Unit 5 Animal friends-Lesson 5 Save the tigers! 教学设计 - 2025-2026学年冀教版（2024）七年级英语上册

Unit 5 Animal friends-Lesson 5 Save the tigers! This lesson, "Save the tigers!" from Unit 5 "Animal friends" in the 7th-grade English textbook of Hebei Education Press (2024 edition), focuses on the topic of tiger protection. The text first describes the appearance of tigers, such as their orange fur and black stripes, and their significance in nature, like keeping the balance of the number of other wild animals. Then, it points out the current dangerous situation of tigers, including being hunted for money and losing their habitats due to deforestation, resulting in a sharp decline in the number of wild tigers. Finally, it mentions the efforts of the "Save the Tigers" volunteer group and suggests measures to save tigers, like building more national parks. Through this lesson, students will not only learn language knowledge but also enhance their awareness of animal protection. 教学目标 A. Knowledge Objectives Students will be able to master key vocabulary, including "popular", "symbol", "strength", "fur", "stripes", "important", "nature", "save", "endangered", "protect", "habitat", "extinct", etc. Students will be able to understand and use key sentence patterns and phrases, such as: "What do they look like?" "Where can you usually see them?" "be important to" "the number of" "keep…in balance" "cut down" "We should save the tigers because..." "Tigers are important because..." B. Ability Objectives Students can obtain and sort out the information in the text that wild tigers are facing the danger of extinction, and understand that we should take measures to save tigers. Analyze the structural characteristics of the text, create a mind map, clarify the author's writing ideas, and retell the text according to the mind map. Imitate the author's writing method to describe the situation faced by animals in English. Develop students' reading comprehension, speaking, writing and listening skills through various activities. C. Emotional Objectives Enable students to understand the importance of animals, make them realize that animals are good friends of humans, and guide students to protect and cherish animals. Cultivate students' sense of social responsibility and environmental protection awareness. 教学重难点 A. Teaching Key Points Key vocabulary and sentence patterns as mentioned above. Understanding the content of the text about the situation of tigers, including their appearance, importance in nature, and the current danger they face. Learning the ways to save tigers mentioned in the text. B. Teaching Difficult Points Differentiating between similar words and synonyms, such as "save" and "protect", "endanger" and "threaten". Using the correct tense to describe the current situation and future actions of tiger protection, especially the proper use of the simple present tense and the simple future tense. Guiding students to put forward logical and persuasive suggestions for tiger protection in group discussions and expressing them fluently in English. Helping students create a mind map based on the text structure. A. Vocabulary popular /ˈpɒpjələ(r)/adj. 受欢迎的；流行的 e.g. Basketball is a popular sport. symbol /ˈsɪmbl/n. 象征；标志 e.g. The dove is a symbol of peace. strength /streŋθ/n. 力量；力气 e.g. He has great strength. fur /fɜː(r)/n. 毛；毛皮 e.g. The cat has soft fur. stripes /straɪps/n. 条纹 e.g. Zebras have black and white stripes. important /ɪmˈpɔːtnt/adj. 重要的 e.g. It is important to study hard. nature /ˈneɪtʃə(r)/n. 自然界；大自然 e.g. We should protect nature. save /seɪv/v. 拯救；节省 e.g. We should save water. endangered /ɪnˈdeɪndʒəd/adj. 濒危的 e.g. Pandas are endangered animals. protect /prəˈtekt/v. 保护 e.g. We should protect the environment. habitat /ˈhæbɪtæt/n. 栖息地 e.g. The forest is the habitat of many animals. extinct /ɪkˈstɪŋkt/adj. 灭绝的 e.g. Some animals have become extinct. B. Phrases and Expressions be important to 对…… 重要 e.g. Water is important to us. the number of …… 的数量 e.g. The number of students in our class is 50. keep…in balance 保持…… 平衡 e.g. We should keep the balance of nature. cut down 砍伐；削减 e.g. People should not cut down too many trees. C. Sentence Patterns What do they look like? 它们长什么样？ Answer: They usually have... Where can you usually see them? 你通常在哪里能看到它们？ Answer: They live in... We should save the tigers because... 我们应该拯救老虎因为…… Tigers are important because... 老虎很重要因为…… 教学过程 A. Lead - in (5 minutes) Greet the students as usual. Show some pictures of different animals on the PPT, such as pandas, lions, and giraffes. Then ask students: "Do you like animals? Which animal is your favorite? Why?" Invite several students to answer the questions. After that, show a picture of a tiger and ask: "Do you know this animal? What do you know about tigers?" Let students share their knowledge about tigers briefly. B. New Knowledge Presentation (15 minutes) Vocabulary Teaching Present the new words one by one on the PPT, along with pictures or short videos related to each word. For example, when teaching "fur", show a close - up picture of a tiger's fur; when teaching "stripes", show a clear picture of a tiger's stripes. Read the words aloud, and let students repeat after the teacher several times, paying attention to the pronunciation. Use some simple sentences to help students understand the meaning of the words. For instance, for "popular", say "Tigers are very popular animals. Many people like them." Do a quick vocabulary game. Show the English words on the PPT for a short time and then hide them. Ask students to recall and write down the Chinese meanings on a piece of paper. Check the answers together. Text Reading Let students read the text quickly and silently for the first time. After reading, ask them to answer a general question: "What is the main idea of this text?" Guide students to summarize that the text is mainly about the situation of tigers and how to save them. Then, let students read the text carefully for the second time. Divide the text into several parts and ask students to find out the main idea of each part. For example: Part 1: Introduction of tigers (appearance and importance in nature) Part 2: The dangerous situation of tigers (reasons for the decline in the number of tigers) Part 3: Measures to save tigers (efforts of the "Save the Tigers" group and suggestions) Explain the key sentence patterns and phrases in the text while analyzing the text. For example, when coming across "the number of", give more examples like "The number of books in the library is large." to help students understand its usage. C. Practice (15 minutes) Comprehension Exercises Design some multiple - choice questions, true - or - false questions, and short - answer questions based on the text. Let students answer these questions individually first, and then check the answers in pairs. For example: Multiple - choice: Why are tigers important to nature? ( ) A. Because they are very strong. B. Because they keep the number of other wild animals in balance. C. Because they are popular. True - or - false: Tigers are only in danger because people hunt them. (False, because they also lose their habitats due to deforestation.) Short - answer: What can we do to save tigers? (Answer: We can stop keeping tigers in the zoo, build more national parks, etc.) Group Discussion Divide students into groups of 4 - 5. Give each group a topic: "Think of a kind of animal that you hope to protect and talk about it." The group members need to discuss the following questions: What do they look like? Where can you usually see them? Why do you think they need our help? What can we do to protect them? Walk around the classroom to monitor the group discussions, offer help when necessary, and encourage students to use the new words and sentence patterns they have just learned. Mind - map Making Guide students to make a mind - map of the text. First, write "Tigers" in the center of the paper. Then, branch out to "Appearance", "Importance in Nature", "Dangerous Situation", and "Measures to Save". Under each branch, let students write down the relevant key information from the text. For example, under "Appearance", write "orange fur, black stripes"; under "Dangerous Situation", write "hunted for money, cut down trees - lose habitats". After students finish making the mind - maps, ask some groups to present their mind - maps to the class. D. Production (7 minutes) Poster Making Based on the group discussion in the previous step, each group needs to make a poster about the animal they chose to protect. They can draw pictures, write down descriptions, and list the protection measures on the poster. Encourage students to be creative. Presentation Each group presents their poster to the class. One member of the group should introduce the animal they chose, why it needs protection, and the measures they suggest. After each presentation, other groups can ask questions or give comments. E. Summary and Homework (3 minutes) Summary Summarize the key points of this lesson with the students, including the new words, phrases, sentence patterns, and the main idea of the text about tiger protection. Emphasize the importance of protecting animals. Homework Ask students to write a short passage about an endangered animal they know, following the structure of the text in this lesson. They should introduce the animal's appearance, its importance, the danger it faces, and the measures to protect it. Let students search for more information about animal protection on the Internet or in books and share it in the next class. 教学反思 After teaching this lesson, I think the following aspects have achieved good results. The lead - in part successfully aroused students' interest in animals, especially tigers, and made them actively participate in class. The vocabulary teaching method with pictures and short videos helped students understand and remember the new words more easily. The group discussion and poster - making activities provided students with opportunities to practice speaking and cooperation, and most students could use the learned language knowledge to express their opinions. However, there are also some areas that need improvement. In the reading part, some students still had difficulty understanding complex sentences in the text, which indicates that more reading skills training is needed. When guiding students to make mind - maps, some students had trouble grasping the key information and organizing it in the mind - map. In the future, I will give more detailed guidance on mind - map making. Also, during the group discussion, a few students were a bit shy and did not actively participate. I should pay more attention to these students and encourage them to be more involved in class activities. Overall, I will adjust my teaching methods and strategies according to these reflections to improve the teaching effect in the next class. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$