Unit 1 Animal Friends-Period 3 Grammar Focus教学设计2025-2026学年人教版英语七年级下册

Unit 1 Animal Friends Period 3 Section A Grammar Focus (3a–3d) 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 · Grammar Focus: Learn to use “because” to give reasons and form the plural forms of animal nouns. · Apply the grammar in context by completing dialogues, forming sentences, and playing a guessing game. Core Competencies 1. Language Competence · Identify and understand the function of “because” in sentences to express reasons. · Accurately form and use the plural forms of regular and irregular animal nouns. · Use the target grammar and vocabulary in controlled and semi-controlled practice (dialogues, sentence-making). · Engage in interactive communication using the grammar points in a guessing game. 2. Cultural Awareness · Deepen understanding of animal diversity through learning about different species and their characteristics. 3. Thinking Quality · Develop logical thinking by constructing sentences with clear cause-effect relationships (using because). · Systematize knowledge by learning and applying rules for noun pluralization. 4. Learning Ability · Improve grammar induction and application skills through structured exercises. · Enhance collaborative learning and spoken interaction through pair and group work. Key & Difficult Points · Key Points: Mastering the use of “because” to give reasons; learning the plural form changes of animal nouns. · Difficult Points: Using the grammar points flexibly and accurately in spontaneous spoken dialogue; remembering irregular plural forms (e.g., mice, sheep). 2. Teaching Procedures Step 1: Lead-in & Review (5 minutes) 1. Greeting & Warm-up T: Good morning, class! Let‘s warm up by reviewing. Tell me: What’s your favourite animal and why? Use the sentence: “My favourite animal is... because it's/they're...” (Invite 2-3 students to answer, e.g., “My favourite animal is the panda because it's cute.”) 2. Introduce the Grammar Focus T: Great! You all used the word “because” naturally. Today, we're going to focus on two grammar points: how to use “because” to give reasons properly, and how to talk about more than one animal—that is, using plural nouns. Let's begin! Step 2: Work on 3a – Discover “because” (7 minutes) 1. Read and Discover T: Look at Grammar Focus on page XX. Read the example sentences silently. Your task is to circle the word that introduces the reason in each sentence. What word tells us “why”? (Sentences: I like dogs because they are friendly. / She doesn't like snakes because they are scary. / We love penguins because they are lovely.) 2. Explain and Summarize T: What word did you circle? Yes, “because”. We use “because” to answer questions like “Why...?”. It connects the reason to the main idea. The structure is: Main Clause + because + Reason Clause. Step 3: Work on 3b – Apply in Dialogue (8 minutes) 1. Controlled Practice T: Now, let‘s use “because” in a dialogue. Complete the conversation in 3b with the words from the box: where, They're, do, because, What's, don't. Also, underline all the animal nouns you find. 2. Check and Drill T: Let‘s check the answers together. A: What's your favourite animal? B: They're pandas. A: Do you like them? B: Yes, I do. A: Why? B: Because they're cute. A: Where are they from? B: China. (Check underlining: pandas) T: Good! Now, practice this dialogue with your partner. Step 4: Work on 3c – Learn Plural Nouns (10 minutes) 1. Present the Rule T: Look at the animal words in the box in 3c. How do we talk about many of them? We use the plural form. Most nouns add -s (eagles, sharks). But some are special: · End with -s, -x, -ch, -sh → add -es (fox → foxes). · End with -fe/f → change to -ves (wolf → wolves, not in list but as rule). · Irregular: mouse → mice, sheep → sheep (same). 2. Practice and Produce T: Now, write the plural forms of all the animals in the box. Then, choose three plural nouns and write a sentence for each. Example: “Giraffes have very long necks.” Share one sentence with your partner. Step 5: Work on 3d – Integrate in a Game (10 minutes) 1. Model the “Guess the Animal” Game T: Let‘s play a game to use what we’ve learned! I will think of an animal. You can ask me Yes/No questions to guess. You can ask about its color, size, home, food, abilities, etc. Use “Is it...?”, “Does it have...?”, “Can it...?”, “Where is it from?”. (Teacher models a round with students.) 2. Pair Work T: Now, work in pairs. Student A thinks of an animal. Student B asks up to 5 questions to guess. Then switch roles. Use your grammar and vocabulary! 3. Class Showcase T: Which pair had a fun or challenging round? Would you like to demonstrate for the class? (Invite 1-2 pairs.) Step 6: Summary & Homework (5 minutes) 1. Summary T: Today, we focused on two key grammar points. First, using “because” to give clear reasons. Second, forming plural nouns correctly, especially remembering the irregular ones like mice and sheep. Keep practicing! 2. Homework · Write 5 sentences about animals you like or don‘t like, using “because” in each. · Memorize the plural forms of the 10 animals from 3c. · (Optional) Play the “Guess the Animal” game with a family member in English. 3. In-class Exercise Fill in the blanks with the correct form of the words given. 1. I like Tina because she is really friendly (friend) to me. 2. Lions and wolves are scary (scared). My sister doesn't like them. 3. The movie is really interesting (interest). All of the children like it. 4. Please keep away from that snake; it is very dangerous (danger). 5. My uncle is a farmer. He has lots of sheep (sheep) on his farm. 4. Blackboard Design Unit 1 Animal Friends Grammar Focus (3a–3d) · Key Word: because (to give a reason) · Plural Nouns: · +s: eagles, penguins, bears, whales, snakes, giraffes, sharks · +es: foxes · Irregular: mice (mouse), sheep (sheep) · Key Q&A: · Q: Why do you like pandas? · A: Because they are cute. · Q: Why don‘t you like snakes? · A: Because they are scary. 5. Teaching Reflection (To be completed after the lesson) 1. Did students grasp the core function of “because” and produce correct sentences with it? 2. How well did students handle the plural noun rules, especially the irregular forms? Was the practice sufficient? 3. Was the “Guess the Animal” game an effective way to integrate the grammar and vocabulary? How was student engagement? 4. Are there any common errors in the exercises that need to be addressed in the next class? 学科网（北京）股份有限公司 $