人教版（2024）七年级下册（2024）Unit 1 Animal friends教案设计

这是一份人教版（2024）七年级下册（2024）Unit 1 Animal friends教案设计，共6页。
I. Fur - Dimensinal Objectives
(I) Language Cmpetence Objectives
Students will be able t accurately read, spell and use wrds describing animals such as “animal, panda, tiger, elephant, kala, lin, giraffe, cute, lazy, smart, beautiful, scary”.
Students will learn t use the sentence pattern “Why d yu Because they're...” t ask abut and express the reasns fr liking a certain animal, and be able t apply it prficiently in real - life cmmunicatin.
Students will master the crrect prnunciatin f new wrds and sentence patterns, especially pay attentin t the accuracy f vwel and cnsnant sunds, as well as phnetic phenmena such as liaisn and intnatin in sentences.
(II) Learning Ability Objectives
Cultivate students' ability t learn new vcabulary independently thrugh previewing, cnsulting materials, etc., and imprve their learning initiative.
Thrugh listening and speaking exercises, train students' ability t imitate prnunciatin and summarize prnunciatin rules, and enhance their listening and speaking skills.
(III) Thinking Quality Objectives
Guide students t bserve the cnnectin between animal characteristics and descriptive wrds, and cultivate lgical thinking ability.
When discussing favrite animals and reasns, stimulate students' critical thinking, and encurage them t think abut the value f animals frm different perspectives.
(IV) Cultural Awareness Objectives
Enable students t understand the preferences and cultural cnntatins f animals in different cuntries, and enhance their understanding and respect fr diverse cultures.
II. Teaching Key and Difficult Pints
(I) Teaching Key Pints
Memrizatin, spelling and applicatin f key vcabulary.
Prficiency in using the “ Because...” sentence pattern.
Master the accurate prnunciatin f wrds and sentence patterns.
(II) Teaching Difficult Pints
Use the learned vcabulary and sentence patterns t cmmunicate naturally and fluently in real - life situatins.
Crrectly grasp the phnetic details such as liaisn and intnatin in sentences t make the expressin mre natural.
III. Teaching Methds
Visual Teaching Methd: Use multimedia resurces such as animal pictures and vides t visually display animal images, helping students understand vcabulary and sentences.
Situatinal Teaching Methd: Create situatins such as visiting a z, allwing students t cmmunicate in English within the cntext.
Cperative Learning Methd: Organize students t wrk in grups t jintly cmplete tasks such as dialgue practice and discussin, cultivating their cperatin ability.
IV. Teaching Prcedures
(I) Lead - in (5 minutes)
Play a vide f varius animals in the z. After the vide, ask students, “What animals did yu see in the vide? D yu like animals?” Guide students t recall the vide cntent and intrduce the theme f this lessn, “Animal friends”.
Shw sme partial pictures f animals and let students guess what animals they are t aruse students' interest.
(II) Vcabulary Teaching (10 minutes)
Use pictures t shw animals such as “panda, tiger, elephant, kala, lin, giraffe” ne by ne, teach the crrespnding wrds, and explain the prnunciatin and spelling f the wrds. Fr example, when teaching “panda”, emphasize the prnunciatin f “a”.
Shw descriptive wrds fr animals such as “cute, lazy, smart, beautiful, scary”. Cmbine pictures and actins t help students understand. Fr example, shw a picture f a panda eating bamb and say “Pandas are cute.” while making a cute gesture.
Lead students t read the vcabulary. Use varius ways, such as reading alud in chrus, reading in a chain, etc., t ensure that students can prnunce accurately. Then, let students wrk in pairs t check each ther's prnunciatin and spelling.
(III) Sentence Pattern Teaching (10 minutes)
Create a situatin: Suppse we are in the z. The teacher asks a student, “Why d yu like pandas?” Guide the student t answer, “Because they're cute.” Repeat this Q&A several times t let students understand the sentence structure.
Write “Why d yu Because they're...” n the blackbard and explain the usage f the sentence pattern. Emphasize that “Why” is used t ask fr reasns, and “Because” is used t answer.
Let students wrk in pairs t imitate the dialgue. One student asks the reasn fr liking a certain animal, and the ther answers. The teacher walks arund and crrects mistakes.
(IV) Prnunciatin Teaching (5 minutes)
Play the recrding f the wrds and sentences in 1a. Let students listen fr the first time t get an verall sense f the prnunciatin and intnatin. When listening fr the secnd time, ask students t fllw the recrding and imitate the prnunciatin sftly, paying attentin t phnetics, intnatin, liaisn, etc.
Fcus n explaining sme easily - cnfused prnunciatins in wrds. Fr example, the prnunciatin f “g” in “giraffe” is /dʒ/. Let students distinguish by cmparing similar prnunciatins. Fr liaisn in sentences, such as “Why d yu” can be prnunced as /waɪ də juː/, demnstrate and practice.
Let students cnduct reading presentatins within grups. They listen t each ther and pint ut prnunciatin prblems t imprve tgether.
(V) Listening Practice (5 minutes)
Let students lk at the pictures in 1a and guide them t predict what they may hear, such as “What animals will be mentined? What questins will be asked?”
Play the recrding. Students listen and cmplete relevant tasks, such as matching animals with descriptive wrds. Remind students t pay attentin t keywrds such as animal names and descriptive wrds befre playing.
After playing, check the answers. Play the recrding again t explain the parts where there are mre mistakes t help students understand.
(VI) Oral Practice (5 minutes)
Grup Activity: Divide students int grups f fur. Suppse they are visiting the z and cmmunicate with each ther abut their favrite animals and reasns. Each student shuld talk abut at least tw animals and use the learned sentence patterns fr dialgue.
Rle - play: Each grup selects tw representatives, ne plays the rle f a turist and the ther plays the rle f a z guide. The turist asks the guide fr infrmatin abut a certain animal, and the guide intrduces it. Fr example, “Why d peple like lins? Because they're strng.” Other grup members bserve and evaluate, and finally the teacher summarizes and cmments.
(VII) Summary and Hmewrk (5 minutes)
Summary
Review the key vcabulary, sentence patterns and prnunciatin pints learned in this lessn with students. Invite students t cme t the stage t summarize t strengthen memry.
Review the prblems that ccurred in classrm activities, such as inaccurate prnunciatin and unskilled use f sentence patterns, and emphasize precautins.
Hmewrk
Ask students t write a shrt passage in English t intrduce their favrite animal, including the animal's name, characteristics and reasns fr liking it.
Listen t the recrding and read alud the cntent f 1a. Recrd their wn reading audi, share it with their parents, and ask their parents t give an evaluatin.
V. Teaching Reflectin
In this teaching prcess, the intrductin thrugh vides and pictures stimulated students' interest in the tpic f animals. The cmbinatin f varius teaching methds was helpful fr students t learn vcabulary, sentence patterns and prnunciatin. Grup activities and rle - plays als prvided students with language practice pprtunities. Hwever, there are still sme shrtcmings. In prnunciatin teaching, sme students did nt accurately master liaisn and intnatin. In future teaching, mre targeted exercises are needed, such as strengthening phnetic training thrugh tngue - twisters and sngs. During ral practice, sme students lacked cnfidence and their expressins were nt fluent. In the future, mre encuragement shuld be given t students, and a mre relaxed atmsphere shuld be created t imprve students' ral expressin ability.