Reading 2: A trip to the zoo优秀公开课教案

教学设计

Teching Design

7B Unit 4 Finding your way

设计题目

7B Unit 4 Reading 2

Reading II is based on Reading I. It is intensive reading and we need to think deeply. Studens need to master the new words, phrases and key sentence patterns. Students can use their own language to express the main idea of the text and can solve the real problems in life.

Key words:

everybody, straight, bamboo, remember, dangerous, sound, forest, funny, laugh, giraffe, quite, neck, leaf, north-east, bridge, 教学内容

cross Key phrases: like to eat bamboo, lie down all day long, come here to see them, make beautiful sounds, jump around, make people laugh Key sentences: Go straight on, and you’ll find the panda House. Walk along the road. To the north of the Panda House, you’ll find the lions. Turn left, and to the west of the Lions’ Area, you’ll find the World of Birds. North-east of the giraffes there’s a bridge. Cross the bridge, and you’ll see the elephants.

Grade seven students

教学对象

教学目标

1. To use key words, phrases and sentence structures to introduce various animals in the zoo.

2. To know how to find the way by the map and master the basic expressions of different directions. 3. To learn to show directions for others and give the right response to others. 4. To think critically.

课前准备

PPT, classroom map, activity list, a toy monkey, a present, etc.

教学过程（可续页）

所

教学步骤

Teaching Procedures 用

时

间

教

师

活

动

Teacher’s activities activities instruction Students’

Design 学

生

活

动

设计说明

滨江初中王芸芸

教学设计

Teching Design

Step 1 Lead in

2 mins

Lead in 1. Enjoy a video. 2. Ask students to think what makes a good guide in the forest. （Teacher summarize answers ）

Be a vivid guide—animals L1.

Pandas like to eat and

lie

down all day long. 1. Put a “leaf”

with the word “vivid ”on the blackboard.

2. Show a picture of a panda and help students to say something about it.

L2. They jump around and make people laugh. 1. Ask one of the students to act an animal(only the students who Preview the text they learned in last class and make a better preparation to understand the language points in this class(Design refresh purpose: existing knowledge, create pleasant and situation motivate

Step 2

Presentation students to learn.

Using their own classmates as an example to practice language points is easy for students to understand.

Students themselves act and guess. They like their own class and everyone can make 10mins

滨江初中王芸芸

教学设计

Teching Design

acts can read the note), others guess which animal it is.

2. Practice “make as do sth/make sb +adj.”

in the examples around us.

3. Show the use of the verb “make” and other phrases.

L3. Remember that

they are dangerous. 1. Show two sentences to provoke students to think about the differences of “that”

in two sentences.

L4. Birds make beautiful sounds when they sing.

Differnent word formation of sound. (noun & verb)

L5. Their ears are like open fans. Present the usage of “be like”, explain them and present some

a difference.

Effective practice make teaching more practical so as to cultivate students’

ability in solving practical problems and their ability yo learn.

1. Using the twins in their own class to practice “be 滨江初中王芸芸

教学设计

Teching Design

Step 3 Practice

examples

T: Do youo like animals? Why? What are their ears like?What are

their bodies like? are

their legs like?

Be a sober guide—map like” makes students interested and understand the phrases visually.

Free talk tells differences of “like”. 2. The map of Italy broadens students’knowledge and cultivate students’

imagination and creativity.

1. Summarize the sentence structure from sentences. 2. Through open questions

to practice sentence pattern. (组内讨论，自己发现问题，解决问题，自主学，真正把课堂交给学滨江初中王芸芸

1) Read the map 2)Learn the expressions of 5mins showing the direction. 3）Explain the language points and

useful expressions.

15mins

Be a smart and helpful guide—route 1. Talk about the signs 2. Open questions for students to discuss: Do you have any problems?

3. Show your classmates the route(自导自演)

4. Make a summary of giving directions.

教学设计

Teching Design

e.g. Go straight on and you’ll find…; Walk along the road; turn left/right; to the north of …; Cross the bridge, and you’ll see…

4. Encourage the students to put forward their own doubts and help them solve the difficulties. 生)

3.Emotional education 4. 自导自演

环节，教室是舞台（地图），学生自己创设情境，运用本课所学编演短剧。（教师引导解决难题）

Help the students to know details. Train students’

Step 4

Exercises&Consolidation

organizing ability

To check out if they master the knowledge.

运用所学知识点对本课的相关主题进行辩论，既拓展了思路，又巩固了所学, 培养了学生的批判性思维。

Homework：

Be a reflective guide

1. Let students fill in the blanks 5 mins according to the important phrases

they learn in class to check if they know the text well.

Be a critical guide

8 mins Debate：Who feels happier, the

animals in the zoo or in the wild?

滨江初中王芸芸

教学设计

Teching Design

difficult to understand. For this, I designed lots of stratified questions as well as tasks in groups that are from easy to difficult. Teaching from easy to difficult, step by step is through all the activities. Besides, when students have some trouble in finishing the tasks, I adopt strategies to lower the difficulty. That allows every student has something to say and every student can actively participate in class and everyone can share the joys of success. We built an atmosphere of mutual trust. I put the language points into interesting tasks and each tasks is a task-oriented activity, which is full of fun, and designed for the psychology of middle school students. Therefore, students can learn by using, playing and experiencing.

However, when it comes to the debate, students did not prepare well enough and the atmosphere is not so heated. Here I should provide them with more time and help. During teaching the language points, I should give more examples and provide more test exercises for them to practice.

滨江初中王芸芸