Unit 1Animal World. Project 《Design a zoo》英文教学设计-2024-2025学年人教版（2024）七年级下册英语

Unit 1Animal World. Project 《Design a zoo》英文教学设计 I. Analysis of New Curriculum Theme This lesson is about the "Natural World" theme. It helps students learn about animals, how to protect them, and their role in nature. By designing a zoo, students will observe animals' looks and habits, see why animals are important in nature, and learn to protect all living things. It matches the new curriculum's goal of mixing language learning with thinking and care for nature. II. Core Learning Goals (1) Language Skills Students can use sentences like "This is... / These are..." and "Here you can see..." to talk about animals and zoo plans. They can chat about what animals like and why we need to protect them, getting better at speaking English. (2) Cultural Understanding Learn what different animals mean in different cultures, and see how animals are part of our lives. Through talking about protecting animals, students will know why we should love nature and care about all creatures. (3) Thinking Skills In group games (like guessing animals) and zoo design, students will practice thinking logically (guessing by animal traits) and creatively (planning cool zoo areas). By reviewing their designs, they can learn to improve their ideas. (4) Learning Abilities Through group work and tasks, students will learn to explore on their own (look up animal info) and work together (share design ideas), using the "learn by doing" way. III. Key and Difficult Points (1) Key Points 1. Use target sentences to describe animals and introduce zoo designs clearly. 1. Work in groups to play animal guessing games, design zoos, and show their work. (2) Difficult Points 1. Explain why they choose certain animals for the zoo (link to their habits and role in nature). 2. Talk deeply about why animal protection is important, and share clear ideas. IV. Teaching Methods and Learning Strategies (1) Teaching Methods Task-based teaching: Give tasks like "guess animals" and "design a zoo" to practice language. Situational teaching: Make a "zoo" in class so students can talk like they're there. Multi-evaluation: Use teacher feedback, self-check, and peer review. (2) Learning Strategies Group work: Divide tasks in groups to share ideas and help each other. Inquiry learning: Look up animal info and think about designs alone. Transfer learning: Use class language in real talks about protecting animals. V. Teaching Procedures Teaching Stage Teacher's Activities Students' Activities Design Purpose Warm-up 1. Play a short zoo video, ask: "What animals do you see? Do you like zoos? Why?" 2. Show animal cards (tiger, panda), let students describe them (e.g., "It's big. It eats meat."). 1. Watch the video and share animals they saw and why they like zoos. 2. Describe animals with simple sentences, recalling old words. Activate animal-related words, create a zoo scene, and spark interest. New Knowledge 1. Explain 3a task: "In groups, take turns to describe an animal for others to guess." Show an example (e.g., "It has long ears. It likes carrots. What is it?") 2. For 3b "Design a zoo", show a zoo map example. Teach sentences like "Welcome to our zoo! This is... / Here you can see...", and explain why to choose animals (e.g., elephant: "It's big and friendly. It shows nature's power."). 1. Play "animal guessing" in groups, using describing words and writing down guesses. 2. Learn target sentences and try to say why they choose animals for the zoo. Practice describing animals through games, and learn new sentences for the design task. Task Practice 1. Assign 3c task: "Draw a zoo map and present it. Use the sentences to explain." Divide roles (drawer, speaker, etc.). 2. Walk around to help, give words (like "endangered") and grammar tips for explaining protection. 1. Work in groups to draw a zoo map, choose animals, and plan areas. 2. Prepare speeches, using target sentences to say why they choose each animal (including why they matter). Let students use language in real tasks, understand animal roles in nature, and practice teamwork. Presentation & Evaluation ) 1. Ask groups to show their zoo designs, encouraging them to add protection slogans (e.g., "Protect tigers, or they'll disappear."). 2. Use a rubric to evaluate language, creativity, and protection ideas through teacher feedback, peer review, and self-check (e.g., "Did you explain why animals are important?"). 3. Summarize good points and areas to improve, giving suggestions. 1. Present zoo designs, using target sentences and adding extra ideas. 2. Join in evaluations, think about their work and others', and note how to improve. Let students show what they learned, use evaluations to improve, and strengthen thinking and protection awareness. Extension 1. Discuss: "How else can we help animals besides designing zoos?" Guide them to think about real-life actions (like saying no to animal shows). 2. Homework: Make a "Save Animals" poster in English, share next class. 1. Think and share ways to protect animals, using class language in real issues. 2. Finish the poster at home to keep learning and caring about animals. Link class to real life, mix language learning with social responsibility, and extend learning. VI. Teaching Reflection (1) What Worked Well The zoo theme and tasks helped students use English naturally in games and designs, meeting the goals of language, thinking, and care for nature. Using different evaluations (self, peer, teacher) helped students check their work, especially in explaining why protection matters. (2) What to Improve Some students with weak English didn't join group work much. Next time, pair strong students with others or give easier tasks (basic sentences for some, harder ones for others). We didn't talk much about what animals mean in culture (like pandas as China's symbol). Next time, show short videos about animal culture clues in guessing games. If class time is short, the poster sharing can be done online (record videos in groups) to make sure everyone can show their work. 学科网（北京）股份有限公司 $$