外研版（2024新版）七年级上册英语Unit 5 Fantastic friends单元整体教学设计.docx

1、外研版（2024新版）七年级上册英语Unit 5 Fantastic friends单元整体教学设计单元教学目标【Language Abilities】1.Use words and expressions in the unit to describe our relationship with animals.2.Use the present continuous tense to talk about animal behaviours.3.Explain the need to protect our animal friends.【Culture Awareness】1.Be ab

2、le to broaden our international perspective and understand the diversity of the global ecological environment.2.Learn about the importance of protecting animals.3.Explore how humans can live in harmony with animals, and how to treat animals responsibly.【Quality of Thinking】1.Make predictions accordi

3、ng to the pictures.2.Be able to use effective means such as seeing, listening, speaking and discussing to obtain information.【Learning Abilities】1.Activate and associate what we have known in learning.2.Be able to formulate clear English learning goals and plans, reasonably arrange learning tasks, a

4、nd actively preview and review.【Class Hour Division】Five periods第一课时Starting out&Reading第二课时Grammar第三课时Listening and Speaking第四课时Reading for writing第五课时Presenting ideas&Reflection单元教材分析本单元的主题是“人与自然”下的“自然生态”，归属于“热爱与敬畏自然，与自然和谐共生”这一子主题内容。本单元教材围绕奇妙的动物展开，内容包括：动物的神奇之处；动物怎样帮助我们；我们应该怎样保护动物。旨在让学生保护动物，与动物和谐相处

5、。第一课时Starting out&ReadingTeaching Objects【教学目标】1.Know about all kinds of amazing animals in the book The Classic of Mountains and Seas; 2.Figure out Henrys change of views towards pigeons. 3.Feel how amazing the pigeons are.Teaching Aids【教学工具】an English book，a tape recorder and CAITeaching Steps【教学步

6、骤】Step 1Lead in【导入】1.Show the picture on page 79, and then ask the Ss to answer the following question.What can you see in the picture?2.Lead to the topic of animals.Starting outPage 79,11.Ask the Ss to look at the picture on page 79 and answer the following question.Do you know The Classic of Mount

7、ains and Seas?2.Let some Ss say their answers. 3.Introduce The Classic of Mountains and Seas to the Ss.4.Then ask the Ss to answer the question. What amazing animals are there in this book? 5.Let some Ss share their answers with the class.Page 79,21.Ask the Ss to do the quiz about animals on page 79

8、.2.Let some Ss say their answers.3.Check the answers with the class.Understanding ideas（14）Step 2 Pre-task【准备任务】Page 80,11.Show the adjectives on page 80 to the Ss and make sure they understand the meanings.2.Ask the Ss to tick the words to describe pigeons.3.Ask the Ss to add other adjectives.4.Sho

9、w the title and pictures of the passage to the Ss, and ask them to predict what this passage may talk about.5.Let some Ss say their predictions.Step 3 While-task【过程任务】Page 80,21.Ask the Ss to read the blogs and find out the words Henry used to describe pigeons.2.Check the answers with the class.Page

10、 82,31.Show the titles on page 82 to the Ss, and make sure they understand the meanings.2.Ask the Ss to read the blogs again and choose another suitable title and give their reasons.3.Let some Ss say their answers.4.Check the answers with the class.Page 82,41.Show the chart on page 82 to the Ss, and

11、 then ask the Ss to guess what may be filled in the blanks.2.Ask the Ss to complete the flow chart with the words and expressions from the passage.3.Explain Henrys change of views towards pigeons.Step 4Posttask【后续任务】Page 82, Think and share1.After learning the passage, ask the Ss to answer the quest

12、ion: How can you tell that Henry didnt like pigeons? 2.Give the Ss some prompts. For example, you can tell peoples thoughts and feelings about animals from their words and tones. 3.Let some Ss say their answers.4.Ask the Ss to answer the question:What other facts do you know about pigeons?5.Let some

13、 Ss share their answers. Step 5Language points【语言要点】1. surprise 的用法(1)作名词,意为“惊讶”。常见用法:in surprise “惊讶地”,常用于动词之后作状语;to ones surprise “让某人惊讶的是”,一般置于句首。例如:He looked at me in surprise.他惊讶地看着我。To my surprise,he speaks Chinese very well.让我惊讶的是,他的汉语说得很好。(2)作动词,意为“使惊奇;使诧异”。例如:Well solve the problem ourselve

14、s and surprise everyone.我们要自己解决这个问题，然后让每个人感到吃惊。【拓展】surprising 意为“令人吃惊的”,一般用来修饰物;surprised 意为“感到惊讶的”,一般用来修饰人。例如: She was very surprised when she heard the surprising news.当她听到这个令人吃惊的新闻时，她非常惊讶。2. feed 的用法作动词,意为“喂养;饲养;给施肥”。常有以下用法:feed sth. to. =feed. (on) sth.用某物喂feed oneself自己吃feed on. 以为食例如:Cows feed

15、 on grass.牛以草为食。Please feed some grass to the cow. = Please feed the cow on some grass.请给这头奶牛喂些草。Feed the tomatoes once a week.每周给这些番茄施一次肥。3.enough的用法(1)作形容词,意为“足够的”,一般修饰名词,可放在名词之前,也可放在名词之后。例如:Are there enough seats for all?=Are there seats enough for all?有足够的座位让大家坐吗?(2)作副词,意为“足够地,充分地”,常用来修饰形容词或副词,放

16、在被修饰词的后面。例如:He runs fast enough.他跑得够快了。4.change 的用法change词性及汉语意思例句n.变化(可数)Our hometown is going through a lot of changes.我们家乡正在经历很多变化。v.变化;交换Nothing will make me change my mind.什么都不能让我改变主意。5. no wonder 的用法no wonder 意为“难怪”,可以指某事发生的原因,也可以用于对某个突发事件进行推测,后面通常接句子。例如:No wonder he was so sad. His cat was mi

17、ssing.难怪他这么伤心。他的猫不见了。Step 6Summary【课堂小结】Ask the Ss to use the students self-assessment form to check what they have learned in this lesson.I can know about all kinds of amazing animals in the book The Classic of Mountains and Seas. I can figure out Henrys change of views towards pigeons.I can feel h

18、ow amazing the pigeons are.Step 7Homework【家庭作业】1.Review the words, phrases and sentences.2.Do the exercises in students book.Teaching reflection【教学反思】 In this period, we should prepare lots of pictures and videos to help the students to know the amazing animals in the Classic of Mountains and Seas.

19、第二课时GrammarTeaching Objects【教学目标】1.Master the usage of the present continuous tense.2.Introduce an amazing animal. Teaching Aids【教学工具】an English book，a tape recorder and CAITeaching Steps【教学步骤】Step 1Lead in【情景导入】1.Show the following sentences to the Ss, and ask them to pay attention to the bold word

20、s.(a) Were studying birds for Bird Week at school.(b) Im watching pigeons in the park now.(c) That pigeon is looking at itself in the water!2.Lead to the grammar present continuous tense.Understanding ideas（5-8）Step 2Pre-task【准备任务】1.Ask the Ss to find more sentence with present continuous tense.2.Le

21、t some Ss share their answers.Step 3Grammar learning【语法任务】一、用法1.表示现在（说话瞬间）正在进行或发生的动作，常和now连用。有时也会用一个动词如look(看)或listen(听)等来表示now(现在)这一时间概念。He is watching TV now.Look! The dog is running after the man.Listen! Someone is knocking at the door.2.也可表示当前一段时间内的活动或现阶段正在进行的动作,但此刻动作不一定正在进行。常与at present, this w

22、eek, these days 等时间状语连用。例如：We are working on a farm these days.Im reading a history book this month.Which lesson are you studying this week?Hello, Tom, are you still working in that bank?3.与always, usually, again, forever等词连用，表示反复发生的动作，常常含有赞扬、不满、厌烦等感情色彩。例如：You are always talking in class. Its rude.（

23、表不满）Shes always thinking of others. （表赞扬）4.表示按计划或安排将要进行的动作，常用于这些动词：go, come, leave, start, arrive, stay等。例如：Im not going out tonight. Im staying at home.When is Helen coming home?二、基本结构1.肯定句：主语 + be(am/is/are) + 现在分词+.例如：Im watching TV now.They are travelling in Europe these days. Look! The man is f

24、lying a kite. 2.否定句：主语+be(am/is/are)+ not +现在分词+.例如：Im not studying.They are not playing football.Step 4While-task【过程任务】Page 83,61.Ask the Ss to read and complete the sentences with the correct form of the words in the box.2.Ask some Ss to say their answers.3.Check the answers with the class.Page 83

25、,71.Show the passage on page 83 to the Ss, then ask the Ss to guess what may be filled in the blanks.2.Ask the Ss to complete the passage using the correct form of the verbs in brackets. 3.Check the answers with the class.Step 5Post-task【后续任务】Page 84,81.Ask the Ss to find a video and do their own vo

26、ice-over for an animal.2.Let the Ss use the words from the reading passage and the Useful expressions to help them.l It is a .l It can .l It eats.l Look, its .l It has long/ big .l . helps it .l In my opinion, .3.Show the Ss some prompts as follows.l What animal is it?l What is it doing?l What is sp

27、ecial about it?l What do you think of it?Step 6Summary【课堂小结】I can master the usage of the present continuous tense.I can introduce an amazing animal. Step 7Homework【家庭作业】1.Review the words, phrases and sentences.2.Do the exercises in students book.Teaching reflection【教学反思】Learning grammar is an impo

28、rtant task in this period. Students always learn grammar when they have learned enough language. Students can practise grammar by using what they have learned. Its important for them to master the usage of the present continuous tense. We can give them some examples.第三课时Listening and SpeakingTeachin

29、g Objects【教学目标】1.Know how Bingjie saved the people after the 2008 Wenchuan earthquake. 2.Pronounce /, / correctly and remember the letters and letter combinations that represent them. 3.Talk about another animal helpers.Teaching Aids【教学工具】an English book，a tape recorder and CAI Teaching Steps【教学步骤】S

30、tep 1Lead in【情景导入】1.Show the pictures on page 85, and ask the Ss to answer the following question.What animals do you know work for people?2.Ask some Ss to say their answers.Step 2Pre-task【准备任务】Working animals are great helpers to humans. For example, camels carry heavy things for people. Cats can h

31、elp patients get better. Dogs and some kinds of horses help guide blind people.Step 3While-task【过程任务】Page 85,11.Show the titles on page 85 to the Ss, and make sure they understand their meanings.2.Ask the Ss to listen to the radio and choose the correct title.3.Let some Ss say their answers.4.Check

32、the answers with the class.Phonetics in use1.Let the Ss read the words on page 85 freely, and ask them to pay attention to the bold letters and find the similarities of pronunciation in each column. 2.Play the recording, and ask the Ss to repeat them.3.Tell the pronunciation of /, / to the Ss.4.Have

33、 the Ss read the words together.5.If possible, provide more target language materials for students to practise.Page 86,21.Show the webpage for Bingjie to the Ss, and then ask them to guess what may be filled in the blanks.2.Ask the Ss to listen again and complete the webpage for Bingjie . 3.Check th

34、e answers with the class.4.Introduce the way to prepare to listen.Page 87,31.Show the interview to the Ss, and then ask them to guess what may be filled in the blanks.2.Ask the Ss to listen to the interview and complete the notes.3.Let some Ss say their answers.4.Check the answers with the class.5.T

35、ell the Ss to ask questions to find out information.6.Ask the Ss to listen again. Then let them talk about how the host asked questions.Step 4Post-task【后续任务】Page 87,41.Ask the Ss to work in pairs to talk about another animal helper.2.Ask the Ss to use the questions below to organise their ideas.l Wh

36、at animal is it?l What does the animal do to help people?l What is special about the animal?l What do you think of the animal?Step 5Summary【课堂小结】I can know how Bingjie saved the people after the 2008 Wenchuan earthquake. I can pronounce /, / correctly and remember the letters and letter combinations

37、 that represent them.I can talk about another animal helpers.Step 6Homework【家庭作业】1.Review the words, phrases and sentences.2.Do the exercises in students book.Teaching reflection【教学反思】 Todays listening lesson highlighted how animals, like Bingjie (the dog), assist humans, particularly in search miss

38、ions during disasters like the Wenchuan earthquake. The story of Bingjie captivated students and showcased the invaluable role of animals in our lives. To enhance learning, I plan to incorporate more interactive activities that allow students to express their thoughts and feelings about animal helpe

39、rs. This will further deepen their understanding and appreciation of the topic.第四课时Reading for writingTeaching Objects【教学目标】1.Know the reason why rare animals are endangered.2.Write a short paragraph about another extinct animal.Teaching Aids【教学工具】an English book，a tape recorder and CAITeaching Step

40、s【教学步骤】Step 1Lead in【情景导入】1.Show the pictures of some animals to the Ss, and ask them to guess: What are these?2.Lead to the topic.Step 2Pre-task【准备任务】Page 88,11.Ask the Ss to look at the pictures on page 88 and answer the following questions.(1)Where can you see these animals now?(2)What happened t

41、o them?(3)What do you think are the reasons?2.Give the Ss some words and expressions to help them.3.Let some students say their answers.4.Check the answers with the class.Step 3While-task【过程任务】Page 88,21.Show the pictures of the passage to the Ss and ask them to answer: what animals are they?2.Let s

42、ome Ss share their answers. 3.Lead to dodos. 4.Ask the Ss to read the passage and answer the question: What happened to dodos? 5.Let some Ss say their answers.6.Check the answers with the class.Page 90,31.Show the display board on page 90 to the Ss, and then let the Ss guess what may be filled in th

43、e blanks. 2.Ask the Ss to complete the display board with the words and expressions from the passage.3.Let some students say their answers.4.Check the answers with the class.Page 90,41.Ask the Ss to read the passage and answer the following questions.(1)Why is the dodo “just a character” to some rea

44、ders?(2)What do “as happy as a clam” and “as dead as a dodo” mean?(3)Why does the writer use the two expressions at the end of the passage? 2.Give them some prompts.3.Let some Ss say their answers.4.Check the answers with the class.Step 4Post-task【后续任务】Page 90, Think and share1.Ask the Ss to answer

45、the following questions. (1)What is the purpose of the passage?(2)How do peoples actions influence animals? Give an example.2.Give the Ss some prompts.3.Ask some Ss to say their answers.4.Check the answers with the class.Page 91, 51.Ask the Ss to write a short paragraph about another extinct animal.

46、2.Give them some prompts.Ask them to do as follows.(1)Do some research on an extinct animal.Use the chart to help you.General informationWhat is the animal and where did it live?What was the animal like?What were the habits of the animal?Why did the animal die out?MessageWhat can you learn from its story?(2)Organise the information and write a paragraph.(3)Check your paragraph as follows.Did you introduce the experience of the animal?Did you use the words and expressions from the reading passage?Did you give your opinion about protecting animals?(4)Share yo