Unit 1 Animal friends Section B 2a～2b 教案-2024-2025学年人教版（2024）英语七年级下册

Unit 1 Animal friends-Section B-2a-2b 【教学目标】 Language Ability: Grasp reading strategies (skimming & scanning) to extract info about animal traits, master phrases like "catch mice" and complex sentences with "because". Cultural Awareness: Understand diverse human-animal relationships in different cultures, e.g., guide dogs for the blind. Thinking Quality: Analyze text structure to identify main ideas and support details of animal stories. Learning Ability: Summarize animal characteristics via mind maps and transfer reading skills to writing. 【教学重难点】 Key: Comprehend narrative texts about animals, distinguish factual info from opinions. Difficult: Link context to infer implied meanings (e.g., why the writer loves the pet). Practice paraphrasing key sentences to improve reading comprehension. 【教学过程】 Step 1: Greetings and Lead - in Teacher: Hello, dear students! Nice to see you again. Before we start today's class, let's have a little warm - up. Look at the big screen. I will show you some pictures of animals, and you need to call out their names as quickly as possible. Are you ready? (Show pictures of a dog, cat, panda, elephant, etc. one by one) Students: Dog! Cat! Panda! Elephant! Teacher: Great job! You all know these animals very well. Now, let me ask you a question. Do you have any animal friends? Maybe a pet dog or a cat at home? Raise your hands and share a little bit about your animal friend with us. Student 1: I have a pet dog. His name is Coco. He is very cute and likes to play with a ball. Teacher: That sounds lovely! What about you, Student 2? Student 2: I have a cat. Her fur is soft, and she always sleeps in the sun. Teacher: Wonderful! Animals really bring us a lot of joy. Today, we are going to learn more about our amazing animal friends in Unit 1 Section B 2a - 2b. Step 2: Pre - reading Teacher: First, let's look at the words in the box on page... (refer to the textbook page number). We have "close", "friendly", "big", "great", "beautiful". These are all adjectives that we can use to describe animals. Let's read them together. (Lead the students to read the words several times) Teacher: Now, look at the passage in 2a. There are some blanks. I want you to read the passage carefully by yourself first and try to think about which word from the box best fits each blank. (Give the students a few minutes to read and think) Teacher: Let's start filling in the blanks together. The first sentence is "My dog, Xiaohua, is part of the family. She is quite a ____dog, but she is not scary at all." What word should we use here? Think about the description of the dog. Student: Big! Teacher: Exactly! The dog is big but not scary. So we fill in "big". Now, the next one, "She has _______fur." What kind of fur do you think the dog has? Student: Beautiful! Teacher: Right! A dog can have beautiful fur. Let's move on. "She is really ______and loves to play with everyone." What word can describe a dog that likes to play with people? Student: Friendly! Teacher: Very good. A friendly dog loves to play with everyone. Then, "She can see and has _____ hearing." Which word shows that the dog has good hearing? Student: Great! Teacher: Correct. A dog with great hearing can hear well. And the last one, "I love her very much. We are _____ friends." What word can describe the relationship between the owner and the dog? Student: Close! Teacher: Perfect! They are close friends. Now, let's read the whole passage together with the words filled in. (Read the passage aloud with the students) Step 3: While - reading Teacher: Now, let's move on to the reading part. We have two passages here. First, let's look at the title of the first passage, "Animal Helpers". Just from the title, what do you think this passage might be about? Talk to your partners for a minute and share your ideas. (Give the students time to discuss) Teacher: Okay, time's up. Who wants to share their prediction? Student 1: Maybe it's about how animals help people. Teacher: That's a great prediction! What else do you think, Student 2? Student 2: Perhaps it will talk about different animals that are helpers. Teacher: Good thinking! Now, let's quickly skim through the passage. I want you to read it as fast as you can and find out the main idea. Try to finish it within 2 - 3 minutes. (Students start skimming the passage) Teacher: Alright, stop here. Who can tell me the main idea of this passage? Student 3: It's about animals helping people with disabilities. Teacher: Exactly! The passage mainly introduces that some animals can be helpers to people with physical disabilities or special needs. Now, let's read the passage more carefully and complete the tasks in 2b. For example, it asks "Who is Ben? What does he have difficulty doing? How does Lucky help him?" Read the passage again, underline the important information, and then answer these questions. (Students start reading carefully and answering the questions) Teacher: Let's check the answers. Who wants to tell us about Ben? Student 4: Ben is a disabled person. Teacher: Good. And what difficulty does he have? Student 5: He has difficulty walking. Teacher: Right. And how does Lucky help him? Student 6: Lucky is a trained dog. It helps Ben get things and go to different places. Teacher: Excellent! You all did a great job. Now, let's move on to the second passage, "A Friend in Need". First, predict what this passage might be about based on the title. Discuss with your partners. (Students discuss) Teacher: Okay, let's hear your predictions. Student 7: Maybe it's about a person and their animal friend who helps them in times of need. Teacher: That's a very reasonable prediction. Now, skim this passage quickly to find the main idea. (Students skim the passage) Teacher: What's the main idea of this passage? Student 8: It's about the friendship between a person and their pet dog, and how the dog helps the blind person. Teacher: Great! Now, read this passage carefully and complete the related tasks in 2b. (Students read and complete the tasks) Teacher: Let's check the answers. Can someone tell me how the dog helps the blind person according to this passage? Student 9: The dog helps the blind person find their way around, and it's like the person's eyes. Teacher: Perfect! Step 4: Post - reading Teacher: Now that we have finished reading the two passages, let's talk about some language points. Look at the sentences in the passages. For example, "People say that 'an elephant never forgets'." This is a common expression. We use "say" to introduce what people generally think or believe. Can you make a sentence like this? For example, "People say that dogs are man's best friends." Try it yourself. (Give the students a minute to think and then ask for volunteers) Student 10: People say that cats are very independent. Teacher: Wonderful! Now, let's have a group discussion. Look at the question below 2b, "What other animals can help people? How do they help?" Divide into groups of four or five and discuss. Each group needs to come up with at least two examples. (Students form groups and start discussing) Teacher: Okay, time's up. Let's start with Group 1. Share your ideas with the class. Group 1 spokesperson: Horses can help people in horse - riding therapy. They can help disabled people improve their balance and muscle strength. Also, dolphins can help people with special needs. They can make people feel happy and reduce stress. Teacher: That's really interesting! What about Group 2? Group 2 spokesperson: Raccoons can be trained to help people with some small tasks. And pigeons were used to send messages in the past, which helped people communicate over long distances. Teacher: Great examples! After hearing all these, we can see that animals are really our good friends and they help us in many ways. But at the same time, many animals are in danger. From the passage about elephants, we know that people cut down trees and kill elephants for their ivory. What can we do to protect animals? Let's discuss this in groups again. (Students discuss) Teacher: Now, let's hear your suggestions. Group 3, please. Group 3 spokesperson: We can plant more trees to provide a better living environment for animals. And we should not buy things made of ivory. Teacher: Good suggestions. Group 4? Group 4 spokesperson: We can tell more people about the importance of protecting animals and organize some volunteer activities to help animals in shelters. Teacher: Excellent ideas! Step 5: Summary and Homework Teacher: Today, we have learned a lot about animal friends. We learned how to describe animals with adjectives, read two passages about animals helping people, and discussed how to protect animals. Let's review the key words we learned today. (Review the words from the box and some new words from the passages) And remember, animals are our friends. We should treat them kindly and protect them. Teacher: For homework, I want you to write a short passage about your favorite animal. You can use the words and sentence patterns we learned today. Describe what it looks like, its character, and why you like it. The passage should be at least 80 - 100 words. Also, try to find some more information about an endangered animal and bring it to class next time. We will share it with each other. That's all for today's class. See you next time! 学科网（北京）股份有限公司 学科网（北京）股份有限公司 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$