【新教材】外研版（2024）七年级上册英语Unit 6 Fantastic friends教案

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friends"Unit6Fantastic friends教案授课日期授课班级课题Unit6:FantasticFriends2ndPeriod:UnderstandingIdeas(ReadingClass)教学目标LanguageKnowledgeMasteranimal-relatedvocabulary(e.g.,pigeon,amazing,clever,recognize)andphrases.ComprehendHenry’sblogaboutpigeons,extractinghischangingviewsandanimalfacts.Completetextbooktasks:pre-readingprediction,blogcomprehension,and“Thinkandshare”discussions.CulturalAwarenessAppreciatethecomplexityofhuman-animalrelationshipsandtheimportanceofunderstandinganimals.ReadingSkillsDeveloppre-readingpredictionskills.Enhancewhile-readingskillstotrackcharacter’schangingopinionsandextractdetails.Improvepost-readinganalysisandpersonalconnectionskills.LearningAbilityLearnindependentlythroughreadingstrategies;collaborateindiscussions.教学重点ComprehendHenry’sblogaboutpigeonsandhischangingviews.Usereadingstrategiestoextractdetailsaboutpigeonsandhuman-animalrelationships.教学难点InterpretingHenry’schangingemotionsandopinionsaboutpigeons.Connectingtheblogtopersonalknowledgeofanimalcharacteristicsandprotection.教学过程1.Lead-in（5minutes）Activity:AnimalConnectionTeachershowspicturesofvariousanimals(e.g.,pigeons,monkeys,elephants)andasks:“Animalsareourfantasticfriends!Whatdoyouknowabouttheiramazingabilitiesorhowwerelatetothem?”Invitestudentstoshare(e.g.,“Dogsareloyal;elephantshavegoodmemories.”).Transition:“Today,we’llreadablogaboutHenry’schangingviewsonpigeons—let’sexplorehowanimalscansurpriseus!”2.Pre-reading（8minutes）Activity1:Predict&VocabPrepShowtextbook“Understandingideas”title“Pigeonsurprise”andHenry’sblogintro.Ask:“WhatdoyouthinkHenrywillwriteabout?Maybehisinitialdislikeandthenachangeofheartaboutpigeons.”Teachkeyvocabfromtheblog:pigeon,amazing,clever,recognize,mirror(writedefinitions/simpleexamples,e.g.,“Recognizemeanstoknowsomething—pigeonscanrecognizethemselvesinmirrors.”).3.While-reading（18minutes）Activity1:FirstRead—MainIdeaStudentsreadHenry’sblogquickly.Answer:“What’sthemainidea?(Henry’sviewsonpigeonschangefromdisliketoadmirationashelearnsabouttheiramazingabilities.)”Discuss:“Whyisthetitle‘Pigeonsurprise’fitting?IthintsatHenry’sunexpecteddiscoveryaboutpigeons.”Activity2:SecondRead—DetailsExtractionRe-readtheblogslowly.Completetextbooktasks:Tickwordstodescribepigeons:Initiallyboring,dirty,scary;laterclever,amazing.TrackHenry’sviews:Filltheflowchartwithhischangingopinions(e.g.,Day2:Boring&dirty;Day3:Surprising/clever).Checkanswers,clarify:“HowdoHenry’swords(like‘BORING’to‘AMAZING’)showhischangingemotions?Histoneshiftsfromnegativetopositive.”4.Post-reading（12minutes）Activity1:DeepAnalysisDiscusstextbook“Thinkandshare”questions:“HowcanyoutellthatHenrydidn’tlikepigeons?(Hiswords:‘BORINGANDDIRTY’,‘SCARY’onDay2.)”“Whatotherfactsdoyouknowaboutpigeons?(Theycanfindtheirwayhomeoverlongdistances,usedinmessaging.)”Encourageconnectingto“Learningtothink”tip:“Analyzewordslike‘BORING’—theyshowHenry’sinitialnegativefeelings.Howdoyourwordsshowfeelingsaboutanimals?”Activity2:PersonalConnectionAsk:“Haveyoueverchangedyouropinionaboutananimal?Shareyourstory—likedislikingaspiderthenlearningit’shelpful.”Pairsshare,then2-3pairspresent(e.g.,“Ithoughtsnakeswerescary,butlearningtheycontrolpestschangedmyview.”).5.Summary（3minutes）Teacherrecaps:“Today,wereadHenry’sjourneyfromdislikingpigeonstoadmiringthem!Welearnedpigeonsareclever—theyrecognizethemselvesandflyfast.Remember,animalsoftensurpriseus—keepanopenmindtotheiramazingabilities!”6.Homework（4minutes）Basic:Writea3-sentencesummaryofHenry’schangingviewsonpigeons.Improving:Drawacomicstripofone“pigeonamazingability”(e.g.,recognizingitselfinamirror)andwriteashortdescription.Advanced:Researchoneanimal’s“surprisingability”(e.g.,octopuscamouflage)andwriteaparagraphaboutit.板书设计教学反思授课日期授课班级课题Unit6:FantasticFriends2ndPeriod:GrammarFocus教学目标LanguageAbilityUnderstandandsummarizegrammarrulesofthepresentcontinuoustensefromthereadingpassage.Usethepresentcontinuoustensecorrectlytocompletesentences,passages,andanimalvideovoice-overs.Applythisgrammartodiscussanimalbehaviorsandhuman-animalinteractions.CulturalAwarenessRecognizetheimportanceofobservinganddescribinganimalbehaviorsinunderstandingourrelationshipwiththem.ThinkingQualityDevelopanalyticalskillsbyidentifyingandsummarizinggrammarrules.Enhanceapplicationskillsbyusinggrammarinanimal-relatedcontexts.LearningAbilityLearngrammarindependentlythroughtextanalysis;practicewritingandspeakingcollaboratively.教学重点Masterthepresentcontinuoustenseanditsusageindescribinganimalbehaviors.Completetextbookgrammartasks:sentencecompletion,passagewriting,andanimalvideovoice-overcreation.教学难点Usingthepresentcontinuoustenseaccuratelyindifferentanimal-relatedsentencestructures.Applyingthetensenaturallyinspeakingaboutanimalbehaviorsforvideovoice-overs.教学过程1.Lead-in（5minutes）Activity:AnimalBehaviorsTeacherasks:“Animalsarealwaysdoinginterestingthings!Whatisananimaldoingrightnowinyourmind—likeabirdflyingoradogplaying?”Invitestudentstorespondwithpresentcontinuoustense(e.g.,“Abirdissinging;adogischasingaball.”).Linktotextbook:“Today,we’llfocusonthepresentcontinuoustense—howtouseittotalkaboutanimalbehaviorsandourobservations!”2.Presentation（10minutes）Activity1:SummarizeGrammarRulesOpentextbook“Readthesentencesfromthereadingpassageandsummarisethegrammarrules”.Sentences:(a)We’restudyingbirdsforBirdWeekatschool.(b)I’mwatchingpigeonsintheparknow.(c)Thatpigeonislookingatitselfinthewater!Studentsworkinpairstoanalyze:PresentContinuousTense:Usedtotalkaboutactionshappeningnoworaroundnow.Structure:am/is/are+verb-ing.Sharefindings,teachersupplementsexamples(e.g.,“Thebeaveriscuttingatree;Therabbitsarejumping.”).3.Practice（15minutes）Activity1:SentenceCompletionDotextbook“Readandcompletethesentenceswiththecorrectformofthewordsinthebox”.Fillsentences:Look!Therabbitisjumpingonemetrehigh.—Thehorseissleeping.Itisstanding.Canitsleeplikethat?—Ican’tbelieveit.Shh!Iamwatchingthecatinthetree.Discuss:“Whyusepresentcontinuoushere?Theseareactionshappeningnoworaroundnow.”Activity2:PassageWritingwithPresentContinuousCompletetextbook“Completethepassageusingthecorrectformoftheverbsinbrackets”(beavers’activities).Guidestudentstouseam/is/are+verb-ingcorrectly(e.g.,“Wearewatchingthebeavers;Onebeaveriscuttingatree.”).4.Production:AnimalVideoVoice-Over（10minutes）Activity:CreateaVoice-OverUsetextbook“Findavideoanddoyourownvoice-overforit...”Studentschooseananimalvideo(orimagineone),andplanavoice-overusingpresentcontinuoustense.Modelvoice-over:“Whatanimalisit?Itisamonkey.Whatisitdoing?Itisjumpingfromtreetotree.Whatisspecialaboutit?Itissocleverandagile.Whatdoyouthinkofit?Howamazingitis!”Encourageusingusefulexpressions(e.g.,“Itis...ing”,“It’samazing/clever”).5.Summary（3minutes）Teacherrecaps:“Today,wemasteredthepresentcontinuoustense!Useittotalkaboutactionshappeningnow—likeanimalbehaviors.Weusedittodescribebeaversandcreatevideovoice-overs—helpingusshareamazinganimalstories!”6.Homework（4minutes）Basic:Write5sentencesaboutanimalbehaviorsusingthepresentcontinuoustense(e.g.,“Afishisswimminginthepond.”).Improving:Writeashortvoice-overscriptforananimalvideo,usingbothpresentcontinuoustenseandusefulexpressions.Advanced:Createa“AnimalBehaviorComicStrip”with5present-continuous-tensecaptions.板书设计教学反思授课日期授课班级课题Unit6:FantasticFriends3rdPeriod:DevelopingIdeas教学目标LanguageAbilityUnderstandlisteningmaterialsaboutanimalhelpers(e.g.,rescuedogBingjie).Usetargetlanguage(e.g.,rescue,senseofsmell,missingpeople)todiscussanimalassistanceinhumanlife.Completetextbooklisteningtasks:contentidentification,webpagecompletion,note-taking,androle-play.CulturalAwarenessRecognizethevaluablerolesanimalsplayinhelpinghumans(rescue,therapy,labor).ThinkingQualityEnhancelisteningskills(extractingdetailsaboutanimal-humancooperation)andcriticalthinking(analyzinganimalabilities).LearningAbilityDevelopindependentlisteningstrategiesandcollaborativespeakingskills(role-play).教学重点Comprehendlisteningcontentaboutanimalhelpers(Bingjietherescuedog)andtheircontributions.Uselistening-learnedlanguagetodiscussandrole-playotheranimalhelpers.教学难点Capturingdetailedinformationaboutanimalabilitiesandrescuestoriesinlisteningtasks.Naturallyusinganimal-helperlanguageinrole-playsaboutotherspecies.教学过程1.Lead-in（5minutes）Activity:AnimalHelpersSharingTeacherasks:“Animalshelphumansinamazingways—likeguidedogsortherapycats.Whatanimalhelpersdoyouknow?”Invitestudentstoshare(e.g.,“Guidedogshelpblindpeople;horseshelpcarrythings.”).Linktotextbook:“Today,we’lllistentoastoryaboutarescuedognamedBingjie—let’sexplorehowanimalssavelivesandhelpus!”2.Pre-listening（8minutes）Activity1:Predict&VocabPrepLookattextbook“Developingideas”tasks(rescuedogs,animalhelpers).Predict:“WhatwillBingjie’sstorybeabout?Maybehisrescuemissionsandhowhehelpedpeople.”Teachkeyvocabulary:rescue,senseofsmell,missingpeople,therapy(writedefinitions/examples).3.While-listening（18minutes）Activity1:FirstListen—ContentIdentificationPlaytheradioprogrammeaudio(“Listentotheradioprogramme.Whatisitabout?”).Studentsidentify:b.Goodbyetoaherodog(matchesBingjie’srescueworkandlegacy).Discuss:“WhyisBingjiecalleda‘herodog’?(Hesavedmanylivesinearthquakes.)”Activity2:SecondListen—WebpageCompletionPlayaudioagainfortextbook“ListenagainandcompletethewebpageforBingjie”task.Guidestudentstofill:1.dog;2.smell;3.people;4.famous;5.14Checkanswers,clarify:“Howdodetails(like‘senseofsmell’)showBingjie’srescueabilities?Hisstrongsensehelpedfindmissingpeople.”Activity3:ThirdListen—InterviewNotesPlaytheinterviewaudio.Completetextbook“Listentotheinterviewandcompletethenotes”:1.hello;2.hard;3.giveup;4.lucky;5.miss;6.heroDiscuss:“WhatqualitiesmadeBingjieahero?(Bravery,dedication,strongsenseofsmell.)”4.Post-listening（12minutes）Activity:Role-Play&DiscussionUsetextbook“Workinpairs.Talkaboutanotheranimalhelper...”Studentschooseananimal(e.g.,guidedog,therapycat,rescuecamel)andplanitshelperrole.Modeldialogue:“Whatanimalisit?Aguidedog.Whatdoesitdo?Ithelpsblindpeoplewalksafely.What’sspecial?Ithasstrongtrainingandagoodsenseofdirection.Whatdoyouthink?It’samazingandhelpful!”Encourageusingusefulexpressions(e.g.,“Ithelpsus...”,“Becauseithas...”,“Canyouthinkofanotheranimalhelper?”).5.Summary（3minutes）Teacherrecaps:“Today,welearnedaboutBingjie,theherorescuedog!Animalslikehimshowincrediblebraveryandhelphumansincrises.Whetherrescuedogs,guidedogs,ortherapyanimals,they’retruefriends.Remembertoappreciateanimalhelpersinourworld!”6.Homework（4minutes）Basic:Writea3-sentencesummaryofBingjie’sherostory.Improving:Researchoneanimalhelper(e.g.,search-and-rescuepigeons)andmakeamini-poster.Advanced:Createa“AnimalHelperSkit”withapartner,featuringananimal’srescue/helpingroleanddialogue.DesignIntent:Reinforcelistening/speakingskills,extendtoresearchandcreativeskits.板书设计教学反思授课日期授课班级课题Unit6:FantasticFriends4thPeriod:ReadingforWriting(Reading)教学目标LanguageKnowledgeMasterextinction-relatedvocabulary(e.g.,dieout,hunt,cutdown,museum)andphrases.Comprehendthepassageaboutdodos,extractingdetailsabouttheirextinctionandthereasons.Completetextbooktasks:pre-readingpictureanalysis,passagecomprehension,and“Thinkandshare”discussions.CulturalAwarenessUnderstandtheimpactofhumanactionsonanimalextinctionandtheimportanceofconservation.ReadingSkillsDeveloppre-readingpredictionskills.Enhancewhile-readingskillstoextractmainideasanddetailsaboutanimalextinction.Improvepost-readinganalysisandpersonalconnectionskills.LearningAbilityLearnindependentlythroughreadingstrategies;collaborateindiscussions.教学重点Comprehendthepassageaboutdodosandtheirextinction.Usereadingstrategiestoextractdetailsabouthumanimpactsonanimalextinction.教学难点Interpretingthecausesandconsequencesofdodoextinctionandconnectingittobroaderconservationissues.Identifyingthewriter’spurposeandusingittounderstandthemessageofconservation.教学过程1.Lead-in（5minutes）Activity:ExtinctAnimalsAwarenessTeachershowspicturesofextinctanimals(e.g.,dodos,woollymammoths)andasks:“Theseanimalsnolongerexist—whatdoyouknowaboutwhytheydisappeared?Humanactions,habitatloss?”Invitestudentstoshare(e.g.,“Dodosdiedbecauseofhuntingandhabitatdestruction.”).Linktotextbook:“Today,we’llreadasadstoryaboutdodos—exploringhowhumanactionsledtotheirextinctionandwhyconservationmatters!”DesignIntent:Activatepriorknowledgeaboutextinctanimals,connecttothepassage’stheme.2.Pre-reading（8minutes）Activity1:Predict&VocabPrepShowtextbook“Readingforwriting”pictures(dodosinmuseum)andquestions.Ask:“Whatdoyouthinkthepassagewilltalkabout?Dodoextinction,humancauses,lessonsforconservation.”Teachkeyvocab:dieout,hunt,cutdown,museum(writedefinitions/examples,e.g.,“Dieoutmeansaspeciesnolongerexists—dodosdiedoutbecauseofhumans.”).DesignIntent:Buildpredictionskills,pre-teachextinction-relatedtermsforreadingsuccess.3.While-reading（18minutes）Activity1:FirstRead—MainIdeaStudentsreadthepassageaboutdodosquickly.Answer:“What’sthemainidea?(Dodoslivedpeacefullyuntilhumansarrived,leadingtotheirextinctionduetohunting,habitatdestruction,andintroducedanimals.)”Discuss:“Whyisthestory‘sad’?Becausehumanscausedtheextinctionofaonce-thrivingspecies.”Activity2:SecondRead—DetailsExtractionRe-readthepassageslowly.Completetextbook“Completethedisplayboard”task:Details1island2food3animals4Humans5trees6eggs7museumsCheckanswers,clarify:“Howdothesedetailsshowthestepsofdodoextinction?Humansarrived,cuttrees(habitatloss),hunteddodos,andintroducedanimalsthatatetheireggs—leadingtoextinction.”DesignIntent:Improvedetail-reading,reinforceextinction-relatedvocabularyandcomprehension.4.Post-reading（12minutes）Activity1:DeepAnalysisDiscusstextbook“Thinkandshare”questions:“Whatisthepurposeofthepassage?Toteachreadersaboutdodoextinctionandencourageanimalconservation.”“Howdopeople’sactionsinfluenceanimals?Giveanexample.(Humanactionslikehunting,habitatdestruction,andintroducinginvasivespeciesharmanimals—e.g.,dodoswentextinctbecauseofthese.)”Encourageconnectingtoconservation:“Whatcanwedotopreventotheranimalextinctions?(Protecthabitats,stopillegalhunting,controlinvasivespecies.)”Activity2:PersonalReflectionAsk:“Whyisitimportanttoprotectanimalsfromextinction?Howdoestheirlossaffectourworld?”Pairsshare,then2-3pairspresent(e.g.,“Animalsarepartofecosystems—losingthembreaksnature’sbalance.Weneedtoprotectthemforourfuture.”).DesignIntent:Promotecriticalthinking,connectextinctionknowledgetoconservationactions.5.Summary（3minutes）Teacherrecaps:“Today,welearnedthesadstoryofdodos—howhumanactionsledtotheirextinction.Thisstoryremindsustoprotectanimalsandtheirhabitats.Everyspeciesmattersinoursharedworld!”6.Homework（4minutes）Basic:Writea3-sentencesummaryofdodoextinctioncauses.Improving:Createa“ConservationPoster”withadrawingandshorttextaboutprotectinganendangeredanimal.Advanced:Researchoneendangeredanimal(e.g.,pandas)andwriteaparagraphaboutwhyit’sendangeredandhowtohelp.DesignIntent:Reinforcereadingcomprehension,extendtocreativeconservationmessagesandresearch.板书设计教学反思授课日期授课班级课题Unit6:FantasticFriends5thPeriod:ReadingforWriting(Writing)教学目标LanguageAbilityOrganizeideasaboutdodosusingthetextbook’sstep-by-stepguide(generalinfo,humanimpact,message).Writeashortparagraphaboutdodos,integratingunitvocabularyandexpressions.Completetextbooktasks:ideageneration,paragraphwriting,self-checking,andclasssharing.CulturalAwarenessRecognizetheimportanceoflearningfromdodoextinctiontoprotectmodernanimals.WritingSkillsDeveloppre-writingplanningskills(brainstormingideaswithachart).Enhancewritingskillstostructureacoherentparagraphwithhistoricaldetailsandaconservationmessage.LearningAbilityLearnindependentlythroughguidedwritingsteps;practiceself-assessmentandpeersharing.教学重点Generateideasaboutdodosusingthetextbook’splanningchart.Writeastructuredparagraphintegratingunitlanguageandaconservationmessage.教学难点Weavingtheconservationmessageintotheparagraphaboutdodoextinction.Ensuringparagraphcoherenceandeffectiveuseofunitvocabulary.教学过程1.Lead-in（5minutes）Activity:DodoStoryRecallTeacherasks:“Wereadaboutdodos’sadextinction—whatkeydetailsdoyouremember?Theirhabitat,howhumansaffectedthem?”Invitestudentstoshare(e.g.,“DodoslivedonanIndianOceanisland;humanscuttrees,huntedthem,andtheireggswereeatenbyintroducedanimals.”).Linktotextbook:“Today,we’llwriteaboutdodos—usingthetextbook’sstepstoorganizeideasandcraftaparagraphwithaconservationmessage!”DesignIntent:Activatedodo-extinctionknowledge,connecttowritingtask.2.Pre-writing:IdeaGeneration（10minutes）Activity:BrainstormwithTextbookChartOpentextbook“Writeashortparagraphaboutdodos”andStep1chart.Studentsfillinideasforeachsection:Generalinformation:Wherediddodoslive?(OnanislandintheIndianOcean)Whatweretheirliveslike?(Peaceful,plentyoffood,friendlyanimals)Whatdidhumansdo?(Cutdowntrees,hunteddodos,introducedpigs/cats/dogsthatateeggs)Whathappenedtododosatlast?(Theydiedout)Message:(Weshouldprotectanimalsandhabitatstopreventsimilarextinctions)DesignIntent:Developpre-writingplanning,organizehistoricalandconservationdetails.3.While-Writing:ParagraphCreation（15minutes）Activity:DraftingtheParagraphFollowtextbookStep2:“Organisetheinformationandwriteaparagraph.”Modelasampleparagraph(usingtheideasabove):“DodosoncelivedpeacefullyonanislandintheIndianOcean.Theirliveswerecalm,withplentyoffoodandfriendlyanimals.However,whenhumansarrivedin1598,everythingchanged.Humanscutdowntrees,hunteddodos,andbroughtpigs,cats,anddogsthatatedodoeggs.Sadly,dodosdiedoutcompletely.Theirstoryteachesustoprotectanimalsandtheirhabitats—wemustlearnfromthepasttosaveotherspeciesfromextinction.”Studentswritetheirownparagraphs,integratingunitvocabulary(e.g.,dieout,hunt,cutdown,conservation).DesignIntent:Practicewritingskills,applyunitlanguageinhistoricalandconservationcontexts.4.Post-writing:Self-Check&Sharing（10minutes）Activity1:Self-AssessmentDotextbookStep3:“Check.Didyou...introducedodoexperience,useunitwords,giveprotectionopinion?”Studentsself-assess,revisingparagraphsforclarityandlanguageuse.Activity2:ClassSharingFollowtextbookStep4:“Shareyourparagraphwiththeclass.”Volunteersreadtheirparagraphs.Classdiscusses:“Howeffectivelydoestheparagraphtellthedodostoryandconveytheconservationmessage?”5.Summary（3minutes）Teacherrecaps:“Today,wewrotepowerfulparagraphsaboutdodos!Youusedhistoricaldetailsandaconservationmessage—showinghowwecanlearnfromthepasttoprotectanimals.Remember,writingaboutextinctionhelpsraiseawarenessforconservation.”6.Homework（4minutes）Task:Polishyourparagraphbasedonself-checkandclassfeedback.Researchonemodernendangeredanimalandwritea2-sentencenoteaboutwhyit’satrisk.Purpose:Reinforcewritingskills,extendtoresearchingcurrentconservationissues.板书设计教学反思授课日期授课班级课题Unit6:FantasticFriends6thPeriod:PresentingIdeas教学目标LanguageAbilityUseunit-relatedvocabularyandexpressions(e.g.,amazing,helphumans,specialskills)todescribeananimal.Presentananimalprofileconfidently,followingthetextbookoutline(introduction,body,conclusion).Completetextbooksteps:informationresearch,profilecreation,presentation,andvoting.CulturalAwarenessUnderstandthevalueofdifferentanimals(amazingabilities,humanhelpers,conservationneeds).ThinkingQualityDevelopcreativethinkinginresearchinganddesigningtheprofile.Enhancepublic-speakingskillsbypresentingtheprofiletotheclass.LearningAbilityLearncollaborativelyingroupstocreatetheprofile;practiceself-expressionandpeerassessment.教学重点Createananimalprofilewithclearsections(introduction,body,conclusion).Presenttheprofileusingstructuredlanguagefromthetextbook.教学难点Researchingcomprehensiveanimalinformationandorganizingiteffectivelyintheprofile.Deliveringanengaginganddetailedpresentation.教学过程1.Lead-in（5mins）Activity:AnimalProfileInspirationTeachershowsexamplesofanimalprofiles(e.g.,aboutelephants,eagles)andshares:“Profileshelpusshareamazinganimalfacts!Whatanimalwouldyoulovetomakeaprofilefor?”Invite3-4studentstoshareideas(e.g.,“Elephants—they’resmartandhelptheecosystem!”).Linktotextbook:“Today,we’llcreateanimalprofilesingroups—followingthetextbook’sstepstoresearch,design,andpresent!”DesignIntent:Activateinterestinanimalpromotion,setthestagefortheproject.2.Presentation（10mins）Step1-TaskIntroductionDisplaytextbook“Presentingideas”page.Explain:“Todaywe’llmakeanimalprofilesingroups!Follow4steps:research→design→present→vote.”Step2-ResearchGuidanceClarifyresearchelements(amazinganimals,animalsneedinghelp,humanhelpers).E.g.,For“Elephants”：“Amazing:smartmemory;Needhelp:habitatloss;Helphumans:carrylogs(traditionally)”DesignIntent:Cleartaskrequirements,providelanguage&contentframework.3.Practice（15mins）GroupWork-Research&PlanGroupschooseanimals(e.g.,elephants,bees,pandas).Usetextbooks,onlineresources(briefly),tocollectinfo.Fillintheresearchform:|AnimalName|AmazingTraits|NeedsHelp?(Why)|HumanHelp?(How)|Purpose：Practicecollaboration&info-gathering;Applyunitvocabulary.4.Production（12mins）GroupWork-DesignProfileUsetextbookoutline(introduction,body,conclusion).Encouragecreativedesign(attractivetitle,photos,drawings).E.g.,Write“AmazingElephants:GiantsoftheForest”astitle;Addelephant-relatedfactsinbody.LanguageSupport：Providephraseslike“Thereareover...kindsof...”,“Itcan...That’salmostas...as...”,“Weshouldtryourbesttohelpthem”Purpose：Developcreativity&languageapplication;Integrateculturalunderstanding(animalroles/conservation).5.Summary（3mins）Whole-classSharingTeachersummarizes：“Todaywelearnedtoresearchanimals,designprofileswithkeyinfo,andpresentingroups.Animalprofilessharenature’swonders,justlikewesharejoy!”DesignIntent：Recaplearningobjectives,highlightanimalvalue.6.Homework（5mins）Task：Polishgroupprofiles(addmoredetails).Writea3-sentencereflection：“WhatdidIlearnfrommakingthisanimalprofile?Whatnewanimalfactsurprisedme?”Purpose：Reinforcelearning;Encourageself-reflection.板书设计教学反思授课日期授课班级课题Unit6:FantasticFriends7thPeriod:Review&Reflection教学目标LanguageAbilityRecallunitvocabulary,grammar,andexpressionsaboutanimalsandhuman-animalrelationships.Completetextbookreflectiontasks:summarizingtherelationshipwithanimals,self-assessment,andidentifyingimprovementareas.CulturalAwarenessAppreciatethediverseaspectsofhuman-animalrelationships(learningaboutanimals,animalhelp,conservation).ThinkingQualityDevelopmetacognitiveskillsbysummarizingunitlearningsandreflectingonpersonalprogress.LearningAbilityLearntoindependentlyreflectonlearningprocessesandsetimprovementgoals.教学重点Reviewunitcontent(vocabulary,grammar,skillsrelatedtohuman-animalrelationships).Completetextbookreflectiontasks:understanding“Ourrelationshipwithanimals”,self-assessment,andgoal-setting.教学难点Deeplyreflectingonthemulti-dimensionalhuman-animalrelationshipsandarticulatingpersonalimprovementareas.教学过程1.Lead-in（5minutes）Activity:UnitHighlightsRecapTeacherasks:“We’vefinishedexploringhuman-animalrelationshipsinUnit6!Whatkeythingsdidwelearn—likeanimalhelpers,extinctspecies,andanimalprofiles?”Invite3-4studentstoshareunitmemories(e.g.,“Welearnedaboutdodoextinction,rescuedogBingjie,andmadeanimalprofiles.”).Linktotextbook:“Today,we’llreflectonourrelationshipwithanimals—usingthereflectionsectiontosummarize,assess,andgrow!”DesignIntent:Activateunitmemories,connecttoreflectiontheme.2.ReviewUnitContent（10minutes）Activity1:KeyLearningsBrainstormDiscussunitcomponents:Vocabulary:Animal-relatedwords(e.g.,extinct,rescue,amazing,conservation),grammarterms(presentcontinuoustense).Grammar:Presentcontinuoustenseindescribinganimalbehaviors.Skills:Readingaboutextinctanimals,writingaboutdodos,presentinganimalprofiles.Writekeypointsontheboardasaclass.Activity2:ConnecttoReflectionTasksOpentextbook“Reflection”section.Showtask1:“Aftercompletingthisunit,Iunderstandmoreaboutourrelationshipwithanimals...”Relatetobrainstormedcontent:“Relationshipaspects:learningaboutanimals(dodos’