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课题名称 Unit1 Animal Friends. Section A(2a-2f)
教学目标 1.学生能够通过听力练习识别并圈出对话中的关键词。 2.学生能够注意并模仿对话中的非重读词,通过角色扮演提高口语表达能力。 3.学生能够将对话中的问题与标题正确匹配。 4.学生能够填写关于自己最喜欢动物的卡片。 5.学生能够使用所学英文句型询问同伴最喜欢的动物。
教学重难点 重点:提取对话中的关键信息,模仿非重读词的发音,进行角色扮演。 难点:准确理解并回答关于动物特征、习性、食物和栖息地的问题。
教学过程 教学活动 设计意图
Step1 Lead in Greet the class : Good morning/afternoon , class! How are you today 2. Review : Quickly review previous vocabulary related to animals by showing some pictures or saying some Chinese hints. 3. Lead-in: Today, we're going to listen to a conversation about some students’ favourite animals. Let's see what they talk about. 通过问候拉近距离，结合图片 / 中文提示复习动物词汇，激活旧知储备；以 “学生讨论最喜欢的动物” 话题自然导入新内容，搭建新旧知识衔接桥梁，激发探究兴趣，快速聚焦课堂主题。
Step2 Work on 2a Pre-listening:Look at the picture and talk about it. Ask the class : Where are they What animal can you see in the picture Play the conversation audio and ask students to circle the coloured words they hear. After listening, check answers together. The answers are : cute , lovely, funny, smart. 听前通过图片讨论预判场景，培养听力预判习惯；听中圈画关键词（cute, lovely等），训练听力抓取核心信息的能力，强化描述动物特征的形容词认知，为后续对话理解奠定词汇基础。
Step3 Work on 2b Now, read the conversation silently and take notes on what each person says about their favourite animal. Share your notes with a partner. 2. Check the answers. The answers are : 1.Name2.Lookspenguinslovely3.Home4.FoodAntarcticaFish and small sea animals5.AbilitySwim fast
通过阅读对话做笔记、整理动物信息（名称、外貌、栖息地等），培养信息提取与结构化梳理能力；同伴分享笔记促进协作学习，帮助学生系统掌握 “描述动物特征” 的语言框架，积累表达素材。
Step 4 Work on 2c Listen to the conversation again , this time focusing on the unstressed words. Pay attention to how native speakers pronounce these words. 2. After listening, ask students to role-play the conversation. Divide students into groups and assign roles. Practise the conversation, trying to sound natural and use the unstressed word correctly. 3. Ask some students to role-play the conversation in class. 聚焦非重读词发音，引导学生感知自然语音节奏，提升口语流畅度；角色扮演通过分组互动强化语言运用，让学生在实践中模仿语音语调，培养语感与合作表达能力，增强口语输出自信。
Step 5 Work on 2d Give students the headers (1 -5) and the questions( A - E). Ask them to match each header with the correct question. Discuss the answers in pairs. Share the answers with the class and discuss any mismatches or misunderstandings. The answers are:2,1,5,3,4. 通过 “标题与问题匹配” 任务，训练逻辑思维与主题关联能力；同伴讨论纠正误解，帮助学生明确动物相关问题的分类逻辑（如外貌、栖息地等），强化对核心话题的结构化认知。
Step 6 Work on 2c Hand out cards with the headings : Name, Looks, Home, Food, Ability. Ask students to fill in the cards with information about their favourite animal. After completing the cards, students can share their favourite animals with the class. 填写动物信息卡片，让学生结合个人喜好运用所学知识（名称、特征等），实现 “知识 - 个人经验” 的联结；分享环节锻炼表达能力，巩固信息分类与整合技巧，为后续交际做准备。
Step 7 Work on 2f 1. Use the questions in 2d to ask the partners about their favourite animals, Try to use the information they share to form complete sentences. 2. Ask some students to report in class.Step 8 Summary Summarize the day's lesson, emphasizing the importance of listening, note-taking, and asking questions in English.Step 9 Homework Practise reading the conversation in 2a. 以 2d 问题为载体开展同伴问答，在真实交际场景中运用目标句型（如询问动物喜好、特征），实现 “输入 - 输出” 转化；课堂汇报强化语言组织能力，提升综合表达与信息转述能力。
板书设计 Unit 1 Animal Friends. Section A Why do you like animals (2a -2f) Words and expressions : sandwich Sentences : What's your favourite animal Why do you like them so much They look lovely. Let's go and see them. They can't fly like other birds , but they can swim fast. Where are they from It helps them keep warm. Don't give them your sandwich! It's not good for them.
教学反思 本节课通过听力练习、角色扮演、讨论等活动,有效地提高了学生的英语听说能力。学生在角色扮演中积极参与,尝试模仿非重读词的发音,这对于提高他们的口语表达自然度有很大帮助。然而,部分学生在提取对话关键信息时仍显困难,需要更多练习和指导。在未来的教学中,可以设计更多类似的活动,让学生在轻松愉快的氛围中学习英语,同时加强对学生听力技巧和笔记能力的训练。此外,通过小组讨论和分享,学生不仅提高了英语表达能力,还学会了倾听和尊重他人的意见,这符合课程标准中强调的交际能力和情感态度的发展要求。整体而言,本节课达到了预期的教学目标,但仍有提升空间,需要不断优化教学策略以满足学生的多样化需求。

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