Unit 5 Wild animals B Keep wildlife safe (Speaking)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“野生动物保护”主题，核心知识点为endangered species等相关词汇及表达观点、建议、理由的句型。通过展示可爱稀有动物图片热身，播放野生动物受威胁视频导入，搭建从已知简单表达过渡到新词汇句型的学习支架，梳理口语能力进阶脉络。 特色在于情境化口语活动，以小组讨论（如“阻止偷猎最有效方法”主题卡片）和成果展示为核心，融合语言能力与思维品质培养。视频、图片辅助词汇教学，引导学生用新词汇句型深入思考并表达观点，提升逻辑与合作能力。为教师提供结构化方案，助力高效教学，促进学生主动运用语言策略，发展终身学习能力。

Unit 5 Wild animals-B Keep wildlife safe (Speaking) This speaking lesson is centered around the theme of "Keep wildlife safe" in Unit 5 of the 7th - grade English textbook (Shanghai Education Press, 2024, 5 - 4 system). It aims to enhance students' speaking skills by discussing various aspects related to wildlife protection. Through a series of speaking activities, students will explore the importance of wildlife, the threats it faces, and the measures to safeguard it. They will also have the opportunity to express their opinions and share ideas in English, thus improving their language proficiency and communication ability in the context of wildlife protection. 教学目标 Students will be able to master and use relevant vocabulary and phrases about wildlife protection, such as "endangered species", "habitat destruction", "poaching", "wildlife reserve", "take measures", etc. Students can correctly use sentence patterns to express opinions, make suggestions and give reasons, for example, "I think... because...", "In my opinion,...", "We should... to...", etc. 教学重难点 Teaching Key Points Help students build a rich vocabulary bank related to wildlife safety and make them proficient in using these words and phrases in speaking. Guide students to use appropriate sentence patterns to express their thoughts clearly and logically when discussing wildlife protection issues. Organize various speaking activities to create a real - life communication context for students to practice speaking skills. Teaching Difficult Points How to inspire students to think deeply about wildlife protection issues and express their unique and reasonable opinions in English. Train students to communicate effectively in English during group discussions, deal with different views from team members, and reach a consensus. Improve students' ability to improvise and respond flexibly when facing unexpected questions or situations in speaking activities. 1. Vocabulary Endangered species: Species that are at risk of extinction. For example, pandas are an endangered species. Habitat destruction: The process by which a natural habitat is damaged or destroyed, usually due to human activities. Deforestation leads to the habitat destruction of many animals. Poaching: Illegal hunting or capturing of wild animals. Poaching has caused a sharp decline in the number of elephants. Wildlife reserve: An area of land set aside to protect wild animals and plants. The nature reserve provides a safe home for various wildlife. Conservation: The protection, preservation, management, or restoration of wildlife and natural resources. Conservation efforts are crucial for protecting our planet. 2. Sentence Patterns Expressing opinions: I think wildlife protection is extremely important because wild animals play a vital role in maintaining the ecological balance. In my opinion, we should stop cutting down trees to protect the habitats of wild animals. Making suggestions: We should set up more wildlife reserves to give animals enough space to live. Why not organize more activities to raise people's awareness of wildlife protection? Giving reasons: We need to ban plastic use in some areas because plastic pollution is harmful to marine wildlife. People should be educated about wildlife protection because many of them don't realize the seriousness of the current situation. 教学过程 Step 1: Warming - up (5 minutes) Greet the students as usual. Show some pictures of cute and rare wild animals on the PPT, such as koalas, polar bears, and peacocks. While showing the pictures, ask students simple questions like "Do you know what this animal is?" "Where does it live?" to arouse their interest. Then ask students: "Do you like these wild animals? Why or why not?" Encourage several students to answer the questions briefly. Step 2: Lead - in (5 minutes) Present a short video about the current situation of some wild animals facing danger, such as the reduction of the number of tigers due to poaching and the destruction of coral reefs affecting marine life. After watching the video, start a class discussion. Pose questions like "What problems did you see in the video?" "Why are these wild animals in danger?" Let students express their initial thoughts. Guide them to use simple words and phrases they know to describe the problems, for example, "Some animals are killed by people" or "Their homes are being destroyed". Step 3: New Knowledge Presentation (10 minutes) Vocabulary teaching Write the new words and phrases about wildlife protection on the blackboard, such as "endangered species", "habitat destruction", "poaching", "wildlife reserve", "conservation". Explain the meaning of each word or phrase in simple English and with the help of pictures or examples. For example, when teaching "habitat destruction", show a picture of a forest being cut down and explain that this is an example of habitat destruction. Let students read the words and phrases after the teacher several times to ensure correct pronunciation. Then ask individual students to read them to check. Sentence pattern teaching Write some common sentence patterns for expressing opinions, making suggestions, and giving reasons on the blackboard, such as "I think... because...", "In my opinion,...", "We should... to...". Explain the usage of each pattern with examples. For example, "I think we should plant more trees because it can provide more habitats for wild animals." Ask students to make sentences using these patterns with the new vocabulary they just learned. Invite several students to share their sentences with the class. Step 4: Group Discussion (15 minutes) Divide the students into groups of 4 - 5. Give each group a set of cards with different topics related to wildlife safety, such as "The most effective way to stop poaching", "How to protect the habitats of wild animals", "What individuals can do to help wildlife". In each group, students are required to discuss the topic on their cards. They should express their own opinions, make suggestions, and give reasons. Encourage them to use the new vocabulary and sentence patterns they have just learned. The group leader should be responsible for organizing the discussion and taking notes of the main ideas. Walk around the classroom during the group discussion. Offer help and guidance when students encounter difficulties in language use or have problems in the discussion process. For example, if a student doesn't know how to express a certain idea, help them find the right words or sentence patterns. Step 5: Group Presentation (7 minutes) Each group selects a representative to present their discussion results to the whole class. The representative should introduce the topic of their group, the main opinions, suggestions, and reasons they discussed. While the representatives are presenting, other students should listen carefully. After each presentation, allow a few minutes for other students to ask questions or make comments. The presenting group should try their best to answer the questions. Step 6: Summary and Homework Assignment (3 minutes) Summary Summarize the key points of this class, including the new vocabulary, sentence patterns, and the main ideas about wildlife protection discussed in class. Emphasize the importance of wildlife protection and encourage students to take action in their daily lives. Homework Assignment Ask students to write a short passage about wildlife protection, using at least 5 new words and 3 sentence patterns learned in this class. They can choose a wild animal they like and write about the problems it faces and the solutions they think of. Suggest that students search for more information about wildlife protection on the Internet or in books and share it with the class next time. 教学反思 After this class, overall, students showed great enthusiasm for the topic of wildlife protection. The warm - up and lead - in activities successfully aroused their interest, making them actively participate in subsequent discussions. The group discussion and presentation activities provided students with sufficient opportunities to practice speaking English, and most students were able to use the learned vocabulary and sentence patterns to express their ideas. However, there are still some areas that need improvement. During the group discussion, some students were a bit shy and did not actively contribute their opinions. In future classes, more efforts should be made to encourage these students to participate, for example, by giving more positive feedback and creating a more relaxed atmosphere. Also, when students were presenting, some of them had problems with language fluency and logical expression. This indicates that more training in oral presentation skills is needed, such as teaching them how to organize their thoughts before speaking and how to use connecting words to make their speech more coherent. In addition, the time for group discussion could be adjusted slightly in the future. Some groups did not have enough time to fully discuss all aspects of their topics. By optimizing the time allocation, students can have a more in - depth discussion and better learning results. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$