Unit1AnimalfriendsSectionAGrammarfocus(3a-3d)教學設計人教版（2024）七年級英語下冊3

課題人教版七年級下冊英語Unit1Animalfriends.SectionAGrammarfocus(3a3d)教學設計課型聽說課備課人I.AnalysisoftheNewCurriculumStandardThemeTheteachingcontentofthisunitfocuseson"AnimalFriends",whichfallsunderthethemecategoryof"ManandNature"inthepulsoryEducationEnglishCurriculumStandards.Inthecurrentcontextofglobalization,theunderstandingofcreaturesinnatureisanimportantpartofcultivatingstudents'globalvisionandsocialresponsibility.Throughthestudyofthisunit,studentscannotonlylearnbasicinformationaboutvariousanimals,suchashabitatsandappearancecharacteristics,butalsodeeplyunderstandtheimportanceofanimalsintheecosystem.Thus,theycanestablishtheawarenessofcaringforanimalsandprotectingnature,andenhancetheconceptofharmoniouscoexistencebetweenmanandnature.II.CorepetencyObjectivesLanguageAbilityStudentsshouldbeabletoaccuratelyread,spellandusekeyvocabularyrelatedtoanimals,suchas"eagle","fox","giraffe",etc.,aswellastheirpluralformslike"eagles","foxes","giraffes",etc.Skillfullyusekeysentencepatternssuchas"What’syourfavouriteanimal?","Whereare...from?","Whydo/don’tyoulike...?"fordailymunication,andbeabletoclearlyandaccuratelyexpresstheirpreferencesfordifferentanimals,theoriginofanimals,andthereasonsforlikingordislikingthem.Haveacertainleveloflisteningprehensionability,beabletounderstandsimpledialoguesanddescriptionsaboutanimals,andrespondaccordingly.Beabletousethelearnedvocabularyandsentencepatternstointroducefamiliaranimalsinwrittenform,withsmoothsentencesandbasicallycorrectgrammar.CulturalAwarenessUnderstandtherepresentativeanimalsofdifferentcountries,suchasthepandainChinaandthekangarooinAustralia,aswellasthesymbolicmeaningsoftheseanimalsintheirrespectivenationalcultures.Recognizethatpeople'spreferencesandattitudestowardsanimalsmayvaryindifferentculturalbackgrounds,andcultivatetheawarenessofrespectingdiversecultures.Establishtheconceptofprotectinganimalsandmaintainingecologicalbalance,andenhancesocialresponsibility.ThinkingQualityThroughactivitiessuchasguessinganimalsandanalyzinganimalcharacteristics,cultivatelogicalthinkingandreasoningabilities,andbeabletomakereasonablejudgmentsandinferencesbasedonthegiveninformation.Ingroupdiscussionsandexchanges,learntolistentoothers'opinions,bebraveenoughtoexpresstheirownviews,andcultivatecriticalandcreativethinking.Beabletousethelearnedknowledgetosolvepracticalproblems,suchasputtingforwardtheirownideasandsuggestionsinasimulatedanimalprotectionpublicityactivity.LearningAbilityMastereffectivevocabularymemorizationmethods,suchasassociativememoryandclassificationmemory,toimprovetheabilityofautonomousvocabularylearning.Learntousecooperativelearningmethods,activelymunicateandcooperatewithpeersingroupactivities,pletelearningtaskstogether,andimprovecooperativelearningability.Cultivateselfmonitoringandselfevaluationabilities,beabletofindtheirownproblemsinthelearningprocessinatimelymanner,andtaketheinitiativetoseeksolutions.III.TeachingKeyandDifficultPointsKeyPointsMasterkeyanimalvocabularyandtheirpluralforms,including"eagleeagles","foxfoxes","giraffegiraffes","mousemice","penguinpenguins","sharksharks","sheepsheep","snakesnakes","whalewhales","bearbears",etc.,andbeabletoaccuratelypronounce,spellandusethem.Skillfullyusekeysentencepatternssuchas"What’syourfavouriteanimal?","Whereare...from?","Whydo/don’tyoulike...?"formunication,andunderstandandmastertheusageoftheadverbialclauseofreasonledby"because".Beabletousethelearnedvocabularyandsentencepatternstoconducttopicdiscussionsaboutanimalsinreallifesituations,suchasintroducinganimalsandexpressingpreferences.DifficultPointsCorrectlyusekeysentencepatternstohavefluentandnaturalconversations,especiallywhenansweringquestionsledby"why",beabletoclearlyandsystematicallyexpoundthereasons.Mastertheirregularpluralformsofsomenouns,suchas"mousemice",andbeabletousethemaccuratelyinpracticalapplications.Flexiblyusethelearnedknowledgeinreallifelanguageenvironmentstoimprovetheprehensivelanguageusingability.IV.TeachingandLearningMethodsTeachingMethodsSituationalTeachingMethod:Createavarietyofrichsituations,suchassimulatingazoovisitandholdingananimalknowledgelecture,sothatstudentsseemtobeinarealanimalworld,stimulatestudents'interestinlearningandenthusiasmforparticipation,andenablestudentstonaturallyusethelearnedlanguageformunicationinthesituation.TaskbasedTeachingMethod:Designaseriesoftaskswithcleargoals,suchaspletinganimalinformationforms,writinganimaldialogues,andmakinganimalcards,sothatstudentscanlearnandusethelanguageintheprocessofpletingtasks,andcultivatestudents'prehensivelanguageusingabilityandproblemsolvingability.VisualTeachingMethod:Makefulluseofvisualteachingaidssuchaspictures,videos,andrealobjectmodelstovividlydisplaytheappearance,characteristics,andlivinghabitsofanimals,helpstudentsbetterunderstandandrememberrelevantknowledge,andreducethedifficultyoflearning.LearningMethodsAutonomousLearningMethod:Guidestudentstopreviewtheteachingmaterialsindependentlybeforeclass,learnnewvocabularyandsentencepatternswiththehelpofteachingmaterialannotations,dictionariesandothertools,trytounderstandthegeneralideaofthetext,andrecordtheproblemstheyencounterinthepreviewprocess,soastocultivatestudents'autonomouslearningabilityandindependentthinkingability.CooperativeLearningMethod:Organizestudentstocarryoutgroupcooperativelearning,suchasgroupdiscussions,grouppetitions,andgroupperformances.Ingroupactivities,studentsmunicate,helpeachother,andmakeprogresstogether,improvestudents'cooperationawarenessandteamworkingability,andalsocultivatestudents'oralexpressionabilityandlisteningability.InquirybasedLearningMethod:Encouragestudentstoactivelyexploreinthelearningprocess,suchaslearningmoreaboutanimalsbylookingupinformationandobservinganimals,andcultivatestudents'spiritofinquiryandinnovationability.V.TeachingProcessIntroductionPlayawonderfulvideoclipoftheanimalworld,showingvariouslovelyandstrangeanimals,suchasthecutegiantpanda,theagilecheetah,andtheelegantgiraffe.Duringtheplayback,theteachercangivesimpleEnglishdescriptionsoftheanimalsinatimelymanner,suchas"Thisisapanda.It’sblackandwhite.It’sverycute."Afterthevideoisplayed,theteacherasksthestudents,"Whatanimalsdidyouseeinthevideo?Doyoulikethem?"GuidethestudentstoanswerinEnglish,thusleadingtothethemeofthislesson"AnimalFriends".VocabularyLearningTheteacherusesPPTtodisplaypicturesofanimals,andclearlyreadsoutthecorrespondingEnglishwordsatthesametime,suchas"eagle","fox","giraffe",etc.,andletthestudentsfollowandimitatethepronunciation.Repeateachword23timestoensurethatthestudentscanaccuratelyreadandrecognizeit.Useavarietyofmethodstohelpstudentsrememberwords:AssociativeMemoryMethod:Forexample,for"giraffe",studentscanbeguidedtoassociatethelongneckofthegiraffe(longneck),whichislikeatall"g";for"eagle",theflyingpostureoftheeagleintheaircanbedescribed,whichisliketheletter"e".ClassificationMemoryMethod:Classifyanimalsaccordingtotheirlivingenvironments,suchas"fox","giraffe","bear"thatliveonland,"shark","whale","penguin"thatliveinwater,and"eagle"thatcanfly.PictureMatchingMethod:Theteachershowsjumbledanimalpicturesandwordcards,andasksthestudentstoquicklymatchthepictureswiththecorrespondingwordstodeepentheirimpressionofthewords.Carryoutvocabularyconsolidationexercises:WordchainGame:Theteachersaysananimalword,suchas"panda",andasksthestudentstotaketurnstosayotheranimalwordsstartingwith"a",suchas"ant","alligator",etc.GuessingGame:Theteacherdescribesthecharacteristicsofananimal,suchas"Ithasalongnoseandbigears.It’sveryheavy."Letthestudentsguessthecorrespondinganimalword"elephant".GrammarFocusTheteacherpresentsthesentencesin"GrammarFocus",leadsthestudentstoreadthemsentencebysentence,andatthesametimeexplainsthestructureandusageofkeysentencepatterns:"What’syourfavouriteanimal?"isusedtoaskwhattheotherperson'sfavoriteanimalis,andtheansweris"It’s..."."Whereare...from?"isusedtoaskwheretheanimalesfrom,andtheansweris"They’refrom..."."Whydo/don’tyoulike...?"isusedtoaskthereasonforlikingordislikingacertainanimal,andtheansweris"Because...".binewithexamplesentencestoexplainindetailtheusageoftheadverbialclauseofreasonledby"because":"because"means"because",andisusedtoleadtheadverbialclauseofreasontoanswerthequestionsledby"why".Forexample:"Whydoyoulikedogs?Becausetheyarefriendly."Theteachercanletthestudentsunderstanditsusagethroughmoreexamplesentences,andemphasizethatinEnglish,"because"and"so"cannotbeusedatthesametime.Carryoutsentencepatternsubstitutionexercises:Theteachergivesademonstration.Forexample,fortheoriginalsentence"What’syourfavouriteanimal?It’sthemonkey.",replace"monkey"with"panda"tobee"What’syourfavouriteanimal?It’sthepanda."Letthestudentsimitateandcarryoutsubstitutionexercises,andtheycanaskandanswereachotherinpairs.TranslationExercises:TheteachergivesChinesesentences,suchas"你為什么喜歡兔子？因為它們很可愛。"LetthestudentstranslatethemintoEnglish,andthenchecktheanswerstocorrectthemistakesinatimelymanner.DialoguePracticeTheteacherguidesthestudentstolookatthecontentof3b,firstletthestudentsreadthedialoguebythemselvestounderstandthegeneralidea.Thentheteachercanexplainsomedifficultwordsorexpressionsinthedialogue,suchas"giraffe","Africa",etc.Thestudentsworkinpairsandpletethedialoguepracticeaccordingtothepromptwordsin3b.Theteacherwalksaroundtheclassroom,observesthestudents'practicesituation,givesguidanceandhelpinatimelymanner,andcorrectsthestudents'mistakesinpronunciation,grammarandexpression.Inviteseveralgroupsofstudentstoetothefrontoftheclassroomtoshowtheirdialogues.Theotherstudentslistencarefully.Aftertheshow,theteachergivesevaluationsandfeedback,praisestheexcellentparts,andatthesametimepointsouttheexistingproblemsandputsforwardimprovementsuggestions.GroupActivitiesCarryoutthe3dactivity.Theteacherfirstexplainstheactivityrulestothestudents:workinpairs.Onestudentthinksofananimal,andtheotherstudentguessesitbyaskingquestions.Thequestionaskingsentencepatternscanbe"Istheanimal’staillong?","Whereisitfrom?","Isitblackandwhite?",etc.,andtheanswercanonlybe"Yes"or"No".Iftheanimalisguessedwithinthespecifiednumberoftimes,theguessingsidewins.Thestudentscarryouttheactivitiesingroups.Theteacherwalksaroundtheclassroom,observesthestudents'activitysituation,encouragesthestudentstoactivelyparticipateandmunicateinEnglish.Aftertheactivityisover,inviteseveralgroupsofstudentstosharetheirguessingprocessesandresults.Theteachercanmentonthelanguageusedbythestudentsintheactivity,andemphasizetheimportanceofcorrectlyusingkeysentencepatternsandvocabulary.Atthesametime,grouppetitionscanbeorganizedtoseewhichgroupguessesthemostanimals,andgivecertainrewardstothewinninggroup,suchasstickers,animalcards,etc.ClassroomSummaryTheteacherandthestudentsreviewthekeycontentslearnedinthisclasstogether,includingkeyanimalvocabularyandtheirpluralforms,keysentencepatterns"What’syourfavouriteanimal?","Whereare...from?","Whydo/don’tyoulike...?"andtheusageoftheadverbialclauseofreasonledby"because".Askthestudentstosharetheirgainsandexperiencesinthisclass,suchaswhatnewwordstheyhavelearned,whatnewsentencepatternstheyhavemastered,andtheirfeelingsingroupactivities.Theteachersummarizesandevaluatesthestudents'performanceinthisclass,praisestheexcellentstudentsandgroups,andencouragesotherstudentstobemoreactiveinfuturelearning.HomeworkAssignmentWriteashortpassageusingthelearnedknowledgetointroducetheanimalstheylikeanddislikeandthereasons,requiringnolessthan5sentences,withsmoothsentencesandbasicallycorrectgrammar.Recordavideoofadialogueaboutanimalswiththeirfamilies,usingthekeyvocabularyandsentencepatternslearnedinthisclass,withadurationofnolessthan1minute.Usetheirsparetimetolookupinformation,learnaboutananimaltheyareinterestedin,andshareitwiththeirclassmatesinthenextclass.VI.TeachingReflectionInthisteachingprocess,thesituationalteachingmethodandthegameteachingmethodhaveachievedgoodresults.Byplayingtheanimalworldvideoandcarryingoutvariousgameactivities,thestudents'enthusiasmforlearninghasbeenfullymobilized,theclassroomatmosphereisactive,andthestudents'participationishigh.Inthevocabularyteachinglink,theuseofavarietyofmemorymethodshashelpedstudentsbetterunderstandandrememberwords.Especiallytheassociativememorymethodandtheclassificationmemorymethod,thestudentsshowedastronginterest.However,therearealsosomedeficienciesintheteachin