资源简介

中小学教育资源及组卷应用平台
人民教育出版社 七年级下册
Unit 1 Animal Friends
Section 1 Opening page, Section A 1a—1d, Project
Overview
This unit centers on the theme of “Animals”, under the broader theme category of “Man and Nature”, with its sub-theme defined as “Loving and respecting nature, and coexisting harmoniously with it”. To explore the question “Why are animals important ”, students will follow the teacher’s instructions, engage with two dialogues between peers, and read an online post by a Thai girl. They will also collaborate in groups to design a map for their ideal zoo.
Through these diverse activities, students are encouraged to actively identify and discuss different types of animals, thereby developing a deeper understanding of the concept that “animals are our best friends”. This awareness will further inspire them to care for and protect animals, pursue harmonious coexistence with nature, and contribute to ecological balance and sustainable development. Additionally, the unit is designed to strengthen students’ language proficiency and teamwork skills.
Teaching Aims
By the end of this unit, students will be able to:
1. talk about their favorite animals from multiple perspectives and explain their preferences using the target language;
2. identify and sort out the typical characteristics of specific animals, including their basic information and cultural significance in different countries, and share animal-related knowledge with others in the target language;
3. understand and summarize the close bond between animals and humans, and enhance their awareness of animal protection.
Framework Diagram of Unit Theme Content
Content Analysis
This period consists of two listening tasks, a speaking part in Section A and the project. The first listening task presents a situation where the teacher is giving instructions about the arrangement for the zoo visit. The second listening is a conversation among three students who like monkeys and go to see them together. Through the listening tasks, students learn to talk about animals and ask about their classmates’ likes or dislikes for different animals.
The zoo visit is far more than a simple trip. It enables students to observe animals closely, cultivating their observation ability and spirit of exploration. Students will be able to understand the living habits of animals, their ecological environment and other knowledge, enhancing students’ awareness of biodiversity. Furthermore, after learning this part, students can have the consciousness of respecting and protecting nature.
This part provides students with a situation to communicate using target languages. Through watching pictures of wild animals, students master animal names and the plural forms of animal nouns. The teacher’s instructions and the students’ conversation led the students to the zoo visit, a real-life situation. Then, students talk about their love or dislike of their partners using the target languages they learn from the listening tasks.
Project centers on a task-based zoo-design scenario, framing language use in a collaborative, creative context. It consists of three linked tasks: 3a involves group-based animal description, guessing, and categorization, targeting animal vocabulary, descriptive phrases, and listening/speaking skills; 3b requires selecting zoo animals and justifying choices via explanatory structures, fostering critical thinking and opinion expression; 3c combines map-drawing and class presentations using pre-provided functional phrases, integrating multi-skills and peer evaluation.
Supported by visual aids (a sample map and labelled icons) and a language box, the content integrates vocabulary, grammar, and functional language while aligning receptive and productive skills. It also cultivates creativity, collaboration, and logical reasoning, making language use meaningful and skill-building holistic.
Learning Objectives
At the end of this class, students will be able to:
pronounce and spell different animal names correctly;
know about the main idea of the instructions and conversation, record the information including time, place and activities;
infer the relationship between characters according to what they hear;
ask each other about their favorite animals and simply express their emotions towards animals;
design a zoo, introduce zoo areas, and explain reasons using the words and expressions learned.
Focal and Difficult Points
Focal Points
Pronounce and spell different animal names correctly.
Know about the main idea of the listening materials.
Talk about their favorite animals and express their emotions towards animals.
Difficult Points
1. Infer the relationship between characters according to what they hear.
2. Design a zoo, introduce zoo areas, and explain reasons using the words and expressions learned.
Procedures
Teaching Activities Learning Activities Purposes
Step 1 Opening page Show students the theme picture and the title of this unit, and ask them to describe what they know about pandas by answering the following questions. 1)What can you see in the picture 2)How many pandas are there in the picture And what are the pandas doing 3)Do you like pandas Why 4)Do you know other special animals in China 5)What is your favorite animal Look at the picture and the title of this unit, and answer the questions to talk about pandas. One possible version: 1)I can see pandas. 2)Two pandas are climbing the tree in the picture. 3)I love pandas because they are fluffy and they are national treasures. 4)In China, we have other special animals like red pandas, Chinese alligators, golden snub-nosed monkeys and so on. 5)My favorite animal is the tiger, as they stand for strength and power. To help students brainstorm and connect their own experience with the theme.
Step 2 Before listening Ask students to play a guessing game in pairs. One imitates animals in 1a through body language, and the other student guesses and speaks out the English names. Then the two change roles. Work in pairs, imitate animals and guess the animal names. To spark students’ interest.
Step 3 Listening to the teacher’s instructions Ask students to listen for the general idea and answer the questions in 1b. Listen to the teacher’s instructions and answer the questions in 1b. To guide students to listen for the general idea.
Step 4 Thinking and talking Ask students to think and talk about the question: Why does the teacher ask students to make a group with their classmates who like the same animals Think and talk about the question. One possible answer: When they have common interests or hobbies, they may have a lot to talk about. In this way, they can have fun visiting the zoo and exchange their opinions about animals at the same time, which would be a great way to broaden their horizons. To guide students to think deeply.
Step 5 Listening to the conversation Ask students to listen to the conversation and answer the following questions. 1)Who is in this group 2)What animal do they like 3)What other animals do they see 4)How do they like them Listen to the conversation and answer the questions. Possible answers: 1)Yaming, Emma and Chen Jie. 2)They like monkeys because monkeys are clever and funny. 3)They see a baby wolf and its mother. 4)Emma thinks wolves are dangerous, but Yaming thinks they take good care of their babies. Yaming, Emma and Chen Jie like monkeys because monkeys are clever and funny. Emma doesn’t like wolves because they are dangerous, but Yaming likes wolves because they take good care of their babies. To improve students’ listening skills by listening for the general idea and the details.
Step 6 Speaking Ask students to work in pairs and retell the conversation. Work in pairs and retell the conversation. To make students practice the target language.
Step 7 Project 1. Ask students to work in groups to talk about what animals they like best. (Tip: You can use the special interrogative sentences and answer questions using proper conjunctions and adjectives.) 2. Ask students to work in groups to design a zoo, draw a map of their ideal zoo and then present the zoo in front of the class. Evaluation: The zoo includes different kinds of animals: 5 points The introductions of animals are clear and creative: 5 points The zoo is beautiful: 5 points 1. Work in groups to talk about what animals they like best. —What’s your favorite animal —It’s the monkey. —Why do you like monkeys —Because they’re clever and funny. 2. Work in groups to design a zoo, draw a map of their ideal zoo and then present the zoo in front of the class. One possible version: Good morning, everyone. This is a map of our idea zoo. We keep tigers, penguins, dolphins and monkeys here. Tigers are large animals with stripes on their fur. They are powerful. Dolphins are in the aquarium. They are so smart that they understand the order they receive. As for penguins, they look clumsy, but they are excellent swimmers. Besides, they walk funny and make us laugh. To give students chances to apply what they have learned through the project.
Step 8 Homework 1. Write down the report and polish it. 2. Learn more about zoo animals and record information about the special animals. Finish the homework. To consolidate what students have learned.
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