【人教2024版七下英语精彩课堂（备课素材+教案）】Unit 1 Animal Friends Section A
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【人教2024版七下英语精彩课堂（备课素材+教案）】
Unit 1 Section A
单元概览
Unit 1 Animal Friends
教材导学
课标落实
Section A Why do you like animals
导入一 情境导入
Create a situational dialogue between two people who are talking about going to the zoo. For example:
A: Let's go to the zoo this weekend. What animals do you think we can see there
B: We can see lions, tigers, elephants, and many other animals.
Then, ask the students to imagine and talk about what they would see and do in the zoo. After the discussion, lead into the new lesson about different kinds of animals in the zoo.
导入二 谜语导入
Prepare some riddles about animals for students. For example, “I have a long tail and I can climb trees. What am I ” (A monkey.) “I have a long neck and I like to eat leaves. What am I ” (A giraffe.) Let students guess the answers. After they guess correctly, introduce the new lesson about these animals.
导入三 实物或图片导入
Bring some small animal toys or pictures to the classroom, for example, a teddy bear. Show these objects or pictures to students and ask them to name the animals.
导入四 头脑风暴式导入
Teacher: “Boys and girls, let's have a brainstorm. What animals do you know You can say the names of animals as many as possible in one minute. Let's start!”
给学生一分钟时间,让他们尽可能多地说出自己知道的动物名称。学生可以自由发言,教师在黑板上记录学生提到的动物名称。
Teacher: “Wow, you guys know so many animals! Now, let's look at some pictures of these animals and learn some new words about them.”
活动设计
活动 我最喜爱的动物大揭秘
活动目标:*让学生更深入地了解不同动物的特点和习性。
*提高学生的信息收集、整理和表达能力。
*培养学生对动物的兴趣和爱护动物的意识。
活动过程:学生以小组为单位,讨论自己喜欢的动物,并根据教师提供的调查问卷,在小组内分享自己对该动物的外形(Appearance)、家园(Home)、食物(Food)和能力(Ability)等方面的了解以及自己喜欢该动物的原因(Reasons)。
每个小组成员都要发言,确保对该动物的信息收集尽可能全面。
小组内推选一名代表,负责记录小组讨论的结果。
教师对各小组的汇报进行总结,强调动物的多样性和独特性以及保护动物的重要性。
教师可以引导学生思考如何在日常生活中保护动物,培养学生爱护动物的意识。
听说训练
听录音,选出正确选项。(听力原文: Section A 1c )
( )1.Why does Yaming like monkeys
A.Because they are cute.
B.Because they're really clever and funny.
C.Because they are friendly.
( )2.Who likes wolves
A.Yaming. B.Emma. C.No one.
◎Key: 1—2 BA
听录音,回答问题。(听力原文: Section A 2a )
1.Why does Peter like penguins
2.Where are penguins from
3.What do penguins eat
◎Key:
1.Because they are very cute.
2.Antarctica.
3.Fish and small sea animals.
语法探究
1.Why do you like…(一种动物)
你为什么喜欢……(某种动物)
这是一个特殊疑问句。why是疑问词,用来询问原因;通常以“Because+原因”的句式来回答。如:
—Why do you like dogs 你为什么喜欢狗
—Because they are loyal and friendly. 因为它们忠诚且友好。
2.Why don't you like…(一种动物)
你为什么不喜欢……(某种动物)
这是一个否定特殊疑问句,通常用“Because+原因”的句式来回答。如:
—Why don't you like snakes 你为什么不喜欢蛇
—Because they're really scary.因为它们真的很可怕。
Section A Why do you like animals
第一课时 [(1a-1d)& Pronunciation]
Study of the Text
What: This lesson is the first lesson of Unit 1. It's the listening and speaking part. 1a shows the names of some common animals through pictures. 1b-1c create context through listening exercises and introduce the topic of this unit. The monologue is the teacher's introduction to the purpose and meeting time of the zoo trip. The conversation is a discussion about students' preference for different animals. The pronunciation part requires students to understand the different pronunciations of the letter a, the letter combinations ai, ay, and the letter combinations al, aw, and master the pronunciation of -(e)s in different words.
Why:Two listening materials introduce the information about the zoo and animals, requiring students to answer questions and identify whether the statements are true or false. The first one is a monologue by the teacher, introducing the purpose and meeting time of the zoo trip. The second one is a conversation among Yaming, Emma and Chen Jie, introducing different students' preference for monkeys and wolves. In this part, students will learn to understand the event notification, and express their preference for animals and the reasons, and briefly describe animals.
How:The two listening materials lead to the expression of a zoo trip and personal preference for animals, which are close to daily life. Core sentence structures include What's your favourite animal Why do you like… Because they're…and so on. In terms of pronunciation, students should pay attention to the pronunciation of unstressed words in sentences and the coherence of spoken English.
Learning Objectives
By the end of this lesson, students will be able to:
1.know the names of some common animals;
2.understand an event notification;
3.express personal preference for animals and the reasons;
4.recognize / / /e / / :/ in different words and pronounce them correctly; pronounce “-(e)s” correctly.
Teaching Process
Learning Objectives Teaching Activities Effectiveness Evaluation
1.To know the names of some common animals. Step 1 Lead-in 1.Greetings. 2.Create a situation: Today we're going to visit a zoo. Let's see some pictures first. What animals can you see in the pictures What other animals do you know What's your favourite animal Why Step 2 Work on 1a 1.Write the animals in the box under the pictures. ◎Key: A:lion B:penguin C:tiger D:eagle E:wolf F:monkey G:fox H:giraffe 2.Read the words aloud. Observe how well students match the words with the pictures and under-stand their vocabulary reserves for animals and sentence patterns for expressions of personal preference.
Purpose To introduce themes, create situations, stimulate students' expectations of new texts through pictures, arouse students' interest in talking about animals, and activate students' vocabulary and sentence patterns to express their personal preference.
2.To understand an event notification. Step 3 Listening (1b&1c) 1.1b: Listen to the teacher's instructions. Answer the questions. ◎Key: 1.At the zoo. 2.To learn about different animals. 3.Before 12 o'clock. Listening tip:听时间和地点等关键词。 2.1c: Listen to the conversation. Circle T for true or F for false. ◎Key: T; F; T; F According to whether students can grab key words during the listening process, judge students' under-standing of the main idea of the listening material. Observe whether students can catch the details of the infor-mation and judge whether the state-ments are true or false, to know about the comprehensiveness and accuracy of the information they obtain.
Purpose To guide students to learn key sentence patterns and expressions to prepare them for further application in real-life situations. To help students perceive the content of the conversation as a whole, and develop students' ability to accurately obtain, sort out and record key information.
3.To express per-sonal preference for animals and the reasons. Step 4 Discussion Work on 1d: Talk about your favourite animal with your partner. e.g. —What's your favourite animal —It's the monkey. —Why do you like monkeys —Because they're clever and funny. Step 5 Group work 1.Work in groups of four people to ask and answer questions about your favourite animals. Each group should choose a reporter to do a report. e.g. There are four people in my group. They are A, B, C and D. A likes…very much, because they're… B's favourite animals are … because he/she thinks they're… C likes… because he/she thinks they're…D… 2.Show time. EvaluationStarsLanguagePronunciationPerformanceConfidenceExcellent ★ ★ ★ Great ★ ★ Good ★
Observe students' con-versational performance to see if they can find relevant sentence pat-terns and summarize more relevant express-ions from the listening material. Help students correct their grammar mis-takes, such as the use of the third-person singular and supple-ment vocabulary. Self-evaluation and mutual evaluation are carried out from various aspects such as language, pro-nunciation, performance and confidence.
Purpose To guide students to connect with real life and use the language they have learned. To integrate the use of relevant language expressions, correct errors and supplement in time, help students complete communicative tasks and the report, cultivate students' ability to use the language and cultural knowledge they have learned to solve practical problems in real situations, and promote transfer and innovation.
4.recognize / / /e / / :/ in different words and pronounce them correctly; pronounce “-(e)s” correctly. Step 6 Pronunciation 1.Work on 1.Listen and repeat. Add one more word to each group. ◎Possible Key: tape; sat; pain; lay; talk; paw 2.Summarize the letters and letter combinations that pronounce / / /e / / :/.(详见课件资源) 3.Work on 2. Listen and repeat. Notice the pronunciation of “-(e)s”. Summarize the rules. 4.Work on 3. Listen and repeat. Notice how the unstressed words are pronounced. Step 7 Language points Observe whether stu-dents can recognize and pronounce letters and letter combinations with the pronunciation of / / /e / / :/ correctly. Observe whether stu-dents can accurately pronounce -(e)s in different words and give guidance and feedback as needed.
Purpose To guide students to pay attention to the learning of phonetic knowledge, clarify the letters and letter combinations pronouncing / / /e / / :/ and the pronunciation rules of -(e)s, and help students master the above content and the processing of stressed and unstressed words in spoken language through listening and repeating.
Homework Required: Listen to and repeat the conversations in Pronunciation 3. Optional: Interview and survey other students about their favourite animals and the reasons.
Teaching Reflection
第二课时 (2a-2f)
Study of the Text
What: This lesson is the second lesson of Unit 1. In the conversation in 2a, students discuss why they like penguins and some information about them. 2a asks students to listen to the conversation and circle the coloured words they hear. 2b is a 2a-based reading exercise that asks students to write down basic information about penguins in the table. 2c asks students to listen to the conversation again and pay attention to the unstressed words, and then role-play it. 2d asks students to find the questions that fit the information in 2b. 2e asks students to make an information card for their favourite animal. 2f requires students to ask their partner basic information about their favourite animal using the questions in 2d.
Why:The listening exercise, reading exercise, and role-play in 2a-2c are all based on the conversation in 2a. Through the above exercises, students can improve their listening and speaking skills in giving information about their favourite animals, increase their awareness of unstressed words, and strengthen their reading skills in finding details. 2d-2f allow students to be familiar with questions and answers about information on animals, ask them to make information cards about their own favourite animals, and apply what they have learned to ask others about their favourite animals.
How: The background of the conversation is the zoo, and the content is discussing why people like penguins and some basic information about penguins. The conversation is close to everyday life, and is more contextual and colloquial. The core sentence patterns include Why do you like them Where are they from What do they eat and so on. Students should pay attention to the Wh- questions and their answers.
Learning Objectives
By the end of this lesson, students will be able to:
1.get information about the penguin through listening;
2.learn some useful expressions to describe animals;
3.introduce their favourite animals to others;
4.explore the relationship between animals and humans.
Teaching Process
Learning Objectives Teaching Activities Effectiveness Evaluation
1.To get informa-tion about the penguin through listening. Step 1 Lead-in 1.Greetings. 2.Create a situation: Welcome to the animal fair(动物展览会)! Have you ever seen such cold places in your daily life On the earth, there is such a place. Its name is Antarctica. A special bird lives in Antarctica.Can you guess what it is Yes, it's the penguin. What do you know about penguins Observe how well stu-dents answer questions and understand their vocabulary and sentence pattern reserves about penguins.
Step 2 Listening 1.Listen to the conversation and circle the coloured words you hear. ◎Key: cute; lovely; funny; smart 2.Listen again and imitate. Pay attention to the pronunciation of “a”. e.g. favourite, animal, can, small, Antarctica, sandwich Observe whether stu-dents can choose the right words and judge the comprehensiveness and accuracy of the information they have obtained.
Purpose To introduce themes, create situations, stimulate students' expectations of new texts through pictures, arouse students' interest in talking about animals, activate students' vocabulary and sentence patterns to express their personal preference and develop students' ability to accurately obtain the key information.
2.To learn some useful express-ions to describe animals. Step 3 Reading 1. Read the conversation and answer the questions. (1)What's Peter's favourite animal (2)Why does Peter like them so much What are they like (3)Where are they from (4)What do they eat ◎Key: (1)The penguin. (2)Because they're very cute. They can't fly like other birds, but they can swim fast. (3)Antarctica. (4)Fish and small sea animals. 2.2b: Read the conversation and take notes. Tip: Pay attention to the headers in the table. ◎Key: the penguin; cute/lovely; Antarctica; fish and small sea animals; swim fast 3. 2c: Listen to the conversation again and pay attention to the unstressed words. Then role-play it. 4. 2d: Match the headers (1-5) in 2b with the questions (A-E). Tip: Find out the key words both in the questions and headers. ◎Key: 2 A; 1 B; 5 C; 3 D; 4 E Observe whether stu-dents can answer the questions, fill out the form and do the matching exercise correctly so as to judge whether they understand the reading material and sort out the key information and help strengthen their logical thinking.Check students' fluency and accuracy in reading aloud and give them appropriate guidance.
Purpose To develop students' ability to accurately obtain, sort out and record key information. To guide students to learn and internalize key sentence patterns and expressions to prepare them for further application in real-life situations.
3.To introduce their favourite animals to others. Step 4 Practice 1.2e: Complete the card about your favourite animal. Describe your favourite animal without saying its name and let your class-mates guess. 2.Use the questions in 2d to ask about your partner's favourite animal. e.g. Useful expressions: A.What does it look like /How does it look B.What's your favourite animal C.What can it do D.Where does it usually live /Where is it from E.What does it usually eat Observe students' performance to see if they can properly use what they have learned to ask about and answer each item of information in the table in a complete way.
Purpose To guide students to use the language they have learned and strengthen their communication skills. To integrate the use of relevant language expressions, correct errors and supplement in time.
4.To explore the relationship between animals and humans. Step 5 Language points 1.What does it look like 2.Where is it from be from=come from Step 6 Summary Animals are our friends. We should care about and protect them. We should save endangered animals. Chat with students to find out whether they have the awareness of protecting the environ-ment and caring for animals, and cultivate and strengthen relevant awareness.
Purpose To expand relevant knowledge. To guide students to pay attention to animals and nature, cultivate environmental protection awareness, and carry out moral education to improve the relationship between humans and animals.
Homework Required: 1.Read the conversation in 2a fluently. 2.Pay attention to the pronunciation of the letter a in the word, and look up words containing /e /, / / and / /. Optional: Work in pairs and role-play to personify your favourite animals. One student plays the role of animals and the other asks questions.
Teaching Reflection
聪明的猴子
There is an old tiger in the forest. He doesn't want to look for food now. He often asks other animals to get him something to eat. The animals in the forest are all afraid of him, so they always do as he says. One day he sees a monkey and says, “I am hungry, Monkey. Go to the village and get me something to eat.” “I can't do that now, Tiger,” the monkey says. “There is another tiger over there. He will not let me get anything for you to eat. I am afraid of him.” “What ” cries the old tiger. “Take me to that tiger. I will talk to him.” The monkey and the tiger get to the bridge over the river. “Now look down at the water,” says the monkey. “Do you see the tiger ” “Yes, I do,” cries the old tiger. “I will eat him.” With these words the tiger jumps into the river.
第三课时 (Grammar Focus)
Study of the Text
What: The content is the grammar part. 3a presents questions and answers about basic information of animals and personal preference, with an emphasis on special interrogative sentences. 3b asks students to fill in the blanks with correct words to complete the dialogue. 3c asks students to write plural forms of some nouns about animal names and express their preference. 3d asks students to use what they have learned to ask questions and guess the animals that their partners have in mind.
Why: Students can summarize the usage and answers to special interrogative sentences guided by what, where, and why by reading the sentences in the table, and learn to express personal preference and ask for basic information about animals. Written exercises allow students to consolidate the use of special and general interrogative sentences, as well as singular and plural forms of nouns. Speaking practice allows students to become more proficient in using special and general interrogative sentences to talk about animals and related personal preference.
How:The text in this lesson is in the forms of sentences and dialogue. The content is simple and close to daily life. The core sentences include What's your favourite animal Where be… from Why do/don't you like… Because… and so on. To complete 3b, students need to understand the context and identify the special interrogative words. They have to pay attention to the special rules when turning singular forms to plural forms in 3c. 3d allows students to practise speaking in a comprehensive way.
Learning Objectives
By the end of this lesson, students will be able to:
1.grasp the grammar by reading and doing related exercises;
2.use Wh-words, Wh-questions and plural nouns correctly;
3.talk about their animal friends by using the model.
Teaching Process
Learning Objectives Teaching Activities Effectiveness Evaluation
1.To grasp the grammar by read-ing and doing related exercises. Step 1 Lead-in Review what we have learned with partners. Ask and answer questions according to the pictures. e.g. —What's your favourite animal —It's the monkey. —Where are penguins from —They're from Antarctica. —Why do you like penguins so much —Because they're very cute! —Why don't you like snakes —Because they're really scary. Judge whether students have grasped the target language according to their performance in reviewing and help them enhance what they have learned.
Step 2 Work on 3a Read the sentences. Circle the word that introduces a reason. ◎Key: Because Summary: What: ask for things, events, actions, concepts Where: ask for places —Why… [ask for reasons] —Because+reason.
Purpose To use pictures to activate students' knowledge, and allow them to review what they have learned.
2.To use Wh-words, Wh-questions and plural nouns correctly. Step 3 Work on 3b 1.Complete the conversation with the words in the box. Underline the animal nouns. ◎Key: where; They're; do; because; What's; don't Animal nouns: giraffes, sharks 2.Watch a video about plural forms of nouns. Summary: —general situation: add s to turn a singular noun into a plural noun —singular nouns that end with -s, -x, -ch and -sh: add -es after -s, -x, -ch and -sh —singular nouns that end with a consonant letter+-y: change -y to -i and then add -es Step 4 Work on 3c Make the nouns in the box plural. Then use the plural nouns to complete the sentences. ◎Key: eagles; foxes; giraffes; mice; penguins; sharks; sheep; snakes; whales; bears e.g. —I like because they're cute/smart/interesting/funny/huge/… —I don't like because they're dangerous/scary/… Observe whether stu-dents can use the gram-mar rules correctly and apply them to finish the exercise, and guide students to choose correct words according to the context and its logic.
Purpose To improve students' comprehension skills and their skill in using grammar correctly in written exercises.
3.To talk about their animal friends by using the model. Step 5 Exercises 1.Work on 3d. Think of an animal. Ask and answer questions with a partner to guess each other's animal. e.g. A: Is the animal's tail long B: No, it isn't. A: Is it black and white B: Yes, it is. A: Where's it from B: It's from China. A: It's a panda! B: Yes, you're right! 2.Choose some pairs to show in the front of the classroom. 3.Summary: Love animals, and protect our animal friends. Observe students' participation and the content of discussions and instruct students to use the grammar they have learned in this class correctly. Observe whether stu-dents can use general and special interroga-tive sentences correctly.
Purpose In practical application, students can internalize what they have learned and lay the foundation for real-life communication in the future.
Homework Required: 1.Read the texts in 3a and 3b. 2.Complete the grammar exercises in the exercise book. Optional: Write a short article to introduce an animal friend by using the grammar of this unit.
Teaching Reflection
21世纪教育网(www.21cnjy.com)
【人教2024版七下英语精彩课堂（备课素材+教案）】
Unit 1 Section A
单元概览
Unit 1 Animal Friends
教材导学
课标落实
Section A Why do you like animals
导入一 情境导入
Create a situational dialogue between two people who are talking about going to the zoo. For example:
A: Let's go to the zoo this weekend. What animals do you think we can see there
B: We can see lions, tigers, elephants, and many other animals.
Then, ask the students to imagine and talk about what they would see and do in the zoo. After the discussion, lead into the new lesson about different kinds of animals in the zoo.
导入二 谜语导入
Prepare some riddles about animals for students. For example, “I have a long tail and I can climb trees. What am I ” (A monkey.) “I have a long neck and I like to eat leaves. What am I ” (A giraffe.) Let students guess the answers. After they guess correctly, introduce the new lesson about these animals.
导入三 实物或图片导入
Bring some small animal toys or pictures to the classroom, for example, a teddy bear. Show these objects or pictures to students and ask them to name the animals.
导入四 头脑风暴式导入
Teacher: “Boys and girls, let's have a brainstorm. What animals do you know You can say the names of animals as many as possible in one minute. Let's start!”
给学生一分钟时间,让他们尽可能多地说出自己知道的动物名称。学生可以自由发言,教师在黑板上记录学生提到的动物名称。
Teacher: “Wow, you guys know so many animals! Now, let's look at some pictures of these animals and learn some new words about them.”
活动设计
活动 我最喜爱的动物大揭秘
活动目标:*让学生更深入地了解不同动物的特点和习性。
*提高学生的信息收集、整理和表达能力。
*培养学生对动物的兴趣和爱护动物的意识。
活动过程:学生以小组为单位,讨论自己喜欢的动物,并根据教师提供的调查问卷,在小组内分享自己对该动物的外形(Appearance)、家园(Home)、食物(Food)和能力(Ability)等方面的了解以及自己喜欢该动物的原因(Reasons)。
每个小组成员都要发言,确保对该动物的信息收集尽可能全面。
小组内推选一名代表,负责记录小组讨论的结果。
教师对各小组的汇报进行总结,强调动物的多样性和独特性以及保护动物的重要性。
教师可以引导学生思考如何在日常生活中保护动物,培养学生爱护动物的意识。
听说训练
听录音,选出正确选项。(听力原文: Section A 1c )
( )1.Why does Yaming like monkeys
A.Because they are cute.
B.Because they're really clever and funny.
C.Because they are friendly.
( )2.Who likes wolves
A.Yaming. B.Emma. C.No one.
◎Key: 1—2 BA
听录音,回答问题。(听力原文: Section A 2a )
1.Why does Peter like penguins
2.Where are penguins from
3.What do penguins eat
◎Key:
1.Because they are very cute.
2.Antarctica.
3.Fish and small sea animals.
语法探究
1.Why do you like…(一种动物)
你为什么喜欢……(某种动物)
这是一个特殊疑问句。why是疑问词,用来询问原因;通常以“Because+原因”的句式来回答。如:
—Why do you like dogs 你为什么喜欢狗
—Because they are loyal and friendly. 因为它们忠诚且友好。
2.Why don't you like…(一种动物)
你为什么不喜欢……(某种动物)
这是一个否定特殊疑问句,通常用“Because+原因”的句式来回答。如:
—Why don't you like snakes 你为什么不喜欢蛇
—Because they're really scary.因为它们真的很可怕。
Section A Why do you like animals
第一课时 [(1a-1d)& Pronunciation]
Study of the Text
What: This lesson is the first lesson of Unit 1. It's the listening and speaking part. 1a shows the names of some common animals through pictures. 1b-1c create context through listening exercises and introduce the topic of this unit. The monologue is the teacher's introduction to the purpose and meeting time of the zoo trip. The conversation is a discussion about students' preference for different animals. The pronunciation part requires students to understand the different pronunciations of the letter a, the letter combinations ai, ay, and the letter combinations al, aw, and master the pronunciation of -(e)s in different words.
Why:Two listening materials introduce the information about the zoo and animals, requiring students to answer questions and identify whether the statements are true or false. The first one is a monologue by the teacher, introducing the purpose and meeting time of the zoo trip. The second one is a conversation among Yaming, Emma and Chen Jie, introducing different students' preference for monkeys and wolves. In this part, students will learn to understand the event notification, and express their preference for animals and the reasons, and briefly describe animals.
How:The two listening materials lead to the expression of a zoo trip and personal preference for animals, which are close to daily life. Core sentence structures include What's your favourite animal Why do you like… Because they're…and so on. In terms of pronunciation, students should pay attention to the pronunciation of unstressed words in sentences and the coherence of spoken English.
Learning Objectives
By the end of this lesson, students will be able to:
1.know the names of some common animals;
2.understand an event notification;
3.express personal preference for animals and the reasons;
4.recognize / / /e / / :/ in different words and pronounce them correctly; pronounce “-(e)s” correctly.
Teaching Process
Learning Objectives Teaching Activities Effectiveness Evaluation
1.To know the names of some common animals. Step 1 Lead-in 1.Greetings. 2.Create a situation: Today we're going to visit a zoo. Let's see some pictures first. What animals can you see in the pictures What other animals do you know What's your favourite animal Why Step 2 Work on 1a 1.Write the animals in the box under the pictures. ◎Key: A:lion B:penguin C:tiger D:eagle E:wolf F:monkey G:fox H:giraffe 2.Read the words aloud. Observe how well students match the words with the pictures and under-stand their vocabulary reserves for animals and sentence patterns for expressions of personal preference.
Purpose To introduce themes, create situations, stimulate students' expectations of new texts through pictures, arouse students' interest in talking about animals, and activate students' vocabulary and sentence patterns to express their personal preference.
2.To understand an event notification. Step 3 Listening (1b&1c) 1.1b: Listen to the teacher's instructions. Answer the questions. ◎Key: 1.At the zoo. 2.To learn about different animals. 3.Before 12 o'clock. Listening tip:听时间和地点等关键词。 2.1c: Listen to the conversation. Circle T for true or F for false. ◎Key: T; F; T; F According to whether students can grab key words during the listening process, judge students' under-standing of the main idea of the listening material. Observe whether students can catch the details of the infor-mation and judge whether the state-ments are true or false, to know about the comprehensiveness and accuracy of the information they obtain.
Purpose To guide students to learn key sentence patterns and expressions to prepare them for further application in real-life situations. To help students perceive the content of the conversation as a whole, and develop students' ability to accurately obtain, sort out and record key information.
3.To express per-sonal preference for animals and the reasons. Step 4 Discussion Work on 1d: Talk about your favourite animal with your partner. e.g. —What's your favourite animal —It's the monkey. —Why do you like monkeys —Because they're clever and funny. Step 5 Group work 1.Work in groups of four people to ask and answer questions about your favourite animals. Each group should choose a reporter to do a report. e.g. There are four people in my group. They are A, B, C and D. A likes…very much, because they're… B's favourite animals are … because he/she thinks they're… C likes… because he/she thinks they're…D… 2.Show time. EvaluationStarsLanguagePronunciationPerformanceConfidenceExcellent ★ ★ ★ Great ★ ★ Good ★
Observe students' con-versational performance to see if they can find relevant sentence pat-terns and summarize more relevant express-ions from the listening material. Help students correct their grammar mis-takes, such as the use of the third-person singular and supple-ment vocabulary. Self-evaluation and mutual evaluation are carried out from various aspects such as language, pro-nunciation, performance and confidence.
Purpose To guide students to connect with real life and use the language they have learned. To integrate the use of relevant language expressions, correct errors and supplement in time, help students complete communicative tasks and the report, cultivate students' ability to use the language and cultural knowledge they have learned to solve practical problems in real situations, and promote transfer and innovation.
4.recognize / / /e / / :/ in different words and pronounce them correctly; pronounce “-(e)s” correctly. Step 6 Pronunciation 1.Work on 1.Listen and repeat. Add one more word to each group. ◎Possible Key: tape; sat; pain; lay; talk; paw 2.Summarize the letters and letter combinations that pronounce / / /e / / :/.(详见课件资源) 3.Work on 2. Listen and repeat. Notice the pronunciation of “-(e)s”. Summarize the rules. 4.Work on 3. Listen and repeat. Notice how the unstressed words are pronounced. Step 7 Language points Observe whether stu-dents can recognize and pronounce letters and letter combinations with the pronunciation of / / /e / / :/ correctly. Observe whether stu-dents can accurately pronounce -(e)s in different words and give guidance and feedback as needed.
Purpose To guide students to pay attention to the learning of phonetic knowledge, clarify the letters and letter combinations pronouncing / / /e / / :/ and the pronunciation rules of -(e)s, and help students master the above content and the processing of stressed and unstressed words in spoken language through listening and repeating.
Homework Required: Listen to and repeat the conversations in Pronunciation 3. Optional: Interview and survey other students about their favourite animals and the reasons.
Teaching Reflection
第二课时 (2a-2f)
Study of the Text
What: This lesson is the second lesson of Unit 1. In the conversation in 2a, students discuss why they like penguins and some information about them. 2a asks students to listen to the conversation and circle the coloured words they hear. 2b is a 2a-based reading exercise that asks students to write down basic information about penguins in the table. 2c asks students to listen to the conversation again and pay attention to the unstressed words, and then role-play it. 2d asks students to find the questions that fit the information in 2b. 2e asks students to make an information card for their favourite animal. 2f requires students to ask their partner basic information about their favourite animal using the questions in 2d.
Why:The listening exercise, reading exercise, and role-play in 2a-2c are all based on the conversation in 2a. Through the above exercises, students can improve their listening and speaking skills in giving information about their favourite animals, increase their awareness of unstressed words, and strengthen their reading skills in finding details. 2d-2f allow students to be familiar with questions and answers about information on animals, ask them to make information cards about their own favourite animals, and apply what they have learned to ask others about their favourite animals.
How: The background of the conversation is the zoo, and the content is discussing why people like penguins and some basic information about penguins. The conversation is close to everyday life, and is more contextual and colloquial. The core sentence patterns include Why do you like them Where are they from What do they eat and so on. Students should pay attention to the Wh- questions and their answers.
Learning Objectives
By the end of this lesson, students will be able to:
1.get information about the penguin through listening;
2.learn some useful expressions to describe animals;
3.introduce their favourite animals to others;
4.explore the relationship between animals and humans.
Teaching Process
Learning Objectives Teaching Activities Effectiveness Evaluation
1.To get informa-tion about the penguin through listening. Step 1 Lead-in 1.Greetings. 2.Create a situation: Welcome to the animal fair(动物展览会)! Have you ever seen such cold places in your daily life On the earth, there is such a place. Its name is Antarctica. A special bird lives in Antarctica.Can you guess what it is Yes, it's the penguin. What do you know about penguins Observe how well stu-dents answer questions and understand their vocabulary and sentence pattern reserves about penguins.
Step 2 Listening 1.Listen to the conversation and circle the coloured words you hear. ◎Key: cute; lovely; funny; smart 2.Listen again and imitate. Pay attention to the pronunciation of “a”. e.g. favourite, animal, can, small, Antarctica, sandwich Observe whether stu-dents can choose the right words and judge the comprehensiveness and accuracy of the information they have obtained.
Purpose To introduce themes, create situations, stimulate students' expectations of new texts through pictures, arouse students' interest in talking about animals, activate students' vocabulary and sentence patterns to express their personal preference and develop students' ability to accurately obtain the key information.
2.To learn some useful express-ions to describe animals. Step 3 Reading 1. Read the conversation and answer the questions. (1)What's Peter's favourite animal (2)Why does Peter like them so much What are they like (3)Where are they from (4)What do they eat ◎Key: (1)The penguin. (2)Because they're very cute. They can't fly like other birds, but they can swim fast. (3)Antarctica. (4)Fish and small sea animals. 2.2b: Read the conversation and take notes. Tip: Pay attention to the headers in the table. ◎Key: the penguin; cute/lovely; Antarctica; fish and small sea animals; swim fast 3. 2c: Listen to the conversation again and pay attention to the unstressed words. Then role-play it. 4. 2d: Match the headers (1-5) in 2b with the questions (A-E). Tip: Find out the key words both in the questions and headers. ◎Key: 2 A; 1 B; 5 C; 3 D; 4 E Observe whether stu-dents can answer the questions, fill out the form and do the matching exercise correctly so as to judge whether they understand the reading material and sort out the key information and help strengthen their logical thinking.Check students' fluency and accuracy in reading aloud and give them appropriate guidance.
Purpose To develop students' ability to accurately obtain, sort out and record key information. To guide students to learn and internalize key sentence patterns and expressions to prepare them for further application in real-life situations.
3.To introduce their favourite animals to others. Step 4 Practice 1.2e: Complete the card about your favourite animal. Describe your favourite animal without saying its name and let your class-mates guess. 2.Use the questions in 2d to ask about your partner's favourite animal. e.g. Useful expressions: A.What does it look like /How does it look B.What's your favourite animal C.What can it do D.Where does it usually live /Where is it from E.What does it usually eat Observe students' performance to see if they can properly use what they have learned to ask about and answer each item of information in the table in a complete way.
Purpose To guide students to use the language they have learned and strengthen their communication skills. To integrate the use of relevant language expressions, correct errors and supplement in time.
4.To explore the relationship between animals and humans. Step 5 Language points 1.What does it look like 2.Where is it from be from=come from Step 6 Summary Animals are our friends. We should care about and protect them. We should save endangered animals. Chat with students to find out whether they have the awareness of protecting the environ-ment and caring for animals, and cultivate and strengthen relevant awareness.
Purpose To expand relevant knowledge. To guide students to pay attention to animals and nature, cultivate environmental protection awareness, and carry out moral education to improve the relationship between humans and animals.
Homework Required: 1.Read the conversation in 2a fluently. 2.Pay attention to the pronunciation of the letter a in the word, and look up words containing /e /, / / and / /. Optional: Work in pairs and role-play to personify your favourite animals. One student plays the role of animals and the other asks questions.
Teaching Reflection
聪明的猴子
There is an old tiger in the forest. He doesn't want to look for food now. He often asks other animals to get him something to eat. The animals in the forest are all afraid of him, so they always do as he says. One day he sees a monkey and says, “I am hungry, Monkey. Go to the village and get me something to eat.” “I can't do that now, Tiger,” the monkey says. “There is another tiger over there. He will not let me get anything for you to eat. I am afraid of him.” “What ” cries the old tiger. “Take me to that tiger. I will talk to him.” The monkey and the tiger get to the bridge over the river. “Now look down at the water,” says the monkey. “Do you see the tiger ” “Yes, I do,” cries the old tiger. “I will eat him.” With these words the tiger jumps into the river.
第三课时 (Grammar Focus)
Study of the Text
What: The content is the grammar part. 3a presents questions and answers about basic information of animals and personal preference, with an emphasis on special interrogative sentences. 3b asks students to fill in the blanks with correct words to complete the dialogue. 3c asks students to write plural forms of some nouns about animal names and express their preference. 3d asks students to use what they have learned to ask questions and guess the animals that their partners have in mind.
Why: Students can summarize the usage and answers to special interrogative sentences guided by what, where, and why by reading the sentences in the table, and learn to express personal preference and ask for basic information about animals. Written exercises allow students to consolidate the use of special and general interrogative sentences, as well as singular and plural forms of nouns. Speaking practice allows students to become more proficient in using special and general interrogative sentences to talk about animals and related personal preference.
How:The text in this lesson is in the forms of sentences and dialogue. The content is simple and close to daily life. The core sentences include What's your favourite animal Where be… from Why do/don't you like… Because… and so on. To complete 3b, students need to understand the context and identify the special interrogative words. They have to pay attention to the special rules when turning singular forms to plural forms in 3c. 3d allows students to practise speaking in a comprehensive way.
Learning Objectives
By the end of this lesson, students will be able to:
1.grasp the grammar by reading and doing related exercises;
2.use Wh-words, Wh-questions and plural nouns correctly;
3.talk about their animal friends by using the model.
Teaching Process
Learning Objectives Teaching Activities Effectiveness Evaluation
1.To grasp the grammar by read-ing and doing related exercises. Step 1 Lead-in Review what we have learned with partners. Ask and answer questions according to the pictures. e.g. —What's your favourite animal —It's the monkey. —Where are penguins from —They're from Antarctica. —Why do you like penguins so much —Because they're very cute! —Why don't you like snakes —Because they're really scary. Judge whether students have grasped the target language according to their performance in reviewing and help them enhance what they have learned.
Step 2 Work on 3a Read the sentences. Circle the word that introduces a reason. ◎Key: Because Summary: What: ask for things, events, actions, concepts Where: ask for places —Why… [ask for reasons] —Because+reason.
Purpose To use pictures to activate students' knowledge, and allow them to review what they have learned.
2.To use Wh-words, Wh-questions and plural nouns correctly. Step 3 Work on 3b 1.Complete the conversation with the words in the box. Underline the animal nouns. ◎Key: where; They're; do; because; What's; don't Animal nouns: giraffes, sharks 2.Watch a video about plural forms of nouns. Summary: —general situation: add s to turn a singular noun into a plural noun —singular nouns that end with -s, -x, -ch and -sh: add -es after -s, -x, -ch and -sh —singular nouns that end with a consonant letter+-y: change -y to -i and then add -es Step 4 Work on 3c Make the nouns in the box plural. Then use the plural nouns to complete the sentences. ◎Key: eagles; foxes; giraffes; mice; penguins; sharks; sheep; snakes; whales; bears e.g. —I like because they're cute/smart/interesting/funny/huge/… —I don't like because they're dangerous/scary/… Observe whether stu-dents can use the gram-mar rules correctly and apply them to finish the exercise, and guide students to choose correct words according to the context and its logic.
Purpose To improve students' comprehension skills and their skill in using grammar correctly in written exercises.
3.To talk about their animal friends by using the model. Step 5 Exercises 1.Work on 3d. Think of an animal. Ask and answer questions with a partner to guess each other's animal. e.g. A: Is the animal's tail long B: No, it isn't. A: Is it black and white B: Yes, it is. A: Where's it from B: It's from China. A: It's a panda! B: Yes, you're right! 2.Choose some pairs to show in the front of the classroom. 3.Summary: Love animals, and protect our animal friends. Observe students' participation and the content of discussions and instruct students to use the grammar they have learned in this class correctly. Observe whether stu-dents can use general and special interroga-tive sentences correctly.
Purpose In practical application, students can internalize what they have learned and lay the foundation for real-life communication in the future.
Homework Required: 1.Read the texts in 3a and 3b. 2.Complete the grammar exercises in the exercise book. Optional: Write a short article to introduce an animal friend by using the grammar of this unit.
Teaching Reflection
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