Unit 5 Animal friends-Assessment 教学设计 2024-2025学年译林版英语七年级下册

Unit 5 Animal friends-Assessment This unit, "Animal Friends", is an important part of the Grade 7 English curriculum of Yilin Edition (2024). It focuses on animals, aiming to help students expand their vocabulary related to animals, describe animal characteristics, and express their preferences for animals. Through various texts, such as reading materials about different animals, dialogues in the zoo, and stories of people and their animal friends, students will improve their language skills in listening, speaking, reading, and writing. Also, it encourages students to develop an awareness of animal protection and cherish the friendship with animals. 教学目标 Students will be able to master the key vocabulary about animals, such as panda, elephant, lion, tiger, koala, giraffe, etc., as well as some adjectives to describe animals, like cute, smart, friendly, lazy, scary, etc. Students will learn the sentence patterns for expressing preferences and reasons, such as "Why do you like...? Because they are...", "I like... best. Because they are...", "What animals do you want to see?", etc. Students will understand the simple present tense used to describe animal habits and characteristics, for example, "Pandas live in China. They like eating bamboo." 教学重难点 A. Key Points Key vocabulary and sentence patterns related to animals. Using the simple present tense correctly to describe animal habits and characteristics. Expressing preferences for animals and giving reasons. B. Difficult Points How to guide students to use the learned language knowledge to express their ideas freely and accurately in real - life situations. Helping students understand the differences in the usage of some adjectives to describe animals, such as the subtle differences between "cute" and "lovely", "smart" and "clever". Teaching students to write a well - organized and detailed passage about animals, including how to arrange the structure and select proper words. A. Vocabulary Animal names panda /ˈpændə/n. 熊猫 elephant /ˈelɪfənt/n. 大象 lion /ˈlaɪən/n. 狮子 tiger /ˈtaɪɡə(r)/n. 老虎 koala /kəʊˈɑːlə/n. 树袋熊 giraffe /dʒəˈrɑːf/n. 长颈鹿 monkey /ˈmʌŋki/n. 猴子 dog /dɒɡ/n. 狗 cat /kæt/n. 猫 rabbit /ˈræbɪt/n. 兔子 Adjectives to describe animals cute /kjuːt/adj. 可爱的 smart /smɑːt/adj. 聪明的 friendly /ˈfrendli/adj. 友好的 lazy /ˈleɪzi/adj. 懒惰的 scary /ˈskeəri/adj. 吓人的 beautiful /ˈbjuːtɪfl/adj. 美丽的 shy /ʃaɪ/adj. 害羞的 interesting /ˈɪntrəstɪŋ/adj. 有趣的 B. Sentence Patterns Expressing preferences and reasons Why do you like pandas? 你为什么喜欢熊猫？ Because they are very cute. 因为它们非常可爱。 I like elephants best. Because they are smart and friendly. 我最喜欢大象。因为它们既聪明又友好。 What animals do you want to see? 你想去看什么动物？ I want to see lions. 我想去看狮子。 Describing animal habits and characteristics Pandas live in China. They like eating bamboo. 熊猫生活在中国。它们喜欢吃竹子。 Lions are from Africa. They are very strong. 狮子来自非洲。它们非常强壮。 C. Grammar - Simple Present Tense Form For the first person singular (I), the second person singular and plural (you), and the first and second person plural (we, they), the verb remains in its base form. For example: I like dogs. You play with your pet every day. They live in the zoo. For the third person singular (he, she, it), add -s or -es to the base form of the verb. For example: He likes cats. She watches the monkeys. It eats bananas. Usage Used to describe general truths, habits, or facts. For example: The earth moves around the sun. Cats like to sleep. Used to describe animal habits and characteristics in this unit. For example: Koalas sleep in the trees during the day. 教学过程 A. Warming - up (5 minutes) Greet the students as usual. Show some pictures of animals on the PPT, such as a panda eating bamboo, an elephant walking with its long trunk, a lion roaring, etc. While showing the pictures, ask students: "Do you know what these animals are? Have you ever seen them in real life?" Encourage students to answer actively. This activity can quickly arouse students' interest in the topic of animals and create a relaxed learning atmosphere. B. Presentation (12 minutes) Vocabulary teaching Teach the new animal vocabulary one by one. For each animal, show a clear picture on the PPT, read the word aloud slowly, and ask students to repeat after you several times. For example, when teaching "panda", say: "Look at this lovely animal. It's a panda. /ˈpændə/. Follow me, panda." Then, teach the adjectives to describe animals in the same way. Show pictures that can reflect the characteristics of animals. For example, when teaching "cute", show a picture of a baby panda with big eyes and ask: "How do you feel about this baby panda? It's very cute. /kjuːt/. Repeat after me, cute." Use some simple actions or gestures to help students remember the words. For example, when teaching "lazy", you can pretend to lie down and yawn, saying: "Look, like this. Lazy people or animals don't want to move. Lazy." Sentence pattern teaching Write the sentence pattern "Why do you like...? Because they are..." on the blackboard. Point to the picture of a panda and ask a student: "Why do you like pandas?" Encourage the student to answer with "Because they are cute." Then, change to other animals and ask more students, guiding them to practice this sentence pattern. Present the sentence pattern "I like... best. Because they are..." in a similar way. First, give an example: "I like dogs best. Because they are friendly and loyal." Then, ask students to share their favorite animals and reasons. C. Practice (12 minutes) Pair work Divide students into pairs. Give each pair a set of animal cards (with pictures of different animals on one side and their names on the other side) and a set of adjective cards (with adjectives to describe animals). Ask students to take turns to pick an animal card and an adjective card. Then, they should make a sentence according to the cards, for example: "Why do you like monkeys? Because they are smart." or "I like giraffes best. Because they are beautiful." They can also ask and answer questions about the animals they don't like. Walk around the classroom to monitor and offer help when necessary. Listening practice Play a short dialogue recording about two people talking about their favorite animals in the zoo on the PPT. Before playing, ask students to look at the following questions on the screen: What animals does the boy / girl like? Why does the boy / girl like these animals? Play the recording for the first time. Students just listen. Then, play it again. This time, students listen carefully and write down their answers. After that, check the answers together. This activity can improve students' listening ability and their understanding of the learned sentence patterns. D. Reading (8 minutes) Pre - reading Show a picture of a zoo on the PPT and ask students: "What animals can we see in the zoo? Do you want to know more about the animals in a zoo?" This can arouse students' curiosity and prepare them for reading. While - reading Distribute the reading materials (a short passage about different animals in the zoo, their living places, and some interesting facts about them) to students. Let students read the passage quickly to get the main idea. Then, ask them some general questions, such as: "What is the passage mainly about?" Next, ask students to read the passage carefully again. This time, ask some detailed questions, such as: "Where do koalas come from? What do they like to eat?" Let students find the answers in the passage and underline the relevant sentences. Post - reading Divide students into small groups of 4 - 5. Ask each group to discuss one of the animals mentioned in the passage. They need to summarize the characteristics, living habits, and something interesting about this animal, and then share it with the whole class. This activity can help students better understand the reading content and improve their cooperation and communication skills. E. Writing (5 minutes) Writing guidance Write the outline of writing a passage about an animal on the blackboard: Introduction: Mention the animal you want to introduce. Body: Describe its appearance, habits, and why you like it. Conclusion: Summarize your feelings about this animal. Give an example on the blackboard, such as: My Favorite Animal My favorite animal is the dog. Dogs are very cute. They usually have soft fur and bright eyes. They are friendly and loyal to their owners. They like running and playing with people. I like dogs because they can be our good friends. They always make me feel happy when I am sad. Encourage students to choose their favorite animals and start writing according to the outline. Writing practice Students start to write their own passages. Walk around the classroom to offer help, such as spelling mistakes, grammar errors, and sentence structures. After students finish writing, ask them to exchange their passages with their partners and check each other's work. They can give some simple comments, such as "Your passage is interesting. But there is a spelling mistake here." F. Summary and Homework (3 minutes) Summary Summarize the key points of this class with students, including the new vocabulary about animals, the sentence patterns for expressing preferences and reasons, and the simple present tense used to describe animals. Review some important words and sentences on the blackboard or PPT. Homework Ask students to rewrite their passage about their favorite animals according to their partners' comments and make it more perfect. Let students search for more information about an endangered animal on the Internet or in books. They need to write down some facts about this animal, such as its living environment, why it is endangered, and what we can do to protect it. This homework can not only consolidate the knowledge learned in class but also enhance students' awareness of animal protection. 教学反思 After this class, students showed great interest in the topic of animals. The use of pictures, real - life examples, and various activities, such as pair work, listening practice, reading, and writing, effectively motivated students to participate in class. Most students mastered the key vocabulary and sentence patterns, and were able to use them to express their preferences for animals and give reasons. However, there were still some problems. For example, in the writing part, some students had difficulty in organizing their ideas and using proper words. In the future teaching, more writing guidance and practice should be provided. Also, during group work, some students were a little shy and less active. Teachers need to encourage these students more and create a more inclusive and supportive atmosphere. In general, this class achieved most of the teaching objectives, but there is still room for improvement. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$