Unit 6 Animals-Topic Talk 教学设计 2025-2026学年北师大版英语七年级下册

该初中英语教学设计聚焦动物主题，围绕形容词描述与一般现在时两大核心语言点展开，通过“听歌圈词—图文解析—小组互动—写作输出”的学习支架层层推进。从歌曲导入激发兴趣，到歌词中提取关键词语，再到结合图片理解语义，最后迁移至真实表达，形成由输入到输出的完整语言实践链条。 本课亮点突出，融合语言能力、思维品质与文化意识三大核心素养。例如，学生在“找形容词”活动中锻炼了听力与信息捕捉能力，在“动物配对游戏”中发展逻辑推理与分类思维，同时通过讨论动物保护话题增强社会责任感。教师巧妙利用歌曲音频和可视化PPT呈现词汇与语法结构，使抽象知识具象化，既提升学生英语表达信心，又为一线教师提供可复制、易操作的教学范式。

Unit 6 Animals-Topic Talk This Topic Talk in Unit 6 of the 2024 Beijing Normal University Edition English textbook for Grade 7 focuses on the theme of animals. It serves as an introduction to the entire unit, aiming to arouse students' interest in animals and lay a foundation for further learning about different aspects of animals, such as their characteristics, habitats, and the relationship between animals and humans. The content includes a song about animals, where students are required to circle adjectives describing animals and think about which animals these adjectives can be applied to. This activity helps students accumulate descriptive words for animals and start to build connections between words and real - life animal images. 教学目标 A. Knowledge Objectives Students will be able to master a series of adjectives used to describe animals, such as cute, small, strong, dangerous, big, tall, etc. They can accurately recognize and pronounce the names of common animals mentioned in the song and related materials. Students will understand the general present tense used to describe animal habits and characteristics. For example, "Lions live in Africa. They eat meat." B. Ability Objectives Develop students' listening skills by having them listen to the animal - themed song and extract key information, like adjectives. Improve students' speaking ability. They should be able to use the learned adjectives to describe animals briefly and communicate with classmates about their favorite animals. Cultivate students' thinking ability, enabling them to associate adjectives with appropriate animals and make simple inferences. C. Emotional Objectives Foster students' love for animals and raise their awareness of animal protection through the learning process. Encourage students to actively participate in class activities, enhancing their confidence in using English to express themselves. 教学重难点 A. Key Points The acquisition of adjectives for describing animals and their correct usage. Using the general present tense to describe animal features and habits accurately. Initiating simple conversations about animals based on the learned knowledge. B. Difficult Points Helping students distinguish between different degrees of descriptive adjectives and use them appropriately. For example, differentiating between "cute" and "adorable" when describing a small animal. Guiding students to form complete and logical sentences when expressing their opinions about animals, especially in terms of grammar and sentence structure. Adjectives for Describing Animals cute (lovely and attractive) small (not large in size) strong (powerful and muscular) dangerous (able to cause harm) big (large in size) tall (having a greater height) beautiful (pleasing to the eye) smart (intelligent) lazy (not willing to work or be active) shy (nervous and timid in the company of others) Animal Names (Related to the Song) lion, tiger, panda, monkey, elephant, giraffe, etc. Grammar: General Present Tense Used to describe facts, habits, and characteristics that are always true. Structure: Subject + verb (base form or -s/-es form for the third - person singular) + object. For example, "The panda eats bamboo." "He likes dogs." 教学过程 A. Warming - up (5 minutes) Greet the students as usual. Show some pictures of popular animals on the PPT, such as a panda, a lion, and a dog. Ask students to shout out the names of the animals as quickly as possible when they see the pictures. This activity can quickly attract students' attention and activate their prior knowledge of animal names. B. Lead - in (5 minutes) Play the song "The World Is Full of Animals" for the students. Let them listen carefully and enjoy the melody. After the first play, tell the students that in the song, there are many words describing animals. Play the song again, and this time, ask them to listen more attentively and try to catch some of these descriptive words. C. Presentation (15 minutes) Display the lyrics of the song on the PPT. Read the lyrics together with the students, emphasizing the adjectives that describe animals. Circle these adjectives, such as "big", "tall", "strong", "dangerous", "cute", "small" on the PPT. Explain the meaning and usage of each adjective. Use real - life examples or additional pictures to help students understand. For example, when explaining "dangerous", show a picture of a snake and say, "Snakes can be dangerous because they may bite people." For the grammar point of the general present tense, select some sentences from the song or create new simple sentences related to animals. For example, "Lions live in Africa. They eat meat." Analyze the structure of the sentences with the students, pointing out that for the third - person singular subjects (he/she/it or names of animals like "the lion"), the verb should add -s or -es. Do a simple exercise on the PPT. Give some subject - verb combinations, and let students complete the sentences in the general present tense. For example, "The monkey ____ (like) bananas." "Elephants ____ (have) big ears." D. Practice (10 minutes) Group work: Divide the students into groups of four. Give each group a set of cards with different animal pictures on one side and adjectives on the other side. The students in each group take turns to pick a card. If they pick an animal picture, they need to describe the animal using at least two adjectives they just learned. If they pick an adjective card, they need to name an animal that can be described by this adjective. Class sharing: After the group work, invite some groups to come to the front of the class and share their interesting descriptions. Other students listen carefully and can ask questions if they have any doubts. E. Production (5 minutes) Individual task: Ask each student to write a short passage about their favorite animal. They should use at least three adjectives and two sentences in the general present tense to describe the animal. For example, "My favorite animal is the dog. Dogs are cute and friendly. They like to play with people. They live with humans and are our good friends." Pair - sharing: After the students finish writing, let them share their passages with their deskmates. They can give each other suggestions on grammar, word usage, or sentence structure. F. Summary and Homework (5 minutes) Summary: Summarize the key points of this class with the students, including the adjectives for describing animals, the general present tense, and some interesting facts about animals they learned. Ask students to recall and repeat some important words and sentences. Homework: Ask students to draw a picture of their favorite animal and write a short passage below the picture to introduce the animal in more detail. They should use at least five adjectives and five sentences in the general present tense. Require students to listen to the animal song again at home and try to sing it more fluently. They can also search for another animal - themed song or story in English and share it with the class next time. 教学反思 Positive Aspects The use of the song in the lead - in and presentation stages effectively attracted students' attention and made the class more interesting. Most students were actively involved in listening to the song and finding descriptive adjectives. The group work and pair - sharing activities provided students with sufficient opportunities to practice speaking and writing in English. They seemed to enjoy communicating with their classmates and were more confident in expressing their ideas. The combination of pictures, lyrics, and real - life examples helped students better understand the adjectives and the grammar point of the general present tense. The visual aids made the abstract knowledge more concrete. Areas for Improvement Some students still had difficulties in using the third - person singular form of verbs correctly in the general present tense. More targeted exercises and explanations are needed in future classes. During the group work, a few groups did not fully engage in the activity, and some students dominated the conversation. In the future, more specific group - work guidelines and monitoring are required to ensure that every student participates actively. The time for individual writing and sharing was a bit tight. Some students did not have enough time to polish their passages. Adjusting the time allocation in the next class can help students produce better - quality writing. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $