Unit 5 Wild animals C Into the wild (Reading & Grammar in use)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围绕野生动物主题，涵盖核心词汇（rewilding, captivity等）、阅读（熊猫野化训练与藏羚羊现状）及语法（现在完成时、一般现在时）。通过图片导入与问题讨论激活已知，搭建从动物认知到保护意识的学习支架，衔接词汇、阅读与语法学习。 资料以情境化活动提升语言能力，读前真假判断激活思维，读中分层阅读培养信息提取能力，读后小组讨论强化表达与合作。融入文化意识培育，通过野生动物现状探讨增强社会责任感，作业写作实现知识向表达转化，为教师提供结构化流程，助力差异化指导与课堂效率提升。

Unit 5 Wild animals-C Into the wild (Reading & Grammar in use) This unit focuses on wild animals, aiming to raise students' awareness of wildlife protection. The reading passage "Into the wild" mainly introduces the efforts and significance of rewilding captive - born pandas, as well as the current situation of some wild animals such as Tibetan antelopes. It also touches upon the process of animals adapting to the wild and the challenges they face. The grammar part in this section is likely to be related to the usage of tenses in the context of describing animal behaviors and conservation efforts, such as the present perfect tense to talk about the achievements in wildlife protection, or the simple present tense to state general facts about animals. 教学目标 Students will be able to understand new words and phrases related to wild animals and wildlife protection, such as "rewilding", "captivity", "endangered", "near threatened", etc. Students can master the key grammar points presented in the reading and grammar in use part, and use them correctly in sentences. Students will know about the living habits, current situation and conservation measures of different wild animals mentioned in the text. 教学重难点 1 Key Points New vocabulary and phrases related to wild animals and conservation. The main idea and key details of the reading passage about the rewilding of pandas and the situation of other wild animals. The correct usage of relevant grammar in the context of wild animals. 2 Difficult Points Helping students understand the complex process and significance of rewilding animals, such as why it is necessary to limit the interaction between captive - born pandas and humans during rewilding. Guiding students to apply the grammar knowledge flexibly in different situations when discussing wild animals, and avoiding common mistakes. 1 Vocabulary Rewilding: The process of helping an animal that has been in captivity to adapt to living in the wild again. For example, "The project of rewilding pandas has made great progress in recent years." Captivity: The state of being kept in a cage or confined area. "Animals in captivity may lose some of their natural instincts." Endangered: Describing a species that is in danger of becoming extinct. "Giant pandas were once endangered, but now their situation has improved." Near Threatened: A species that is close to being threatened with extinction. "Tibetan antelopes have been re - graded from 'Endangered' to 'Near Threatened'." Interaction: The act of communicating or acting upon each other. "We should reduce the interaction between humans and wild animals in their natural habitats." Enclosure: An area surrounded by a fence or wall, used to keep animals in. "The panda in the enclosure is getting ready for rewilding training." 2 Grammar Present Perfect Tense: Used to talk about an action or situation that started in the past and continues to the present, or has just been completed with a connection to the present. In the context of wild animals, it can be used like "China has made great efforts in protecting wild animals in the past few decades." Simple Present Tense: Used to state general facts, habits, or routines. For example, "Giant pandas eat a lot of bamboo every day." 教学过程 1 Lead - in (5 minutes) Show students some pictures of different wild animals, such as pandas, Tibetan antelopes, whales, etc. Ask them to name the animals and briefly describe what they know about these animals. Then, ask students a question: "Do you know why some wild animals are becoming fewer and fewer?" Encourage them to express their opinions. This can arouse students' interest in the topic of wild animals and lead to the following learning content. 2 Pre - reading (8 minutes) Present new words and phrases related to the reading passage on the blackboard or through a PPT. Explain the meanings and usages of these words and phrases, and let students read them aloud several times to familiarize themselves with the pronunciation. Divide students into pairs. Give each pair a set of cards with some statements about wild animals (some true, some false). Let them discuss and decide whether each statement is true or false. For example, "Pandas only eat bamboo." "Tibetan antelopes are not endangered anymore." This activity can activate students' prior knowledge about wild animals and prepare them for the reading. 3 While - reading (15 minutes) Skimming: Let students quickly read the whole passage "Into the wild" within 2 - 3 minutes. Then, ask them to summarize the main idea of the passage. The main idea may be that it introduces the rewilding of pandas and the current situation of some wild animals as well as the importance of wildlife protection. Scanning: Ask students to read the passage again carefully. This time, assign some specific questions for them to answer, such as "Why do we need to limit the interaction between captive - born pandas and humans during rewilding?" "What is the current status of Tibetan antelopes?" Have students find the relevant information in the text and underline it. After that, ask several students to share their answers. Detailed Reading: Analyze some difficult sentences in the passage with students. For example, "In order to successfully rewild a panda, its interactions with humans have to be greatly limited." Explain the sentence structure and the key points in this sentence. Let students translate some sentences in the text to check their understanding. 4 Grammar in use (10 minutes) Present some sentences from the reading passage that contain the grammar points to be learned, such as present perfect tense and simple present tense sentences. Analyze the usage of these tenses in these sentences with students. Give students some examples of making sentences using these tenses in the context of wild animals. For example, "Many wild animals have lost their habitats because of human activities. (present perfect tense)" "Wild boars usually live in forests. (simple present tense)" Let students do some grammar exercises. Provide them with a set of sentences with blanks, and ask them to fill in the blanks with the correct forms of verbs using the appropriate tenses. Walk around the classroom to offer help if necessary. After they finish, check the answers together. 5 Post - reading (5 minutes) Divide students into groups of four or five. Let each group discuss the question: "What can we do to protect wild animals in our daily lives?" Ask each group to list at least three suggestions. Then, ask each group to send a representative to share their group's suggestions with the whole class. Encourage other students to ask questions or add more ideas. This activity can not only review the content of the reading but also further enhance students' awareness of wildlife protection. 6 Summary and Homework (2 minutes) Summarize the key points of this class, including new words, phrases, grammar, and the main idea of the reading passage. Assign homework: Ask students to write a short passage about their favorite wild animal, including its living habits, current situation, and what we can do to protect it. The passage should be at least 100 words and should use the grammar and vocabulary learned in this class. 教学反思 In this class, the use of pictures and group discussions in the lead - in and post - reading stages can effectively arouse students' interest and enthusiasm, making them more actively involved in classroom activities. However, in the future, more diverse teaching methods can be added, such as showing short videos about wild animals, to make the class more vivid. When teaching new words and grammar, although examples and exercises are provided, some students still have difficulty in mastering and applying them flexibly. In the next class, more targeted practice and review are needed. For example, design more context - based exercises to help students better understand and use these knowledge points. In the while - reading stage, most students can understand the main idea and key details of the passage through skimming and scanning. But for some students with weak reading skills, they still need more guidance and training. In the future, more differentiated reading tasks can be designed according to students' different levels to meet the needs of different students. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$