Unit 1 Animal friends-Section A 2a-2f 教学设计 2024-2025学年人教版英语七年级下册

Unit 1 Animal friends-Section A 2a-2f This part of the teaching material is from Unit 1 "Animal Friends" of the 2024 edition of the People's Education Press for Grade 7. The main content is a conversation about penguins among Peter, Teng Fei, and Fu Xing. In the conversation, they express their love for penguins, discuss the appearance of penguins (such as being cute and lovely), their abilities (unable to fly like other birds but can swim fast), their habitats (from Antarctica), and their food (fish and small sea animals). Through this conversation, students are guided to learn relevant vocabulary and sentence patterns about animals, and at the same time, cultivate students' interest in animals and awareness of animal protection. 教学目标 Listening: Students can understand the conversation about animals, especially the information about penguins, and accurately circle the key words they hear in the conversation. For example, they can identify words like "penguin", "cute", "swim fast", "Antarctica" when listening. Speaking: Students are able to use learned sentence patterns and vocabulary to have a simple conversation about their favorite animals, including describing the looks, homes, food, abilities and origins of animals. For instance, they can say "My favorite animal is the panda. It is black and white. It comes from China. It eats bamboo. It can climb trees." Reading: Students can read the conversation carefully and extract important information, and complete relevant tasks such as filling in the table about animal information. Writing: Although not explicitly emphasized in this part, students can be guided to write a short description of their favorite animals based on the learned content, for example, writing a few sentences about the appearance and habits of their favorite animals. 教学重难点 Vocabulary: Master new words and phrases related to animal description, ensuring students can accurately pronounce, understand the meaning, and use them in sentences. For example, students should be able to use words like "cute", "lovely", "smart" to describe animals appropriately. Sentence Patterns: Be proficient in using sentence patterns for asking and answering questions about animals. Students should be able to freely ask about others' favorite animals and answer related questions, such as "What's your favorite animal? It's the dog. Why do you like it? Because it's loyal." Animal Information: Understand and remember the basic information about animals mentioned in the conversation, such as the appearance, habits, habitats, and food of penguins. 1 New Words penguin / pe w n/n. 企鹅 lovely / l vli/adj. 可爱的 amazing / me z /adj. 令人大为惊奇的 interesting / ntr st /adj. 有趣的 clever / klev (r)/adj. 聪明的 smart /sm t/adj. 聪明的;机敏的 stand close together 紧紧站在一起 keep warm 保暖 2 Sentence Patterns What's your favorite animal? 你最喜欢的动物是什么? Why do you like them? 你为什么喜欢它们? What can they do? 它们能做什么? Where are they from? 它们来自哪里? What do they eat? 它们吃什么? 3 Key Grammar In this part, the simple present tense is mainly used to describe the general characteristics, habits, and abilities of animals. For example, "They can't fly like other birds, but they can swim fast." "It says they're from Antarctica." 教学过程 1 Warming - up (5 minutes) Activity: Show some pictures of different animals on the PPT, such as monkeys, pandas, lions, etc. Ask students to quickly say the names of these animals in English. Then, have a free talk with students about their favorite animals. Ask them "Which animal do you like best? Why?" and encourage students to express their ideas in simple English. Purpose: This activity can arouse students' interest in learning, review the words of animals they have learned before, and create a relaxed English - learning atmosphere, laying a good foundation for the following learning. 2 Pre - listening (5 minutes) New Words Teaching: Present the new words and expressions related to the conversation, such as "penguin", "lovely", "amazing", "interesting", "clever", "smart", "stand close together", "keep warm". Use pictures, body language, or simple explanations to help students understand their meanings. For example, show a picture of a penguin to teach the word "penguin", and use actions to show "stand close together" and explain that it means to stay near each other closely. Prediction: Ask students to look at the title and pictures related to the conversation, and predict what the conversation might be about. Guide them to think about possible topics such as what animals they are talking about, why they like these animals, etc. Purpose: By learning new words in advance, students can reduce difficulties in listening. Prediction can stimulate students' thinking and curiosity, and make them more focused when listening. 3 While - listening (10 minutes) First Listening: Play the recording of the conversation for the first time. Ask students to listen carefully and circle the colored words they hear in their textbooks. After listening, check the answers with the students. Second Listening: Play the recording again. This time, ask students to listen and answer some simple questions, such as "What are Peter and his friends talking about?" "Where are the animals they are talking about from?" Purpose: The first listening is to train students' ability to capture key words, and the second listening is to help students understand the general content of the conversation, improving their listening comprehension ability. 4 Post - listening (10 minutes) Reading and Note - taking: Have students read the conversation silently and take notes about the information of penguins, including name, looks, home, food, and ability. Then, ask some students to share their notes with the class. Role - playing: Divide students into groups of three to role - play the conversation. Encourage students to imitate the pronunciation and intonation in the recording as much as possible. After role - playing, ask some groups to perform in front of the class and let other students evaluate. Purpose: Reading and note - taking can help students further understand the details of the conversation. Role - playing can not only strengthen students' understanding of the conversation but also improve their speaking ability and confidence. 5 Practice (10 minutes) Question - answering Activity: Use the questions in 2d, such as "What does it look like?", "What can it do?", "Where does it usually live?" etc. Divide students into pairs. One student asks questions, and the other answers according to the information of their favorite animals. Then, they can switch roles. Animal Card Making: Ask students to complete a card about their favorite animals. The card should include the name of the animal, its appearance, home, food, and ability. After that, ask students to exchange their cards with their partners and introduce their favorite animals to each other. Purpose: These two activities can help students consolidate the learned sentence patterns and vocabulary, and at the same time, exercise their speaking and writing skills. 6 Summary and Homework (5 minutes) Summary: Summarize the key points of this class with students, including new words, sentence patterns, and the information about animals. Ask students to recall what they have learned in this class. Homework: Ask students to write a short passage about their favorite animals, using at least five sentences. Let students search for more information about an animal they like and share it with the class next time. Purpose: Summary can help students review and strengthen the learned knowledge. Homework can further improve students' writing ability and expand their knowledge about animals. 教学反思 After teaching this class, I have the following reflections: Positive Aspects Interest Arousal: The warming - up activity of showing animal pictures and having a free talk successfully aroused students' interest in learning. Most students actively participated in the discussion, which made the class start with a lively atmosphere. Listening Practice: The design of multiple listening tasks, such as circling key words and answering questions, effectively trained students' listening skills. Students gradually improved their ability to capture information from the listening material. Cooperative Learning: The group activities like role - playing and pair - work promoted students' cooperation and communication. Students learned from each other in the activities and improved their language expression ability. Areas for Improvement Time Management: In the role - playing activity, some groups took too much time, resulting in the practice part being a bit rushed. In the future, I need to better control the time of each activity to ensure that all teaching links can be carried out smoothly. Differentiated Instruction: Some students with relatively weak English foundation still had difficulties in using sentence patterns to describe animals. In the future, I should pay more attention to these students, provide more individual guidance, and design more targeted exercises for them. Cultural Extension: Although the class involved some content about animal habitats and protection, it was not in - depth enough. In the future, I can add more cultural background knowledge and real - life examples about animal protection to further enhance students' cultural awareness and environmental protection awareness. 2 / 37 学科网(北京)股份有限公司 学科网(北京)股份有限公司 $$