Unit 1 Animal Friends Section A 1a–1d, Pronunciation3教学设计-2024-2025学年七年级下册英语人教版（2024））

人教版七年级Unit 1 Animal Friends Lesson 1 ( Section A 1a–1d, Pronunciation 3) 教学设计 Teaching Design 1. Teaching Material Grade 7 Unit 1 Animal Friends Section A (1a–1d), Pronunciation 3 2. Theme and Content Analysis The theme of this unit is "Animal Friends," which is highly engaging and relatable for young learners. This first lesson serves as an introduction to the unit, activating students' prior knowledge of animals and equipping them with the basic language to identify, describe, and talk about their favorite animals. The opening page sets the tone, 1a-1c introduces core vocabulary and listening skills, 1d provides initial speaking practice, and Pronunciation 3 focuses on the accurate production of high-frequency consonant sounds. 3. Learning Objectives By the end of this lesson, students will be able to: a) Knowledge Objectives: Identify, understand, and use the names of common animals (e.g., panda, tiger, elephant, lion, koala, giraffe, dog, cat). Use the target structure —What animals do you like? —I like... to express preferences. Recognize and correctly produce the sounds /p/, /b/, /t/, /d/, /k/, /g/. b) Skill Objectives: Listening: Understand simple conversations about animal preferences and match names to pictures. Speaking: Ask and answer questions about favorite animals with correct pronunciation and intonation. Reading:Understand simple sentences and words related to animals. c) Emotional & Cultural Objectives: Foster a love for animals and an awareness of animal protection. Build confidence in using English to talk about a familiar and enjoyable topic. Participate actively in pair and group work. 4. Key and Difficult Points Key Points: Mastering the new vocabulary of animal names. Understanding and using the key sentence pattern: What animals do you like? I like... Difficult Points: The accurate pronunciation of new words (e.g., elephant, giraffe). Distinguishing and correctly producing the voiced vs. voiceless consonant pairs (e.g., /p/ vs. /b/, /k/ vs. /g/). Moving from controlled practice to freer, personalized speaking. 5. Teaching Aids Multimedia PPT, audio recordings, pictures/flashcards of animals, whiteboard, markers, a soft ball or plush toy. 6. Teaching Procedure I. Lead-in & Warming up (5 mins) Activity: Greeting & Animal Guessing Game Greet the class warmly. "Good morning, class! Do you like animals? Today, we are going to talk about our animal friends!" Play a guessing game. Make sounds or give simple descriptions of animals (e.g., "It's very big. It has a long nose."). Students guess the animal. Introduce the English word after each correct guess. II. Presentation (1a) - (8 mins) Activity: Vocabulary Introduction Show the picture from the Opening Page or 1a. Ask: "Wow, look at this picture! What animals can you see?" Use flashcards or PPT pictures to present each new animal word clearly. Use choral repetition (whole class, groups, individuals) to drill pronunciation. Pay special attention to elephant /ˈelɪfənt/ and giraffe /dʒəˈræf/. Matching: Have students complete 1a by matching the words with the pictures. Check answers as a class. III. Listening Practice (1b, 1c) - (7 mins) 1b - Pre-listening:Ask students to look at the pictures in 1b. Ask: "What animals are they?" to ensure they recognize them. 1b - While-listening:Play the recording for the first time. Students listen and number the animals they hear [1-4]. Check answers. 1c - Listening & Conversation:Play the recording again. Students listen and fill in the blanks in the conversation in 1c. Let them compare answers in pairs before a whole-class check. Post-listening:Drill the conversation from 1c. Teacher: "What animals do you like?" Class: "I like pandas. They're cute!" IV. Pronunciation (3) - (5 mins) Activity: Sound Discrimination and Practice Write the pairs of letters (P-B, T-D, K-G) on the board. Model the sounds clearly, emphasizing the "voiced" (vibration in throat) vs. "voiceless" (no vibration) difference. Use minimal pairs: _pie_ vs. _by_ _tea_ vs. _D_ _cap_ vs. _cab_ _back_ vs. _bag_ Play the audio for Pronunciation 3. Students listen and repeat. Conduct a quick listening discrimination drill: "Put your hand on your throat. Listen: /p/... /b/. Do you feel the vibration for /b/?" V. Controlled Practice (1d) - (5 mins) Activity: Pair Work - Modeled Conversation Direct students to the conversation model in 1d. In pairs, students practice the dialogue, substituting the animal and the adjective (_cute, fun, smart, interesting_). Teacher circulates, monitors, and corrects pronunciation. VI. Production & Game (5 mins) Activity: "Ball Toss" Survey Demonstrate: "What animals do you like, [Student Name]?" Toss a soft ball to a student. The student answers "I like lions." and then asks another classmate and tosses the ball. Students stand up and mingle, asking and answering the question. The goal is to speak to at least 3 different classmates. VII. Summary and Homework (5 mins) Summary:Gather the class. Point to animal flashcards and have students chorally say the word. Ask a few students "What animals do you like?" to review the key structure. Homework: Mandatory: Draw a picture of your favorite animal and write 2-3 sentences about it. (e.g., "This is a panda. It is black and white. I like pandas. They are cute.") Optional:Find a cool fact about your favorite animal online (in Chinese is okay) to share next class. 7. Blackboard Design (Unit 1 Title) Animal Friends (Key Vocabulary) * panda * tiger * elephant * lion * koala * giraffe (Key Sentences) A: What animals do you like? B: I like pandas. A：Why？ B: They are cute. (Pronunciation) **P** (pie) - **B** (by) **T** (tea) - **D** (D) **K** (cap) - **G** (bag) 8. Reflection This lesson is highly visual and interactive, which is suitable for younger learners. The combination of games, listening, and speaking activities aims to maintain high engagement. The Pronunciation section is brief but crucial. These sounds may need continued practice in future lessons. The production activity ("Ball Toss") is designed to be fun and lower anxiety, encouraging even shy students to participate. Time management will be key to ensuring all stages flow smoothly. 学科网（北京）股份有限公司 $$