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

该初中英语教学设计聚焦“工作犬”主题，围绕导盲犬、搜救犬等类型，相关词汇（guide, rescue等动词，loyal等形容词）及描述句型（[Name] is a [type]. It can...）展开。通过宠物图片讨论“狗能做什么工作”激活旧知，搭建从宠物到工作犬的认知支架，梳理词汇句型学习脉络。 特色在于分层次听力任务（初听抓数量、再听匹配名字与类型、三听记职责），逐步提升信息获取能力，夯实语言能力。小组讨论“狗是人类最好朋友的原因”及角色扮演（记者采访驯犬师），引导学生用所学表达，培养思维品质与合作学习能力，渗透人与动物和谐关系，增强社会责任感。提升课堂互动，助力语言应用与综合素养发展。

Unit 4 Our animal friends-Section 1 Experiencing and understanding language-Listening This listening section in Unit 4 “Our animal friends” of the 2024 Shanghai Education Edition for Grade 7 focuses on the topic of working dogs. It presents an interview dialogue where students can learn about different types of working dogs, their names, and their specific duties. The dialogue is rich in vocabulary related to the functions of working dogs and is designed to help students improve their listening skills, especially in catching key information. By listening to the dialogue, students will understand the important roles that dogs play in human life and how they assist humans in various fields. This not only enriches students' knowledge about animals but also deepens their understanding of the relationship between humans and animals. 教学目标 Students will be able to understand and master vocabulary related to different types of working dogs and their duties, such as “guide dog”, “search - and - rescue dog”, “sniffer dog”, “herding dog” and so on. Learn and be able to use sentence patterns like “[Dog's name] is a [type of working dog]. It can...” to describe working dogs. 教学重难点 Enable students to accurately understand the main duties of different types of working dogs and the help they provide to humans through listening. Guide students to accumulate relevant language knowledge about working dogs, including vocabulary and sentence patterns. Help students use the newly learned vocabulary and sentence patterns to describe the importance of dogs in human life and how they assist humans. 1 Vocabulary Working dogs types: guide dog (导盲犬), search - and - rescue dog (搜救犬), sniffer dog (嗅探犬), herding dog (牧羊犬) Duties related verbs: guide (引导), rescue (营救), sniff (嗅), herd (放牧), detect (察觉，探测) Adjectives for description: loyal (忠诚的), brave (勇敢的), smart (聪明的), sensitive (灵敏的) 2 Sentence Patterns [Dog's name] is a [type of working dog]. It can + verb (e.g. “Billy is a sniffer dog. It can detect drugs.”) Dogs are very important to us because they can... (e.g. “Dogs are very important to us because they can help the blind people cross the road.”) I think dogs are man’s best friend because... (e.g. “I think dogs are man’s best friend because they are always loyal to their owners.”) 教学过程 1 Lead - in (5 minutes) Greet the students and show some pictures of common pets, such as cats and dogs. Then ask students: “We all know dogs are common pets. But do you know dogs can also work for us? What kind of work do you think dogs can do?” Let students discuss in pairs and share their ideas. Expected answers: Guide the blind, find missing people, help the police catch criminals. This activity can arouse students' interest in the topic and activate their prior knowledge. 2 Pre - listening (10 minutes) Present new vocabulary about working dogs on the blackboard or using PPT. Teach students the pronunciation and meaning of words like “guide dog”, “search - and - rescue dog”, “sniffer dog”, “herding dog” one by one. Use simple explanations and examples to help students understand. For example, for “guide dog”, say “A guide dog is a special dog. It can lead blind people to walk on the street, go to different places, just like a guide.” After teaching the vocabulary, do a vocabulary drill. Read the words randomly and ask students to quickly raise their hands and say the Chinese meaning. Then, show the Chinese names of these working dogs and ask students to say the English words. This can help students quickly master the new vocabulary. Next, introduce some sentence patterns related to describing working dogs, such as “[Dog's name] is a [type of working dog]. It can...” Write the sentence patterns on the blackboard and give some examples. Let students imitate the examples to make their own sentences. Walk around the classroom to check students' sentences and give necessary corrections. 3 While - listening (15 minutes) First listening: Tell students they will listen to an interview about working dogs. The task for the first listening is to get the general idea of the dialogue and answer the question: “How many types of working dogs are mentioned in the dialogue?” Play the recording for the first time. After listening, ask students to raise their hands and answer the question. Second listening: For the second listening, give students a more specific task. Provide them with a table on the handout with two columns. The first column lists the names of working dogs: Billy, Suzy, Bobby, and the second column is for the types of working dogs. Tell students to listen carefully and match the names with the types. Play the recording again. After listening, ask students to check their answers with their partners. Then, invite several students to come to the blackboard and write down the correct answers. Third listening: In the third listening, give students another task. This time, they need to listen carefully and write down the main duties of each type of working dog. Play the recording for the third time. After listening, ask students to share their answers in groups of four. Then, select some groups to report their answers to the whole class. 4 Post - listening (10 minutes) Group discussion: Divide students into groups of four or five. Give each group a topic for discussion: “Why do you think dogs are man’s best friend? Please discuss with your group members and list at least three reasons.” Give students about 5 minutes to discuss. Walk around each group, listen to their discussions, and offer necessary language help. After the group discussion, ask each group to select a representative to report their group's discussion results to the whole class. Encourage other students to listen carefully and ask questions if they have any. Role - play: Set a situation for role - play. Suppose one student is a reporter, and the other students are dog trainers. The reporter is interviewing the dog trainers about their working dogs. Students should use the vocabulary and sentence patterns learned in this class to make up the dialogue. Give students a few minutes to prepare. Then, invite several groups to come to the front of the classroom and perform their role - plays. After each performance, give positive feedback and some suggestions for improvement. 5 Summary and Homework (5 minutes) Summary: Summarize the key points of this class with students. Review the vocabulary of different types of working dogs and their duties, as well as the sentence patterns for describing working dogs. Emphasize the importance of dogs in human life and the significance of the relationship between humans and animals. Homework: Ask students to write a short passage about their favorite working dog. They should introduce the type of the dog, its name (if they like), and its main duties. The passage should be at least 80 words. Let students search for more information about other working animals on the Internet or in books and share it in the next class. 教学反思 After this class, students generally showed a strong interest in the topic of working dogs. Through various listening activities, most students were able to master the relevant vocabulary and understand the main duties of different types of working dogs. The group discussion and role - play activities also effectively improved students' oral communication skills. However, there were still some problems. Some students had difficulty in accurately using the learned vocabulary and sentence patterns to describe the specific work of working dogs in the group discussion and role - play. In future teaching, more practice and guidance in language application should be provided. Also, during the listening process, a few students had trouble catching the key information quickly. For these students, more individual listening training and strategies guidance are needed. In addition, the time for group discussion and role - play could be better controlled to ensure that each student has more opportunities to fully participate. Overall, this class achieved most of the teaching objectives, but there is still room for improvement in teaching methods and time management. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$