Unit 6 Animals-Speaking Workshop 教学设计 2024-2025学年北师大版英语七年级下册

Unit 6 Animals-Speaking Workshop 1. Content Overview This Speaking Workshop in Unit 6 “Animals” of the 2024 Beijing Normal University Edition for Grade 7 aims to enhance students' speaking skills related to animals. It builds on the vocabulary and knowledge about animals introduced in previous lessons. Students will engage in various speaking activities, such as describing animals, discussing their habitats, and expressing opinions on animal protection. Through role - plays, group discussions, and presentations, students will practice using the language they have learned to communicate effectively about animals. 教学目标 2.1 Knowledge Objectives Students will be able to master and use key vocabulary related to animals, such as “panda,” “tiger,” “elephant,” “koala,” “lion,” “giraffe,” etc., as well as adjectives for describing animals like “cute,” “lazy,” “smart,” “beautiful,” “scary.” Students will understand and be able to use common expressions for talking about animals, for example, “be known for,” “live in,” “feed on.” 2.2 Ability Objectives Students can describe the appearance, habits, and living environments of different animals clearly and accurately in English. Students are able to communicate with their partners about animals, ask and answer questions, and express their preferences and views on animals. Through group work and role - plays, students' cooperative and communicative abilities will be improved. 2.3 Emotional Objectives Foster students' interest in learning English and their love for animals. Raise students' awareness of animal protection. 教学重难点 3.1 Key Points The mastery and correct usage of animal - related vocabulary and expressions. Training students to describe animals and communicate about them in English. 3.2 Difficult Points Helping students use the learned language to express their ideas fluently and spontaneously in real - life - like situations. Guiding students to organize their thoughts and present their opinions on animal protection in a logical way. 4.1 Key Vocabulary Animal names: panda /'pændə/, zoo /zuː/, tiger /'taɪgə(r)/, elephant /'elɪfənt/, koala /kəʊ'ɑːlə/, lion /'laɪən/, giraffe /dʒə'rɑːf/, animal /'ænɪml/, pet /pet/, cat /kæt/ Adjectives for animals: cute /kjuːt/, lazy /'leɪzi/, smart /smɑː(r)t/, beautiful /'bjuːtɪfl/, scary /'skeəri/, friendly /'frendli/, shy /ʃaɪ/ Other related words: save /seɪv/, symbol /'sɪmbl/, flag /flæɡ/, forget /fə(r)'ɡet/, place /pleɪs/, water /'wɔːtə/, danger /'deɪndʒə(r)/, cut /kʌt/, down /daʊn/, tree /triː/, kill /kɪl/, ivory /'aɪvəri/, over /'əʊvə(r)/ 4.2 Useful Expressions be known for... 以…… 而闻名 live in... 生活在…… feed on... 以…… 为食 be in (great) danger 处于（极大）危险中 cut down 砍倒 (be) made of 由…… 制成的 4.3 Sentence Patterns Pandas are cute animals that live mainly in China. Elephants are known for their big ears and long trunks. Lions are often called the kings of the jungle. Monkeys are very active and love to climb trees. 教学过程 5.1 Warm - up (5 minutes) Greet the students as usual. Then show some pictures of animals quickly on the PPT, such as a panda, a tiger, and an elephant. Ask students to call out the names of the animals as soon as they see the pictures. T: “Boys and girls, look at the screen. What animal is it? Shout it out!” This activity can quickly arouse students' interest and activate the relevant vocabulary in their minds. 5.2 Vocabulary Review (8 minutes) Display the pictures of animals again, but this time, ask students to describe the animals using adjectives they have learned. For example, when showing a picture of a panda, ask: “How would you describe a panda?” Encourage students to answer: “A panda is cute and lovely. It is black and white.” Divide students into pairs. Each pair takes turns to describe an animal without showing the picture to the partner, and the partner has to guess what the animal is. T: “Now, work with your partner. One of you describe an animal, and the other guess. Let's see which pair can guess the most animals in 3 minutes.” 5.3 Listening and Imitation (5 minutes) Play a short dialogue about animals on the recorder. The dialogue could be like this: A: “What's your favorite animal?” B: “My favorite animal is the giraffe. It is very tall and has a long neck.” A: “Why do you like it?” B: “Because it is so cute and interesting. It can reach the leaves on the tall trees easily.” Ask students to listen carefully and imitate the pronunciation and intonation. Then play the dialogue again, pausing at appropriate places for students to repeat. 5.4 Speaking Practice 1 - Describing Animals (10 minutes) Show students more pictures of animals, each with some information about the animal's appearance, habits, and living environment next to it. For example: Polar Bear Appearance: It is white and has a thick layer of fur. Habits: It likes to swim in the cold water and hunt for fish. Living Environment: It lives in the Arctic region. Divide students into groups of four. Each group gets several pictures of different animals. Each student in the group chooses one picture and describes the animal to the group members using the information provided and their own words. After everyone in the group has finished describing, they can ask questions and have a discussion. T: “Now, in your groups, take turns to describe the animals. Listen carefully to your group members and ask questions if you have any.” 5.5 Speaking Practice 2 - Role - play (10 minutes) Set up a scenario: A group of friends are visiting a zoo. Assign different roles to students, such as a zoo guide, visitors, and animals (students can pretend to be animals and answer questions as if they were the animals). Provide some possible questions and answers for reference: Zoo Guide: “Welcome to our zoo. Now, we are in front of the monkey cage. Monkeys are very active animals. They like to jump around and eat bananas.” Visitor: “How many monkeys are there in the cage?” Zoo Guide: “There are about ten monkeys here.” Visitor (asking a monkey): “What do you like to eat?” Student pretending to be a monkey: “I like to eat bananas and peaches. They are so delicious.” Let students practice the role - play in groups for a few minutes, and then invite some groups to come to the front of the class and perform their role - plays. 5.6 Summary and Homework (7 minutes) Summarize the key points of this class, including the important vocabulary, expressions, and sentence patterns about animals. Ask students to recall what they have learned in class. T: “Boys and girls, let's review what we have learned today. Who can tell me some animal names and adjectives we used?” Assign homework: Ask students to write a short passage about their favorite animal, including its appearance, habits, and why they like it. They can also draw a picture of the animal next to the passage. 教学反思 After this class, students showed great interest in the speaking activities related to animals. Most students were able to actively participate in the vocabulary review, pair work, group work, and role - plays. However, there were still some problems. Some students had difficulty in using the adjectives accurately to describe animals, and in the role - play, a few students were a little shy and did not express themselves very fluently. In future teaching, more individual practice should be provided for students who have language difficulties. For example, during the vocabulary review, spend more time helping these students pronounce and use the words correctly. Also, more encouragement and guidance should be given to shy students in class activities to build up their confidence. In addition, more real - life - like scenarios can be created to make the speaking practice more practical and interesting, so as to further improve students' speaking ability and language application ability. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $