Unit 1 Animal Friends-Period 2 Section A 2a-2f 教学设计2025-2026学年人教版英语七年级下册

Unit 1 Animal Friends Period 2 Section A (2a–2f) Full English Teaching Plan Grade: 7 (Second Semester) Duration: 45 minutes Teaching Material: New People‘s Education Press (PEP) English 1. Teaching Analysis Teaching Content · Read and understand a conversation about students‘ favourite animals, extracting key information. · Practice listening to identify target adjectives and recognize unstressed words in connected speech. · Role-play the dialogue to improve oral fluency and pronunciation. · Complete tasks (matching, information cards, interviews) to consolidate the topic. Core Competencies 1. Language Competence · Identify and understand descriptive adjectives (cute, lovely, etc.) through listening. · Notice and practice the pronunciation of unstressed words in natural speech. · Extract and organize specific information (looks, home, food, ability) about animals from a text. · Use the target language to ask and answer questions about favourite animals. 2. Cultural Awareness · Learn about the habitats and characteristics of different animals (e.g., penguins in Antarctica). · Foster a sense of care and responsibility towards animals. 3. Thinking Quality · Develop information-processing skills by categorizing details about animals. · Make logical connections between an animal’s features, its habitat, and its abilities. 4. Learning Ability · Improve listening for specific information and note-taking skills. · Enhance collaborative learning and speaking confidence through pair and group work. Key & Difficult Points · Key Points: Extract key information from the conversation; notice the feature of unstressed words; role-play the dialogue fluently. · Difficult Points: Accurately understanding and discussing animal characteristics, habits, and habitats; using unstressed words naturally in oral expression. 2. Teaching Procedures Step 1: Lead-in (5 minutes) 1. Greeting & Review T: Good morning, class! Let‘s warm up. I’ll show some animal pictures. Call out their names as fast as you can! (Quickly show pictures of lion, tiger, monkey, penguin, etc., from the previous lesson.) 2. Topic Introduction T: Excellent! Last time, we talked about our favourite animals. Today, we‘ll listen to other students having a similar conversation and learn more details about animals. Let’s dive in! Step 2: Work on 2a (7 minutes) 1. Pre-listening (Predict) T: Please open your books to page 5. Look at the picture. Where are these students? What animal do you see? Discuss with your partner for one minute. 2. Listening for Gist & Target Words T: Now, listen to their conversation. While listening, please circle the four adjectives you hear: cute, lovely, funny, smart. (Play the audio once.) 3. Check Answers T: Let‘s check. What words did you circle? (Elicit answers) Yes, they are: cute, lovely, funny, smart. Step 3: Work on 2b (8 minutes) 1. Reading for Details T: Now, please read the conversation in 2a silently. This time, focus on the details about penguins. What do they say about penguins’ looks, home, food, and ability? Take notes. 2. Complete the Information Table T: Let‘s organize the information together. Look at the table in your book (or projected). We’ll fill it in. (Draw/Project a table with headers: Name, Looks, Home, Food, Ability. Guide students to complete it.) Example Table: Name Looks Home Food Ability Penguins lovely Antarctica fish and small sea animals swim fast 3. Confirm and Summarize T: So, from the conversation, we learned that penguins are lovely, they live in Antarctica, eat fish, and can swim fast. This is a good way to describe an animal. Step 4: Work on 2c (7 minutes) 1. Focus on Pronunciation T: Let‘s listen again, but with a new focus. Pay attention to small words like “the”, “of”, “and”, “can”. Notice how they are pronounced softly and quickly. This is called “unstressed” pronunciation. (Play a segment of the audio, highlighting examples.) 2. Role-play Preparation T: Now, get into groups of 3-4. Assign roles (Lisa, Paul, etc.). Practice reading the conversation aloud. Try to imitate the natural speed and the soft unstressed words. 3. Class Performance T: Which group feels ready to perform for the class? Let‘s welcome them! (Invite 1-2 groups to perform. Praise their efforts, especially on fluency.) Step 5: Work on 2d (6 minutes) 1. Matching Task T: Turn to page 6. Look at activity 2d. You will see numbered headers (1-5) and lettered questions (A-E). Work with your partner to match each header with the most suitable question. 2. Check and Explain T: Let‘s go through the answers together. Why does question A match with header 2? Because both are about “Looks”. (Confirm the sequence: 2-A, 1-B, 5-C, 3-D, 4-E). Step 6: Work on 2e (5 minutes) 1. Create an Animal Card T: Think about your own favourite animal. Use the same headers from our penguin table (Name, Looks, Home, Food, Ability) to create a simple information card for it. You can draw or write. 2. Pair-and-Share T: Finished? Now, share your animal card with your partner. Use your card to tell them about your animal. “My favourite animal is… It looks… It lives in…” Step 7: Work on 2f (4 minutes) 1. Pair Interview T: Now, switch roles. Use the questions from 2d to interview your partner about the animal on their card. Ask: “What‘s your favourite animal? What does it look like?” etc. 2. Class Report T: Who would like to introduce their partner’s favourite animal to us? For example: “My partner Li Ming‘s favourite animal is the panda. It looks cute and black and white. It lives in China...” Step 8: Summary & Homework (3 minutes) 1. Summary T: Today, we‘ve learned how to describe animals in more detail—how they look, where they live, what they eat, and what they can do. We also practiced listening for key words and speaking naturally. Remember, knowing more about animals helps us understand and protect them better. 2. Homework · Practice reading the conversation in 2a aloud, focusing on the unstressed words. · Write a short paragraph (5-7 sentences) about your favourite animal, using the information from your 2e card. 3. In-class Exercise Complete the sentences in English. (One word per blank based on the Chinese hint.) 1. What‘s your sister’s favourite animal? 2. Penguins can‘t fly like other birds. 3. What does a fox look like? 4. Where are giraffes from? 5. Don‘t give monkeys your bananas. 4. Blackboard Design Unit 1 Animal Friends Section A (2a – 2f) · Key Words: cute, lovely, funny, smart, Antarctica · Useful Sentences: · What‘s your favourite animal? - It‘s the penguin. · Why do you like them so much? - Because they look lovely. · Where are they from? - They’re from Antarctica. · They can‘t fly, but they can swim fast. · Don’t give them your sandwich! It‘s not good for them. · Info Chart: Name / Looks / Home / Food / Ability 5. Teaching Reflection (To be completed after the lesson) 1. Were students able to successfully extract and note down the key information (looks, home, food, ability) from the conversation? 2. How effective were the listening and role-play activities? Did they help students notice unstressed words? 3. Did the tasks from 2e and 2f enable students to actively use the target language to describe animals? 4. How can the theme of animal protection be more naturally integrated into future lessons? 学科网（北京）股份有限公司 $