nit 4 Our animal friends Section 1 Experiencing and understanding language Reading 教学设计- 2024-2025学年沪教版英语七年级下册

Unit 4 Our animal friends-Section 1 Experiencing and understanding language-Reading This reading passage in Unit 4 of the 2024 Shanghai Education Press English textbook for Grade 7 is a heartwarming story about a blind man named John Dancer and his guide dog Charlie. The story unfolds as John and Charlie arrive at a hotel, where they initially face rejection due to the hotel's no - pets policy. However, John explains that Charlie is his "eyes" as he is blind and needs Charlie to assist him in getting around. The receptionist then apologizes and shows them to their room. Later that night, a fire breaks out in the hotel. Charlie wakes John up with barking, and together they take measures to protect themselves from the smoke, such as putting wet clothes along the bottom of the door. Eventually, the firemen arrive and rescue both John and Charlie safely. Through this story, students can clearly see the vital role that guide dogs play in the lives of the blind and also understand the deep - seated mutual - assistance relationship between animals and humans. 教学目标 Students will be able to master key words and phrases related to the story, such as "allow", "apologize", "lead", "fall asleep", "wake up", "get down", etc. Students can understand the usage of simple past tense in the context of narrative writing. Students will learn to use context clues to infer the meaning of unfamiliar words and phrases. 教学重难点 1. Key Points Comprehending the story of John and Charlie, including the plot, characters, and the theme of the story. Mastering the key vocabulary and phrases and being able to use them correctly in sentences. Learning reading strategies such as using context clues to understand the text. 2. Difficult Points Understanding the implicit meaning in the story, such as the significance of Charlie being John's "eyes" and the strong bond between them. Applying the reading strategies flexibly in different reading materials. Organizing thoughts and writing a coherent passage about the relationship between animals and humans. 1. Key Words and Phrases allow: permit someone to do something; e.g. The hotel doesn't allow pets here. apologize: say sorry; e.g. The receptionist apologized to John. lead: guide or show the way; e.g. The receptionist led John and Charlie to their room. fall asleep: start sleeping; e.g. John went to bed and soon fell asleep. wake up: stop sleeping; e.g. Charlie started barking and woke John up. get down: lower one's body to the ground; e.g. John got down on the floor next to Charlie. seem like: give the impression of being; e.g. The minutes seemed like hours. 2. Grammar Focus Simple past tense: used to describe actions that happened in the past. In the story, most of the verbs are in the simple past tense, such as "arrived", "saw", "explained", "apologized", "led", "went", "fell", "started", "woke", "smelt", "put", "got", "waited", "heard", "arrived", "found", "helped", "got" etc. 教学过程 1. Pre - reading (8 minutes) Step 1: Free Talk (3 minutes) Greet the students and start a free talk. Ask them: "Do you have pets at home? What can your pets do for you?" Encourage students to share their experiences with their pets in English. Some students may say, "My dog can play with me." or "My cat can keep me company." Step 2: Picture Discussion (5 minutes) Show students some pictures of different animals helping humans, such as a guide dog leading a blind person across the street, a search - and - rescue dog looking for survivors in an earthquake, and a police dog helping the police catch criminals. Divide students into pairs and ask them to discuss: "How do these animals help humans?" After the discussion, invite several pairs to share their ideas with the class. For example, students may say, "Guide dogs can help blind people move around safely." or "Search - and - rescue dogs can find people in danger." 2. While - reading (22 minutes) Step 1: Skimming (3 minutes) Ask students to quickly read the story without paying too much attention to details. Then, ask them to answer the following questions: What is the main idea of the story? (A blind man and his guide dog experienced a fire in a hotel and were rescued.) Who are the main characters in the story? (John Dancer and his guide dog Charlie) Step 2: Scanning (7 minutes) Ask students to read the story again carefully and find the answers to the following detailed questions: Why was Charlie not allowed into the hotel at first? (Because the hotel doesn't allow pets.) What did John do to make the receptionist change his mind? (He explained that Charlie was his eyes as he was blind and needed Charlie to get around.) What happened at night? (A fire broke out in the hotel.) How did Charlie and John protect themselves from the fire? (They put wet clothes along the bottom of the door and got down on the floor.) How were they rescued? (A fireman arrived and got them out of the building through the window.) Check the answers with the class and clarify any misunderstandings. Step 3: Vocabulary Learning (6 minutes) Present the key words and phrases from the story on the blackboard or a projector. Explain their meanings and usages with examples. For example, for the word "allow", write on the board: "allow sb. to do sth." and give an example: "My parents allow me to watch TV for an hour every day." After the explanation, ask students to make their own sentences using these words and phrases. Invite some students to share their sentences with the class. Step 4: Inference - making (6 minutes) Point out some sentences in the story where the meaning is not explicitly stated and ask students to make inferences. For example, in the sentence "Charlie isn't a pet. He's my eyes.", ask students: "What does this sentence imply about the relationship between John and Charlie?" Students may answer that Charlie is very important to John and they have a deep bond. Another example, "The minutes seemed like hours." Ask students how John might be feeling at that time. They may say John was very anxious and worried. 3. Post - reading (12 minutes) Step 1: Story Retelling (5 minutes) Divide students into groups of four. Ask each group to retell the story of John and Charlie. One student starts, and then the others take turns to continue the story. After the group retelling, invite one or two groups to come to the front of the class and retell the story for the whole class. The rest of the students listen carefully and can ask questions if there are any unclear points. Step 2: Group Discussion (4 minutes) Pose a discussion question to the students: "Why are animals our friends? Can you give more examples of how animals help humans in our daily lives?" Let students discuss in their groups. They can think about animals like cows providing milk, horses helping with transportation in some rural areas, and pigeons being used for communication in the past. After the discussion, ask each group to choose a representative to share their group's ideas with the class. Step 3: Writing (3 minutes) Ask students to write a short passage (about 80 - 100 words) about the relationship between animals and humans. They can use the ideas discussed in class and the vocabulary and sentence structures learned from the reading passage. Walk around the classroom to offer help and guidance while students are writing. After they finish, ask several students to read their passages aloud to the class. 4. Summary and Homework (3 minutes) Step 1: Summary (1 minute) Summarize the key points of this class, including the story of John and Charlie, the important vocabulary and phrases, and the reading strategies used. Emphasize the importance of the relationship between humans and animals and encourage students to be kind to animals in their daily lives. Step 2: Homework (2 minutes) Ask students to write a more detailed story about an animal that helps humans. They can use their imagination to create a new story or write about a real - life event they know. The story should be at least 150 words. Ask students to read another passage related to animals and humans (provided by the teacher) and write down the main idea and key points. 教学反思 After this class, students generally showed a high level of interest in the story of John and Charlie. The pre - reading activities, such as the free talk and picture discussion, effectively activated students' prior knowledge and aroused their curiosity about the reading content. During the while - reading process, most students were able to master the main idea and details of the story through skimming and scanning. However, some students still had difficulty in making inferences, which indicates that more practice in this aspect is needed in future classes. In the post - reading activities, the story retelling and group discussion allowed students to practice their oral English and thinking ability. But in the writing part, some students had problems with grammar and sentence structure. This reminds me to strengthen grammar teaching in combination with writing exercises in the following classes. Overall, this class achieved most of the teaching objectives, but there is still room for improvement in teaching methods and content arrangement to better meet the needs of all students. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$