample. (教师朗读下)
T: Nw, can yu try it nw? s, please try it ! try t use “des’ \
Step 13 Reprting
T: Ok, are yu ready nw? Wuld yu please try t reprt it?
(学生展示，教师聆听并评价)
T：Ok, tday we have learnt much abut animals, s are all the animals in the wrld happy nw?
S:
T: Why they are nt happy?
S:
T: Because they are in danger. But we knw animal are ur friends, s we shuld try t help them, k?
T : Let’s share-- Man shuld get n well with the animals!
Step 14 Hmewrk
T: s much fr that, tday’s hmewrk is…..
T: Lk at the cmpetitin, which grup is the winner?
S:
T: s much fr tday, see yu1! Bye!
教学反思：
1. 《英语新课程标准》中明确强调“英语课程应从学生的学习兴趣、生活经验和认知水平出发，倡导全人教育，强调课程要促进每个学生身心健康的发展，培养学生良好的品质的终身学习的能力，新课改倡导建设性学习，倡导任务型的教学模式，让学生在教师的指导下，通过感知、体验、实践、参与和合作等方式，实现任务的目标，感受成功，以形成积极的学习态度，促进语言实际运用能力的提高。初中阶段采用了各种学习手段，激发学生的学习兴趣，让学生以自主探究和合作学习为主，培养学生的自主学习能力。通过各种形式的学习活动来激发学生学习兴趣，营造出宽松的学习气氛，并以各种形式体验集体荣誉感和成就感，培养了团队精神 。在活动中互相学习、互相帮助，课堂上，让童年的乐趣得到充分的发挥，使学生在轻松愉快的气氛中，不知不觉地学到文化知识。
2. 学生在本堂课中得到了较为充分的口头训练，而且面比较广。尤其负责每个小组的组长同学，发言更为积极。课堂上在我极力鼓励和表扬下，一些原来在课堂上很难开口读英语的学生，本堂课上有极大的进步。
3.能充分利用多媒体容量大，直观性强的特点。利用网络上的名人图片来调动学生思考的积极性。
存在问题
1. 大部分学生通过一段时间的教学实践都可以适应，慢慢养成学习习惯，但是个别英语成绩较差的学生反应迟缓，学习较为吃力，这也说明学生的英语水平有待提高；还有部分学生对学习英语积极性不够，需要我们不断地努力，使英语教学的整合更加趋于完美，充分发挥出课堂的魅力，体验学习的快乐。
2.本节英语课上我的讲解基本上还拘泥于教材的信息，而开放型的、能激发学生想象力与创造力和发散学生思维的课堂比例还较小。
解决问题之方法
针对以上不足之处，我觉得今后在教学中应从以下几方面来提高：首先，我们备课不仅仅要备教材，还要备学生。要根据学生英语基础的实际情况，设计一些开放性的资料来提高课堂教学质量。当然这些我们自己设计的教学素材不能脱离教材本身。
其次，英语课堂上我们应及时有效获取学情反馈，有效地进行课前回顾，课堂小结等环节的落实。为有效地提高英语课堂教学效益，我们还可以制定科学的、操作性强的、激励性的英语学习效果评价制度，以便在课堂教学过程中做出针对性的调整。
Target language 目标语言
1. Wrds & phrases生词和短语 review the wrds f mdule6
2. Key sentences重点句子 --Des… ….? –-Yes,…des./ N,…desn’t.
Ability gals 能力目标
1. T summarise and cnslidate the third persn singular in Present simple tense.
2. T knw smething abut animals in the wrld.
3. T have teamwrk and write a passage abut favurite animal.
Teaching imprtant/difficult pints 教学重难点
the third persn singular.
Teaching aids教具准备
多媒体
Teaching prcedures教学过程
Step1 Greeting
T: Hell, bys and girls.
S: Hell!
T: Nice t meet yu!
S: Nice t meet yu, t.
T: Tday I am yur new teacher, And we will have an English class tgether, s I hpe we can have a gd time, k?
S:
T: Ok, in this class, we will have a cmpetitin, s I’d like t divide all f yu int 3 grups, and I will give yu the names fr the grups, k, the first grup is Tiger, the secnd grup is Panda, the third grup is Elephant, I have many questins, s if yu can answer my questins and yur answers is right, I will give yu a star, at the end f the class, then which grup has the mst stars is the winner, k?
S:
T: This is my first time t cme t yu schl, and I am yur new teacher, s where am I frm? D yu knw?
S:
T: Ok, I will shw yu my name card.(展示带有杭州动物园的名字卡片)
S:
T: Ok, here is my name card, my family name is Yan, s yu can call me Mr. Yan, and I am frm Kaihua, my favurite things are animals. S I usually g t the z. And this is my pht, I tk it last year in Hangzhu Z. It is a big and beautiful z, there are many animals in it , have yu been there befre? Wuld yu like t g t the z?
S:
T: Ok, tday yu can g t Hangzhu Z with me, k? Let’s g. Here is the map f Hangzhu Z. There are many animals, d yu knw them? Befre ging t the z, let’s have a guessing game first. (多媒体展示PPT4)
Step 2 Guessing
T: Lk at the phts and the sentences, can yu chse? Ok, anybdy wh wants t try it ? hands up! Number One……
S:
T: Nw, read after me ,please.
S:
Step 3 Speaking
T: Lk at the elephant, what is its name? Ok, let’s see its name card.（多媒体展示PPT5）
S:
T: What’s its name?
S:
T: Des Meimei the elephant cme frm Eurpe?
S:
T: Des it like grass?
S:
T: Hw abut the tiger? Let’s see its name card.
S:
T: what’s its name?
S:
T: Des Kingba the tiger cme frm Asia?
S:
T: Des it like fruit?
S:
Step 4 Practicing
T: Ok, s much abut the tiger, s hw abut the ther animals? let’s turn t next part—practicing. Wuld yu please grup int tw, and practice with yur partner like this:
--What’s its name?
-- It is Meimei/…
-- Des the panda/… cme frm
China/…?
--Yes, it des./N, it desn’t.
--Des it eat bamb/…?
--Yes, it des./N. it desn’t.
……
T: Ok, excuse me, are yu ready nw? wh wants t try it, please?(叫两到三组同学进行展示)
Step 5 Exercise
T: Ok, s much fr that, here we use the “des” when the subject is the third persn singular, and the verb we shuld use “cme”, and the psitive expressin is “yes, it des.” , the negative expressin is “N, it desn’t.”, d yu understand? let’s turn t the exercise, Cmplete the sentences with “des” r “desn’t”.(给学生1-2分钟做练习)
T：Ok, are yu ready nw? Nw, let’s check the answers tgether. Here we can learn hw t use “des” and “desn’t”.
Step 6 Cnclusin
T: Nw, let’s have a cnclusin.
T: Ok, s much fr the cnclusin.
Step 7 Brain-strming
T: Nw, n the map, we can see many animals in Hangzhu Z. What animals are in the z? D yu knw? Please write dwn the animals n the paper as many as yu can. Yu can guess!
T: Ok, ready? S let’s cunt, hw many animals have yu written? (询问几个同学情况)
Oh, yu have 16, anyne has mre than him? (给最多的同学加星星)
Step 8 Exercise
T: Ok, we knw, the animals are in Hangzhu Z nw, s where d they cme frm? Ok, let’ lk at the wrd map, where are they frm?
S:
T: Maybe the panda, mnkey, tiger and elephant are frm….? The giraffe, elephant, zebra and mnkey are frm …..? The kangar is frm…..? The mnkey is frm…..? The camel is frm…..?
S:
Step 9 Arund the wrld
T: Nw, lk at the camel, d yu want t knw mre abut it? Here is sme infrmatin abut it, wuld yu please read it and answer the questins. Ok, ready? Let’s check the answer tgether.
T: Des the camel live in the deserts f Africa?
S:
T: What des the camel eat?
S:
T: Des it carry water in the humps n its back?
S:
T: s much fr the camel, let’s see the kangar. Wuld yu please read it and answer the questins. Ok, ready? Let’s check the answer tgether.
T: Des the kangar cme frm Australia?
S:
T: What des the kangar eat?
S:
T: Des it have strng tail ?
S:
Step 10 Talking
T: Ok, s much fr that, there are s many animals, I like them, and I like animals very much. S, what animal is my favurite animal? can yu guess?
T: That’s smething abut my favurite animal,
Step 11 Exercise
T: S hw abut Daming’s favurite animal? Nw, let’s read the passage and cmplete the passage
T: ready, nw? let’s check the answer.
T: That’s Daming’s favurite animal. What abut yu? D yu have yur favurite animal? Can yu write it dwn like this? S hw t write a passage abut animal like Daming?
Step 12 Writing
T: hw t describe animals? (教师解释下)
T: Nw, let’s see a sample. (教师朗读下)
T: Nw, can yu try it nw? s, please try it ! try t use “des’ \
Step 13 Reprting
T: Ok, are yu ready nw? Wuld yu please try t reprt it?
(学生展示，教师聆听并评价)
T：Ok, tday we have learnt much abut animals, s are all the animals in the wrld happy nw?
S:
T: Why they are nt happy?
S:
T: Because they are in danger. But we knw animal are ur friends, s we shuld try t help them, k?
T : Let’s share-- Man shuld get n well with the animals!
Step 14 Hmewrk
T: s much fr that, tday’s hmewrk is…..
T: Lk at the cmpetitin, which grup is the winner?
S:
T: s much fr tday, see yu1! Bye!
教学反思：
1. 《英语新课程标准》中明确强调“英语课程应从学生的学习兴趣、生活经验和认知水平出发，倡导全人教育，强调课程要促进每个学生身心健康的发展，培养学生良好的品质的终身学习的能力，新课改倡导建设性学习，倡导任务型的教学模式，让学生在教师的指导下，通过感知、体验、实践、参与和合作等方式，实现任务的目标，感受成功，以形成积极的学习态度，促进语言实际运用能力的提高。初中阶段采用了各种学习手段，激发学生的学习兴趣，让学生以自主探究和合作学习为主，培养学生的自主学习能力。通过各种形式的学习活动来激发学生学习兴趣，营造出宽松的学习气氛，并以各种形式体验集体荣誉感和成就感，培养了团队精神 。在活动中互相学习、互相帮助，课堂上，让童年的乐趣得到充分的发挥，使学生在轻松愉快的气氛中，不知不觉地学到文化知识。
2. 学生在本堂课中得到了较为充分的口头训练，而且面比较广。尤其负责每个小组的组长同学，发言更为积极。课堂上在我极力鼓励和表扬下，一些原来在课堂上很难开口读英语的学生，本堂课上有极大的进步。
3.能充分利用多媒体容量大，直观性强的特点。利用网络上的名人图片来调动学生思考的积极性。
存在问题
1. 大部分学生通过一段时间的教学实践都可以适应，慢慢养成学习习惯，但是个别英语成绩较差的学生反应迟缓，学习较为吃力，这也说明学生的英语水平有待提高；还有部分学生对学习英语积极性不够，需要我们不断地努力，使英语教学的整合更加趋于完美，充分发挥出课堂的魅力，体验学习的快乐。
2.本节英语课上我的讲解基本上还拘泥于教材的信息，而开放型的、能激发学生想象力与创造力和发散学生思维的课堂比例还较小。
解决问题之方法
针对以上不足之处，我觉得今后在教学中应从以下几方面来提高：首先，我们备课不仅仅要备教材，还要备学生。要根据学生英语基础的实际情况，设计一些开放性的资料来提高课堂教学质量。当然这些我们自己设计的教学素材不能脱离教材本身。
其次，英语课堂上我们应及时有效获取学情反馈，有效地进行课前回顾，课堂小结等环节的落实。为有效地提高英语课堂教学效益，我们还可以制定科学的、操作性强的、激励性的英语学习效果评价制度，以便在课堂教学过程中做出针对性的调整。
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