Unit6AnimalsSpeakingWorkshop1.ContentOverviewThisSpeakingWorkshopinUnit6“Animals”ofthe2024BeijingNormalUniversityEditionforGrade7aimstoenhancestudents'speakingskillsrelatedtoanimals.Itbuildsonthevocabularyandknowledgeaboutanimalsintroducedinpreviouslessons.Studentswillengageinvariousspeakingactivities,suchasdescribinganimals,discussingtheirhabitats,andexpressingopinionsonanimalprotection.Throughroleplays,groupdiscussions,andpresentations,studentswillpracticeusingthelanguagetheyhavelearnedtomunicateeffectivelyaboutanimals.教學(xué)目標(biāo)2.1KnowledgeObjectivesStudentswillbeabletomasterandusekeyvocabularyrelatedtoanimals,suchas“panda,”“tiger,”“elephant,”“koala,”“l(fā)ion,”“giraffe,”etc.,aswellasadjectivesfordescribinganimalslike“cute,”“l(fā)azy,”“smart,”“beautiful,”“scary.”Studentswillunderstandandbeabletousemonexpressionsfortalkingaboutanimals,forexample,“beknownfor,”“l(fā)ivein,”“feedon.”2.2AbilityObjectivesStudentscandescribetheappearance,habits,andlivingenvironmentsofdifferentanimalsclearlyandaccuratelyinEnglish.Studentsareabletomunicatewiththeirpartnersaboutanimals,askandanswerquestions,andexpresstheirpreferencesandviewsonanimals.Throughgroupworkandroleplays,students'cooperativeandmunicativeabilitieswillbeimproved.2.3EmotionalObjectivesFosterstudents'interestinlearningEnglishandtheirloveforanimals.Raisestudents'awarenessofanimalprotection.教學(xué)重難點(diǎn)3.1KeyPointsThemasteryandcorrectusageofanimalrelatedvocabularyandexpressions.TrainingstudentstodescribeanimalsandmunicateabouttheminEnglish.3.2DifficultPointsHelpingstudentsusethelearnedlanguagetoexpresstheirideasfluentlyandspontaneouslyinreallifelikesituations.Guidingstudentstoorganizetheirthoughtsandpresenttheiropinionsonanimalprotectioninalogicalway.4.1KeyVocabularyAnimalnames:panda/'p?nd?/,zoo/zu?/,tiger/'ta?g?(r)/,elephant/'el?f?nt/,koala/k??'ɑ?l?/,lion/'la??n/,giraffe/d??'rɑ?f/,animal/'?n?ml/,pet/pet/,cat/k?t/Adjectivesforanimals:cute/kju?t/,lazy/'le?zi/,smart/smɑ?(r)t/,beautiful/'bju?t?fl/,scary/'ske?ri/,friendly/'frendli/,shy/?a?/Otherrelatedwords:save/se?v/,symbol/'s?mbl/,flag/fl?ɡ/,forget/f?(r)'ɡet/,place/ple?s/,water/'w??t?/,danger/'de?nd??(r)/,cut/k?t/,down/da?n/,tree/tri?/,kill/k?l/,ivory/'a?v?ri/,over/'??v?(r)/4.2UsefulExpressionsfor...wnfor...以……而聞名in...in...生活在……on...on...以……為食bein(great)danger處于（極大）危險(xiǎn)中cutdown砍倒(be)madeof由……制成的4.3SentencePatternsPandasarecuteanimalsthatlivemainlyinChina.Elephantsareknownfortheirbigearsandlongtrunks.Lionsareoftencalledthekingsofthejungle.Monkeysareveryactiveandlovetoclimbtrees.教學(xué)過程5.1Warmup(5minutes)Greetthestudentsasusual.ThenshowsomepicturesofanimalsquicklyonthePPT,suchasapanda,atiger,andanelephant.Askstudentstocalloutthenamesoftheanimalsassoonastheyseethepictures.T:“Boysandgirls,lookatthescreen.Whatanimalisit?Shoutitout!”Thisactivitycanquicklyarousestudents'interestandactivatetherelevantvocabularyintheirminds.5.2VocabularyReview(8minutes)Displaythepicturesofanimalsagain,butthistime,askstudentstodescribetheanimalsusingadjectivestheyhavelearned.Forexample,whenshowingapictureofapanda,ask:“Howwouldyoudescribeapanda?”Encouragestudentstoanswer:“Apandaiscuteandlovely.Itisblackandwhite.”Dividestudentsintopairs.Eachpairtakesturnstodescribeananimalwithoutshowingthepicturetothepartner,andthepartnerhastoguesswhattheanimalis.T:“Now,workwithyourpartner.Oneofyoudescribeananimal,andtheotherguess.Let'sseewhichpaircanguessthemostanimalsin3minutes.”5.3ListeningandImitation(5minutes)Playashortdialogueaboutanimalsontherecorder.Thedialoguecouldbelikethis:A:“What'syourfavoriteanimal?”B:“Myfavoriteanimalisthegiraffe.Itisverytallandhasalongneck.”A:“Whydoyoulikeit?”B:“Becauseitissocuteandinteresting.Itcanreachtheleavesonthetalltreeseasily.”Askstudentstolistencarefullyandimitatethepronunciationandintonation.Thenplaythedialogueagain,pausingatappropriateplacesforstudentstorepeat.5.4SpeakingPractice1DescribingAnimals(10minutes)Showstudentsmorepicturesofanimals,eachwithsomeinformationabouttheanimal'sappearance,habits,andlivingenvironmentnexttoit.Forexample:PolarBearAppearance:Itiswhiteandhasathicklayeroffur.Habits:Itlikestoswiminthecoldwaterandhuntforfish.LivingEnvironment:ItlivesintheArcticregion.Dividestudentsintogroupsoffour.Eachgroupgetsseveralpicturesofdifferentanimals.Eachstudentinthegroupchoosesonepictureanddescribestheanimaltothegroupmembersusingtheinformationprovidedandtheirownwords.Aftereveryoneinthegrouphasfinisheddescribing,theycanaskquestionsandhaveadiscussion.T:“Now,inyourgroups,taketurnstodescribetheanimals.Listencarefullytoyourgroupmembersandaskquestionsifyouhaveany.”5.5SpeakingPractice2Roleplay(10minutes)Setupascenario:Agroupoffriendsarevisitingazoo.Assigndifferentrolestostudents,suchasazooguide,visitors,andanimals(studentscanpretendtobeanimalsandanswerquestionsasiftheyweretheanimals).Providesomepossiblequestionsandanswersforreference:ZooGuide:“Weletoourzoo.Now,weareinfrontofthemonkeycage.Monkeysareveryactiveanimals.Theyliketojumparoundandeatbananas.”Visitor:“Howmanymonkeysarethereinthecage?”ZooGuide:“Thereareabouttenmonkeyshere.”Visitor(askingamonkey):“Whatdoyouliketoeat?”Studentpretendingtobeamonkey:“Iliketoeatbananasandpeaches.Theyaresodelicious.”Letstudentspracticetheroleplayingroupsforafewminutes,andtheninvitesomegroupstoetothefrontoftheclassandperformtheirroleplays.5.6SummaryandHomework(7minutes)Summarizethekeypointsofthisclass,includingtheimportantvocabulary,expressions,andsentencepatternsaboutanimals.Askstudentstorecallwhattheyhavelearnedinclass.T:“Boysandgirls,let'sreviewwhatwehavelearnedtoday.Whocantellmesomeanimalnamesandadjectivesweused?”Assignhomework:Askstudentstowriteashortpassageabouttheirfavoriteanimal,includingitsappearance,habits,andwhytheylikeit.Theycanalsodrawapictureoftheanimalnexttothepassage.教學(xué)反思Afterthisclass,studentsshowedgreatinterestinthespeakingactivitiesrelatedtoanimals.Moststudentswereabletoactivelyparticipateinthevocabularyreview,pairwork,groupwork,androleplays.However,ther