七年级英语上册 Module 9《A trip to the zoo》教案 外研版.doc

Module 9 A trip to the zoo
Teaching aims:
1. To learn the important words.
zoo, camel, elephant, monkey, wolf, thousand, animal, Australia, bamboo
2. To learn the usage of does, do.
Teaching methods:
Bottom-up, Interactive approach
Teaching steps:

Unit 1 Does the tiger eat meat?
Listening and vocabulary
1. Look at the picture, which animals can you see?
①Read through the list of names in the box. Have the students follow and repeat.
②Ask them to match the words with the pictures then check with a partner.
③Call back the Answers from the whole class.
Answers:
1. snake 2. pandas 3. elephant
4. giraffe 5. tiger 6. monkey
2. Listen and check. Work in pairs and say what you can see.
①Play the recording for the students to check their answers.
②Ask the students to work in pairs and to repeat the conversation from memory using the photos to help them.
3. Listen and read:
①Ask the students t6o read the conversation silently. At this stage, it’s a good idea not to explain every word they don’t understand.
②Play the recording and ask the students to listen and read the conversation.
Extension:
①Put the students in groups of three to read the dialogue.
②They should do it at least three times, changing roles each time.
③Circulate and monitor their pr0duction
4. Check (√) the true sentences.
①Read through the sentences and have the students follow and/or repeat.
②Ask them to check the true sentences individually, then check with a partner.
③Ask the students to call out the answers, having individuals read the statement, then say ‘It’s true/false’.
Answers:
1. × 2. × 3. √ 4. × 5. √ 6. √ 7. √ 8. ×
Extension:
①Ask the students to correct the false statements.(e.g. the polar bear comes from China. No, it doesn’t. It comes from the Arctic.)
②They should do this individually, then check with a partner.
③Cal back the answers from the whole class.
Pronunciation and speaking:
5. Listen and repeat:
①Explain that this activity focuses on some English phonemes which are difficult to pronounce for speakers of Chinese.
②Play the recording once without stopping.
③Play the recording again and stop at the end of each line. Ask the whole class to repeat.
④Play the recording again and stop at the end of each line. Ask individual students to repeat.
⑤Ask the studnets to practice the sounds in pairs.
6. Listen and repeat the questions and answers:
①Ask the students to read through the sentences.
②Play the recording through while they listen and follow.
③Play it again, pausing for them to repeat chorally and individualy.
④Pay particular attention to the question form intonation
7. Work in pairs. Ask and answer the questions:
①Ask the student to find the answers to all the questions individually.
②Pair them to ask and answer the questions.
③Call back some questions and answers from the pairs in a whole class setting.
Do exercises:
Ⅰ.根据句意及首字母提示补全单词。
1. There are many animals in the z .
2. The p lives only in China.
3. I go to see my grandparents e week.
4. There are three t people in the park.
5. China is in the east of A .
Ⅱ.用所给单词的适当形式填空。
1. Twelve thousand people (visit) the park every day.
2. My classmate John (come) from England.
3. Look at those people, they are (Australia).
4. Would you like (see) the film with me?
5. the wolf (eat) meat?
Key：
Ⅰ1. zoo 2. panda 3. every 4. thousand 5. Asia
Ⅱ1. visit 2. comes 3. Australian 4. to see 5. Does, eat

Unit 2 Is it an African elephant?
Vocabulary and reading:
1. Find these places on the map.
①Read through the place in the box and have the students repeat them after you chorally and individually.
②Take care with the two nouns which are not stressed on the first syllable
③Check that they understand the meanings.
④Ask them to find the places on the map individually.
⑤Call back the answers from the whole class.
2. Match the places with these words.
①Read through the adjectives in the box and have the students repeat them chorally and individually.
②Ask Ss to match them with the nouns in the box in Activity 1.
③Call back pairs of words from the whole class.
④Play the recording and pause and ask them to repeat.
⑤You may like to have them make sentences, e.g. “This student is African. He lives in Africa.”
3. Look at the map again and complete the sentences.
①Read through the words in the box and have the students repeat them after you chorally and individually.
②Check that they understand the meanings.
③As them to complete the sentences individually, then check with a partner.
④Call back the answers from the whole class as complete sentences.
⑤Play the recording for them to listen to, and pause it for them to repeat.
4. Read the passage and choose the correct answers.
①Ask the students to read the text and answer the questions individually, then check with a partner.
②Call back the answers from the whole class, having one student ask the question and another answer it.
Extension:
①Pair the students to ask and answer the questions.
Writing:
5. Write the places with capital letters.
①Ask the students to do this individually, then check with a partner.
②Call back the answers from the whole class, having students read out sentences and say which words have capital letters.
Do exercises:
Ⅰ.英汉互译
1. a European wolf 2. 南美洲 ______________
3. 一头亚洲象 _______________ 4. camels from Africa and Asia
5. 在森林中 __________________ 6. live in the jungle
7. come from
Ⅱ.单项填空
1.－Where the camel come ?
－Asia.
A. does; from B. do; from
C. does; of D. do; of
2. Are there on the tree?
A. some leaves B. some leafs
C. any leafs D. any leaves
3. The don’t like eating fruit.
A. wolf B. panda C. monkies D. wolves
4. The elephant comes from . It’s .
A. American; America B. Africa; Africa
C. Australian; Australia D. India; Indian
5. –What is your favourite?
－The panda.
A. fruit B. plant C. food D. animal
Key：
Ⅰ1. 一匹欧洲狼 2. South America 3. an Asian elephant
4. 来自非洲和亚洲的骆驼 5. in the forest
6. 生活在热带鱼林中 7. 来自
Ⅱ1. D 2. B 3. C 4. B 5. C

Unit 3 Language in use
Language practice: Present simple questions
①Read through the grammar examples with the students.
②Make sure they understand how the structure works and when it is used.
1. Look, ask and answer about the animals after Daming and Tony.
①Read the example with the students. Make sure they understand it.
②Pair them to make dialogues about the two animals.
③Call back the answers from the whole class. Encourage them to present their dialogues in class.
2. Write down the questions and answers of your partner.
①Read the example with the students.
②Ask them to write the questions individually, then check with a partner.
③Call back the answers form the whole class.
Answers:
1. Does the camel live in the desert? Yes, it does.
2. Does the elephant work in the forest? Yes, it does.
3. Does the kangaroo eat meat? No, it doesn’t.
4. Does the monkey come from Africa? No, it doesn’t.
5. Does the snake like water? No, it doesn’t.
6. Does the wolf live in the jungle? No, it doesn’t.
3. Write sentences:
①Read the example with the students.
②Ask them to complete the sentences individually, then check with a partner.
③Call back the answers from the whole class as complete sentences.
4. Complete the word map with these words.
①Ask the students to complete the word map individually, then check with a partner.
②Call back the answers from the whole class.
Answers:
THE WORLD OF ANIMALS
The Arctic—polar bear—meat
America—jungle—the monkey
Snake
Europe—forest—wolf
Asia tiger elephant
Africa—desert—camel
Around the world:
①Look at the pictures and read the information with the students.
②Discuss the animals, and elicit anything else they know about them.
Module task: Making a poster of your favourite animal
5. Work in pairs. Talk about your favourite animal.
①You need to decide if, for this activity. “favourite animal” includes pets (cats, dogs, rabbits etc) and domestic animals (goats, sheep, cows, horses etc)or just the kind of wild animals which have been the focus of this module.
②Have the students ask answer and make notes about their favourite animals.
6. Find out about your favourite animal.
①Decide how and when the students are going to do the research for this. It may have to be done at home if the students have personal resources available, or at least out of class, in the computer room (the internet) an /or the school/town library (books).
②Go through a list of the kind of information which they should find out. The table in the SB gives them a start, but they might want to find out about size (height, weight etc), status (i.e. is it endangered or rare, or common), how it lives (in groups, alone, family) and so on.
Do exercises: