Unit 7 The natural world Integration 教学设计-2025-2026学年译林版八年级英语上册

Unit 7 The natural world Integration 教学设计 I. Teaching Objectives 1. Knowledge Objectives Students will understand the importance of ecosystems like Zhalong and Yancheng Nature Reserves, mastering vocabulary such as wetland, wildlife, conservation, pollution. Students will learn to write a persuasive proposal to protect an ecosystem, using Amy’s model. 2. Ability Objectives Improve reading skills by analyzing texts about nature reserves, answering comprehension questions. Enhance listening skills through completing notes about wetland protection. Develop writing skills by composing a structured proposal to safeguard an ecosystem. 3. Affective Objectives Inspire empathy for endangered ecosystems and commitment to conservation. Encourage students to reflect on human impact on wetlands/forests and take protective actions. II. Language Knowledge 1. Key Words & Phrases Ecosystem protection: wetland, nature reserve, wildlife, conservation laws, pollution; Proposal writing: introduction, main body (problems/solutions), conclusion; Expressions: “Why is... important?”, “What actions can we take?” 2. Key Sentences “Zhalong Nature Reserve is in Heilongjiang Province... It is home to some rare birds, for example, about 40% of red - crowned cranes live in Zhalong.” “Dear Sir or Madam, I am writing today to ask for your help in protecting the ocean.” 3. Key and Challenging Points Key Points: Comprehend ecosystem threats and conservation efforts; master proposal structure (introduction, problems, solutions, call to action). Challenging Points: Accurately capturing details in listening (wetland protection steps); writing a persuasive, well - structured proposal. III. Teaching Procedures (Total Duration: 45 Minutes) Step 1 Pre - reading & Listening (8 Minutes) Show the title “Integration—Protecting ecosystems” and ask: “Why are wetlands/forests important? How can we protect them?” Introduce the task: “Today, we’ll explore nature reserves, learn wetland protection steps, and write a proposal to save an ecosystem—taking action for the natural world!” Step 2 Reading—Activity A (10 Minutes) Students read about Zhalong Nature Reserve. Answer questions: “Why is Zhalong important for birds? (Home to rare birds, food/cover)” “What actions can protect wetlands? (Obey laws, reduce human impact)” Discuss answers, highlighting human threats (land use, fishing) and conservation laws. Step 3 Listening—Activities B1, B2 (12 Minutes) Activity B1: Play audio about Yancheng Nature Reserve. Students complete notes on location, area, formation, and wildlife. Activity B2: Play audio about wetland protection. Students fill in problems (land use, tourism) and solutions (laws, community action). Check answers together, emphasizing collaborative protection efforts. Step 4 Writing Preparation—Activity D3 (10 Minutes) Analyze Amy’s ocean proposal: Structure: Introduction (purpose), main body (importance, problems, solutions), conclusion (call to action). Key expressions: “Dear Sir or Madam, ... is home to... One of the main problems is... Together we can...” Discuss how to adapt the model to other ecosystems (e.g., forests, wetlands), planning sections like “Importance of [Ecosystem],” “Problems It Faces,” “What We Can Do.” Step 5 Writing Practice—Activity D3 (7 Minutes) Task: “Choose an ecosystem (e.g., forest, wetland) and write a proposal using Amy’s model. Include importance, problems, solutions, and a call to action.” Students draft proposals. Invite 1–2 to share, providing feedback on persuasion and structure. Step 6 Summary & Homework (5 Minutes) Summary (3 Minutes): Recap ecosystem importance (Zhalong/Yancheng), protection steps (laws, community action), and proposal structure. Homework (2 Minutes): Polish the ecosystem proposal, adding emotional appeal. Research one local ecosystem and note one protection initiative. IV. Assessment of Teaching Effectiveness Check reading answers (Activity A) for comprehension of ecosystem importance. Evaluate listening task completion (B1, B2) for detail - capturing skills. Assess writing drafts for persuasive structure and ecosystem - focused content. V. Design Purpose Pre - reading/Listening: Activate concern for ecosystems, building relevance to conservation action. Reading/Listening: Develop comprehension skills with real - world reserve and protection content. Writing: Guide students to use a model for persuasive writing, linking knowledge to advocacy for ecosystems. VI. Blackboard Design Unit 7 Integration—Protecting Ecosystems Key Ecosystems: - Zhalong: Home to red - crowned cranes, wetlands need protection. - Yancheng: Large reserve, supports diverse wildlife. Protection Steps: - Governments: Make laws, control tourism. - Communities: Cleanup, educate visitors. Proposal Structure: 1. Introduction: “I am writing to ask for help to protect...” 2. Main body: Importance, problems, solutions. 3. Conclusion: “Together we can...” Homework: Polish your proposal! VII. Teaching Reflection Strengths: Integrates reading, listening, and writing around ecosystem protection, inspiring student advocacy. Weaknesses: Some students may struggle to elaborate solutions in proposals. Improvements: Add a “proposal workshop” activity: Have students peer - review drafts, focusing on solution clarity and persuasive language. This reinforces writing skills and collaboration. 学科网（北京）股份有限公司 $$