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【人教2024版七下英語精彩課堂（備課素材+教案）】
Section B　How are animals part of our lives
導入一　圖片導入
Show several pictures of elephants on the screen, including baby elephants, adult elephants, and elephants in different environments. Say: “Look at these pictures. Can you describe what you see Do you like elephants ”
導入二　故事導入
Tell a short story about an elephant. For example, “Once upon a time, there was an elephant who was very kind. It helped other animals in the forest. Do you want to know more about elephants ”
導入三　問題導入
Ask students some questions, such as “What is the largest animal on land What can elephants do Have you ever seen an elephant in real life or on TV What does an elephant look like How much does an elephant weigh ”
活動設計　　　　　　　　　　　　　　　　　　　　　　　　　
活動 　思維導圖設計
1.導入(Lead-in):
展示幾張大象的圖片,讓學生觀察大象的外形,引起學生對大象的興趣。
提問學生:“What do you know about elephants ” 引導學生用簡單的英語回答,如 “They are very big.” “They have long trunks.” 等。
2.閱讀并尋找信息:
從大象的外形(Appearance)、性格(Character)、能力(Ability)和在泰國的象征意義(Symbolic meaning in Thailand)等方面開展小組討論(Group Discussion)。
How are animals part of our lives (動物是如何成為我們生活的一部分的 )
What can we do to protect elephants (我們可以做什么來保護大象 )
3.分享和總結(Summary)
每個小組推選一名代表,用英語分享小組的討論結果。對學生的討論結果進行總結,強調大象的重要性以及保護大象的必要性。讓學生用思維導圖的方式總結所學的關于大象的知識,包括大象的外形、性格、能力、在泰國的象征意義以及保護大象的方法等。
4.活動延伸(Extension):
讓學生課后查閱更多關于大象的資料,寫一篇關于大象的英語短文。組織學生參觀動物園的大象館,近距離觀察大象,加深對大象的了解。
閱讀突破　　　　　　　　　　　　　　　　　　　　　　　　　
突破一 　還原短文。(教材原文: Section B, 1b )
The elephant is my favourite animal. I love elephants because they are strong and clever.
1.　　　　 The elephant is our national animal. On 13 March, we celebrate Thai Elephant Day.
Elephants look very different from other animals. They are huge. 2.　　　　 They can pick up and carry heavy things with their trunks.
3.　　　　 They are very playful and love to play in the water. They are great swimmers. They are also clever. For example, they can remember one another and places with food and water after many years. Elephants are very kind too. They look after other elephants when they don't feel well. 4.　　　
Elephants are an important part of Thai life and culture. 5.　　　　 They live in forests, but people cut down too many trees. People also kill elephants for their ivory. Let's save the forests and not buy things made of ivory. Every elephant counts.
A.However, they are in danger.
B.Elephants are like us in some ways.
C.They have large ears and long trunks.
D.They are also a symbol of good luck here.
E.The big elephants also help the baby ones.
◎Key: 1—5　DCBEA
突破二 　語法填空。(教材原文: Section B, 1b )
　　The elephant is my favourite animal and Thailand's 1.　　　　(nation) animal. Elephants are strong, clever and 2.　　　　 symbol of good luck here. They are huge 3.　　　　 large ears and long 4.　　　　 (trunk). Elephants are like us in some ways. They are 5.　　　　(play)and love to play in the water. They are great 6.　　　　(swim). They are also kind, such as looking 7.　　　　 sick elephants and helping the baby ones. However, elephants are in 8.　　　　 (dangerous). People cut down too many trees and kill 9.　　　　 (they) for ivory. Thai Elephant Day is on 13 March. Let's 10.　　　　(save) the forests and not buy ivory products to protect these amazing animals.
◎Key: 1.national　2.a　3.with　4.trunks　5.playful　6.swimmers　7.after
8.danger　9.them　10.save
Section B　How are animals part of our lives
第一課時(1a-1d)
Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　
What: This lesson is the fourth period of Unit 1. 1a lets students talk about what they know about elephants. The exercises in 1b-1d are based on the text of 1b. 1b asks students to read an introduction to elephants and choose a title for the article. 1c allows students to answer detailed questions based on the text. 1d asks students to sort out the article and complete the mind map.
Why: The text is Malee's introduction to her favourite animal, the elephant. It calls on people to protect elephants. Students will learn and sort out key information through reading, and accumulate vocabulary and sentence patterns about introducing animals in preparation for the next writing session.
How: The text introduces the author's favourite animal in terms of appearance, abilities, and reasons. The paragraphs are clear, the logic is clear, and the structure, vocabulary and grammar are simple, in line with the average level of students. They are easy for students to learn and imitate. Students should pay attention to the structure of the text and the expression in the third person.
Learning Objectives　　　　　　　　　　　　　　　　　　　　　　　　
By the end of this lesson, students will be able to:
1. learn about elephants through reading;
2.sort out the details about the reading;
3.realize that we need to protect animals.
Teaching Process　　　　　　　　　　　　　　　　　　　　　　　　　
Learning Objectives Teaching Activities Effectiveness Evaluation
1.To learn about elephants through reading. Step 1 Pre-reading 1.Greetings. 2.Free talk(work on 1a): What do you know about elephants Do you know that elephants are in danger Use pictures or videos to show more information about elephants. Step 2 While-reading (work on 1b-1c) 1.Fast reading. Finish 1b. Read Malee's post and choose the best title for it. ◎Key: B 2.Careful reading. Read Paragraph 2 and answer. —When do Thai people celebrate Thai Elephant Day —On 13 March. Tip: Find keywords to answer the question. 3.Read Paragraph 3 and answer. —What do elephants use to carry things —They can pick up and carry heavy things with their trunks. Observe students' performance and learn about their vocabulary and sentence patterns about introducing elephants. Observe whether the students complete the exercise correctly, and understand the students' comprehension of the reading material and the skill of finding details. Teach students how to scan for keywords.
4.Read Paragraph 4 and answer. —Are elephants clever Give your reasons. —Yes, they are. They can remember one another and places with food and water after many years. 5.Read Paragraph 5 and answer. —Why are elephants in danger now —They live in forests, but people cut down too many trees. People also kill elephants for their ivory. —How can we help save elephants —We can save the forests and not buy things made of ivory.
Purpose To introduce the topic so that students can link their existing knowledge and have something to say. To broaden their cultural horizons so that they can know more about endangered animals.
2.To sort out the details about the reading. Step 3 Post-reading 1.Work on plete the mind map with the information from the post. ◎Key: national; good luck; large; long; heavy; swim;　remember; clever; cut down; buy　 2.Group work. Try to introduce elephants in your own words based on the mind map. Use mind maps and retelling exercises to understand students' mastery of the text.
Purpose To guide students to further understand and sort out the content of the text, to prepare for the writing.
3.To realize that we need to protect animals. Step 4 Summary 1.Summary:We should try our best to protect our animal friends and nature. Save animals and save our planet. Don't let them disappear.Love animals and protect their habitats. 2.Language points. e.g. symbol, in danger, one another, made of… 3.Exercise. Dig deep into the text and guide students to summarize the author's purpose of writing.
Purpose To provide students with moral education, raise their awareness of caring for nature and protecting animals.
Homework Required: 1.Read the passage fluently.　 2.Use your own words to introduce elephants to your partner. Optional: 1.Make a poster of your favourite animal. 2.Write a short passage about your favourite animal.
Teaching Reflection　　　　　　　　　　　　　　　　　　　　　　　　　



Five Ways to Protect Animals
It's easy to help animals, no matter how old you are.
1. Going vegan
Going vegan means that you don't eat, wear, or use anything that comes from an animal, such as meat, milk, eggs, leather. Just by going vegan, you will save the lives of more than 100 animals every year!
2. Volunteer at your local animal shelter
Animal shelters are always in need of more help! Whether you are helping by walking dogs, cleaning out water bowls, or hanging up signs, they have a job for you. You could make a big difference in the lives of homeless dogs, cats, and other animals!
3. Don't support animals in entertainment
Animals are alive for their own reasons, not to entertain us. Refuse to support this cruelty by never going to a marine park or circus that uses animals.
4. Pledge to be fur-free!
Even just “a little bit” of fur trims on mittens, boots, and collars caused tremendous suffering for an animal who was abused and killed on a fur farm or trapped and killed in the wild. Help protect animals by refusing to buy or wear any fur.
5. Tell your friends!
Share with your friends why you have decided to stick up for animals and encourage them to get involved too.
第二課時 [ (2a-2b) Writing & Project ]
Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　
What: This lesson is the fifth lesson of Unit 1. 2a requires students to fill in the blanks with correct words to complete the passage about a dog. 2b lets students use what they have learned to write a post about their favourite animals. 3a asks students to come up with a variety of animals, classify them, fill in the forms, and describe the animals so that others can guess them. 3b asks students to choose some animals in order to design their own zoo and explain why. 3c requires students to integrate the content of 3a and 3b, draw their ideal zoos, and use the sentence patterns in the box and what they have learned to write a paragraph to introduce their zoos.
Why: 2a is the author's introduction to his pet dog. Students design their own zoos, 3a-3c are to draw the map, and write a paragraph about different animals in the zoo through independent thinking and group activities. A range of activities help students develop their thinking, collaboration and expression skills, and inspire their love for animals.
How: This activity is close to daily life and stimulates students' interest. Students work in groups to come up with some animals, design their own zoos, and draw pictures. When writing the introduction to the zoo, students can use some sentence patterns in Section B. The words and grammar in the writing are relatively simple, and students should pay attention to the correct use of the There be sentence pattern and compound sentences containing the word because.
Learning Objectives　　　　　　　　　　　　　　　　　　　　　　　　
By the end of this lesson, students will be able to:
1.master English vocabularies and expressions related to animals and zoos.
2.understand the elements and layout of the zoo, and learn the basic elements and steps in making a map.
3.improve students' aesthetic ability and innovative thinking by drawing maps and improve students' oral presentation skills by presenting the zoo maps.
Teaching Process　　　　　　　　　　　　　　　　　　　　　　　　　
Learning Objectives Teaching Activities Effectiveness Evaluation
1.To master English vocabularies and expressions related to animals and zoos. Step 1 Lead-in 1.Greetings. 2.Create a situation: Let's go to the zoo! Imagine you are in a zoo. What would you see there e.g. eagles, giraffes, lions, penguins, snakes, elephants… Step 2 Work on 2a-2b 1.2a Complete the passage with the words in the box. Judge students' mastery of the target language of the unit based on the animal words they mention and the relevant questions and answers they express.
◎Key: big; beautiful; friendly; great; close 2.2b ①Write your own answers to the following questions. —What does it look like —What is it like —What can it do —Why do you like it so much ②Write your own post about your favourite animal. Step 3 Work on 3a Choose an animal. Describe it. Guess one another's animals and write them down in the table. Tips: How to describe your animals 1.looks: colour, size, shape… 2.Living habits: living environment, food, social behaviors… 3.Feature: patterns of action, skills…
Purpose To introduce the topic and create situations. The content is close to students' daily life so they have something to say.
2.To understand the elements and layout of the zoo, and learn the basic elem-ents and steps in making a map. Step 4 Work on 3b You're going to design a zoo. Choose some of the animals from 3a for your zoo. Give your reasons. e.g. I like…because they are… Know about the animals selected by students and the reason, and judge their understanding of designing a zoo and their mastery of the key expressions in this unit.
Purpose To let students use what they have learned to do real things and consolidate the key expressions in this unit.
3.To improve students' aesthetic ability and innovative thinking by drawing maps and improve students' oral presentation skills by presenting the zoo maps. Step 5 Work on 3c 1.Draw a map of your zoo. 2.Present your zoo to the class. Use the map and the expressions in the box to help you. Useful expressions: Welcome to our zoo! This is…/These are… Here you can see… There is/are… These animals are… We like…because they are… 3.Vote for the zoo you like. 4.Reflect on this unit. Observe students' drawings to understand their artistic ability and creative thinking, encourage students to express themselves, and give appropriate help. Observe students' expression skills, and give help and encouragement.
Purpose To improve students' expression skills and self-confidence, and stimulate students' love for English and animals.
Homework Required: 1.Finish your zoo map. 2.Introduce the animals in your zoo in English. Optional: Write a short essay about the zoo introduction and show it to others.
Teaching Reflection　　　　　　　　　　　　　　　　　　　　　　　　　



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