Unit 5 Wild animals-A Meet wild animals (Viewing and listening)教学设计 2024-2025学年沪教版（五四学制）英语七年级下册

该初中英语教学设计聚焦七年级Unit 5野生动物主题，核心为野生动物词汇、描述性形容词及栖息地词汇，通过“It has...”, “It can...”, “It lives in...”句型构建描述能力。课堂导入用动物园视频、图片及自由交谈，激活学生兴趣，搭建新旧知识连接的学习支架。 特色在于多模态资源融合与互动设计，词汇教学结合快速反应游戏提升参与度，句型教学通过实例与造句强化应用，听说练习含预测、笔记及小组猜谜活动。野生动物保护讨论培养思维品质，反思建议助力教师优化教学，有效提升学生语言能力与合作沟通，便于教师直接应用。

Unit 5 Wild animals-A Meet wild animals (Viewing and listening) This section of "Meet wild animals (Viewing and listening)" in Unit 5 of Grade 7 focuses on wild animals. It presents various wild animals through vivid pictures, videos, and audio materials. Students will be introduced to the appearance, habits, and living environments of different wild animals. The content aims to arouse students' interest in wild animals and lay a foundation for further exploration of the topic in subsequent learning. It also provides language input related to wild animals, such as vocabulary for different animals, descriptions of their characteristics, and expressions about their habitats, which helps students improve their language skills while learning about wild animals. 教学目标 Students will be able to master the key vocabulary related to wild animals, such as "tiger", "lion", "elephant", "giraffe", "kangaroo", "koala", "panda", etc., and some adjectives to describe them, like "strong", "fast", "cute", "lazy", "gentle", etc. Students will understand and be able to use sentence patterns for describing wild animals, such as "It has...", "It can...", "It lives in...". 教学重难点 A. Key Points The acquisition of vocabulary related to wild animals and the correct usage of sentence patterns for description. Improving students' listening and speaking skills in the context of wild animals. B. Difficult Points Helping students to use the learned language knowledge to vividly and accurately describe wild animals, especially when expressing more complex characteristics and habits. Raising students' awareness of wild animal protection and guiding them to think about how to take actions to protect wild animals in English. A. Vocabulary Names of wild animals: tiger, lion, elephant, giraffe, kangaroo, koala, panda, bear, monkey, zebra, wolf, fox, snake, etc. Adjectives for description: strong, fast, cute, lazy, gentle, smart, dangerous, friendly, tall, short, long, etc. Words related to habitats: forest, jungle, grassland, desert, savannah, mountain, zoo, etc. B. Sentence Patterns Describing appearance: It has a long tail. It has black and white fur. It has big ears. Describing abilities: It can run very fast. It can climb trees. It can swim well. Describing habitats: It lives in the forest. It lives on the grassland. It lives in the mountains. 教学过程 A. Lead - in (5 minutes) Greet the students and start a simple free - talk. Ask students if they have ever been to the zoo or seen wild animals on TV. Then show some pictures of common wild animals briefly on the PPT, such as a panda, a lion, and an elephant, and ask students to name them quickly. Play a short video about a zoo with different wild animals moving around. While playing, ask students to pay attention to the animals they see. After the video, have a quick discussion with students about the animals in the video, like "What animals did you see in the video?" "Which animal do you like best?" This activity aims to arouse students' interest in wild animals and lead them into the topic of this class. B. New Knowledge Presentation (10 minutes) Vocabulary teaching Present the new vocabulary of wild animals one by one on the PPT. Each time an animal picture appears, say the name of the animal clearly, for example, "Look at this picture. This is a tiger. T - I - G - E - R, tiger." Then ask students to repeat after the teacher several times. After teaching all the animal names, play a vocabulary - learning game. Show the pictures of animals randomly, and ask students to stand up and say the English names of the animals as quickly as possible. The one who says it correctly and fastest gets a small point. Next, introduce some adjectives used to describe wild animals. Use pictures to help students understand. For example, show a picture of a strong tiger and say "The tiger is strong. Strong, it means very powerful." Let students imitate and practice using these adjectives to describe the animals. Sentence pattern teaching Write some simple sentence patterns on the blackboard, such as "It has...", "It can...", "It lives in...". Explain the meaning and usage of each sentence pattern with examples. For "It has...", say "Look at the rabbit. It has long ears." For "It can...", say "The bird can fly. It can fly in the sky." And for "It lives in...", say "The fish lives in the water." Then ask students to make sentences using the learned vocabulary and sentence patterns. For example, ask them to describe an animal they like. Encourage students to raise their hands and share their sentences in class. C. Listening Practice (10 minutes) Tell students that they are going to listen to some descriptions of wild animals. Before listening, show them a list of animal names on the PPT and ask them to predict which animals they might hear. Play the first part of the listening material, which is a simple description of an animal. After listening, ask students to answer some basic questions, such as "What animal is it?" "What does it look like?" Let students share their answers in pairs first, and then invite some pairs to report to the whole class. Play the second part of the listening material, which is a little more complex, including the animal's living habits. While students are listening, ask them to take notes of the key information. After listening, check the answers with the whole class. Guide students to find out the relevant sentences in the listening material that support their answers. Play the listening material one more time if necessary, and ask students to imitate the pronunciation and intonation of the speaker. D. Speaking Practice (15 minutes) Divide students into groups of four. Give each group a set of animal cards with different wild animals on them. Each student in the group randomly picks one card. Students are required to describe the animal on their card to their group members using the learned vocabulary and sentence patterns without showing the card. Group members need to guess what animal it is. For example, a student may say "It has a long neck. It is very tall. It lives on the grassland. It can eat leaves from tall trees." And the group members guess "Is it a giraffe?" After each student in the group has described their animal, ask each group to choose one animal to introduce to the whole class. Each group sends a representative to the front of the class. The representative describes the animal, and other students in the class guess. After the description, other students can ask some questions if they have any. Then, lead a discussion about wild animal protection in groups. Ask students to think about why wild animals are important and what problems they are facing. Encourage students to express their opinions in English. For example, students may say "Wild animals are important because they make our nature more beautiful." "Some wild animals are in danger because people cut down trees and destroy their habitats." After the group discussion, invite some groups to share their ideas with the whole class. E. Summary and Homework (5 minutes) Summary Summarize the key points of this class with students, including the new vocabulary of wild animals, the sentence patterns for description, and the main content of the listening materials. Review some important sentences and words that students used in the speaking practice. Emphasize the importance of protecting wild animals again, and encourage students to take actions to protect wild animals in their daily lives. Homework Ask students to draw a picture of their favorite wild animal and write a short passage about it, using at least five sentences we learned in this class. Let students search for more information about a wild animal they are interested in on the Internet or in books, and be ready to share it in the next class. 教学反思 Positive aspects The lead - in part was effective in attracting students' attention and arousing their interest in wild animals. The use of pictures and videos made the start of the class lively. In vocabulary and sentence pattern teaching, the combination of visual aids and games helped students learn new knowledge easily and actively. Students were quite engaged in the vocabulary - learning game and sentence - making activities. The listening and speaking practice provided students with sufficient opportunities to practice their language skills. The group work in the speaking practice promoted students' cooperation and communication abilities. Also, the discussion about wild animal protection successfully guided students to think about a deeper topic and express their opinions in English. Areas for improvement In the listening practice, some students had difficulty in catching all the key information, especially when the description was a little fast. Next time, it may be necessary to give more pre - listening guidance, such as explaining some difficult words in advance or providing more hints for prediction. During the speaking practice, although most students participated actively, a few students were still a little shy and less involved. In the future, more individual encouragement and support should be given to these students to help them build up confidence in speaking English. The time control in the group discussion about wild animal protection could be better. Some groups did not have enough time to fully express their ideas. In the next class, more precise time management should be carried out to ensure that each activity can be completed smoothly. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$