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新人教版七年级上册英语1单元《Animal Friends》全课时教学设计
1单元1课《Animal Friends》教学设计（第1课时）
教学目标
1. Students will be able to recognize and write the names of different animals such as fox, lion, tiger, giraffe, monkey, wolf.
2. Students will be able to understand and answer questions about a given conversation.
教学重难点
1. Students will develop an interest in animals and a sense of protecting them. 2. Students will learn to sum up the diversity of animals.
教具准备
PPT, pictures, Blackboard
1. 教学探究流程
教学过程 设计调整
Step1: Warming-up
1. Show some pictures of the animals in 1a and teach the names of the animals: fox, lion, tiger, giraffe, monkey, wolf, penguin, eagle. Justification: To arouse students’ interest about different animals.
2. Play a short video about animals and ask students to name the animals they see.
Step2: Presentation
1. Present the pictures of the animals and ask students to write the names of the animals in the box under the pictures.
2. Check the answers and correct the mistakes.
T: Look at this picture. What's this S: It's a Lion.T: Good! Can you write the word "Lion" in the box
Step3: Listening practice
1. Play the recording of 1b. Students listen to the teacher's instructions and answer.Where are the students Why are they there When should they be back Justification: Using proper questions can make students think and exercise their thinking ability.
2. Play the conversation again. Students listen and circle T or F.
3. Check the answers and explain the difficult points.
T: Now, let's listen to the recording. Please answer the first question. Where are the students
Step4: speaking practice
1. Ask students to work in pairs and talk about their favourite animals using the sentence patterns:What's your favourite animals - It's…Why do you like monkeys - Because…
2. Invite some pairs to present their conversations to the class.
Step5: Pronunciation
1. Play the recording of the pronunciation part. Students listen and repeat. Justification: First listen, then summarize. At last, students can master the right way to speak.
2. Explain the pronunciation rules of the target words.
3. Play the recording again. Students listen and notice the pronunciation of -(e)s.
Step6: Summary and Homework
1. Summarize the key points. 2. Ask students to write a small passage.
2. 教学板书设计： Section A (1a-pronunciation)
A: lion B: penguin C: tiger D: eagle E: wolf
F: monkey G: fox H: giraffe
1. Where are the students
2. Why are they there
3. When should they be back
3. 课后随想（反思）
As for some normal animals, students can recognize them and spell them right. But for animals they are not familiar with, they feel hard to name it and spell it. So the first step will be letting them know names of different animals.
1单元2课《Animal Friends》教学设计（第2课时）
一、教学内容整体把握
总第2课时
教学目标
1. Students will be able to understand and use the key words and expressions related to animals, such as "penguin", "lovely", "amazing".
2. Students can understand the living habits and characteristics of some common animals.
教学重难点
1. Students can cultivate love for animals.
2. Students can cooperate and communicate with others.
教学建议（含信息技术运用，相关资料链接教学具准备等）
PPT, Multimedia equipment, pictures
二、基本教学设计（体现“教学内容整体把握”）
1. 教学探究流程
教学过程 设计调整
Step1: Warming-up
1. Show some pictures of different animals on the PPT and ask students to guess what animals they are. Justification: To review vocabulary and sentences about animals.
2. Have a free talk with students about their favourite animals and why they like them.
Step2: Pre-listening
1. Present the new words and expressions related to the conversation, such as "penguin", "lovely", "amazing", "interesting", "clever", "smart".
2. Ask students to predict what the conversation might be about based on the title and the picture.
Step3: While-listening
1. Play the recording of the conversation for the first time. Ask students to listen carefully and circle the coloured words they hear. Justification: To improve students' ability to extract key information by listening to tapes.
2. Play the recording again. Ask students to listen and answer the following questions:What are Peter and his friends talking about Why does Peter like penguins
Step4: Post-listening
1. Have students read the conversation silently and take notes about the information of penguins, including name, looks, home, food and ability.
2. Invite some students to share their notes and complete the table on the PPT.
Step5: Language points
1. Explain some important language points in the conversation, such as the usage of adjectives to describe animals and the reasons for liking animals. Justification: To help students understand and master the key points of language.
2. Give some examples and ask students to make sentences.
Step6: Practice
1. Show the headers and questions in 2d on the PPT. Ask students to match.
Step7: Production
1. Ask students to fill in a card about their favourite animal, including name…2. Have students work in groups.
Step8: Summary and Homework
1. Summarize the key points of the lesson.2. Assign homework: write a short passage.
2. 教学板书设计： Unit1 (2a-2e)
1. Name 2. Looks 3. Home 4. Food 5. Ability
A. What does it look like
B. What's your favourite animal
C. What can it do
D. Where does it usually live
3. 课后随想（反思）
Students can find names, looks, home easily, but for the last 2 elements, they may have met some problems. Besides, matching headers with main content can be a little bit difficult, so students will be given more exercise about this part.
1单元3课《Animal Friends》教学设计（第3课时）
一、教学内容整体把握
总第3课时
教学目标
1. Students can master the usage of "because" and use it to answer "why…".
2. Students can understand and use singular as well as plural forms.
3. Students can ask and answer about animals.
教学重难点
1. Observe and summarize grammar rules.
2. Express the reasons why.
教学建议（含信息技术运用，相关资料链接教学具准备等）
PPT, multimedia equipment, pictures
二、基本教学设计（体现“教学内容整体把握”）
1. 教学探究流程
教学过程 设计调整
Step1: Warming-up
1. Students can name the pictures on the screen. For example, there are monkeys, penguins, giraffes. Justification: To review knowledge we have learned and prepare ourselves for future.
2. Teacher pop out the question: do you like these animals Why or why not Students answer the questions in a free way.
Step2: Presentation
1. Teacher presents sentences in Grammar Focus and make students circle the word "because" and observe the sentence structure and summarize the usage of it. Justification: By throwing out proper questions, students can think and summarize the usage.
T: Look at the sentences. What's the function of "because" S: In Chinese…T: "Because" can be used to answer "why…".
2. Teacher explains the usage of "because" eg: Why do you like dogs Because they are friendly. Why doesn't she like cats Because they are too lazy.
Step3: Practice
1. complete 3a Teacher asks students to read conversation and fill in the blanks. After finishing 3a, teacher asks students to check out the answers.
T: Why does Jane like giraffes S: Because…
2. complete 3c The teacher asks students to change the nouns in the box into their plural forms. After doing that, the teacher can write down some confusing words, such as "foxes" "mice" "whales" to explain carefully. Justification: To make students make sentences by their own.
The teacher will ask students to finish sentences like "I like penguins because they're cute." "I don't like snakes because they're dangerous."
Step4: Group work
1. Students will pair up and finish 3d.2. Teacher will give help and encourage students to use grammar we have learned.
Step5: Summary and Homework
1. Review what we have learned.2. Assign Homework: finish the exercises.
2. 教学板书设计： Unit1 (Grammar Focus)
What's your favourite animals It's the monkey.
Where are penguins from They're from Antarctica.
Why do you like penguins so much Because they're very cute.
Why don't you like snakes Because they're really scary.
3. 课后随想（反思）
"Because", as a conjunction, has been known since the first semester. So it's not a big challenge for students. As for plural form of some nouns, we should pay more attention to special ones, such as "mouse" "fox" and so on.
1单元4课《Animal Friends》教学设计（第4课时）
一、教学内容整体把握
总第4课时
教学目标
1. Students will be able to understand and use key vocabulary related to elephants.
2. Students will gain an understanding of the significance of elephants in Thai culture.
教学重难点
1. Students will be able to analyze and summarize the information about elephants.
教学建议（含信息技术运用，相关资料链接教学具准备等）
Multimedia equipment, PPT, pictures
二、基本教学设计（体现“教学内容整体把握”）
1. 教学探究流程
教学过程 设计调整
Step1: Warm-up
1. Show some pictures of different animals and ask students to name them. Justification: To intrigue students’ interest of elephants.
2. Play a short video about elephants and ask students what they think about elephants.
Step2: Pre-reading
Ask students to work in pairs and discuss what they know about elephants. 2. Invite several pairs to share their ideas with the class. Step3: While-reading 1. First reading Ask students to read Malee's post quickly and choose the best title for it. Check the answers and explain the reasons. 2. Second reading Ask students to read the post again carefully and answer the following questions: When do Thai people celebrate Thai Elephant Day What do elephants use to carry Are elephants clever Give your reasons. Why are elephants in danger now How can we help save elephants Invite some students to share their answers and correct them if necessary. Step4: Post-reading 1. Complete the mind map Ask students to complete the mind map with the information from the post. 2. Group discussion Divide students into groups of four and ask them to discuss the following questions: What else can we do to protect elephants How can we raise people's awareness of protecting wild animals Step5: Summary 1. Summarize the main content of the lesson, including the characteristics and importance of elephants. 2. Emphasize the importance of protecting wild animals and encourage students to take action. Step6: Homework Make a poster about protecting elephants and share it with the class next time. Justification: To make students read quickly and choose the best title. Justification: A mind map is a useful tool to sort out the passage. Justification:To make student have awareness of protecting elephants.
2. 教学板书设计：
1. What they are
① Thailand's animal
② a symbol of
2. What they look like
① huge
② ears
③ trunk
3. What they can do
① pick up and carry…
② play in the water
③ other elephants well
4. What they are like
① playful
② kind
5. How to save
① don't…②doit…
Elephants
Write a post about your favourite animal. Use the questions to help you.
3. 课后随想（反思）
After the class, I will reflect on the teaching process and students' learning situation. I will analyze whether the teaching objectives have been achieved,whether the teaching methods are effective, and whether
students are actively in the classroom activities.
1单元 5课《Animal Friends》教学设计（第5课时）
一、教学内容整体把握
总第 5 课时
教学目标
1. Students will be able to use proper adjectives and verbs to describe appearance,character and ability of animals.
2. Students can understand the passage about pet dog helping people.
教学重难点
1. Students will be able to improve reading efficiency using prediction, skimming and scanning.
教学建议
PPT, multimedia equipment, pictures.
二、基本教学设计（体现“教学内容整体把握”）
1. 教学探究流程
Step1: Warming-up
1. Play a short video about different kinds of animals and ask students some questions: What animals can you see Do you have a pet What is it
2. Lead in the topic "Animal Friends"and write it on the blackboard.
Justification:
Use pictures to connect students' learning with their life.
Step2: Pre-reading
1. Show some pictures of animals and ask students to describe them using
adjectives. For example: This dog is cute and friendly.That cat is lazy but lovely.
2. Ask students to do the exercise in 2a: Talk about what you have in
your schoolbag. Let them work in pairs and have a short conversation.
Step3: While-reading
1. Fast reading
Ask students to read the passage in 2a quickly and answer the question:
What is the passage mainly about
2. Careful reading
Ask students to read the passage carefully and answer the following questions:
What kind of dog is Xiaohua
How does Xiaohua help the writer
Why does the writer love Xiaohua so much
Explain some key words and phrases,such as "blind" "have good hearing" "find one's way around" and help students understand the passage better.
Justification:
Fast reading mainly solves the main idea while careful reading cares
about more details.
Step4: Post-reading
1. Group discussion
Ask students to discuss in groups: What do you think of the relationship between the writer and Xiaohua
Step5: Writing
1. Ask students to read the questions in 2b.
2. Guide students to make an outline.
3. Let students write their own posts.
4. Ask some students to share their writings.
Step6: Homework
Ask students to revise their writings.
Write a post about your favourite animal. Use the questions to help you.
教学板书设计：
Unit1（Section B 2a-2b）
1. What does it look like
2. What is it like
3. What can it do
4. Why do you like it so much
课后随想（反思）
In this class, many teaching methods have been used.
Students' interest has been aroused. In the reading part, students can use reading strategy to obtain key information. However, in writing, many students have problems using vocabulary and sentence structure. That will need more guidance.
1单元 6课《Animal Friends》教学设计（第6课时）
一、教学内容整体把握
总第 6 课时
教学目标
1. Students will be able to describe different animals in English accurately and vividly.
2. Students can master and apply the key vocabulary and sentences related to animals and zoo descriptions.
教学重难点
1. Raise students' awareness of protecting animals and caring for the environment.
教学建议
multimedia equipment, PPT, pictures.
二、基本教学设计（体现“教学内容整体把握”）
Step1: Warming-up
1. Show some pictures of different animals on the screen and ask students
to name them in English.
2. Play a short video about a zoo to arouse students' interest and lead in the topic.
Justification:
By using more animal pictures to expand their vocabulary.
Step2: Group Discussion
1. Divide students into groups of four.
2. Give each group the task of taking turns to think of an animal and describe it.The others in the group try to guess the animal and write it down in the table.
3. Walk around the classroom and offer help and guidance when necessary.
Step3: Zoo Design
1. Each group selects some of the animals from the previous discussion for their zoo.
2. Ask students to give reasons for their choices and discuss how to arrange the animals in the zoo.
Step4: Map Drawing
1. Students draw a map of their zoo on a piece of paper.
2. Encourage them to be creative and add some details such as paths, signs,and food stalls.
Justification:
Save enough time to make students think,design and write it down.
Step5: Presentation
1. Each group takes turns to present their designed zoo to the class.
2. They should use the expressions provided and try to explain their design clearly.
3. Other groups can ask questions or give comments.
Justification:
Teacher should monitor the whole class when doing the open part.
Step6: Summary and Homework
1. Summarize the key points of this lesson and praise students' performance.
2. Assign homework: Ask students to write a short passage about their designed zoo, including the animals, the layout, and the reasons.
教学板书设计：
Wolves Elephants Giraffes.
Eagles Penguins Snakes
Sharks Restrooms Food
Lions
Welcome to our zoo!
This is… I These are…
Here you can see…
There is / are…
课后随想（反思）
In this class, students learn to draw a zoo by themselves.They all have shown great interest in doing so. However,some students are lack of imagination and the words are limited to the familiar ones. So afterwards, we should pay more attention on new words.

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