Unit1 Animal Friends Section A（2a-2f） (教学设计）2025-2026学年人教版七年级英语下册

该初中英语教学设计聚焦“Animal Friends”主题，围绕企鹅对话学习动物描述词汇（如penguin, lovely）与句型（What's your favourite animal?等）。通过电话情境与企鹅视频导入，激活学生兴趣，结合旧知（动物名称）铺垫听力，构建“旧知-新知-应用”学习支架。 资料亮点在于多模态任务链与核心素养融合：听中关注弱读提升语流（语言能力），采访报告促进逻辑表达（思维品质），视频情感教育培养动物保护意识（文化意识）。评学评教贯穿全程，为教师提供可操作互动活动，助力学生提升语言运用与价值塑造能力。

Unit1 Animal Friends Section A（2a-2f）教学设计 一、教材分析 Analysis of teaching material 【What】 The discourse presented in this lesson is a dialogue about animal preferences, mainly focusing on the discussion of penguins among Peter, Tengfei, and Fuxing. In the dialogue, Peter first expresses his love for penguins and asks Fuxing what his favorite animal is. Fuxing also says he likes penguins and asks Peter why he likes them. Then Tengfei joins the discussion, agrees that penguins are cute, and suggests going to see them. During the observation of penguins, they discuss the living habits of penguins, such as being unable to fly but swimming fast, and how penguins keep warm. Finally, they also explore the food sources of penguins, and Fuxing's mention of the fish sandwich in his hand triggers a discussion about not feeding animals. 【Why】 The purpose of this lesson design is to enable students to learn and master vocabulary and expressions related to animal preferences in a real - life context through a vivid dialogue. At the same time, by discussing topics such as the living habits and food sources of penguins mentioned in the dialogue, it guides students to pay attention to the living environments and survival needs of animals, so as to cultivate students' awareness of animal protection. 【How】 This lesson presents the discourse in the form of a dialogue, making language learning more vivid and interesting. In the dialogue, Peter, Tengfei, and Fuxing show an interesting discussion about penguins through natural communication. Through the dialogue, students can not only learn vocabulary and expressions about penguins, but also understand the specific usage of these words through the context. In terms of teaching strategies, teachers can first let students listen to the recording or watch the video to understand the general idea and details of the dialogue. Then, guide students to deeply understand and analyze the dialogue content through questioning and discussion. For example, teachers can ask questions like "Why does Peter like penguins?", "How do penguins keep warm?", and "Why can't we feed animals human food?" to stimulate students' thinking and discussion. Finally, teachers can ask students to imitate the expressions and vocabulary in the dialogue for oral practice or role-playing activities to improve their language application ability. 二、学情分析 Analysis of students' condition 1. This lesson is about “Animal Friends ”, focusing on penguins. Students are likely to be interested in animals, so the topic can arouse their enthusiasm. 2. In terms of language ability, students may have some basic vocabulary about animals but need to improve in accurately grasping descriptive words and using sentence patterns to talk about animal features. 3. For learning strategies, they can be guided to use pre-listening prediction and note-taking to enhance listening skills. 4. Culturally, they need to understand the connection between animals and their habitats, fostering environmental awareness. Overall, design interactive activities to meet diverse learning needs and improve their comprehensive language skills. 三、教学目标 Teaching objectives Language Abilities (语言能力) 1. Students can understand conversations about animals and accurately circle the vocabulary describing animals heard. 2. Students can read the dialogues fluently. 3. Students can use the learned vocabulary and sentence patterns to describe the characteristics, habits, etc., of their favorite animals. Learning Abilities (学习能力) 1. Through listening, reading and speaking exercises, cultivate students' abilities to obtain key information, summarize and express in language. 2. Guide students to use various learning strategies, such as pre-listening prediction and note-taking, to improve learning efficiency. Thinking Qualities (思维品质) 1. Cultivate students' logical thinking ability to clearly organize and express information about animals. 2. Encourage students to think about the relationship between animals and the environment, and develop their critical thinking. Cultural Awareness (文化意识) 1.Understand the characteristics and living environments of different animals, and enhance awareness of animal protection. 2. Expand students' knowledge of animals around the world and cultivate cross-cultural communication awareness. 四、教学重难点 Teaching important and difficult points Teaching important points: 1.Vocabulary: penguin, lovely, amazing, interesting, clever, smart, stand close together, keep warm. 2. Sentence patterns: What's your favourite animal? Why do you like them? Where are they from? What do they eat? What can they do? Teaching difficult points: 1. Students' ability to accurately grasp the unstressed words in the listening material and understand the natural rhythm of the English language. 2. How to guide students to use the learned language knowledge to have a fluent and logical conversation about their favourite animals. 五、教学步骤 Teaching procedures Step1. Warm up Step2. Pre-listening Step3. While-listening Step4. Post-listening 六、教学评一体化教学过程设计 Teaching process 教学步骤 教学活动 效果评价 Step1. Warm up 1.Listen T: Listen, my phone is ringing. Who is calling me? May I pick up the phone? Do you want to know more about penguins? 2. Watch a short video about penguin T:Let’s know more about penguins. Watch the video and take some notes about penguins. Then try to share with us. 3. Answer these questions 1.What do penguins look like? 2.Where do they live? 3. What can they do? 4.What do you think of penguins? 吸引学生快速进入课堂状态，掌握旧知，快速说出对应动物的名称。 观察学生能否仔细观看视频，获取关于企鹅的信息 【设计目的】培养学生“看”的能力，激发学生个人分享的兴趣，复习旧知，导入本课话题 penguins，为听力活动内容做铺垫。 Step2 Pre-listening Step3 While-listening 1. Predict from the picture Look at the photo and think about the questions. Who can you see in the photo? Where is it? What things can you find in the picture? 【设计目的】通过预测任务引发学生思考，培养学生读图的能力和利用情境线索进行推断预测的能力,为听力做听前铺垫。 1.2a Listen and circle the colored words Listen to the conversation and circle the coloured words you hear. 2. 2b read the conversation and fill in the card 观察学生能否观察图片后，运用准确的文 字描述图片，对图片的信息获取准确, 合理。 Step3 While-listening 1. Predict from the picture Look at the photo and think about the questions. Who can you see in the photo? Where is it? What things can you find in the picture? 【设计目的】通过预测任务引发学生思考，培养学生读图的能力和利用情境线索进行推断预测的能力,为听力做听前铺垫。 1.2a Listen and circle the colored words Listen to the conversation and circle the coloured words you hear. 2. 2b read the conversation and fill in the card 【设计目的】通过听对话并圈出形容词，学生能够进一步巩固形容词的概念，同时注意到形容词在描述事物特征时的重要性。通过阅读对话并填写表格，学生需要准确提取对话中的关键信息（如姓名、外貌、家乡、食物、能力等），并对其进行分类和整理。这一过程不仅锻炼了学生的阅读技巧，还培养了他们的逻辑思维和归纳能力。 3. 2c Listen and pay attention to the unstressed words. Listen to the conversation again and pay attention to the unstressed words. Then role-play it. 4. 2c Practice. Pay attention to the unstressed words, and practice reading these sentences . 【设计目的】通过再次听对话并关注弱读单词的发音，学生能够更加准确地掌握英语语流的自然节奏和语调变化。同时，角色扮演的活动形式增强了学习的趣味性和互动性，使学生在模拟真实情境的过程中锻炼口语表达，提升语言运用能力。 观察学生能否观察图片后，运用准确的文 字描述图片，对图片的信息获取准确, 合 理。 观察学生能否听一遍录音后就能准确、快 速地圈出标注颜色的词汇。观察学生能否 阅读文章后，使用准确的语言完成表格，能否在完成的任务过程中关注名词使用的准确性。 观察学生能否在跟读时关注单词的弱读现 象，有意识进行弱读单词的处理。 观察学生在练习和展示中能否准确地描述 企鹅习性的相关信息，语言运用得体、正确。 Step4. Post-listening 1.2d Match the headers(1-5) in 2b with the questions(A-E). 2.Pair work T: Based on the questions in 2b and information in 2a, try to work with partner . 【设计目的】通过要求学生将特殊疑问句与 2b 表格的内容进行匹配，学生需要首先理解每个特殊疑问句的具体含义和询问目标，再仔细分析 2b 表格中提供的信息，找到两者之间的关联点。阐述匹配理由 的过程则进一步强化了学生的分析能力和语言表达能力，使他们能够清晰地表达出自己的思考过程和判断依据。再次与同伴合作练习句型及时的巩固了所学。 3.2e Fill in a card about your favourite animal Teacher leads students to complete the card about their favourite animal. Teacher will give an example first. 4.2f Use the questions in 2d to ask about your partner’s favorite animal. After finishing the card, try to use the questions in 2d to ask about your partner’s favourite animal. 【设计目的】通过填写表格，学生需要运用自已学的句式和描写手法，精准地描述自己最喜欢的动物。这不仅考察了学生对动物特征的了解程度，还锻炼了他们的语言运用能力。 5.Interview and take notes Students interview two of your classmates about their favorite animals in your group then take notes. 6. Give a report Use the notes above to make a report. Students can refer to the examples. Then, teacher invites students to share their report about their friend’s favourite animal. At last, give yourself a comment, others give a comment too. 【设计目的】通过询问伙伴们的喜好，学生不仅能够练习使用特殊疑问句进行提问，还能增进对同学们的了解，培养团队合作精神和倾听习惯。同时，这也为学生提供了一个展示自己语言能力和思维成果的舞台，增强了他们的自信心和学习动力。最后利用采访材料形成报告输出，很大的提高了学生们的语言表达能力。 7. Emotional education After watching the video, we should understand that we must protect the Antarctic, and penguins. Then understand Protecting the earth and our animals starts with these small things. 【设计目的】通过视频，画面等元素，让学生们产生情感共鸣，加深对内容的印象。带动学生们从“观看者”转变为“情感参与者”，比如在视频中展现自然灾难后同学们的互助，激发了他们的同情心与行动力。 8. Summary The teacher guides the students to summarize what they have learned in this lesson. Then know people must protect animal friends. 【设计目的】通过图示，帮助学生梳理本节课的核心内容（如重点词汇、句型等），强化记忆，避免知识碎片化。将课堂中分散的知识点系统化，突出关键信息，让学生快速抓住学习要点，并引导学生用英语概括信息，提升逻辑思维和语言组织能力，这也是英语学习中“输出能力”的重要部分 观察学生能否准确的进行匹配，并给出理 由。 观察学生是否能准确运用所学句型. 对话是否流畅自然，弱读和语调是否清晰 合理。 观察学生能否使用准确的语言介绍自己最 喜欢的动物 观察学生是否能够准确地使用 2d 的五个 问句来询问伙伴们关于他们最喜欢动物的 相关情况。 观察学生是否在做采访过程中展现出对同 伴回答的兴趣与尊重，以及交流的情况。观察学生在制 作报告过程中的情况，及时给与帮助，体现了良好的课堂互动。 观察学生在本次报告中是否结合评价标 准，较好地实现了语言知识与情感教育的 融合。学生参与度高，也可延长展示时 间，并增加同伴互评环节，促进批判性思 维发展。 观察学生在情感教育中的反应，紧扣“情感触动---价值观认同---行为改变”逻辑链 观察学生在活动中是否表现出积极态度， 是否传递正确价值观并提出创新性的保护 建议。 判断学生在总结中是否具备清晰合理的结 构，能否点明保护动物的重要性，结尾能 否总结呼吁行动。 Homework Basic (必做) 1. Remember the new words and expressions Improving(选做) 2. Make dialogues with your partner using the sentence pattern we have learned Extend (选做) Write a conversation about your favourite animals. Use the information in 2d to help you. 学科网（北京）股份有限公司 $