Unit 4 Our animal friends-Section 4 Extending and developing competencies-Focusing on culture 教学设计 2024-2025学年沪教版英语七年级下册

该初中英语教学设计聚焦动物驯化主题，探究狗、羊、牛从野生动物演变为宠物和农场动物的过程及人与动物的关系。通过展示宠物和农场动物图片提问讨论，自然过渡到驯化主题，搭建词汇教学、阅读策略（略读、扫读）、小组讨论及写作练习的学习支架。 此资料亮点在于融合语言能力（词汇学习、阅读技巧训练、写作实践）、文化意识（理解驯化历史中的人与动物关系）和思维品质（分析驯化异同与影响），如通过略读判断文本来源、小组讨论驯化对人类生活的影响，提升学生语言运用与逻辑思维能力，为教师提供结构化教学流程与多样化活动设计。

Unit 4 Our animal friends-Section 4 Extending and developing competencies-Focusing on culture This section, "Focusing on culture", in Unit 4 of the 7th - grade English textbook (Shanghai Education Edition, 2024) delves into the story of domestication. It explores how certain wild animals, such as dogs, sheep, and cows, evolved into pets and farm animals over thousands of years. Through this content, students will not only learn about the historical process of animal domestication but also understand the long - standing and close relationship between humans and animals. The text provides detailed information about the origin, reasons, and process of domesticating different animals, which helps students expand their knowledge of the animal - human bond from a historical and cultural perspective. 教学目标 Students will be able to understand and master new words and phrases related to animal domestication, such as "domestication", "somewhere", "probably", "source", "sometime", "extinct", "effort", etc. Students can accurately understand the content of the text about the domestication of dogs, sheep, and cows, including when and where it started, and how the process occurred. 教学重难点 A. Teaching Key Points New words, phrases, and key sentences related to animal domestication. The main content of the text about the domestication process of dogs, sheep, and cows. Training students' reading skills, especially how to quickly obtain useful information from the text. B. Teaching Difficult Points Helping students understand the complex process of animal domestication and the reasons behind it. Guiding students to think deeply about the relationship between humans and animals in the process of domestication, and how this relationship has influenced modern society. Encouraging students to express their own views on the topic of animal domestication in English with logical thinking. A. New Words and Phrases domestication /dəʊˌmestɪˈkeɪʃn/n. 驯化；驯养 The domestication of animals has a long history. 动物的驯化有着悠久的历史。 somewhere /ˈsʌmweə(r)/adv. 在某处；到某处 Somewhere in Asia, the domestication of silk - producing insects took place. 在亚洲的某个地方，开始了对产丝昆虫的驯化。 probably /ˈprɒbəbli/adv. 很可能；大概 Wolves were probably a common sight for early hunters. 对于早期的猎人来说，狼很可能是常见的景象。 source /sɔːs/n. 来源；出处 Cows are a common source of milk for many people. 奶牛是许多人常见的牛奶来源。 sometime /ˈsʌmtaɪm/adv. 在某时 Sometime after 5000 BCE, humans began the domestication of cattle. 在公元前 5000 年之后的某个时候，人类开始了对牛的驯化。 extinct /ɪkˈstɪŋkt/adj. 已灭绝的；绝种的 Dinosaurs went extinct millions of years ago. 恐龙在数百万年前就灭绝了。 effort /ˈefət/n. 艰难的尝试；试图 Pets get better care than wild animals because of human efforts. 由于人类的努力，宠物比野生动物得到了更好的照顾。 B. Key Sentences The story of domestication started somewhere in Asia, about 15,000 to 23,000 years ago. 驯化的故事大约在 15000 到 23000 年前始于亚洲的某个地方。 Some people started catching baby wolves. They trained these young wolves to hunt with them. 一些人开始捕捉幼狼。他们训练这些幼狼和他们一起打猎。 Sheep are small and not very dangerous, and they move in big groups and follow their leader. This makes them easy to domesticate. 羊体型小且不太危险，它们成群活动并跟随它们的首领。这使得它们很容易被驯化。 People in West Asia started to domesticate aurochs — a kind of wild ox — sometime after 8000 BCE. 西亚的人们在公元前 8000 年之后的某个时候开始驯化原牛 —— 一种野牛。 教学过程 A. Lead - in (5 minutes) Greet the students as usual. Show some pictures of pets (such as dogs and cats) and farm animals (such as sheep and cows) on the PPT. Then ask students: "Do you have pets? What pets do you have?" "What pets do you want to have?" "What animals can be pets? Why aren't wolves farm animals?" Guide students to think and discuss in pairs for 2 - 3 minutes. Then invite some pairs to share their ideas with the class. Summarize students' answers and lead to the topic of this section: "Many farm animals and pets used to be wild animals. Can you guess how they became our friends and helpers? Today, we are going to learn about the story of domestication." B. Pre - reading (10 minutes) Present new words and phrases on the PPT. Teach the pronunciation, meaning, and usage of each word or phrase. For example: For "domestication", explain that it means the process of taming wild animals to live with humans. And show some examples like "The domestication of dogs has made them our loyal companions." For "probably", give some sentences such as "It will probably rain tomorrow." to help students understand its meaning. Let students read the new words and phrases after the teacher several times, and then ask them to read individually to check their pronunciation. Brainstorming: Divide students into groups of four. Ask them to discuss the following questions: "What do you know about the origin of dogs, sheep, and cows? Were they always pets or farm animals?" "Why did humans start to domesticate animals?" "How do you think the domestication process happened?" Give each group 5 minutes to discuss. Walk around the classroom, listen to their discussions, and offer necessary guidance. After the discussion, invite some groups to report their ideas to the whole class. Encourage other groups to ask questions or make comments. C. While - reading (15 minutes) Skimming Ask students to quickly skim through the text and guess where the text is taken from (a story book, a science book, or a diary). Then ask them how they can tell. Give them 2 - 3 minutes to skim. After that, invite several students to share their answers and reasons. Guide students to find clues in the text, such as the use of scientific facts and historical information, to determine the source. Scanning Present some detailed questions on the PPT, such as: "When and where did the domestication of dogs start?" "Why are sheep easy to domesticate?" "What did aurochs provide for people?" "What happened to aurochs in the end?" Ask students to scan the text to find the answers to these questions. Give them 5 - 6 minutes to read carefully and find the information. Check the answers with the whole class. Let students read out the relevant sentences in the text to support their answers. Detailed Reading Divide the text into several parts according to the domestication of different animals. Analyze each part with the students. For the part about dog domestication: Explain the process in detail. First, wolves were attracted by the meat left by hunters. Then some people caught baby wolves and trained them to hunt. Over time, through the selection of "friendly" genes, wolves evolved into dogs. Ask students to retell the process of dog domestication in their own words. Do the same for the domestication of sheep and cows. For sheep, emphasize their characteristics that make them easy to domesticate, and for cows, focus on their importance as a source of food and working animals. While analyzing, explain some difficult sentences and language points in the text, such as the use of "used to" and passive voice in the context of domestication. D. Post - reading (10 minutes) Group Discussion Pose some discussion questions: "What are the similarities and differences in the domestication process of dogs, sheep, and cows?" "How has the domestication of animals influenced human life?" "Do you think the story of domestication is still continuing today? In what ways?" Divide students into new groups. Each group chooses one or two questions to discuss. Give them 5 - 6 minutes to discuss. Walk around the groups, listen to their discussions, and provide guidance when necessary. Group Presentation Each group selects a representative to present their discussion results to the class. The presentation time for each group is about 2 - 3 minutes. After each presentation, other groups can ask questions or make comments. The teacher also gives some feedback and summaries, highlighting the key points of each group's presentation. Writing Practice Ask students to write a short passage about the domestication of one kind of animal they are interested in. They should include the time, place, process, and influence on human life. Give them 5 - 6 minutes to write. After they finish writing, ask them to exchange their passages with their partners and check for grammar, spelling, and content. Then invite some students to read their passages to the class. E. Summary and Homework (5 minutes) Summary Summarize the key points of this class with the students, including new words, the process of animal domestication, and the relationship between humans and animals. Ask students to recall what they have learned in this class. Invite several students to share their learning gains. Homework Ask students to do some research on the domestication of other animals (such as horses or chickens) and write a short report about it. The report should include at least 100 words. Tell students to review the new words and phrases learned in this class and prepare for a small quiz in the next class. 教学反思 Positive Aspects The use of pictures and group discussions in the lead - in and pre - reading stages effectively aroused students' interest and actively involved them in the class. Most students were enthusiastic about sharing their ideas, which created a good classroom atmosphere. The reading skills training, such as skimming and scanning, was carried out in a step - by - step manner. Students gradually mastered these skills and were able to find the required information in the text more quickly. The group work in the post - reading stage promoted students' communication and cooperation skills. They could learn from each other during the discussion and presentation, and their oral and written English abilities were also improved. Areas for Improvement In the vocabulary teaching part, although various methods were used, some students still had difficulty remembering the new words. In the future, more vocabulary - learning strategies, such as word - building and context - based learning, should be introduced. When dealing with the difficult content of animal domestication, some students seemed a bit confused. Maybe more vivid teaching aids, such as short videos about the domestication process, could be used to help them better understand. During the group work, a few students were less active and relied too much on their group members. In the future, more specific tasks should be assigned to each student in the group to ensure their full participation. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$