Unit 1 Animal protection A Getting ready 教学设计- 2025-2026学年沪外教版英语八年级上册

该初中英语教学设计聚焦“动物保护”主题，围绕核心词汇与句型展开，通过图片导入激发兴趣，由浅入深引导学生从喜爱动物过渡到关注其生存危机，形成认知冲突，搭建起知识理解与情感共鸣的学习支架。 本设计亮点突出，融合语言能力、文化意识与思维品质三大核心素养。例如，在导入环节利用对比图片引发学生思考，培养批判性思维；在小组讨论中鼓励学生用新学句型表达观点，提升语言输出能力；通过撰写短文和制作海报，强化跨文化意识与社会责任感。教学过程环环相扣，注重听说读写综合训练，既助力学生掌握真实语境下的语言运用能力，又帮助教师高效达成育人目标。

Unit 1 Animal protection-A Getting ready This unit, “Animal Protection,” from Shanghai Foreign Language Education Press (2024) for Grade 8 English, focuses on raising students' awareness of animal protection. The “A Getting ready” part serves as an introduction, laying the foundation for the subsequent in - depth exploration of the topic. It starts by presenting various animals, both common and endangered, through pictures, short videos, or simple descriptions. This is to activate students' prior knowledge about animals and arouse their interest. Then, it gradually leads students to think about the current situation of animals, such as the threats they are facing, like habitat loss, illegal hunting, and pollution. By the end of this part, students are expected to have a preliminary understanding of the importance of animal protection and be ready to engage in more in - depth learning in the following sections of the unit. 教学目标 A. Knowledge Objectives Students will be able to master the key vocabulary related to animal protection, such as “endangered,” “extinct,” “habitat,” “reserve,” “illegal hunting,” etc. They can understand and use sentence patterns related to expressing the status of animals and the need for protection, like “... is/are in danger because...,” “We need to... to protect...” B. Ability Objectives Improve students' listening ability to understand conversations about animal protection. For example, they can catch key information about the types of endangered animals and the reasons for their endangerment from a listening material. Develop students' speaking skills. They are able to express their opinions on animal protection and describe the situation of certain animals in simple English. Enhance students' reading skills, such as skimming and scanning for specific information in short texts about animals. Cultivate students' writing skills by enabling them to write a short paragraph about an endangered animal they know. C. Emotional Objectives Foster students' love and concern for animals, and raise their awareness of animal protection. Encourage students to take an active part in protecting animals in their daily lives and promote the concept of harmonious co - existence between humans and animals. 教学重难点 A. Teaching Key Points Key vocabulary and sentence patterns related to animal protection. Teachers need to ensure students can accurately understand and use these words and sentences in different contexts. The main threats that animals are facing and the importance of animal protection. Students should be clear about why we need to protect animals and what are the major factors endangering their survival. B. Teaching Difficult Points Helping students understand some complex concepts related to animal protection, such as the impact of ecological balance on animal survival and how human activities comprehensively affect animals. Encouraging students to think critically about animal protection issues and express their unique views in English. This requires students to not only master language knowledge but also have a certain level of thinking ability and language organization skills. Vocabulary Endangered animals: panda, tiger, elephant, rhino, blue whale, etc. Related verbs: protect, save, hunt, kill, destroy, preserve Nouns about the environment and animal living conditions: habitat, forest, grassland, wetland, reserve, pollution, climate change Adjectives: endangered, extinct, rare, precious, important Sentence Patterns “... is/are in danger of extinction because...” (e.g., Pandas are in danger of extinction because their habitats are being destroyed.) “It is important/necessary for us to...” (e.g., It is important for us to protect the habitats of wild animals.) “We can take actions such as... to help...” (e.g., We can take actions such as setting up nature reserves to help endangered animals.) 教学过程 A. Lead - in (5 minutes) Show students some pictures of lovely animals, such as pandas, dolphins, and peacocks, on the PPT. Ask them: “Do you like these animals? Why?” Let several students share their opinions. Then, show some pictures of animals in a poor situation, like a panda eating bamboo with a polluted background, or a tiger in a cage. Pose the question: “What do you think has happened to these animals? How do you feel?” Guide students to start thinking about the problems that animals are facing. B. Presentation (12 minutes) Vocabulary Teaching Present the new words related to animal protection one by one on the PPT, accompanied by pictures. For example, when teaching “endangered,” show a picture of an endangered species with a brief introduction of its situation. Explain the meaning and pronunciation of each word, and let students read after the teacher several times. Do a simple word - matching activity. Write some words on the left side of the blackboard and their definitions or related pictures on the right side. Ask students to come to the blackboard and draw lines to match them. Sentence Pattern Introduction Write some sentences about animal protection on the PPT, like “Many wild animals are in danger because of human activities.” Analyze the sentence structure with students, especially focusing on the usage of “in danger” and “because of.” Let students make their own sentences using the new sentence patterns. Ask them to share their sentences with their partners first, and then invite some pairs to share with the whole class. C. Practice (15 minutes) Listening Practice Play a short dialogue about animal protection on the recorder. The dialogue can be about two students discussing the reasons why some animals are endangered and what they can do to help. Before playing, give students some questions, such as “What animals are they talking about?” “Why are these animals in danger?” After playing the dialogue once, let students answer the questions in pairs. Then play the dialogue again for them to check and correct their answers. Speaking Practice Divide students into groups of four. Give each group a topic related to animal protection, such as “How to protect the elephants in Africa” or “The importance of protecting the habitats of birds.” Let students have a group discussion. Each student in the group should express their own ideas. Encourage them to use the vocabulary and sentence patterns they have just learned. Select some groups to present their discussion results in front of the class. The rest of the students can ask questions or give suggestions. D. Production (8 minutes) Writing Task Ask students to write a short passage about an endangered animal they are interested in. They need to include the following information: the name of the animal, its current situation, the reasons for its endangerment, and at least one way to protect it. Give students some time to write. Walk around the classroom to provide guidance and help if necessary. After students finish writing, ask them to exchange their passages with their 同桌. They should read each other's work, correct the mistakes, and give some comments. Summary Summarize the key points of this class with students, including the important vocabulary, sentence patterns, and the main ideas about animal protection. Emphasize the significance of protecting animals and encourage students to take actions in their daily lives. E. Homework Assignment (5 minutes) Ask students to search for more information about an endangered animal they wrote about in class. They can find pictures, data, or more detailed information about protection measures. Require students to make a simple poster about the endangered animal they chose. The poster should include text and pictures, and be used to promote animal protection knowledge. They will share their posters in the next class. 教学反思 After this class, I need to reflect on the following aspects: Effectiveness of Teaching Methods: Whether the methods used, such as presenting with pictures, group discussions, and listening - speaking - writing practices, are effective in helping students master knowledge and skills. If some students still have difficulties, I need to consider adjusting the teaching methods in the next class. Students' Participation: Check whether all students actively participated in class activities. If some students were left out, I should think about how to encourage their participation, for example, by designing more interesting tasks or providing more individual guidance. Achievement of Teaching Objectives: Evaluate whether the teaching objectives have been achieved. If students still have problems in understanding key vocabulary, using sentence patterns, or expressing their views on animal protection, I need to arrange additional teaching and practice in the following classes to make sure students can meet the learning requirements. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $