Unit 5教学设计-2025-2026学年译林版英语七年级下册

课时数：No. 41 用案人： 日期： 年 月 日 期 课题 Unit 5 Animal Friends -welcome 教学目标 1.Students will be able to master the key vocabulary related to animals and their characteristics, such as "bat", "butterfly", "honeybee", "ant", "wing", "taste", "lift", "weight", etc. 2.Students will understand and be able to use the sentence patterns to describe animal facts. 教学重点 1.Vocabulary: bat, butterfly, honeybee, ant, wing, taste, lift, weight 2.Sentence patterns: They have four wings. They taste things with their feet. They find their way by listening. They can lift things 50 times their own weight. 教学 难点 Understanding and accurately matching the animal facts with the corresponding animals. 教学 方法 Task-based teaching method: Assign specific tasks to students to promote their active participation and thinking. 教具 Computer Exercise books 有 备 而 来 互补调整 1、 导入新课 Step1.Revision Show some pictures of different animals and ask students to name them. Then ask a few questions to lead in the topic, such as "Do you know any special facts about these animals?" Step 2: Presentation (10 minutes) Present the new words and phrases through pictures and explanations. For example, show a picture of a bat and say, "This is a bat. Bats have wings and they find their way by listening."二、指导先学 Encourage other students to ask questions or share their own thoughts and animal facts. Step 2 Independent learning 1. Students read the model sentences and learn to read the new words in the part. 2.Students remember the knowledge by themselves. 三、交流展示 Step 3 Group discussion Display the four animal facts and the pictures of the four animals (bat, butterfly, honeybee, ant) on the PPT. Ask students to read the facts carefully and try to match them with the right animals. Step 4 Communication and show Check the answers and explain the reasons. For example, for the fact "They have four wings. They taste things with their feet.", show a picture of a butterfly and explain how butterflies have four wings and use their feet to taste. Step 5 Asking and developing Ask students to work in pairs. One student reads an animal fact, and the other student guesses which animal it is. Then they switch roles. 四、检测反馈 Step 6 Check and feedback Invite several pairs to present their conversations to the class. 1. Present the model conversation between Millie and Simon. Explain the use of words like "really", "wow", and "ha" to express surprise, excitement, or interest. 2. Ask students to work in pairs and have similar conversations about the animal facts they know. 3. Walk around the classroom to offer guidance and help. 3、 小结反思 Step 7 Conclusion and reflection 1. Summarize the key points of this lesson, including the vocabulary and sentence patterns about animal facts. 2. Assign homework: Ask students to search for more fun facts about animals and write them down. They can also prepare to share them in the next class. During the teaching process, students were actively involved in the activities and showed great interest in the topic of animal facts. However, some students had difficulty in accurately matching the facts with the animals, which requires more individualized guidance in the future. Also, in the conversation practice, some students needed more encouragement to express themselves freely. Next time, more real-life examples and interactive games can be incorporated to enhance the teaching effect. 板书设计 教后札记 年纪组 查阅 教务处 查阅 课时数：No. 42 用案人： 日期： 年 月 日 星期 课题 Unit5 Animal friends Reading 1 教学目标 1.focuses on poems about pets, giving two examples and a set of exercises to help students learn about rhyme and pet⁃related vocabulary. 2 The text aims to foster students' appreciation and understanding of the role that pets play in people's lives. By leading students to think about their own experiences with pets, the text encourages students to do some reflection. 教学重点 1.get some information about dogs and cats in the poems; 2.learn the rhyme of poems; 3.understand the importance of protecting and loving animals. 教学 难点 1.get some information about dogs and cats in the poems; 2.learn the rhyme of poems; 3.understand the importance of protecting and loving animals. 教学 方法 uses poems and blog posts to get students engaged in reading and understanding the material. 教具 Computer Exercise books 有 备 而 来 互补调整 一、导入新课 Step 1: Pre⁃reading 1.Lead in. The teacher introduces the topic of keeping pets and the importance of pets. 2.Students think about this topic and answer a question. Q: What kind of pet would you keep? Step 2: Fast⁃reading 1.Students read the two poems about a dog and a cat quickly to get an overall idea of the content. 2.Students identify the main theme and key facts about the poems. Step 3: Detailed reading 1.Students read the poems again and complete the sentences with the rhyming words. 二、指导先学 1.Read the poems again. 2.Write a T if a sentence is true or an F if it is false. Then correct the false ones. 3.Read and complete the blog posts with the correct forms of the words and phrases in the box. 三、交流展示 Step 4: Post⁃reading Students discuss the poems in pairs, answering the following questions. Q1: Why do you think many people like to keep pets? Q2: What animal would you like to have as a pet? Why? Q3: What things should you think about before getting a pet? Step 5: Language points 1.The teacher leads students to review key language points, such as“look after”(take care of),“till the end”(until the last moment), and“run after”(chase). 2.The teacher provides students with examples and exercises to reinforce the new words and expressions. 四、检测反馈 1．The (翅膀) of that bird were hurt because of a terrible storm last night. 2． (蝙蝠) look like birds but they aren’t birds. 3．When you have a cold, you can drink hot water with (蜂蜜). 4．I was (醒着的) at 11 o’clock last night because of the heavy rain. 5．Write down these sentences, or you’ll (忘记，遗忘) them. 6．More and more women are crazy about losing (重量). 7．The old couple feel ________ (孤独的) because their children are away. 8．A lot of (金鱼) are swimming around. They are beautiful. 9．The giraffe has a long (脖子) so it can reach the leaves on the trees. 10．You’d better not (触摸) the dog. It may bite you. 11．I can hear the (声音) of the blowing wind and running water. 12．Jenny would spend the day hanging round street (角落). 13．My grandpa lives (独自地) in a small city. 14．Lions are scary, but the little boy is not （害怕的）. 15．Look! There are so many colourful (蝴蝶) flying in front of us. 五、小结反思 To reinforce the language ability to talk about pets, providing students with the necessary words and expressions. 板书设计 教后札记 年级组 查阅 教务处 查阅 课时数：No. 43 用案人： 日期： 年 月 日 星期 课题 Unit 5 Animal Friends -Reading2 教学目标 1. Students will be able to understand and master key vocabulary and sentence patterns in the text 2.Students will develop reading comprehension skills and be able to accurately answer questions related to poetry. 3.Improve students' use of language and be able to create simple compositions modelled on poems. 教学重点 1. Pedagogical focus 2.Understand descriptions and expressions about pets in poetry. 3.Master the use of key vocabulary and sentence patterns. 4.To appreciate rhyme and rhythm in poetry. 教学 难点 Be able to use the vocabulary and sentence patterns learnt to describe their own pets or ideal pets. 教学 方法 To guide students in independent and co-operative learning and to develop their problem-solving and teamwork skills. 教具 Computer Exercise books 有 备 而 来 互补调整 1、 导入新课 Step1.Revision 1. Show some pictures of cute pets, such as dogs, cats, rabbits, parrots, etc. and ask the students, "What animals do people keep as pets in your neighbourhood?" Guide the students to answer in English, e.g., "Dogs, cats, rabbits...". Dogs, cats, rabbits..." 2. Then ask: "What do these animals often do?" Allow students to speak freely and share what they know about their pets' behaviour and characteristics. 二、指导先学 1. Show students the questions that precede the poem: All rhymes with ____. Tricks rhymes with ____ Bites rhymes with___ Stay rhymes with__ Friend rhymes with___ Fur rhymes with_. High rhymes with I Eyes rhymes with a Tree rhymes with____ There rhymes with_ Step 2 Independent learning Prepare students to read the poem by having them guess which words the words might rhyme with. 三、交流展示 Step 3 Group discussion 1. Students read the poem quickly and answer the following questions: What kind of pet does the first poem talk about? What can the dog do? What kind of pet does the second poem talk about? What can the cat do? Step 4 Communication and show Students read the poem carefully and decide whether the following sentences are correct or incorrect: Step5 Students read the poem again and complete the blanks: She is usually friendly, but be careful with your hands she sometimes (1) bites. Polly is very clever and can learn to sing simple songs. She does some (2) tricks to make me laugh when I am sad. She says "Hello" when you come into the room and says "Goodbye" when you leave. She says "Hello" when you come into the room and says "Goodbye" when you leave. I like to (3) look after her. And I never (4) forget to play with her when I have time! 四、检测反馈 After students finish filling in the blanks, the teacher explains the usage of key vocabulary and sentence patterns, e.g. bite, trick, look after, forget, stay, lonely, run after. 1. Group discussion: Have students discuss the following questions in groups: Why do you think many people like to keep pets? What animal would you like to have as a pet? What things should you think about before getting a pet? 5． 小结反思 1. the teacher reviews with the students the key points learnt in this lesson, including vocabulary, sentence patterns and comprehension of the poem. 2. Summarize and evaluate students' performance in the classroom, praise those who participate actively and encourage those whose performance is less than satisfactory to continue to work hard. 板书设计 教后札记 年纪组 查阅 教务处 查阅 课时数：No. 44 用案人： 日期： 年 月 日 星期 课题 Unit 5 Animal friends-Grammar1 教学目标 Students will learn the rules for using adjectives after tense verbs and nouns. They will also learn to use "can," "could," and "may" correctly to express ability and ask for permission. 教学重点 The placement of adjectives after tense verbs and nouns, and the usage of "can," "could," and "may." 教学 难点 Accurately understanding and applying the rules for adjectives modifying nouns and tense verbs. Students should also be able to use "can," "could," and "may" flexibly, especially when asking for permission. 教学 方法 Task-based, situational, and inductive teaching methods are used to engage students in learning grammar through practical examples and exercises. 教具 Computer Exercise books 有 备 而 来 互补调整 一、导入新课 1.形容词的用法 教师呈现一些含有形容词的句子，如“Rabbits have long ears.”和“Rabbits' ears are long.”，让学生观察并总结形容词在名词前和系动词后的位置规则。 引导学生得出结论：形容词可以放在名词前修饰名词，也可以放在系动词后作表语。 给出一些练习，让学生判断形容词的位置是否正确，如“The girl is beautiful.”“The beautiful girl is singing.” 2.can, could 和 may 的用法 教师呈现几组对话，如“Can your parrot speak?” “Could you help me look after my dog, please?” “May I touch your goldfish?” 让学生观察并总结 can, could 和 may 在表达能力和请求许可时的用法。 引导学生得出结论：can 用于谈论现在的能力，could 用于谈论过去的能力；can, could 和 may 都可以用于请求许可，could 比 can 更礼貌，may 更正式。 给出一些练习，让学生选择合适的情态动词填空，如“____ I use your pen?” “He ____ swim when he was five.” 二、指导先学 让学生完成 A 部分关于形容词的练习，然后教师进行讲解和订正。 让学生完成 B 部分关于 can, could 和 may 的练习，同桌之间相互核对答案，教师进行抽查和点评。 三、交流展示 教师创设一些情景，如在动物园、宠物店等，让学生用所学的形容词和情态动词进行对话练习。 例如：“You are in a pet shop. You want to buy a pet. Ask the shopkeeper for permission and describe the pet you want.” 学生分组进行练习，然后请几组学生进行展示，教师给予评价和指导。 四、检测反馈 1. The old man lives in a ________ town. He lives ________, but he doesn’t feel ________. A．lonely, lonely, alone B．lonely, alone, lonely C．alone, alone, lonely D．alone, alone, alone 1. —Don’t leave me _______ in this _______ village. That will make me very ______! —OK, I will stay with you. A．alone；lonely；lonely B．alone；alone；lonely C．lonely；alone；lonely D．lonely；lonely；alone 3.As he lived ________ on the ________ island, he felt ________ . A．alone; alone; lonely B．alone; lonely; lonely C．lonely; alone; alone D．lonely; lonely; alone 4. He lives ________ (独自) but he doesn’t feel lonely at all. 5. Emma feels a bit ______ (孤独的) because there are no old classmates at this school. 五、小结反思 1.教师与学生一起回顾本节课所学的内容，包括形容词的用法和 can, could, may 的用法。 2.总结学生在练习中的表现，表扬做得好的地方，指出存在的问题和不足之处。 板书设计 教后札记 年级组 查阅 教务处 查阅 课时数：No. 45 用案人： 日期： 年 月 日 星期 课题 Unit 5 Animal Friends -Reading2 教学目标 1.aims to improve students' understanding of grammar rules and enhance their ability to express themselves clearly in English. 2. help students better understand and use adjectives, modal verbs and rhyming words in their writing and speaking. 教学重点 The text focuses on the usage of adjectives and modal verbs, including “can” “could” and “may”. 教学 难点 Be able to use the vocabulary and sentence patterns learnt to describe their own pets or ideal pets. 教学 方法 improve students' understanding of grammar rules and enhance their ability to express themselves clearly in English. 教具 Computer Exercise books 有 备 而 来 互补调整 一、导入新课 Step 1: Grammar(Using adjectives) 1.Show pictures of animals and use adjectives to describe them. For example,“This is a cute cat. It is orange.” 2.Students read sentences about animals and circle the adjectives used in each sentence. 3.Work out the rule. 4.Students complete the passages with the words in the box. 5.Students write their own sentences using adjectives to describe animals. Step 2: Grammar(Using“can”“could”and“may”) 1.Students learn the differences between“can”“could”and“may”and the usage of them. 二、指导先学 1.To know the basic usage that adjectives modify nouns. 2.To have a preliminary understanding of modal verbs. 2.Work out the rule. 3.Students complete the conversation between Millie and Mr Wu with the correct modal verbs. 4.Students participate in role⁃play activities with the use of“can”“could”and“may”in different scenarios. 三、交流展示 The effectiveness will be assessed by students' abilities to identify adjectives correctly in given sentences, and construct sentences with appropriate adjectives. The effectiveness will be assessed by students' ability to complete sentences with the correct modal verbs, and their ability to use these modal verbs appropriately in role⁃play activities. The text uses a structured approach to teaching grammar rules, providing clear explanations and examples. There are also some exercises for students to put what they have learned into practice. It also includes a conversation between Millie and Mr Wu to demonstrate the use of “can” “could” and “may”. 四、检测反馈 一、单项选择 1．Luo yang likes swimming very much and he ________ swim very well. A．can’t B．can C．shouldn’t D．Should 2．—Mum, could I watch TV? —I’m afraid you _________. Do your homework first. A． can’t B．can C．couldn’t D．Could 3．—_________ you ride a bike when you were eight? —Yes, of course. A． Do B．Can C．Could D．Were 4．—________ I play basketball after school, Mum? —Of course you can. But remember to get home for dinner at 6:00 p.m. A．Need B．Should C．Could D．Must 5．—My uncle ________ speak good English when he was two years old. —That’s amazing! A． can B．may C．could D．Should 6．—Could I smoke for a moment? —________, sir. Look at the sign. It says “No smoking”. A． I’m afraid you can’t B．Of course you can C．I’m afraid you couldn’t D．Of course you could 五、小结反思 By the end of this lesson, students will be able to: 1. know the basic usage that adjectives modify nouns; 2. have a preliminary understanding of modal verbs; 3.learn rhyming words and how they are used in poetry. 板书设计 教后札记 年纪组 查阅 教务处 查阅 课时数：No. 46 用案人： 日期： 年 月 日 星期 课题 Unit 5 Animal friends Pronunciation1 教学目标 Students will be able to understand the concepts and patterns of rhyme in poetry. Students will be able to correctly determine if words rhyme. Students will be able to use rhyming words to complete poems. 教学重点 Know the characteristics and patterns of rhyming words. Be able to accurately determine whether words rhyme or not. Create simple poems using rhyming words. 教学 难点 Understanding and applying rhyming rules to poetry 教学 方法 Consolidate students' understanding of rhyming by practising determining whether words rhyme or not 教具 Computer Exercise books 有 备 而 来 互补调整 一、导入新课 1.教师播放一首简单的英文儿歌，如《Twinkle Twinkle Little Star》，让学生感受歌曲中的韵律。 2.提问学生在歌曲中是否注意到某些单词的发音相似，引出本节课的主题——诗歌和押韵。 2、 指导先学 1.教师展示例句：“Poetry often contains rhyming words. Words that rhyme usually end with the same sound and are at the end of the lines.” 并进行讲解。 解释押韵的定义：押韵的单词通常在结尾处有相同的发音。 举例说明，如“cat”和“hat”，“dog”和“log”。 2.教师带领学生朗读例句，强调押韵单词的发音，让学生感受押韵的效果。 三、交流展示 1 cat hat 2 ball call 3 parrot carrot 4 bark wake 5 dog good 6 stick kick 7 sun won 8 class grass 9 stay say 10 shop hope 11 jump drum 12 cute pet 让学生判断哪些单词配对押韵，哪些不押韵。学生在练习纸上做出标记（√ 或 ×）。 2.小组讨论：学生分组讨论答案，互相交流判断的理由。 3.教师巡视各小组，给予必要的指导和帮助。 4.答案展示与讲解：教师请各小组代表展示答案，并讲解判断的依据。对于学生有争议的地方，教师进行重点讲解和示范。 四、检测反馈 1. 教师呈现不完整的诗歌： My goldfish is a wonderful pet. She doesn't need a(1) We don't have to feed her (2) _ She doesn't need a gentle (3) She doesn't make a (4) Just swims all (5) _____. She isn't any (6)___ Just bubbles, Bubbles, Bubbles. 2.教师引导学生从给出的单词（bed, around, much, sound, touch, trouble）中选择合适的单词填入诗中，使诗歌押韵。 五、小结反思 1.教师与学生一起回顾本节课所学的内容，包括形容词的用法和 can, could, may 的用法。 2.总结学生在练习中的表现，表扬做得好的地方，指出存在的问题和不足之处。 板书设计 教后札记 年级组 查阅 教务处 查阅 课时数：No. 47 用案人： 日期： 年 月 日 星期 课题 Unit 5 Animal friends Integration 1 教学目标 1.Students will be able to master and use the key vocabulary and sentence patterns of the unit, such as: bone, sleep, echo, etc. 2.Understand articles about the characteristics of animals and the design inspiration humans get from them. 教学重点 1.Master vocabulary and sentence patterns about animals. 2.Understand and use key phrases from the text to describe animals. 教学 难点 How to make students describe their animal friends accurately and vividly in English. Develop students' reading comprehension and writing skills. 教学 方法 Create scenarios related to animals so that students can feel and use the language in real contexts. 教具 Computer Exercise books 有 备 而 来 互补调整 1、 导入新课 1. show some pictures of animals, such as giraffes, snakes, bats, birds and so on, and ask students what they know and feel about these animals. 2. Lead the students to discuss the characteristics of animals and the relationship between human beings and animals to stimulate their interest in learning. 二、指导先学： 1.Play the dialogue recording and let the students complete the listening fill-in-the-blank exercise. 2.Check the answers and explain key vocabulary and sentence patterns, e.g. ‘They have only (1) seven bones in their long neck! 3.Have students read articles about animals and design and answer the questions: What can radar help ships do? What can radar help ships do? 4.What other things have people created by studying animals? 5.Guide students to understand the content of the article and grasp key phrases, such as: “Radar allows ships to ‘see’ what is around them and navigate safely. The idea came from bats”. 三、交流展示 1.组织学生进行小组讨论，话题为“ The relationship between people and animals”。 2.每个小组推选一名代表进行发言，分享小组讨论的结果。 四、检测反馈 1. 让学生用英语描述一种自己喜欢的动物，不少于 80 个单词。 2. 查阅资料，了解更多关于动物与人类关系的信息。 3. 指导学生按照要求制作关于动物朋友的事实档案 （fact file）。 4.以 Suzy 的文章为例，讲解写作思路和方法。 5.让学生独立完成写作任务，然后进行小组互评和教师点评。 五、小结反思 Summarize the key vocabulary, sentence patterns and grammar knowledge of the unit. Emphasize the importance of protecting animals and cultivate students' awareness of environmental protection. 板书设计 教后札记 年纪组 查阅 教务处 查阅 课时数：No. 48 用案人： 日期： 年 月 日 星期 课题 Unit 5 Animal friends Integration2 教学目标 1.aims to promote students' awareness and appreciation of the connection between humans and animals, highlighting the ways in which animals contribute to our daily lives. 2.aims to foster students' curiosity and interest in the natural world while developing their language skills. 教学重点 1.1.learn some interesting things about animals; 2.learn how humans get design ideas from some animals; 3.understand the importance of protecting and loving animals. 教学 难点 learning about animals and their contributions to human society. 教学 方法 Combining with listening and reading tasks, the text gets students engaged in learning about animals and their contributions to human society. It presents information through a conversation, articles and short texts. There are also some illustrations and questions to raise class participation. 教具 Computer Exercise books 有 备 而 来 互补调整 一、导入新课 1.Students discuss their fears and thoughts about animals. 二、指导先学 1.Students listen to a conversation and complete the notes below. read the article and answer the questions below. Q1: What can radar help ships do? Q2: What other things did people make by studying animals? 2.Students work in pairs to discuss the relationship between people and animals, using a model conversation as a guide. 3.Students circle Mr Wu, Daniel, Suzy and Millie's opinions about animals. 4.Students read the conversation and find out the expressions about the relationship between people and animals. 5.Students practise key language points such as“It's good for us to do sth.(做某件事对我们有好处。)”,“They cheer us up(振作起来) when we feel sad.”, and“Humans have a lot to thank animals for.(表示感激)”. Students fill in the blanks and complete multiple⁃choice exercises 三、交流展示 1.students' engagement in the discussion and their willingness to share personal opinions and experiences related to animals. 2.To discuss the relationship be⁃tween humans and animals, better understand the importance of animals in their lives. 四、检测反馈 1.Read B and C, and remember the useful expressions. 2.Write down what you know about other fun facts about animals. 3.Search for more animals that people get design ideas from to make new things. 4. Students fill in the blanks and complete multiple⁃choice exercises 五、小结反思 To promote students' spoken English, and to encourage peer⁃to⁃peer learning. 板书设计 教后札记 年级组 查阅 教务处 查阅 课时数：No. 49 用案人： 日期： 年 月 日 星期 课题 Unit 5 Animal Friends -Further study 教学目标 1.Students are able to talk and write in English about the characteristics of animals and the relationship between people and animals. Students will be able to understand and appreciate the rhythms of English poetry. 教学重点 1.Master the key vocabulary and sentence patterns in this unit. Use adjectives and modal verbs correctly to describe animals. 教学 难点 How to make students use the learned vocabulary and sentence patterns accurately and flexibly in real communication. 教学 方法 Utilize multimedia resources such as pictures, videos, and audios to stimulate students' interest in learning and enhance the teaching effect 教具 Computer Exercise books 有 备 而 来 互补调整 一、导入新课 (I) Introduction (Warming up) 1. play a video about animals, such as a clip from Animal World, to arouse students' interest. 2. ask the students: “What animals can you see in the video?” “Which animal do you like best and why?” 2、 指导先学 (II) Vocabulary learning 1. show the key vocabulary words in this unit, such as amazing, friendly, loyal, etc. Help students understand the meanings of the words through pictures, example sentences and actions. 2. organize students to play vocabulary games. 2. Organize vocabulary games, such as word solitaire, guessing words, etc., to consolidate the vocabulary learned. (iii) Sentence structure learning 1. present sentences containing can, could, may and let the students observe and summarize the usage of these modal verbs. 2. give some scenarios for the students to learn the meaning of these verbs. 2. give some situations for students to make sentences with can, could, may. 3. introduce the key sentence pattern “This”. 3. introduce the key sentence pattern “This animal is amazing because...” , guide the students to use this sentence pattern to describe the animal's characteristics and have group exchanges. (IV) Reading teaching (Reading) 1. Let the students read the excerpts of the text “Black Beauty” and answer some questions, such as “What is the name of the horse?” “Why is Why is Black Beauty amazing?” and so on, to help students understand the content of the text. 2. 2. analyze the language points in the text, such as vocabulary, sentence patterns and grammar. 3. organize group discussions for students to discuss the relationship between humans and animals and what they have learned from the text. 三、交流展示 1. give a writing task for students to write a short essay about their favorite animal, requiring the use of vocabulary and sentence patterns learned in this unit. 2. provide a writing template and some hints to help students to compose and organize their essays. 3. after the students finish their writing, they will have mutual assessment and teacher's comments, pointing out the strengths and weaknesses. 4. show a simple English poem and let students feel the rhyme and rhythm of the poem. 2. explain the rhyme and rhythm of the poem. 5. explain the rhyming patterns and characteristics of poems and guide students to find out the rules. 6. Let the students try to imitate a poem about animals. 四、检测反馈 Step 6 Check and feedback 1. summarize the key points of the unit, including vocabulary, sentence patterns, grammar and poems. Finish the exercises in the textbook. Read more books or articles about animals and share them with your classmates. Improve your writing work and make a handbill.. Teaching Assessment . Classroom Performance Assessment Observe students' participation, performance and cooperation in class and give praise and encouragement in time. Homework Assessment Review students' homework carefully, including written and oral assignments, to understand students' mastery of knowledge. Test Assessment Conduct regular unit tests to detect students' mastery of vocabulary, grammar, reading and writing, etc. to provide reference for subsequent teaching. 五、小结反思 In the teaching process, attention should be paid to guiding students to think actively and participate actively, and to cultivating their independent learning ability. At the same time, the teaching progress and methods should be adjusted according to the actual situation of students to ensure that every student can gain something in class. In addition, some extension activities can be added, such as organizing students to visit zoos or animal protection bases, so that students can have a deeper understanding of animals and enhance their awareness of environmental protection and social responsibility. 板书设计 教后札记 年纪组 查阅 教务处 查阅 课时数：No. 50 用案人： 日期： 年 月 日 星期 课题 Unit5 Animal friends Assessment 教学目标 1.掌握7B U5 后半部分的重点词汇和句型； 2.掌握本单元主题写作 教学重点 1.get some information about dogs and cats in the poems; 2.learn the rhyme of poems; 3.understand the importance of protecting and loving animals. 教学 难点 1.get some information about dogs and cats in the poems; 2.learn the rhyme of poems; 3.understand the importance of protecting and loving animals. 教学 方法 uses poems and blog posts to get students engaged in reading and understanding the material. 教具 Computer Exercise books 有 备 而 来 互补调整 一、导入新课 1．It’s rude to make some (噪音) in the library. 2．When Shenzhou-14 landed (安全地) on the earth, all Chinese were cheerful. 3． （蛇）can live on the ground, in the trees and in the water. 4．My father often (允许) me to eat fast food once a week! 5．Maths is difficult for Cindy but she works hard on it because she thinks it’s (有用的). 6．This photo shows a friendly (关系) between animals and humans. 7．Working animals are helpers to (人) . 8．China (命名) its first Mars rover(火星车) “Zhurong”, a fire god in ancient Chinese stories, at 2021 China Space Conference in Nanjing on April 24. 9．The radio is too (大声的). There is a baby sleeping. Please turn it off. 10．She is (辛勤的) and doesn’t have an unkind bone in her body. 二、指导先学 1. allow v.使可能;允许 ［及物动词］ ____________________________________使某人有可能做某事；允许某人做某事 be allowed to do sth.被允许做某事 His parents won’t ________________________.他的父母不会允许他在外待到很晚。 2.safely adv.安全地 安全地过马路________________________ 道路安全_______________________ 食品安全_______________________ To keep yourself safe, you’d better not travel alone. It’s unsafe. Nothing is more important than your safety and health. You should return home safely.为了自身安全，你最好不要单独旅游。那不安全。没有什么比你的安全和健康更重要。你应该安全地返回家。 三、交流展示 1．—The fish doesn’t taste ________.   —Sorry, I forgot to put the ginger. A．good B．well C．bad D．badly 2．The bookshop ________. It usually ________ at eight in the morning. A．is opening; opens B．is open; is opening C．is open; opens D．opens; is opening 3．With four big windows, each classroom in the new teaching building looks ________. A．cleanly B．brightly C．clean D．bright 4．—Could I take this science magazine home, Mr Wu? —No, you ________. You ________ only read it here. A．can’t; can B．couldn’t; can C．can’t; can’t D．couldn’t; may 5．— South Hill is a good place to have fun. ________ we go camping there? — I’m afraid you ________. A．Can; needn’t B．May; can’t C．Must; mustn’t D．Should; shouldn’t 6．—Jack, could you come to my birthday party tomorrow? —Sorry, I ________. I have to look after my grandmother at home. A． won’t B．mustn’t C．couldn’t D．can’t 四、检测反馈 7．No one believes she ________ finish her homework in such a short time. A．should B．can C．need D．must 8．— Could I keep the windows open? There are too many people in the room. — Of course you ________. Let the fresh air in. A．will B．must C．can D．need 9．My father doesn’t allow me ________ computer games. It is bad for my eyes. A．to play B．playing C．not to play D．not play 10．Daming was quite sad about the exam. I went to his home to cheer ________ up. A．Me B．them C．him D．her 11．— Could you tell me how the baby?     — Of course. A． looking after B．to care for C．to take care D．taking care of 12．The old man stays at home ________，but he never feels ________． A．lonely；alone B．alone；lonely C．alone；lonely D．lonely；lonely 五、小结反思 After teaching Unit 5 "Animal Friends", I've gained several insights. 板书设计 教后札记 年级组 查阅 教务处 查阅 学科网（北京）股份有限公司 $