Unit 3 Animal Friends Over to you教学设计 2024-2025学年鲁教版（五四学制）（2024）六年级英语下册

该初中英语教学设计聚焦动物描述词汇（如cute, friendly）、核心句型（如"Subject + be + adj + at doing sth"）及动物保护主题，通过动物视频、图片导入激发兴趣，结合"猜动物"互动复习旧知，自然过渡到新词汇句型学习，搭建从已知到未知的学习支架。 特色在于融合语言能力与思维品质培养，阅读活动通过skimming/scanning训练信息获取，小组讨论"日常保护动物方法"并设计海报，用所学词汇写标语，既提升表达准确性又培养合作与创造思维。情感目标渗透动物保护意识，契合文化意识中的社会责任感，活动可操作性强，助力教师高效落实目标，促进学生综合语言运用与核心素养发展。

Unit 3 Animal Friends-Over to you This “Over to You” section in Unit 3 “Animal Friends” of the sixth - grade English textbook (Lujiao Edition, 4 - 5 - year system, 2024) serves as an extension and consolidation of the knowledge learned in the unit. It focuses on further enhancing students' ability to describe animals, understand animal characteristics, and cultivate students' love and protection awareness for animals. Through various activities such as reading materials about special animal behaviors, group discussions, and creative tasks, students will have more opportunities to practice using English to express their thoughts and feelings related to animals. 教学目标 A. Knowledge Objectives Students will be able to master and use new words and phrases related to animal descriptions, such as “cute, friendly, intelligent, in danger, set up nature reserves” etc. Students can understand the key sentences used to describe animal characteristics, habits and living environments, like “Penguins are good at swimming and they live in cold places.” B. Ability Objectives Develop students' reading skills, including skimming for general information and scanning for specific details in the reading materials about animals. Improve students' oral English ability, enabling them to describe animals vividly and communicate with classmates about animal - related topics fluently. Enhance students' writing ability, so that they can write short passages about their favorite animals, including the animals' appearance, habits and reasons for liking them. C. Emotional Objectives Foster students' love and respect for animals, and raise their awareness of animal protection. Encourage students to cooperate with each other in group activities, and cultivate their sense of teamwork and communication skills. 教学重难点 A. Key Points The usage of new words and phrases for animal description and relevant sentence patterns. How to guide students to effectively obtain information from reading materials about animals and use this information to complete various tasks. B. Difficult Points Helping students to express their own opinions and ideas about animal protection clearly and accurately in English. Cultivating students' creativity in designing animal - related projects, such as creating an animal - themed poster or writing an imaginary story about animals. A. New Words and Phrases Adjectives for Animal Description cute (lovely) friendly (kind) intelligent (clever) dangerous shy lazy Noun Phrases nature reserve (a protected area for animals and plants) in danger (in a situation where one's life or safety is threatened) food chain (the sequence of who eats whom in an ecosystem) Verbs and Verb Phrases protect (to keep someone or something safe) set up (to establish or create) save (to rescue or keep from harm) B. Key Sentence Patterns Subject + be + adjective + at doing sth. (e.g., Penguins are good at swimming.) Subject + live in + place. (e.g., Pandas live in bamboo forests.) Subject + like/love + to do sth. (e.g., Dogs like to play with balls.) There are + numbers + animals + in + place. (e.g., There are many monkeys in the zoo.) 教学过程 A. Warming - up (5 minutes) Greet the students as usual. Show some short and interesting animal videos on the PPT, such as a funny cat video, a dolphin performing in the ocean, or an elephant family walking in the grassland. While showing the videos, ask students some simple questions like “What animals can you see?” “Do you like these animals?” to arouse students' interest and quickly draw their attention to the class. B. Revision (5 minutes) Invite several students to come to the front of the class. Give each of them a card with the name of an animal written on it (animals learned in previous lessons, such as panda, lion, tiger, etc.). The student should describe the animal on the card without saying its name, using words and sentence patterns learned before. For example, “It is black and white. It likes to eat bamboo. It is very cute.” The other students guess the animal. Review some key words and sentence patterns about animal descriptions through this interactive activity, and strengthen students' memory. C. Presentation (10 minutes) Present new words and phrases Show pictures of different animals on the PPT, and introduce new adjectives for animal description. For example, show a picture of a cute puppy and say “Look, this puppy is so cute. ‘Cute’ means lovely.” Then write the word “cute” on the blackboard. Use real - life examples or short animations to explain noun phrases like “nature reserve”. Show a picture of a large forest with a sign saying “Nature Reserve” and explain “This is a nature reserve. It is a special place to protect animals and plants.” Demonstrate verb phrases. For example, when teaching “set up”, use simple actions. Pretend to build something with your hands and say “We can set up a small home for the injured bird. ‘Set up’ means to establish or create.” Present key sentence patterns Write some example sentences on the blackboard, such as “Penguins are good at swimming and they live in cold places.” Explain the structure and usage of the sentence patterns. Let students read the sentences aloud several times to get familiar with them. Ask students to make their own sentences using the new words and sentence patterns, and invite some of them to share their sentences with the class. D. Reading Activity (10 minutes) Hand out a short reading passage about penguins to each student. The passage can include information about penguins' appearance, living environment, special behaviors (such as how they swim, how they take care of their babies), and the current situation of penguins (whether they are in danger or not). First, let students skim the passage quickly to get the general idea. Then ask them some general questions like “What is the passage mainly about?” “Where do penguins live?” Next, let students read the passage carefully and scan for specific details. Set some detailed questions, such as “What are penguins good at?” “Why are penguins in danger in some areas?” Students read the passage again to find the answers. After that, divide students into pairs. Each pair discusses the answers to the questions. Then invite several pairs to share their answers with the whole class. E. Group Discussion and Creative Task (10 minutes) Divide students into groups of 4 - 5. Present a discussion topic to each group: “How can we protect animals in our daily life?” Each group starts to discuss. Encourage students to express their own opinions and ideas. Remind them to use the words and sentence patterns they have just learned. For example, they can say “We should not buy products made from animal skins. Because this can protect animals from being hunted.” “We can set up small groups to clean the rivers where some animals live.” After the discussion, each group is required to create an animal - protection poster. They can draw some pictures of animals, write down some slogans about animal protection, and use the new words and phrases they have learned. For example, write “Protect animals, save our friends” or “Set up nature reserves to help animals in danger.” Walk around the classroom, offer guidance and help to each group during their discussion and poster - making process. F. Summary and Homework (5 minutes) Summary Summarize the key points of this class with the students, including new words, phrases, sentence patterns, and the importance of animal protection. Review the content of the reading passage about penguins briefly. Invite some students to share what they have learned in this class. Homework Ask students to write a short passage about their favorite animal. They need to describe the animal's appearance, habits, and explain why they like this animal. The passage should be at least 80 words. Require students to search for more information about an endangered animal on the Internet and bring it to class next time to share with their classmates. 教学反思 In this teaching process, the use of multimedia resources such as animal videos and pictures in the warming - up and presentation stages effectively aroused students' interest in learning. However, in the future, more diverse media materials can be added, such as animal - themed songs or short animations with English explanations, to further enrich the teaching atmosphere. The reading activity was well - received by students. They actively participated in skimming and scanning for information. But some students still had difficulty in understanding long and complex sentences in the reading passage. In the following classes, more reading skills training, especially in dealing with complex sentence structures, should be carried out. The group discussion and creative task of making animal - protection posters successfully promoted students' communication and cooperation skills. However, some groups spent too much time on drawing pictures and ignored the use of English words and sentences on the posters. In the future, more specific guidance on the combination of content and form should be given to ensure that students can better integrate English learning into practical tasks. Overall, most students achieved the expected teaching objectives. They mastered new knowledge about animal description and showed a strong sense of animal protection. But for individual students with weak English foundations, more personalized tutoring and follow - up tasks are needed to help them catch up with the class progress. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $