Unit 5 Fantastic?friends Understanding ideas教学设计2024-2025学年外研版英语七年级上册

Unit 5 Fantastic friends Understanding ideas教学设计 I.Text Analysis What The text is a reflective blog that chronicles a student's evolving perception of pigeons over several days. Initially, the student finds pigeons boring and dirty, but as they learn more about the birds, their view changes to one of surprise and admiration. The content revolves around the student's personal experiences and newfound knowledge about pigeons' intelligence, variety, and capabilities. Why The author aims to illustrate the transformation of perception through discovery and learning. The diary entries serve to highlight the importance of not judging based on first impressions and the value of gaining knowledge to broaden one's perspective. The emotional journey of the student, from disdain to fascination, underscores a message of curiosity and the joy of learning. How The text is structured as a series of blogs, providing a personal and chronological narrative. The language is informal and conversational, reflecting the voice of a middle school student. The use of first-person narration and direct speech ("Oh! That pigeon is looking at itself in the water!") adds authenticity to the text. The author employs descriptive language ("knock around," "flying madly") and rhetorical questions to engage the reader and convey the student's evolving thoughts and emotions. II.Teaching Objectives By the end of the class, students will be able to: 1) understand and differentiate between opinions and facts. 2) change their perspectives on certain animals through reading and discussion, using facts to support their viewpoints. 3) enhance their critical thinking and language expression skills through practical activities. III.Teaching Key Point and Difficult Point 1) Key Point: students can grasp the difference between personal opinions 2) Difficult Point: students can use facts to support their opinions. IV.Teaching procedures Stage 1. Before reading Step 1. The teacher asks students to watch an introduction video about the Classic of Mountains and Seas and then asked them: What can you see in this video? Do you know The classic of Mountains and Seas? What amazing animals are there in this book? Step 2. Next, the teacher transitions by asking the students: 'How much do you know about animals?' and asks students to complete the animal quiz. Step 3. The teacher shows pictures of animals in the quiz, asking students, "What do you think of these animals?" After students give some adjectives, the teacher summarizes and provides two columns of antonyms to guide students to perceive that different people may have different thoughts about the same animal. Step 4. Then the teacher shows a picture of the pigeon and asks, "How about pigeons?" Ans then let students complete the exercise: Tick the words to describe pigeons. Stage 2. While reading Step 1. Use the images and title on the PPT to lead students in predicting the content of the blog. Students should ask questions beginning with what, where, why, or how? For example, What surprises Henry? Step 2. Present the blog and ask students to read it based on their predictions, categorizing the blog into two sections: "Blog Bored by Pigeons' Mess" and "Surprised by Their Smarts and Speed," to organize the text structure. Step 3. Utilize gap-fill exercises to assist students in understanding “Herry’s Change of Views Towards Pigeons”. And the teacher displays key and difficult vocabulary words and phrases from the blogs for students to learn, to facilitate their understanding of the articles. Step 4. Facilitate an analysis of the change in Henry's views regarding pigeons, from initially perceiving them as "Dirty" and "Boring" to later finding them "Surprising" and "Amazing," and discuss the reasons (the actions of pigeons influence or support Henry's emotions). Step 5. Lead a class discussion on Henry's feelings and the actions of pigeons, differentiating which parts are Opinions and which are Facts. Summarizing and defining what constitutes an Opinion and a Fact. · An opinion is a belief or judgment that is not necessarily based on facts or knowledge. It is a personal view or feeling about something that can vary from person to person. · A fact is a piece of information that have been verified or proven. It is an objective truth that can be confirmed by evidence or observation. Stage 3. After reading Step 1. Ask students to role-play as friends of Henry and participate in a retelling activity of the discourse, where they need to convey how Henry's feelings about pigeons have changed over time. They must use factual evidence to support the changes in Henry's perspective on pigeons. In the retelling process, they must adhere to this structure: "Initially, Henry felt that the pigeons were ... Because ... (facts). Subsequently, his feelings evolved to ... Because ... (facts)." Step 2. Instruct students to read the demonstration blog provided by the teacher, identify sentences that convey opinions and facts, and then summarize the key phrases for expressing both opinions and facts. Step 3. The teacher asks again “What do you think of the pigeons?” and sees if students’ opinions changed after reading Henry’s blogs. Step 4. Let students to select an animal and discuss how their opinions about it have changed over time. Ensure that they use facts to support their opinions. Step 5. Lead students to contemplate the varied relationships that exist between humans and animals. It's possible to observe that various individuals may hold differing opinions on the same animal, and uncovering novel or alternative facts about animals can alter your opinion of them. This highlights the uniqueness of each animal. Consequently, it's important to respect all different amazing animals, thus enhancing the central message of the lesson. V.Assignment Must-do: Please go online to research more information and discover interesting facts about the animals you talked in class, and then share them with us in the next lesson. Optional: Think about your answers to the following questions: · What animals do you know work for people? · How can animals be grouped based on their relationship with people? 学科网（北京）股份有限公司 $$