Unit 7 The natural world Integration 教学设计- 2025-2026学年译林版英语八年级上册

Unit 7 The natural world-Integration This unit focuses on "The natural world", with a particular emphasis on ecosystems. In the Integration part, students will further explore the importance of wetlands as a key ecosystem through reading about Zhalong Nature Reserve and listening to talks about wetland protection. They will also be engaged in discussions and writing tasks related to protecting wetlands, aiming to integrate language skills with environmental awareness. 教学目标 Students will be able to master key vocabulary related to wetlands and nature reserves, such as "wetland", "reserve", "provide... for...", "be home to", "in order to", "lead to", etc. They can understand and use sentence patterns for expressing reasons and consequences, like "This will lead to...", "Because it provides... for...". Students will gain knowledge about the significance of wetlands and the threats they are facing. 教学重难点 A. Key Points Vocabulary and sentence patterns related to wetlands and nature reserves. Comprehending the text about Zhalong Nature Reserve and the talks on wetland protection. Discussing and writing about how to protect wetlands. B. Difficult Points Using the learned language knowledge to express complex ideas about environmental protection clearly and accurately. Deeply understanding the ecological importance of wetlands and inspiring students to take practical actions. A. Key Vocabulary wetland /ˈwɛtlənd/n. 湿地 reserve /rɪˈzɜːv/n. 保护区 provide /prəˈvaɪd/v. 提供 cover /ˈkʌvə(r)/n. 遮盖物；掩护物 wildlife /ˈwaɪldlaɪf/n. 野生动物 rare /reə(r)/adj. 稀有的 active /ˈæktɪv/adj. 活跃的 reduce /rɪˈdjuːs/v. 减少 prevent /prɪˈvent/v. 阻止 create /kriːˈeɪt/v. 创造；创建 B. Key Phrases provide sth. for sb. 为某人提供某物 be home to 是…… 的家园 in order to 为了 lead to 导致 all year round 全年 in the daytime 在白天 make laws 制定法律 keep... free from 使…… 免受（影响、伤害等） C. Key Sentence Patterns Zhalong Nature Reserve is in Heilongjiang Province in the north - east of China. The area provides food and cover for a lot of wildlife. It is home to some rare birds. Some people want to make the wetlands smaller in order to have more space for farms and buildings. This will lead to less space for wildlife. Moreover, if fishermen keep fishing there, the birds will not have enough food to eat. 教学过程 A. Lead - in (5 minutes) Show students some pictures of different ecosystems, such as oceans, forests, and wetlands. Ask them to recall the knowledge they have learned about these ecosystems in previous classes. Then focus on the pictures of wetlands and ask students: "What do you know about wetlands? Why are they important?" Let students share their ideas briefly. B. Reading (12 minutes) Present the article about Zhalong Nature Reserve on the screen. Let students read it quickly and answer the following questions: Where is Zhalong Nature Reserve? Why is it an important place for birds? After students finish reading, check the answers together. Then ask them to read the article carefully again and find out the threats that Zhalong Nature Reserve is facing. Explain some difficult words and sentence patterns in the article, such as "provide... for...", "be home to", "in order to", "lead to". Use examples to help students understand their usage. C. Listening (10 minutes) Tell students they are going to listen to two talks. The first talk is about Yancheng Nature Reserve. Let them look at the multiple - choice questions in Part B1 before listening. Encourage them to predict the possible answers according to the pictures or their prior knowledge. Play the recording of the first talk. Students listen and choose the correct answers. After that, play the recording again for students to check their answers. For the second talk about how to protect wetlands, let students look at the notes in Part B2 before listening. Remind them to listen carefully for key information to fill in the blanks. Play the recording of the second talk. Students listen and complete the notes. Check the answers with the whole class. D. Group Discussion (10 minutes) Divide students into groups of 4 - 5. Pose the following discussion topics: What other actions can we take to help protect wetlands? How can we educate more people about the importance of wetlands? Each group discusses the topics. Teachers walk around the classroom to offer help and guidance when necessary. Encourage students to use the language they have learned in this class. Ask each group to select a representative to share their group's ideas with the whole class. E. Writing (8 minutes) Based on the information from the reading and listening, as well as the group discussion, ask students to write an article about protecting wetlands. Remind them to include the following aspects: The importance of wetlands. The problems wetlands are facing. The actions we can take to protect wetlands. Give students some useful expressions on the screen to help them, such as "Wetlands are extremely important for...", "One of the main problems is that...", "We can help solve these problems by...". Students start writing. After they finish, ask some students to read their articles aloud. The teacher gives comments and feedback, focusing on language use, content organization, and logical thinking. 教学反思 In this class, through various activities like reading, listening, discussing, and writing, students' language skills in different aspects have been trained. Most students can actively participate in class, but some students still have difficulties in expressing their ideas accurately in English during the discussion and writing process. In future teaching, more targeted oral and writing exercises should be provided to improve their language proficiency. The teaching content is closely related to real - life environmental protection, which can arouse students' interest. However, some students may still lack a deep understanding of the ecological significance of wetlands. Teachers can introduce more real - world cases and data in future classes to help students better understand the importance of protecting the natural world. The group discussion activity is effective in promoting students' communication and cooperation skills. But in some groups, a few students dominate the discussion, while some students participate less. Teachers need to pay more attention to the participation of each student in group activities and encourage every student to express their opinions. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$