资源简介

Unit 4 Our animal friends Focusing on culture
Subject English Grade Level 七年级下册 Total 1 Period
Textbook 沪教版（2024） Lesson Type Reading Class Period 1
Textbook Analysis
Textbook Analysis
This lesson focuses on the cultural aspects related to animals. It introduces different cultural connotations of various animals in different regions. The reading material may cover stories, symbols, and traditions associated with animals, such as how some animals are regarded as sacred in certain cultures while having different meanings in others. It aims to expand students' understanding of the diverse connections between animals and human cultures.
Student Analysis
Students at this grade level have a basic knowledge of animals from their daily lives and previous studies. They are interested in animals and may have some ideas about how animals are part of human life. However, they may have limited exposure to the in - depth cultural significance of animals in different parts of the world. Some students might find it challenging to understand complex cultural concepts and related vocabulary.
Lesson Objectives
1. Students will be able to describe the cultural meanings of different animals in various cultures. 2. Students will compare and contrast the cultural connotations of the same animal in different regions. 3. Students will create a short presentation about an animal's cultural significance in a specific culture. 4. Students will improve their reading comprehension skills related to cultural - themed texts.
Teaching Focus and Difficulties
Focus 1. Understanding the cultural meanings of animals presented in the text. 2. Comparing cultural connotations of animals across different cultures. 3. Applying the knowledge to analyze new cultural - animal relationships. Focus 1. Grasping the unique and sometimes abstract cultural concepts related to animals. 2. Conducting in - depth comparisons and interpretations of cultural differences. 3. Presenting ideas about animal - culture relationships clearly and logically.
Teaching Methods and Preparation
Teaching Methods
Lecture, group discussion, cooperative learning, task - based learning
Materials Preparation
Textbook, handouts, projector, pictures or videos of animals in different cultural contexts, worksheets
Teaching Procedures Teacher Activities Student Activities
Warm up (5 minutes)
Activate Prior Knowledge
(1) Greet the students and start a conversation about animals.
(2) Ask the following questions:
Q1: What's your favorite animal Why
Q2: Do you know any stories or sayings related to animals
(3) Encourage students to share their answers and discuss.
(4) Introduce the topic of the cultural significance of animals and tell students they will explore it in this class.
(5) Write the key terms on the board: "Animal Culture", "Cultural Connotation", "Regional Differences".
(6) Distribute handouts with some common animal - related cultural words and their simple explanations.
1. Respond to the teacher's questions and share their experiences. 2. Write down key terms and explanations. 3. Participate in the class discussion. Reading and Exploring (20 minutes)
Reading and Exploring (20 minutes)
Read the First Part of the Article
(1) Instruct students to read the first part of the article about animal - culture relationships.
(2) Ask the following questions:
Q1: What animal is mainly talked about in this part
Q2: What cultural meaning does it have
(3) Have students share their answers and clarify misunderstandings.
(4) Write the main points on the board.
(5) Provide more examples of the same animal's cultural meaning in other similar cultures.
Read the Rest of the Article
(1) Instruct students to read the remaining paragraphs.
(2) Provide a worksheet with a table for students to take notes on different animals and their cultural connotations in various regions. The table columns can be: Animal, Region, Cultural Meaning.
(3) Guide students to fill in the table.
(4) Have students work in pairs to complete the table.
(5) Review the completed tables as a class and discuss any differences.
(6) Summarize the main cultural - animal relationships in the article.
1. Read the first part of the article and answer the teacher's questions. 2. Share their answers and join the class discussion. 3. Take notes on the worksheet. 4. Work in pairs to complete the table. 5. Participate in the class review and discussion. Group Work (15 minutes)
Group Work (15 minutes)
Group Discussion and Presentation
(1) Divide the class into small groups.
(2) Instruct each group to choose an animal and discuss its cultural significance in at least two different cultures.
(3) Provide guiding questions:
Q1: How is the animal regarded in Western cultures
Q2: What about in Asian cultures
Q3: Are there any festivals related to this animal
(4) Monitor group discussions and offer help if necessary.
(5) Have each group present their findings to the class.
(6) Facilitate a class discussion to compare different groups' presentations.
Think and Share
(1) Ask the following questions:
Q1: Why do different cultures have different views on the same animal
Q2: How can we respect these cultural differences when it comes to animals
(2) Have students share their thoughts and discuss as a class.
(3) Write key points on the board.
(4) Provide feedback and correct misunderstandings.
(5) Encourage students to think about the importance of cultural diversity in animal - related cultures.
(6) Summarize the main ideas and relate them to real - life cross - cultural communication.
1. Work in small groups to discuss an animal's cultural significance. 2. Answer the guiding questions and prepare a presentation. 3. Present their findings to the class. 4. Participate in class discussion and compare different presentations. 5. Share their thoughts on the guiding questions and think about cultural diversity. 6. Connect the knowledge to real - life cross - cultural situations. Language Focus (10 minutes)
Language Focus (10 minutes)
Adjectives Describing Cultural Features
(1) Instruct students to read the sentences in the text and circle the adjectives used to describe cultural features.
(2) Ask the following questions:
Q1: What are these adjectives modifying
(3) Provide examples of using these adjectives correctly and explain their meanings.
(4) Have students complete the worksheet with filling in the blanks using the correct form of given adjectives.
(5) Review the completed worksheets as a class and give feedback.
(6) Summarize the usage of these adjectives and their importance in expressing cultural ideas.
Writing Task
(1) Instruct students to write a short paragraph about an animal's cultural meaning in a culture they are interested in.
(2) Provide a worksheet with some sentence patterns as a guide.
(3) Have students work individually to complete the writing task.
(4) Review some students' writings and give feedback.
(5) Discuss how to make the writing more vivid and accurate.
(6) Encourage students to use the new adjectives they've learned.
1. Read the sentences and circle the adjectives. 2. Answer the teacher's questions and understand the adjectives' usage. 3. Complete the worksheet. 4. Write a short paragraph individually. 5. Participate in the class review and discussion. 6. Improve their writing by using new adjectives. Conclusion and Homework (5 minutes)
Conclusion and Homework (5 minutes)
Summarize the Key Points
(1) Summarize the main ideas covered in the lesson.
(2) Emphasize the importance of understanding the cultural significance of animals.
(3) Provide a brief overview of the next lesson.
(4) Assign homework: Search online or in books for more information about an animal's cultural meaning in a culture not mentioned in class. Write a short report (about 150 - 200 words) including the animal, the culture, and its special significance.
(5) Encourage students to share their reports in the next class.
(6) Thank the students for their participation and dismiss the class.
1. Listen to the summary and take notes. 2. Understand the homework assignment and ask questions if any. 3. Prepare to share their reports in the next class. 4. Thank the teacher and leave the classroom.
Evaluation Tasks 1. Participation in class discussion: ☆☆☆
2. Completion of the worksheet: ☆☆☆
3. Group presentation: ☆☆☆
Design Intentions The lesson is designed to let students actively engage in learning through reading, group work, and writing. By exploring the cultural significance of animals, students can enhance their understanding of cultural diversity. The use of real - life cultural examples and tasks helps students relate the knowledge to their own understanding of the world. The language focus section strengthens students' language skills, and the homework assignment promotes independent learning and research.
Homework Design
Research Task 1. Search online or in books for more information about an animal's cultural meaning in a culture not mentioned in class. 2. Write a short report (about 150 - 200 words) including the animal, the culture, and its special significance. Use the following structure: Introduction, Main Body (describe the cultural meaning), Conclusion. 3. Prepare to share your report in the next class. Research Task 1. Reflect on the cultural differences in the perception of animals. 2. Write a paragraph (about 100 - 150 words) discussing how this lesson has changed your view on cultural diversity. 3. Consider how you can use this knowledge in your future cross - cultural communication.
Board Design
Unit 4 Our animal friends Focusing on culture Animal - Culture Relationships: - Examples of animals and their cultural meanings - Regions associated with different meanings Key Adjectives: - List of adjectives describing cultural features and their meanings Vocabulary: - Cultural connotation, regional difference, sacred, festival, etc.
Teaching Reflection
Insufficient Time Management 1. The warm - up activity took a bit longer than planned, reducing the time for the language focus and writing task. 2. Some students had difficulty understanding the group work instructions, which caused delays in the progress. 3. The time for individual writing was tight, so some students couldn't fully express their ideas.

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