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 2 Pronunciation Section A 2a—2f
Content Analysis
This period presents a dialogue scene where another three students visit the Penguin Pavilion of the zoo together. The dialogue revolves around the penguins, their favorite animals. Through the conversation among the three students, the penguins are described in detail from different perspectives. The entire dialogue demonstrates the children’s diverse gains during their visit to the zoo.
Through a vivid dialogue, it enables students to learn and master the target language and sentence structures in this unit. Through the content of the dialogue, it guides students to form a correct concept of animal protection and understand the importance of following rules and caring for animals, which is essential to maintaining order in the zoo and enhancing awareness of animal protection.
In this part, activities from 2a to 2f form a task chain. It requires the completion of a relatively comprehensive oral output task. These activities not only train students’ listening skills but also enable them to pay attention to four groups of near-synonyms, which help students accumulate language expressions and increase the richness and diversity of language expression. The entire activity design enhances students’ understanding of the animal theme while improving their language - application abilities.
Learning Objectives
At the end of this class, students will be able to:
use tables to organize important information about animals in dialogues, such as name, looks, home, food, ability, etc;
understand the conversation, conduct more in-depth exchanges about their favorite animals using sentence patterns as well as adjectives describing animal characteristics;
perform the model dialogue with emotions in different roles;
create an information card for one’s favorite animal, and use the learned language to communicate with peers about the favorite animal.
Focal and Difficult Points
Focal Points
Organize important information about animals in dialogues, such as name, appearance, food, ability, etc.
Understand the conversation, conduct more in-depth exchanges about their favorite animals using sentence patterns as well as adjectives describing animal characteristics.
Difficult Points
1. Role-play the conversation.
2. Design ID cards for certain animals using learned language.
Procedures
Teaching Activities Learning Activities Purposes
Step 1 Pronunciation Ask students to finish Activity 1 and add one more word to each group. Ask students to finish Activity 2 and notice the pronunciation of -(e)s. Ask students to finish Activity 3 and notice how the unstressed words are pronounced. 1. Listen and repeat, and add one more word to each group. 2. Listen and repeat and notice the pronunciation of -(e)s. 3. Listen and repeat, and notice how the unstressed words are pronounced. To guide students to master the pronunciation rules and notice the stressed syllables.
Step 2 Listening 1. Show the picture of 2a, ask the following questions and ask students to predict the main idea of the conversation. 1)What can you see in the picture 2)Where is this place 3)What may you learn in this place 2. Ask students to listen to the conversation and circle the colored words. 1. Watch the picture, answer the questions and then predict the main idea of the conversation. 2. Listen to the conversation and circle the colored words. To guide students to improve their predictive ability.
Step 3 Reading Ask students to read the conversation and finish Activities 2b and 2d. Guide students to take notes and record key information about penguins. Read the conversation again and finish Activities 2b and 2d. To help students have a better understanding of the text by finding more details.
Step 4 Deep thinking Ask students to summarize the possible parts when they describe an animal, and then finish Activity 2e. Summarize the possible parts when they describe an animal, and then finish Activity 2e. Eg, we describe animals from their names, looks, food, home, ability, cultural meanings, our opinions, etc. To help students think deeply about animal description.
Step 5 Speaking 1. Ask students to listen to the conversation again and then role-play the conversation with their partners. 2. Ask students to finish Activity 2f. 1. Listen to the conversation again and role-play the conversation with their partners. 2. Talk about their favorite animals with each other. One possible version: Tigers are amazing animals. They have yellow fur with black stripes and a white “M” on their foreheads. They look cool and strong. Tigers come from southern and central Asia. They are big meat-eaters and great hunters. They feed on animals like deer and wild pigs. Besides, they are excellent swimmers and very fast runners. Sadly, tigers are in danger now, so we must protect them. To help students practice their speaking ability by using what they have learned.
Step 6 Homework Ask students to explore more information about animals and write a short passage about their favorite animal. Finish the homework. To give students a chance to apply what they have learned.
Blackboard Design
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