初中英语人教版（2024）七年级下册（2024）Unit 1 Animal friends精品教学设计

这是一份初中英语人教版（2024）七年级下册（2024）Unit 1 Animal friends精品教学设计，共6页。
Sectin A 1a~1d 教案
I. Teaching Objectives
1. Knwledge Objective
（1） Learn vcabulary related t animals and their characteristics.
（ 2） Understand and use simple present tense structures t describe
animals.
（3） Intrduce basic sentence patterns like "It has..." and "It is...".
2. Skill Objective
（1）Develp students' speaking, listening, and reading skills thrugh
interactive activities.
（2）Encurage students t ask and answer questins abut animals.
3. Cultural Objective
（1）Intrduce the idea f animals as pets r cmpanins, cnnecting
with students’ everyday life experiences.
（2）Learn abut different animals arund the wrld.
4. Emtinal Objective
（1）Fster an appreciatin fr animals and nature.
（2） Encurage cperatin in pair and grup activities.
II. Teaching Key Pints
1. Vcabulary: names f cmmn animals (e.g., dg, cat, rabbit, bird,

tiger).
2. Describing animals using simple present tense.
3. Sentence structures: "It has...", "It is...", "It can..."
III. Teaching Difficult Pints
1. Sentence cnstructin with "It has..." and "It is..." when describing
animals.
2. Develping fluency in speaking abut animal characteristics.
III.Teaching Prcedures
Step 1: Warm-up
1. Greeting： Greet students and check attendance.
2. Lead-in Discussin
1.Ask students, “D yu have any pets?”
2.Have a brief discussin abut pets (e.g., "What animals d yu like?"
"What des yur pet lk like?").
3.Intrduce the tpic f animals.
Step 2: Presentatin
1. Vcabulary Presentatin:
（1）Shw flashcards f animals (e.g., dg, cat, rabbit, bird, tiger).
（2）Intrduce each animal name and ask students t repeat the wrds.

（3）Write the names f the animals n the bard.
2. Sentence Structures
（1）Use the animals t intrduce basic sentence structures:
"It has a tail." (对于某些动物，描述它们的特点)
"It is a dg." (描述动物的种类)
"It can run." (描述动物的能力)
Mdel examples using animals n the flashcards:
- "This is a cat. It has sft fur. It can climb."
- "This is a tiger. It is strng. It can run fast."
Step 3: Practice
1. Activity 1: Pair Wrk
（1） Have students wrk in pairs. Give each pair a set f flashcards with
animals.
（2）Ask them t take turns describing the animals using the sentence
structures:
- “It is a …”
- “It has …”
- “It can …”
（3）Encurage students t use different animals frm the flashcards and
create a variety f sentences.

2. Activity 2: Listening Practice
（1）Play an audi clip r shw a vide f different animals.
（2）Ask students t listen carefully and write dwn the characteristics f
the animals they hear.
（3）After the listening, discuss the answers as a class.
Example sentences:
- “It is a rabbit. It has lng ears.”
- “It is a bird. It can fly.”
Step 4: Prductin
1. Activity 3: Describing an Animal
（1）Shw a picture f an animal (e.g., a tiger, a bird, etc.).
（2）Ask students t wrk individually and write 3 sentences t describe
the animal. Fr example:
- "It is a tiger."
- "It has stripes."
- "It can run fast."
（3）Have students share their sentences with the class.
2. Activity 4: Guess the Animal Game
In pairs r grups, ne student will describe an animal, and the thers will
guess which animal it is.

Example:
Student A: "It is small. It has sft fur. It can jump."
Student B: "Is it a rabbit?"
Step 5: Cnslidatin
1. Review
（1）G ver the main vcabulary and sentence structures.
（2）Ask students t share which animal they like the mst and why,
using the target sentence structures.
2. Assignment
Assign students t write a shrt paragraph (5-6 sentences) abut their
favrite animal using the sentence structures learned in class.
Example:
"My favrite animal is a dg. It is small. It has brwn fur. It can run
fast."
IV. Teaching Reflectin
1. Strengths
Students were engaged with the activities and practiced using the target
sentence structures in cntext.
The games and pair wrk were effective in encuraging student
interactin.

2. Areas fr Imprvement
Mre time culd be spent n sentence practice fr sme students wh are
still struggling with the sentence structures.
Cnsider using mre visual aids r vides t help students understand the
vcabulary better.