资源简介

课题 Unit 1 Animal Friends
单元 内容 分析 本单元围绕“Animal Friends”这一主题展开，旨在让学生学习与动物相关的知识，掌握描述动物的词汇和句型，培养学生对动物的喜爱之情和保护动物的意识。通过多样化的教学活动，如对话、听力、阅读和写作，提升学生的综合语言运用能力。同时，引导学生了解不同动物的特点、习性以及它们与人类的关系，增强学生的跨文化意识。
单元 教学 目标 1. 学生能够准确识别并书写常见动物的英文单词，如：elephant、panda、giraffe、koala、lion、tiger、monkey、fox、penguin 等。2. 掌握描述动物特征的形容词，如：cute、smart、lazy、beautiful、scary、strong、gentle 等，并能运用这些词汇描述动物。3. 熟练运用句型 “What’s your favorite animal My favorite animal is... / I like... because they’re...” “Why do you like. Because they’re...” “Where are... from They’re from...” 进行关于动物喜好、特征及来源的交流。4. 能够听懂关于动物的简单对话和短文，获取关键信息，并能根据所听内容进行回答和复述。5. 能用所学词汇和句型，以书面形式介绍自己喜欢的动物，描述其外貌、性格、生活习性等，语句通顺，语法基本正确。
单元作业 目标 1.谈论不同的动物。2.介绍自己喜欢的动物。 3.用形容词描述动物。4.探索关爱动物的意义。
教学 重点 1. 掌握重点动物词汇和描述动物特征的形容词。 2. 熟练运用询问和表达动物喜好、特征及来源的句型。 3. 提升学生的听说读写综合语言技能，使其能够在实际情境中运用所学知识进行交流。
教学 难点 1. 准确运用形容词描述动物特征，并能清晰地阐述喜欢或不喜欢某种动物的原因。 2. 理解并运用一般现在时描述动物的习性和特点，注意第三人称单数形式的变化。 3.在写作中，能够组织语言，有条理地介绍动物，避免语法错误和中式英语。
教学 资源 教材，练习册，PPT
教学 过程 为落实本课教学目标，设计如下教学步骤
教学内容 Section A : Why do you like animals (1a－1e)&Pronunciation（第一课时）
备课时间 授课时间
教 学 过 程
教学环节 教与学活动 多元评价 (评价角度，评价主体，评价方法 设计意图 （目标达成， AI赋能增效） 二次备课 （针对具体学情，个别化教学）
Step 1　 Step 2　 Step3 Step 4　 Step6 Step7 Leadin 1.教师播放AI生成的动物主题短视频（含大熊猫、狮子、长颈鹿等），引导学生观察 2. 提问：“What animals can you see？”，邀请学生用英语说出动物名称 3. 板书课题：Why do you like animals 4.Show the title and photo on Page 1 and ask students to think about the question: ◆What do you think this unit is about 5.Ask students to look at the photo more carefully and answer the questions: ◆Can you name the animals in the photo ◆What do you know about these animals ◆Do you know any other special animals in China 6.Ask students to read the Big Question and the leading questions in Section A and Section B.Make sure students know the main topic of this unit.
Pre-listening 1.Show photos of some animals and speak out the English names of these animals together. 2.Ask students to use adjectives (e.g.big,tall,beautiful ,strong) to describe these animals.Supplement some words that can be used to describe animals for students. 3.Ask students to choose the animals they like in the photos and simply explain the reasons. While listening Page 2,1a 1.Ask students to look at the pictures in 1a,and then write the animals in the blank line under the pictures. 2.Check the answers with the students. Page 2,1b 1.Let students look at the photos in 1a and ask the question: ◆Where can we see these animals 2.Ask students to read the questions in 1b and think about what information they should focus on while listening. ◆Where are the students （place） ◆Why are they there （reason） ◆When should they be back （time） 3.Listen and check the answers. Page 2,1c 1.Ask students to read the sentences in 1c and circle the information they need to pay attention to while listening. 2. Listen to the conversation. Then circle T for true or F for false. 3. Check the answers, and then ask students to correct the false sentences. Page 2, Practice More Ask students to listen again and answer more detailed questions about the listening material: ◆What animal does Yaming like Why ◆Does Emma like wolves Why or why not ◆What does Chen Jie think about monkeys Post listening Page 2,1d Ask students to work in pairs and take turns to talk about their favourite animals, following the example in 1d. Page 3,1 1. Ask students to listen to the recording and repeat the pronunciation. 2. Ask students to pay attention to the different pronunciation of letters and letter combinations. 3. Let students add one more word to each group. Page 3,2 1. Ask students to pay attention to the bold letters in Pronunciation 2. 2. Ask them to answer the question: What form are these words 3. Let students listen to the recording and repeat the pronunciation. Then let them notice the pronunciation of (e) s. The teacher can ask students to think about the question: ◆Do s and es make the same sound in each word 4. Explain the pronunciation rules of plural nouns to students. Page 3,3 1. Ask students to read the sentences in Pronunciation 3 by themselves. 2. Ask students to listen to the recording and repeat. Then let them notice how the unstressed words are pronounced. 3. Ask students to compare if there is any difference in the pronunciation of the italicized words when they are reading. Extension Activity (Optional) 1. Prepare a different passage or conversation for students. 2. Ask students to underline the unstressed words while reading by themselves. 3. Choose some students to read the passage or conversation to the whole class. Summary 1. Ask students to summarise the words that can be used to describe animals: ◆clever, funny, dangerous, interesting,... 2. Ask students to summarise the sentences that can be used to explain the reasons why they like an animal: ◆Because they are really clever and funny. ◆They take good care of their babies. ◆They are interesting. ◆They look like us.
评价角度： 参与度、词汇准确性 评价主体：教师 评价方法：口头反馈、小组互评 用AI动态视频替代静态图片，激发学生兴趣，快速激活已有词汇，自然引入单元主题 呈现单元标题和单元主题图，鼓励学生大胆预测本单元可能谈论的话题，并通过讨论吸引学生的兴趣。 回顾和复习常见动物的英文名称以及可用于描述动物的形容词。谈论自己喜欢的动物，引起学生对话题的兴趣。 理解听力对话内容、获取细节信息，并在听力中学习和理解目标语言。 分组操练本节课的目标语言。 通过边听边跟读练习发音，并通过观察总结发音规则。 通过边听边读感受名词复数的发音并总结发音规律。 先通过自主朗读练习让学生感受发音差异，再通过跟读练习强化学生对非重读单词的学习。 总结本节课需要掌握的重点词汇和句型。
板书设计
作业设计 基础巩固类：Words and useful expressions /Listen carefully and read the listening scripts fluently. 能力提升类：Finish the exercises in the exercise book. 应用创新类：Search for more information about how to talk about your favourite animals
教学内容 Section A : Why do you like animals （第二课时）
备课时间 授课时间
教 学 过 程
教学环节 教与学活动 多元评价 (评价角度，评价主体，评价方法 设计意图 （目标达成， AI赋能增效） 二次备课 （针对具体学情，个别化教学）
Step 1　 Step 2　 Step3 Step4 猜谜热身 - 教师用英文描述企鹅特征：“I’m a black and white bird. I can’t fly, but I’m a great swimmer. I live in the coldest place on Earth. Who am I？” 让学生抢答。 Lead-in Show students some photos of penguins or show them a video about penguins. Then ask students to answer the questions: ◆What is the animal in the photos/video ◆What do they look like ◆Where are they from ◆What do they eat ◆Do they fly ◆Do they live alone or in groups Listening & Speaking (2a–2d) Pre listening 1.Show students the photo in 2a and ask them the questions: ◆Where are the people ◆What are the people doing ◆Can you guess what the conversation is about While listening Page 3,2a 1.Ask students to listen to the conversation and circle the coloured words they hear. 2.Check the answers with students,and then compare the differences of the coloured words (e.g.cute/cool,lovely/amazing,clever/smart). Page 4,2b Ask students to read the conversation and complete the table in 2b,and then check the answers with students. Page 4,2c 1.Ask students to listen to the conversation again and pay attention to the unstressed words. 2.Invite two or three pairs of students to role-play the conversation in class. Page 4,2d 1.Ask students to match the headers (1–5) in 2b with the questions (A–E). 2.Let students ask and answer questions about penguins by using the information in 2b and the questions in 2d. e.g.—What does the penguin look like —It looks lovely. —Where is it from —It's from Antarctica. Post listening Page 4,2e 1.Ask students to fill in a card about their favourite animals. 2.Ask students to work in pairs.Take turns to introduce their favourite animals to their partners. e.g.My favourite animal is the panda. Pandas have black and white fur.They look really lovely.Pandas live in the forest in Sichuan Province and Shaanxi Province.Their food is bamboo.Pandas can climb trees.They are really great animals. Page 4,2f 1.Ask students to work in pairs,and then use the questions in 2d to ask about their partner's favourite animal. 2.Invite some students to introduce their partners' favourite animals to the whole class. e.g. ...'s favourite animal is... Summary Ask students to summarise the sentence patterns that can be used to introduce a kind of animal, using a mind map or a table.
小组互评：小组内投票选出“最佳抢答手”，鼓励同伴间的正向激励。 评价角度：观察表达能力、信息提取能力、合作交流意识 评价主体：教师、学生自评、小组互评 评价方法： 学生自评：让学生用“ /△/ ”标记自己是否能听懂问题、大胆开口。 小组互评：小组内分享预测结果，互相评价推理依据是否充分、表达是否清晰。 教师评价：对学生展示的介绍片段进行即时点评，指出亮点（如词汇丰富度）和可改进点（如语法、发音） AI赋能增效：猜谜形式本身就充满趣味性和挑战性，能瞬间抓住学生注意力，激发他们的好奇心和参与欲，为整节课营造轻松活跃的课堂氛围。 情境唤醒：图片/视频直观呈现企鹅形象，调动学生视觉、听觉感官，强化对主题的认知，激发对动物话题的兴趣。 衔接过渡：自然衔接“听中”环节，让学生带着预测去听录音，提升听力的针对性和效率。 知识内化：从“问答操练”到“自主介绍”，引导学生将听力输入的词汇、句型转化为口语输出，实现从输入到输出的闭环。
板书设计
作业设计 基础巩固类：Words and useful expressions /Listen carefully and read the listening scripts fluently. 能力提升类：Finish the exercises in the exercise book. 应用创新类：a mind map
教学内容 SectionB How are animals part of our lives （第三课时）
备课时间 授课时间
教 学 过 程
教学环节 教与学活动 多元评价 (评价角度，评价主体，评价方法 设计意图 （目标达成， AI赋能增效） 二次备课 （针对具体学情，个别化教学）
Step 1　 Step 2　 Step3 Step4 Step5 Step 1：Lead in AI 情境唤醒（1-2 分钟） 操作：播放 AI 生成的动物音效+语音旁白（可让 AI 生成脚本并朗读） 旁白示例： "Hello, little explorers! Today we're going to the zoo! Listen carefully—who's coming " 1.Ask students to find a partner,and then talk about the animals they like or dislike. The teacher can help students start their conversations by giving them some examples: ◆What animal do you like？What's your favourite animal ◆Why do you like. ◆Where are...from ◆What animal don't you like ◆Why don't you like. 复习听说课中涉及的以wh 开头的特殊疑问句，自然过渡到语法课内容。 Step 2　Grammar Teaching (3a–3d) Page 5,3a 1.Ask students to read the sentences in 3a,and ask them to explain the usage of the wh-words: what,where and why. what asks about things/objects/activities where asks about placeswhy asks about reasons
2.Ask students to circle the word that introduces a reason,and then explain the usage of because. ◆because意为“因为”，可以用来连接原因状语从句。 e.g.She didn't go there,because she was ill. ◆回答why问句时，只能用because，不能用for或as。 e.g.—Why are you late —Because I had a traffic accident on my way here. ◆汉语中我们经常说“因为……所以……”，但在英文中有了because就不能再用so。 e.g.Because he was tired,he couldn't walk there. Page 5,3b 1.Ask students to complete the conversation with the words in the box.Then underline the animal nouns. 2.Check the answers with the students. Page 5,3c 1.Ask students to make the nouns in the box plural.2.Explain the rules for plural nouns. 名词复数的变化规则： ◆在一般情况下，词尾加 s，在清辅音后读/s/在浊辅音、元音及其他一些情况后读/z/如：eagle—eagles,pet—pets。 ◆以s,x,sh,ch结尾的词，词尾加 es，读/ z/如：fox—foxes,glass—glasses。 ◆以f或fe结尾的词，先将f或fe改为v，再加 es，读/vz/如：wolf—wolves,life—lives。 ◆以o结尾的词，有生命物在词尾加 es，无生命物在词尾加 s，读/z/如：tomato—tomatoes,zoo—zoos。 ◆以辅音字母加y结尾的词，先将y改为i，再加 es，读/ z/如：baby—babies,family—families。 名词复数的不规则变化： ◆元音发生变化。如：man—men,tooth—teeth。 ◆单复数同形。如：sheep—sheep,deer—deer。 ◆词尾发生变化。如：ox—oxen,child—children。 ◆有些名词只有复数形式。如：clothes,trousers。 3.Ask students to use the plural nouns to complete the sentences.Encourage them to add more to the sentences. 以讲练结合的方式让学生掌握本节课语法。 Page 5,3d 1.Ask students to think of an animal in their mind.Then let them ask and answer questions with a partner to guess each other's animal. 2.Invite two or three pairs of students to role-play the conversation in class. 结合本单元主题，综合运用语法知识。 Summary:1.We know how to talk about your favourite animal.2.We are able to talk about the name, looks, home, food and abilities of your favourite animal.3.We are able to make up a conversation about your favourite animal.
本次语法课围绕wh-特殊疑问词（what/where/why）和名词复数规则展开，多元评价设计以“以评促学、以评导教”为核心，既关注学生语言知识的掌握程度，也重视其语言运用能力与学习素养的发展，最终实现“知识习得—技能运用—素养提升”的递进式目标。 过程性评价 课堂观察、对话记录、小组互评 培养学生主动学习、合作探究、自我反思的学习习惯，提升课堂参与度与表达自信 形成性评价 语法练习、仿写句子、名词变形作业 诊断性评价 精准定位学情，调整教学节奏与重难点，实现个性化教学 激励性评价 口头表扬、小组积分、优秀作业展示 激发学习内驱力，培养积极的学习情感与英语学习兴趣 通过“谈论喜欢/不喜欢的动物”的同伴对话，评价学生是否能主动开口、积极参与课堂互动，关注其学习情感与合作意识。通过“解释wh-词用法”“圈出表原因的词”等任务，评价学生是否能准确区分what/where/why的功能，掌握 because 引导原因状语从句的规则。 让学生自主将名词变为复数并讲解规则，评价其规则归纳与逻辑表达能力，同时暴露其在清浊辅音、特殊变化（如f/fe变v、y变i、单复同形等）上的薄弱点。
板书设计
作业设计 基础巩固类：Words and useful expressions /Listen carefully and read the listening scripts fluently. 能力提升类：Finish the exercises in exercise book. 应用创新类：Make more animal riddles using wh questions.
教学内容 Section B How are animals part of our lives （第四课时）
备课时间 授课时间
教 学 过 程
教学环节 教与学活动 多元评价 (评价角度，评价主体，评价方法 设计意图 （目标达成， AI赋能增效） 二次备课 （针对具体学情，个别化教学）
Step 1　 Step 2　 Step3 Step4 Step5 Step6 Leadin 展示 Malee 帖子中的大象图片，用 AI 生成引导问题： "Look at this picture! What are the elephants doing Let's read Malee's post to find out!" 2. AI 语音总结： "Great! Now let's learn more about elephants from this post and write about our favorite animals later!" Page 6,1a 1.Show students a video or some photos of elephants and ask them what they know about elephants. Here are some facts about elephants: ◆Elephants are the largest land animals on the earth. ◆They only eat plants. ◆Their trunk is very useful.They can use it to drink water,pick up food and talk to other elephants by touching trunks. 2.Show students the picture in Malee's post and ask them what the elephants are doing. 通过视频或图片导入主题，引起学生的兴趣。询问学生对大象了解多少，唤起学生对大象的先验知识。
Reading Comprehension 1b–1dd) Pre-reading 1.Ask students to scan the first two paragraphs and then answer the questions: ◆Where is Malee from ◆What is the national animal of Thailand ◆Do elephants have special meanings in Thai culture Culture Tips Introduce the symbolic meaning of elephants and the Thai Elephant Day to students. ◆In Thai culture,elephants are very special.They are a symbol of good luck,strength,power and wisdom. ◆Thai Elephant Day is a traditional religious festival.In Thailand,it is held every year to thank elephants.This is because their ancestors gave their lives to defend the country in wars.On this day,elephants are washed clean by their owners and then decorated.They go to Suphan Buri（素攀府） to take part in the annual "Elephant Games"。There are events like tug-of-war, weightlifting,kicking balls and an obstacle course. 介绍背景知识，让学生了解大象在泰国文化中的意义，帮助学生理解语篇的内容和主题。 While reading Page 6,1b 1.Ask students to read Malee's post and choose the best title for it.This time,students just need to get the general idea of each paragraph. 2.Ask the students to share their answers and give the reasons. Page 7,1c 1.Ask the students to read the post again and answer the questions. 2.Ask students to give supporting details from Malee's post. Page 7,1d 1.Ask the students to complete the mind map with the information from Malee's post. 2.Check the answers with the class. 通过完成阅读任务，学生能够对文本有充分的理解并提高抓取关键信息的能力。 Postreading (2a–2b) Writing（以读促写） Page 7,2a 1.Ask the students to complete the passage with the words in the box. 2.Ask students how the writer introduces the dog. The writer introduces the dog from the following aspects: ◆What does the dog look like ◆What is the dog like ◆What can the dog do ◆How much does the writer love the dog 3.Ask students to consider how to introduce an animal when writing a passage about them. e.g.appearance,ability,food, Page 7,2b 1.Ask students to write their own posts for the website about their favourite animals.Students can use the questions in 2b for help. 2.Tell students they can use the passage in 2a as an example. 这是一个基于阅读语篇的拓展写作练习。学生通过描写自己最喜爱的动物，对目标语言进行充分练习并巩固。
Language Points How to Save Elephants如何救助大象 此处save作动词，意为“救；救助”。save one's life意为“拯救某人的生命”。 【拓展】save作动词，还可意为“储蓄；保存；节约”。如： Dad works late to save money. Save me some food. Please save water. They are also a symbol of good luck here.它们（大象）在这里也是好运的象征。 ◆a symbol of...意为“……的象征”。如：The number eight is a symbol of good luck in China. ◆luck为不可数名词，意为“幸运；运气”。常见短语：good luck好运；bad luck厄运。 【拓展】lucky adj.幸运的 However,they're in danger.然而，它们（大象）处于危险中。 ◆however为副词，意为“然而；不过”，常用逗号与前后内容隔开。 ◆danger作名词，意为“危险”。常见短语：in danger处于危险中；out of danger脱离危险。 things made of ivory象牙制品 此处made of ivory为过去分词短语，作后置定语，修饰前面的名词things。如： I love the hat made of wool. 【拓展】be made of意为“由……制成”，从制成品能看出原材料。 be made from意为“由……制成”，从制成品看不出原材料。 Summary:We should know how to introduce our favourite animal. We are able to know about the structure of introducing a favourite animal.
过程性评价 小组互评 培养学生主动学习、合作探究、自我反思的学习习惯，提升课堂参与度与表达自信 形成性评价 语法练习、仿写句子、名词变形作业 诊断性评价 精准定位学情，调整教学节奏与重难点，实现个性化教学 激励性评价 口头表扬、优秀阅读展示 激发学习内驱力，培养积极的学习情感与英语学习兴趣 通过AI生成的大象图片/视频，营造直观生动的动物情境，用英文引导问题 What are the elephants doing 激发学生好奇心，唤醒关于大象的生活常识与已有英语表达储备，为文本阅读做好铺垫。AI语音总结的过渡语，自然衔接“了解大象”与“阅读帖子、写作”的核心任务，让学生清晰感知本节课学习目标。 要求学生快速浏览前两段并回答问题，重点训练**扫读（scanning）**技能，帮助学生快速定位关键信息（如Malee的国籍、泰国国兽、大象文化意义），提升信息获取效率，符合初中英语阅读能力培养要求。 让学生为帖子选最佳标题，聚焦主旨大意的抓取，训练快速略读（skimming）能力，帮助学生建立对文本的宏观认知，避免陷入细节。 引导学生迁移思路，思考介绍动物的其他角度（如饮食、习性、生活环境等），实现从“模仿范文”到“自主构思”的过渡。 允许学生借助2b的问题和2a范文辅助创作，体现分层教学理念，兼顾不同水平学生的需求。
作业设计 基础巩固类：Words and useful expressions 能力提升类:Write a post for a website about China's national animal, the panda.Use Malee's post as an example. 应用创新类：1.Design a zoo. 2. Animals are our best friends.

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