Unit 1Animal Friends　Section A【(1a—1d) Pronunciation 1—3】教学设计人教版英语七年级下册.docx

第一课时SectionA【(1a—1d)Pronunciation1—3】

eq\o(\s\up7(),\s\do5(TeachingProcedures(教学过程)))

Activity1Warmingupandrevision(感知与注意)

T：TodaywearegoingtolearnUnit1.First，letslookatthetitleandthepicture.Whatarewegoingtolearninthisunit?

Ss：Wearegoingtolearnsomethingaboutanimals.

T：Yes，youreright.Wearegoingtolearnaboutdifferentanimalsandtheirfriends.Lookatthepictureandsharethethreequestionswithme：

Canyounametheanimalsinthephoto?

Whatdoyouknowabouttheseanimals?

DoyouknowanyotherspecialanimalsinChina?

设计意图：通过展示单元标题和图片，引导学生观察并思考，激发学生对本单元话题“动物朋友”的兴趣。

Activity2Presentation(获取与梳理)

T：WearegoingtolearnSectionA．Whydoyoulikeanimals？Writetheanimalsintheboxunderthepictures.(Showthewordsandpicturesonthescreen.)

(Studentswritetheanimalsunderthepictures.)

T：Now，whocantellmewhichanimalyoulikeandwhy?

S1：Ilikethefoxbecauseitlooksverysmart.

T：Good.Thefoxisindeedacleveranimal.Anyoneelse?

S2：Ilikethepenguin.Itssocuteandcanswimverywell.

T：Penguinsareveryinteresting.Welldone!

(Then，playaguessinggame.Theteachermakesamodelfirst.)

T：Itisblackandwhite.Iteatstheleavesofbamboo.ItonlylivesinChina.Whatsit?

S：Isitapanda?

T：Yes.

(Askstudentstopractiseinpairs.)

设计意图：通过图片识别，帮助学生巩固动物名称的词汇。猜测活动能为学生提供目标语言输出的机会，培养学生的口头表达能力，发展他们的思维。

Activity3Listening(获取与梳理)

T：Now，letsworkon1b.Listentomyinstructions.Answerthequestions.

(Studentslistencarefully.)

T：Whocantellmewherethestudentsare?

S1：Ithinkthestudentsareatthezoo.

T：Good！Whydoyouthinktheyareatthezoo?

S2：Becausetheywanttolearnaboutanimals.

T：Thatmakessense.Andwhenshouldtheybeback?

S3：Ididnthearclearly.

T：Itsokay.Letslistenagain.(Playtherecordingagain.)

S4：Oh，theyshouldbebackbefore12oclock.

T：Verygood!

设计意图：通过听力练习，训练学生获取关键信息的能力，提高学生的听力理解水平。问题的设置与学生的日常生活相关，增强学生对听力内容的理解，激发学生的学习兴趣。

Activity4Listening(获取与梳理)

T：Now，letslistento