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

Unit 1 Animal friends-Section B 2a-2b This part of Section B in Unit 1 mainly focuses on two aspects. First, students will read a passage about a dog named Xiaohua in 2a, which describes the dog's appearance, character, and its special role in helping the owner. The passage uses vivid language to show the close relationship between the animal and humans. Then, in 2b, students are required to write a post about their favorite animals, drawing on the language and writing style they have learned from 2a. They need to introduce the animals from different perspectives such as appearance, habits, and the reasons why they like them, and also express their attitudes towards animal protection. This section aims to not only improve students' reading comprehension ability but also enhance their writing skills and deepen their understanding of the relationship between animals and humans. 教学目标 Students will be able to master and correctly use vocabulary related to describing animals, such as “friendly”, “quite”, “fur”, “blind”, “hearing” and so on. They can understand and imitate the sentence patterns used in the reading passage to describe animals, for example, “She is quite a big dog, but she is not scary at all!”, “She helps me find my way around.” 教学重难点 Mastering the key vocabulary and sentence patterns for describing animals. Understanding the structure and writing style of the reading passage, and learning how to describe animals from multiple aspects. Guiding students to write a complete and vivid post about their favorite animals, following the writing model. 1. Vocabulary Describing appearance: furry (covered with fur), big, small, long, short, etc. Describing character: friendly (kind and pleasant), scary (frightening), lovely (adorable), gentle (kind and calm) Special conditions: blind (unable to see), deaf (unable to hear) Related verbs: help (assist), find (discover), walk (move on foot), stay (remain) 2. Sentence Patterns Subject + be + quite a/an + adjective + noun. e.g. She is quite a big dog. Subject + be + not + adjective + at all. e.g. She is not scary at all. Subject + verb + object + prepositional phrase. e.g. She helps me find my way around. Subject + can + verb. e.g. She can see and has good hearing. 教学过程 1. Lead - in (5 minutes) Show students some pictures of different animals on the PPT, including dogs, cats, pandas, etc. Ask them to quickly name the animals they see. Then ask students: “Do you have a pet at home? Can you briefly describe it?” Invite several students to share their pet stories, such as what their pets look like, what their personalities are, and how they get along with their pets. This activity can arouse students' interest and lead to the topic of animals in this class. 2. Pre - reading (10 minutes) Present the new words related to this part on the PPT, such as “friendly”, “quite”, “fur”, “blind”, “hearing”. Teach students the pronunciation, meaning and usage of these words through word - card display, example sentences and body language. For example, when teaching “friendly”, show a picture of a dog wagging its tail and say “Look, this dog is very friendly. It likes to play with people.” And write an example sentence on the blackboard: “My classmates are all very friendly to me.” After teaching the words, play a word - guessing game. The teacher describes an animal word with the learned words, and students guess what the word is. For example, the teacher says: “This is an animal. It has soft fur, and it is very friendly to people. It likes to run around you.” Students may guess “dog”. This game can help students better remember the new words. Next, introduce the reading passage. Tell students that they are going to read a story about a special dog named Xiaohua. Let students predict what they may read in the passage according to the title and the picture (if there is a picture related to the passage). For example, they may predict that the passage will talk about what Xiaohua looks like, what it can do, and how it gets along with the owner. 3. While - reading (15 minutes) Fast Reading: Let students quickly read the passage in 2a. Set a time limit, for example, 2 minutes. Ask them to find out the main idea of the passage and answer the question: “What is the main idea of this passage?” After reading, invite some students to share their answers. The main idea is that it introduces a dog named Xiaohua, its appearance, character and its important role in helping the owner. Careful Reading: Ask students to read the passage carefully again. This time, design some detailed questions for them to answer, such as: “What does Xiaohua look like?”, “Is Xiaohua scary? Why or why not?”, “How does Xiaohua help the owner?” Let students read paragraph by paragraph and find the answers to these questions. After they finish, check the answers together. For example, for the question “What does Xiaohua look like?”, the answer may be “She is quite a big dog with soft fur.” Analysis of Writing Style: Guide students to analyze how the author describes Xiaohua. Point out the use of adjectives to describe appearance and character, and the use of verbs to show the dog's actions. For example, “She is quite a big dog, but she is not scary at all!” uses the contrast of adjectives to show the dog's character. Let students mark these sentences in the text. 4. Post - reading (10 minutes) Group Discussion: Divide students into groups of 4 - 5. Let them discuss in groups: “If you were the owner of Xiaohua, what would you want to say to her? And why do you think animals are important to humans?” Each group chooses a representative to share their discussion results with the whole class. This can help students further understand the relationship between animals and humans and improve their oral expression ability. Writing Guidance: Before students start writing their own posts in 2b, give them some writing guidance. First, show them the writing structure: introduction (mention the favorite animal), body (describe the appearance, habits, and the reasons why you like it), and conclusion (express your feelings or call on people to protect animals). Then, provide some useful expressions and sentence patterns for each part. For example, for the introduction part, they can use “Today I want to talk about my favorite animal -...” For the body part, when describing appearance, they can use “It has...”, “Its fur is...”; when talking about habits, they can use “It likes to...”, “It can...”. 5. Summary and Homework (5 minutes) Summary: Review the key vocabulary and sentence patterns learned in this class with students. Emphasize the importance of correctly describing animals and the significance of animal protection. Homework: Ask students to finish writing the post about their favorite animals according to the requirements in 2b. They should not only write about the animal itself but also express their thoughts on animal protection. Also, ask them to read their posts to their parents at home. 教学反思 After this class, I need to reflect on the following aspects. First, in the teaching process, whether all students actively participated in classroom activities. If some students were inactive, I should think about how to design more interesting and inclusive activities to attract their attention and participation in the future. Second, for the teaching of vocabulary and sentence patterns, did students really master them? I can design some simple follow - up exercises in the next class to check students' understanding and application. Third, in the writing guidance part, did students understand the writing structure and requirements clearly? If many students still have difficulties in writing, I need to adjust the teaching method of writing guidance, such as providing more sample texts or doing more in - class writing practice. Overall, I should continuously improve my teaching methods according to students' learning situations to better achieve teaching goals and help students improve their English comprehensive ability. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$