外研版七上 Module 6 Unit 2 The tiger lives in Asia教案
Module6 A trip to the zoo一、教学内容：Unit2 The tiger lives in Asia二、课型：Reading and writing三、教学目标：1、掌握本节课的单词和词组：little, a little, only, abou t, kilo, people, as well as, grass, large, usually, alone, be good at, strong, catch, even, all kinds of2、能读懂介绍动物的篇章，并能找出文中相关细节信息。
3、能用所学的知识描写自己喜欢的动物。
4、能正确使用大写字母。
四、教学重难点：1、能够理解介绍动物的篇章。
2、能用所学的知识描写自己喜欢的动物。
五、教学准备：课堂整体运用任务型教学模式以及阅读课“四个阶段”教学模式。
本课指导学生通过阅读获取信息，培养学生阅读技能。
在教学过程中，采用多媒体手段辅助教学，利用各种图片和习题任务贯穿整个教学过程。
因此，本节课需准备：PPT课件、挂图、录音机、课堂练习表格、奖品.六、预习要求：根据音标自学本课新单词。
教学步骤教师活动学生活动设计意图Step One Warming-up (5’)Step Two Pre- reading (5’)1.Lead inGuess the animal in eachpicture and then tell us whereit comes from .Eg:(1)It’s the king of theforest.It lives in ____.(2)It’s small and cute.It likes eating bananas andpeaches.It lives in ____.2．（1）Find these place on themap.Africa America AsiaEurope（2）Look at the map again andwrite four sentences. Use thewords from the box.Eg：There are tigers in Asia.There are elephants in…Look at a picture and guess theanimal in each picture andthen tell us where it comesfrom .（1）Find these place on themap.（2）Look at the map again andwrite four sentences. Use thewor ds from the box.Eg：There are tigers in Asia.There are elephants in…猜图游戏：看图片并根据提示回答图中所说的是哪一种动物，并说说该动物在哪里生长。
同时，让学生在地图上找出这些地方。
引导学生回顾上节课的内容并引入这一课的相关内容。
通过这个环节，.不但能激发学生的学习兴趣，还能很好的活跃课堂气氛。
通过图片让学生进一步了解相关内容。
为学生扫清阅读障碍。
Step Three While- reading (18’)1. ScanningScanning the passage andanswer the questions(1). How many animals arementioned(提到) in thepassage?(2). What are they?2. SkimmingAsk students to skim thepassage and complete thetable.(Activity 3)3.Careful reading.(1)Paragraph 1.①Read Paragraph 1 and thenfill in the blanks.②Organize some students tocome to the blackboard andshow out some difficultlanguage points that theyfound in these paragraphs.(2)Paragraph 2-3:①Read Paragraph 2-3 and thenchoose the right answers.②Organize some students tocome to the blackboard andshow out some difficultlanguage points that theyfound in these paragraphs ..(3)Read paragraph4-5①Read paragraph 4-5 andanswer the questions②Orga nize some students tocome to the blackboard andshow out some difficult1. Scanning the passage andanswer the ques tions(1). How many animals arementioned(提到) in thepassage?(2). What are they?2.Skim the passage and andcomplete thetable. .(Activity 3)①Read Paragraph 1 and thenfill in the blanks.②Some students come to theblackboard and show out somedifficult language pointsthat they found in theseparagraphs.①Read Paragraph 2-3 and thenchoose the right answers.②Some students come to theblackboard and show out somedifficult language pointsthat they found in theseparagraphs .①Read paragraph 4-5 andanswer the questions②Organize some students tocome to the blackboard andshow out some difficult要求学生快速阅文章，完成相关任务，帮助学生理解课文内容。
通过学生快速阅读，培养学生获取主旨的能力。
并进一步理解文章的内容，为进一步学习做好铺垫。
让学生带着任务（问题）去阅读课文，去找答案，有助于学生更加准确地获取信息，提高阅读效果和技能。
学生通过分层次阅读文章，获取具体信息，把知识点和课文理解在分段学习得以突破。
language points that they found in these paragraphs language points that they found in these paragraphsStep Four Post- reading (10’)1. Writing（Activity 5）①How much do you knowabout the animals?②Correct the mistakes.③Ask some students to say outtheir answers . .①How much do you knowabout the animals?②Correct the mistakes.③Ask some students to say outtheir answers . .通过完成课后练习加强对刚学课文内容的巩固同时也学习了大写字母和句号的用法。
Step Five Summary （1’）1.Get the students tosum up the language po ints.T: What have we learned today?Ss:……2. Let the students to choosethe best team in this lesson.1.Sum up the language points.2.To choose the best groups.引导学生对这节课的总结，让学生做自由发言，培养学生自主学习，自主总结的良好学习习惯。
简短的评价使学生的课堂表现得到肯定并且可以激励学生的学习兴趣，树立学习英语的信心。
Step Six Home- work （1’）Write something about yourfavourite animal (30-50字).my favourite animal, therebe, come from, live in, eatsth., like sth., doesn’tlike sth.Finish the homework and reviewthe new words andexpressions .课后作业有助于学生巩固已学的知识，写作是阅读的拓展，让学生最终掌握语言，实践运用语言。
、、八、、板书设计：Module6 A trip to the zooUnit2 The tiger lives in AsiaMy favourite animal, therebe, come from, live in, eatsth.,like sth., doesn’t like sth.小组评价T1T2 T3达标训练题三、完形填空（每小题1.5分，满分15分）There is a zoo in our city. My parents often take me there on the 26 . I like animals.I have a l ot of 27 animals in my room. In the 28 ,I can see tigers, elephants, bears, monkeys, pandas, snakes, and many other 29 . Some animals are friendly, butsome are not. Tigers, bears and some snakes are 30 . That is why they have to stay in 31 . But I do not think it is good for animals to stay in cages. They should be free. The animals in cages can’t be 32 .I think the most interesti ng animals in the zoo are the dolphins. I like 33 them swim and jump. They swim so fast and jump so high. They can play with a ball. They can stand up and walk 34 water! They are very 35 to people. If you fall into the water and can’t swim, they may come to help you.26. A. summer B. monthC. autumnD. weekend27. A. real B. funnyC. toyD. your28. A. zoo B. parkC. bankD. library29. A. tigers B. peopleC. friend sD. animals30. A. dangerous B. safeC. interestingD. ugly31. A. houses B. buildingsC. cagesD. ponds（池塘）32. A. angry B. happyC. sadD. strong33. A. looking B. seeingC. watchingD. noticing34. A. in B. atC. withD. on35. A. friendly B. rud eC. warmD. cold。
外研版七年级上册Module 6 Unit2 The tiger lives in Asia.教案
外研版七年级上册Module 6 Unit2 The tigerlives in Asia.教案教学设计一、教学目标（1）知识与技能1、能读懂关于介绍动物的简单文章，并从中提取相关信息。
2、能运用所学知识介绍自己喜爱的动物。
3、通过学习让学生开阔视野，和地理课所学知识有机融合（2）过程与方法1、设计任务，以“猜动物”导入，通过学习课文，提取相关信息，多种方式相结合，解决重难点。
2、阅读教学以任务为依托，通过同伴自主互助，深化对动物的认识。
（3）情感态度价值观通过学习，唤起学生的爱心，懂得爱护动物。
二、学情分析大多数孩子都喜欢动物，都想去动物园看一看。
本单元以动物为话题，有着学生学习兴趣浓厚的知识优势。
学生喜欢动物，也渴望更多的了解动物。
教学中教师可以抓住学生的这一特点，让学生检索动物的信息，拓展关于动物的词汇和知识。
学生已在小学阶段接触过一般现在时第三人称单数作主语时行为动词的使用方法，但还需在本单元的学习中不断巩固加深，使之能够熟练运用。
三、重点难点能够运用第三人称单数对动物的特征，生活习性进行简单描述。
能够熟练掌握行为动词在主语是第三人称单数时的变化规律。
4、教学过程活动1 【活动】warming-up1. Learn the new words .2. Ask students to answer some questions about animals to review the knowledge in Unit 1, "Does it eat meat " "Does it eat bamboo ". Make sure they can understand this sentence patterns.3. Guessing gameGuess the names of animals by some descriptions and learn some new words about animals.活动2 【讲授】Pre-reading1. Show a map of the world.2. Find these places (Africa, America, Asia, Europe)on the map.3. Show some pictures of animals and their homes, ask the students to ask and answer by using the sentence pattern:Where does the (iv)It lives in ...活动3 【讲授】fast reading1. Listen and watchWatch the video and think about the question.Q: How many animals are mentioned(提及) in the passage What are they2. SkimmingMatch the paragraphs with the main ideas.活动4 【讲授】careful readinglisten to the para. 1 and choose the correct answers.听第一段，回答问题1. Does the elephant eat fruitA. Yes, it does.B. No, it doesn’t.2. Does the elephant live in EuropeA. Yes, it does.B. No, it doesn’t.3. Does the elephant like waterA. Yes, it does.B. No, it doesn’t.read the paragraph 2-3 and the choose the right answers.读第二，三段，回答问题1. There are about _____ pandas in zoos.A. 1,800B. 2000C. 2002. The panda eats about ___ kilos of bamboo a day as well as other plants.A. 3B. 13C. 303. The zebra doesn’t eat _____.A. plants or leavesB. bambooC. grassRead the paragraph 4 and then answer the questions.读第四段，回答问题1. Does the tiger live with others or live alone2. What does the tiger eatListen the para. 5 and fill in the blanks. 听第四段，填空Elephant Panda Zebra Tiger MonkeyHomeFoodshow a world map to summarize the passage.活动5 【讲授】Grammar1. Pay attention to these sentences:The panda eats about 30 kilos of bamboo a day as well as other plants. It usually lives alone.It likes water and is good at swimming.It catches many kinds of animals.第三人称单数行为动词的一般现在时主语（第三人称单数）+V.-s/es +其他活动6 【练习】writingmy favorite animal1) What’s your favorite animal2) Where does it come from3) Where does it live4) What does it eat5) What does it like (doing)。
外研版七年级英语上册教学设计《Module 6 Unit 2 The tiger lives in
外研版七年级英语上册教学设计《Module 6 Unit 2 The tiger lives in Asia》（第一课时）一. 教材分析《Module 6 Unit 2 The tiger lives in Asia》是人教版英语七年级上册的一篇课文。
本节课主要介绍了有关动物及其生活地区的词汇和句型。
教材内容丰富，插图生动有趣，有助于激发学生的学习兴趣。
通过本节课的学习，学生能够掌握有关动物的词汇，如tiger, panda, elephant, giraffe等，以及表示地点的词汇，如forest, mountn, Africa, Asia等。
同时，学生还能学会用一般现在时描述动物的生活习性。
二. 学情分析七年级的学生具备一定的基础英语知识，对动物和生活地点有一定的了解。
但部分学生可能对一些动物的英文名称和生活地点较陌生。
因此，在教学过程中，教师需要关注学生的个体差异，充分调动学生的积极性，引导他们通过观察、思考、讨论等方式主动学习。
三. 教学目标1.知识目标：–能够听懂、会说、会读课文中的词汇和句型。
–能够用一般现在时描述动物的生活习性。
2.能力目标：–能够运用所学的词汇和句型进行简单的交流。
–能够根据图片或提示，用英语描述动物和生活地点。
3.情感目标：–培养学生对动物的关爱和保护意识。
–增强学生学习英语的自信心和兴趣。
四. 教学重难点•掌握课文中的词汇和句型。
•能够用一般现在时描述动物的生活习性。
•正确运用一般现在时描述动物的生活习性。
•灵活运用所学词汇和句型进行交流。
五. 教学方法1.任务型教学法：通过完成各种任务，让学生在实践中学习英语。
2.情境教学法：创设生动有趣的情境，激发学生的学习兴趣。
3.合作学习法：引导学生进行小组讨论和合作，提高学生的参与度。
六. 教学准备1.教材：《人教版英语七年级上册》2.课件：包含课文内容、图片、动画等3.教学道具：动物图片、地图等4.作业素材：相关动物的资料和图片七. 教学过程1.导入（5分钟）–教师通过播放动物的叫声或展示动物的图片，引导学生谈论他们喜欢的动物。
外研版七年级英语上册《Module6Unit2ThetigerlivesinAsia》教学设计
外研版七年级英语上册《Module 6 Unit 2 The tiger lives in Asia》教学设计一. 教材分析外研版七年级英语上册《Module 6 Unit 2 The tiger lives in Asia》主要介绍了关于动物的地理分布。
通过本节课的学习，学生可以掌握有关动物的词汇和句型，并能够运用所学知识进行简单的交流。
教材内容丰富，插图生动有趣，有利于激发学生的学习兴趣。
二. 学情分析七年级的学生已经掌握了基本的英语语法和词汇，具备一定的听说读写能力。
但部分学生在发音和听力方面仍有待提高。
针对这一情况，教师应注重培养学生的发音准确性，提高他们的听力水平，并鼓励学生大胆开口说英语。
三. 教学目标1.知识目标：学生能够掌握关于动物的词汇，如tiger、lion、elephant等；理解并运用句型“Where does the tiger live?”进行询问和回答。
2.能力目标：学生能够正确发音单词和句型，提高听力水平；能够用英语简单描述动物的地理分布。
3.情感目标：培养学生热爱大自然，关注动物保护的意识。
四. 教学重难点1.重点：掌握有关动物的词汇和句型。
2.难点：正确发音单词和句型，运用所学知识进行实际交流。
五. 教学方法1.情境教学法：通过设定各种情境，让学生在实际环境中运用所学知识。
2.游戏教学法：运用游戏激发学生的学习兴趣，提高他们的参与度。
3.任务型教学法：布置课后任务，让学生将所学知识运用到实际生活中。
六. 教学准备1.准备动物图片和相关词汇的卡片。
2.制作PPT，包括动物图片、词汇和句型。
3.准备听力材料，如动物生活的音频或视频。
七. 教学过程1.导入（5分钟）利用PPT展示各种动物的图片，引导学生进行观看和描述。
同时，教师提问：“Can you name the animals?”，让学生自由回答。
2.呈现（5分钟）教师展示PPT，呈现本节课的主要词汇和句型。
外研版七年级英语上册《Module6Unit2ThetigerlivesinAsia》说课稿
外研版七年级英语上册《Module 6 Unit 2 The tiger lives in Asia》说课稿一. 教材分析《Module 6 Unit 2 The tiger lives in Asia》是人教版七年级英语上册的一篇课文。
本节课主要介绍了有关动物的常识，通过讲述老虎生活在亚洲的故事，让学生了解不同动物的生活习性和地理分布。
教材内容丰富，插图生动，有利于激发学生的学习兴趣。
此外，本节课还涉及了表示位置的词汇和短语，如“on the left”、“next to”等，为学生提供了丰富的语言实践机会。
二. 学情分析七年级的学生已经掌握了基本的英语语法和词汇，具备一定的听说读写能力。
但学生在实际运用英语进行交流时，还存在一定的困难，如发音不准确、词汇搭配不当等。
因此，在教学过程中，教师需要关注学生的个体差异，尽量调动学生的积极性，提高他们的英语实际运用能力。
三. 说教学目标1.知识目标：让学生掌握表示位置的词汇和短语，如“on the left”、“next to”等；了解不同动物的生活习性和地理分布。
2.能力目标：培养学生运用英语进行简单描述和交流的能力，提高他们的听说读写技能。
3.情感目标：培养学生关爱动物、保护环境的意识。
四. 说教学重难点1.重点：表示位置的词汇和短语的用法；不同动物的生活习性和地理分布。
2.难点：运用英语描述动物的特点和位置。
五. 说教学方法与手段1.教学方法：采用任务型教学法，让学生在完成任务的过程中学习英语，提高他们的实际运用能力。
2.教学手段：利用多媒体课件、图片、卡片等辅助教学，激发学生的学习兴趣。
六. 说教学过程1.导入：通过展示动物图片，引导学生谈论自己喜欢的动物，激发学生的学习兴趣。
2.新课展示：教师带领学生学习表示位置的词汇和短语，如“on theleft”、“next to”等。
并通过展示教材图片，让学生描述不同动物的位置。
3.课堂活动：学生分成小组，根据教材内容，用英语编写关于动物的短剧，并进行表演。
新外研版七年级英语上册 Module 6 Unit 2 The tiger lives in Asia.
题组专训
用little 或a little 完成下列句子: 1. 冰箱里几乎没有牛奶了，但是有点儿果汁。你
想来一些吗？ There is __l_it_t_le__ milk in the fridge, but ___a____ __l_it_t_le__ juice. Would you like some?
the ground. What beautiful scenery it is!【中考·哈尔滨】
A. leaf
B. leafs
C. leaves
【点拨】考查名词的复数形式。句意为“——艾丽斯，你最 喜欢哪个季节？——秋季。落叶就像一块厚厚的地毯铺在地 上。多么美丽的景色啊！”leaf的复数形式是leaves。故选C。
题组专训
用little 或a little 完成下列句子:
2. I have __C___ homework to do today, so I’m happy.
A. much
B. many
C. little
D. few
【点拨】根据后面“我很高兴”可知前面“我
今天作业很少”，故选C。
题组专训
3. 他不仅喜欢篮球，还喜欢足球。 He likes _fo_o_t_b_a_l_l_a_s_w__el_l_a_s_b_a_s_k_e_t_b_a_l_l __ .
9. Mr Smith lives in London,a big city in E urope .
10. He has a large family. There are seven people in it.
课后巩固
三、用方框中所给单词的适当形式填空，每词限 用一次 Asia, even, about, alone, leaf
外研版七年级上册英语《Unit 2 The tiger lives in Asia》教案
外研版七年级上册英语《Unit 2 The tiger lives in Asia》教案一、教材分析：本节课是外研版七年级上册的Module 6 A trip to the zoo《Unit 2 The tiger lives in Asia》，主要围绕动物的介绍展开。
课文以介绍老虎为例，通过描述老虎的特征和生活习性，让学生了解动物的多样性和它们在自然界中的生存状态。
通过学习本单元，学生将学习一些新的单词和词组，如little, a little, only, about, kilo, people, as well as, grass, large, usually, alone, be good at, strong, catch, even, all kinds of，并能够读懂介绍动物的篇章，并能找出文中相关细节信息。
学生还将练习用所学的知识描写自己喜欢的动物，并正确使用大写字母。
二、教学目标：1. 掌握本节课的单词和词组，如little, a little, only, about, kilo, people, as well as, grass, large, usually, alone, be good at, strong, catch, even, all kinds of。
2. 能够读懂介绍动物的篇章，并能找出文中相关细节信息。
3. 能够用所学的知识描写自己喜欢的动物。
4. 能够正确使用大写字母。
三、教学重点和教学难点：重点：1. 掌握本节课的单词和词组。
2. 能够读懂介绍动物的篇章，并能找出文中相关细节信息。
难点：1. 能够用所学的知识描写自己喜欢的动物。
四、学情分析：学生是七年级的学生，他们对于动物有一定的兴趣和了解。
他们具备一定的英语基础，能够理解简单的英语对话和文章。
然而，他们的词汇量和语法知识还比较有限，需要通过教师的指导和激发兴趣来提高他们的学习积极性。
五、教学过程：Step 1: Lead-in教师出示一些动物的图片或播放相关视频片段，引起学生对动物的兴趣。
Module6-Unit2-The-tiger-lives-in-Asia-教案(外研版七年级上册)
Module6 Unit2 The tiger lives in Asia 教案(外研版七年级上册)ⅠTeaching modelReading and writing.ⅡTeaching methodInteractive approachⅢTeaching aims1. To get information about animals from the reading material.2. To learn to find specific information in the reading.3. To learn to use capital letters.ⅣTeaching ObjectivesKey vocabulary: Africa, Asia, Europe, little, only, kilo (= kilogram ), people, African, grass, large, usually, alone, strong, catch, even, worldKey phrase: a little, as well as,be good atKey structures:The elephant lives in Africa and in Asia.The zebra is an African animal.The zebra doesn’t eat bamboo.The tiger lives in Asia.Monkeys live in Africa, Asia and America.ⅤTeaching aidsRecorder , OHP , videoⅥTeaching StepsStep 1 Warming-up1. Review the text of Unit 1.2. Show some pictures, ask the students to look at the pictures, then talk something about the pictures.3. Introduce the new words.4. Read the new words.Step 2 Find these places on the map.1. Show a map of the world.2. Find these places (Africa, America, Asia, Europe)on the map.3. Check with a partner .4. Call back the answers from the whole class .5. Show some pictures, ask the students to look at the pictures, then talk something about the pictures. Step 3 Reading.1. Play the recording.2. Ask the students to read through the passage.3. Read the passage and complete the table in Activity 3.4. Check with a partner.5. Call back the answers from the whole class.Keys:Elephants Africa and Asia plants, leaves, bamboo and a little fruitPandas China bamboo, plants and leavesZebras Africa plants, leaves and grassTigers Asia many kinds of animalsMonkeys Africa, Asia and America meat, leaves, fruit and eggs6. Complete the sentences with the correct form of the words and expression from the box in Activities 4.7. Check with a partner.8. Call back the answers from the whole class.Keys: 1. a little 2. kilos 3. grass 4. only 5. world 6. AfricanStep 4 Writing.1. Read the introduction about a zoo.2. Correct the mistakes.3. Ask the students to notice capital letters.The zoo has many animals. The animals come from many different countries. The panda lives in China and it eats bamboo. There are elephants from Africa and Asia. The tiger comes from Asia. It eats meat.Step 5 Do exercises:A.首字母填空：1. China is a country in A .2. They are Europeans. They come from E .3. The dog is my favourite a .4. In autumn, we can see the yellow l of the trees.5. The old man lives a . I usually talk with him.Keys:1. Asia2.Europe3. animal4. leaves5. aloneB.完成句子：1.狮子是欧洲的吗？Is the lion ?2.他们不是非洲人。
外研版七年级上册Module 6 unit 2 The tiger lives in Asia.教案
外研版七年级上册Module 6 unit 2 The tiger lives in Asia.教案（表格式）Module 6 Unit 2 The tiger lives in Asia.教学设计课型Reading and writing教材分析大多数孩子都喜欢动物，都期待家长带自己去动物园看一看。
本模块以“动物”为话题，有利于激发学生的学习兴趣。
Unit 2 为读写课，分别介绍了5种动物，拓展了学生在物种和地理方面的知识。
在动物园里，动物的生活区域旁都会挂一块说明该动物特点的说明文字。
本单元课文的语境就是动物园里挂的关于某一动物的说明文字，所以每段文字都比较简短。
通过本课的学习，学生将进一步熟悉一般现在时第三人称单数的肯定句和否定句，并学会类别的表达方式，拓展关于动物的词汇和知识，培养热爱动物的情感，增强保护动物的意识。
教学目标知识目标：Key vocabulary : a little, only, about, people, large, usually, be good at, strong, catchKey structures:There are …The elephant lives in …The zebra doesn’t eat …2. 能力目标：能读懂有关介绍动物的篇章，并能找出文中相关的细节信息，能介绍并能写出自己喜欢的动物，通过阅读世界各地的动物介绍，是学生开阔视野，增长知识。
3. 情感目标：了解常见动物在英语国家的文化含义；通过学习各种表示动物的词汇提高对英语的兴趣和英语学习的积极性；培养热爱动物的感情，增强保护动物的意识。
教学重难点重点：一般现在时第三人称单数做主语的肯定句和否定句。
难点：辨别一般现在时第三人称单数做主语时，动词后要加-s教学过程学习活动学生活动教师活动设计意图Warm-up Watch a video 播放一段有关动物的视频，并提出问题：Which animals are mentioned in the video 通过观看视频，引发学生阅读的兴趣，导入本节课题。
外研版七年级英语上册Module 6 unit2 The tiger lives in Asia.教
外研版七年级英语上册Module 6 unit2 Thetiger lives in Asia.教案Module6 A trip to the zooUnit2 The tiger lives in Asia.Part One — Analysis of the Teaching Material1. Status and Function：The type of the unit is reading and writing. It tells students five kinds of animals and where they are from. It expands the knowledge of species and geography for students.2. Teaching Key Points and Difficult Points:The Key Points:To master the key vocabulary and useful expressions.To get information about animals from the reading material.To use the present simple and the third person singular.To know the expression of classification of animals.Difficult Points:To be able to pronounce the four places correctly.To use the present simple and the third person singular to introduce animals.3.Analysis of the Students:The students have known some knowledge of animals, they areinterested in talking about animals and eager to know more about other animals. They are active to show their ability. So it’s necessary to encourage them to search for information from the reading and enrich their vocabulary and knowledge of animals.Part Two— Teaching Aims and Demands1. Knowledge ObjectKey vocabulary: Africa, Asia, Europe, African, grass, alone, strong, catch Key phrase: a little, as well as, be good atKey structures: The elephant lives in Africa and in Asia. The zebra doesn’t eat bamboo. Monkeys live in Africa, Asia and America.2. Ability ObjectTo get information about animals from the reading material.To write short passages about animals .3. Moral ObjectTo improve the students’ awareness of loving animals and protecting the environmentPart Three— Teaching and Studying Methods1. Teaching Methods1) Communicative teaching method2)Task -based method2. Studying Methods1) Individual study2 )Communicating and cooperating.3. Teaching AidsMulti-media, learning sheets.Part Four—Teaching Procedures:Step 1 Warming-up:Show the students some pictures and sentences, asking them to guess what animal it is.Purpose of my designing: Raise the students’ interest in the lesson by playing the guessing game. In this way, they will know today’s lesson has something to do with the five animals.Step 2 Pronunciation of places:1. Show the students the world map and teach them the place words by modeling and repeating chorally.Purpose of my designing: It’s difficult for students to pronounce the four place words, so it’s necessary to teach them the pronunciation. At the same time they can understand where the places are by looking at the map.2. Ask the students to look at the map and pictures and say out where the animals live.Purpose of my designing: Make the students have the sense of the third singular, and let them to consolidate the pronunciation of the places. Step 3 Reading:Task1: Ask the students to scan the passage and find out how many animals there are and what they are.Purpose of my designing: This step is employed to make the students get the general idea of the passage. At the same time let the students have a chance to practise their reading ability.Task2: Ask the students to read the whole passage more carefully, completing the table on the book. Then have students use the full sentences to show their answers.Purpose of my designing: It can help the students to get more information from the passage. Students can improve their speaking by using full sentences to show their answers instead of words.Task3: Ask the students to read the passage paragraph by paragraph, completing the tasks according to the requirements.Purpose of my designing: By this step students can get further information from the passage. Also they should pay attention to the third singular when they are doing the tasks.Step 4 WritingTask1: Give time for students to read the writing samples, underlining the useful words and expressions.Purpose of my designing: After reading the passage, the students may haven’t got a clear awareness of how to write a short passage to introduce animals, this step can help them to strengthen the ideas ofwriting animals.Task2: Encourage the students to discuss the sentence patterns of writing animals. If necessary, give them some help.Purpose of my designing: There are some students who have the poor writing skills, by discussing and cooperating with each other, it can help these students more or less.Task3: Ask the students to write a short passage according to the information. Encourage them to check the writing with each other and correct the mistakes. At last invite several students to read out their writings.Purpose of my designing: Students can practice their writing ability. At the same time it may help students to understand the importance of cooperation.Step 5 Moral educationShow some pictures to students in order to improve their awareness of loving animals and protecting the environment.Step 6 HomeworkAsk all the students to write a passage about their favorite animals, and if they like they can search more information about animals and make a poster.。
外研版英语七年级上册Module 6 Unit 2《The tiger lives in Asia》
外研版英语七年级上册Module 6 Unit 2《The tiger lives in Asia》教学设计一. 教材分析外研版英语七年级上册Module 6 Unit 2《The tiger lives in Asia》主要介绍了一些亚洲国家的动物。
本课包括两个部分：一部分是关于亚洲国家的动物的阅读材料，另一部分是相关动物的词汇和短语。
通过学习本课，学生能够了解亚洲国家的动物，提高他们的阅读理解能力，同时丰富他们的词汇量。
二. 学情分析七年级的学生已经掌握了一些基本的英语语法和词汇，他们对学习新的英语知识充满热情。
然而，他们可能在阅读理解方面存在一些困难，特别是对于一些抽象的概念和复杂的句子结构。
因此，在教学过程中，教师需要帮助学生理解课文内容，提高他们的阅读理解能力。
三. 教学目标1.知识目标：学生能够掌握亚洲国家的动物的名称和特点，了解它们的生活习性。
2.能力目标：学生能够阅读并理解课文内容，提高他们的阅读理解能力。
3.情感目标：学生能够培养对动物的兴趣和保护动物的意识。
四. 教学重难点1.重点：学生能够掌握亚洲国家的动物的名称和特点。
2.难点：学生能够理解课文中的复杂句子结构和抽象概念。
五. 教学方法1.任务型教学法：通过完成各种任务，激发学生的学习兴趣，提高他们的参与度。
2.合作学习：鼓励学生分组讨论，培养他们的团队合作能力。
3.情境教学法：通过创设情境，帮助学生理解课文内容，提高他们的阅读理解能力。
六. 教学准备1.教材：外研版英语七年级上册Module 6 Unit 2《The tiger lives inAsia》。
2.多媒体教学设备：用于展示图片和视频。
3.教学课件：用于辅助教学。
七. 教学过程1.导入（5分钟）教师通过展示一些亚洲国家的动物的图片，引导学生谈论他们所知道的动物，激发他们的学习兴趣。
2.呈现（10分钟）教师通过展示课文中的阅读材料，让学生阅读并理解课文内容。
在呈现过程中，教师可以解释一些生词和短语，帮助学生理解课文。