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

Unit 1 Animal protection-C Grammaring 1. Content Overview This unit focuses on animal protection, and the "C Grammaring" part mainly deals with grammar related to the topic. It likely includes grammar points such as verb tenses (e.g., present perfect tense to talk about actions that have an impact on animal protection up to now), verb infinitives (e.g., used to express purpose, like "We need to do something to protect animals"), and passive voice (e.g., "Animals are being hunted" to show the current situation of animals). These grammar structures are presented in the context of animal protection, helping students understand and use them while discussing this important environmental topic. 教学目标 2.1 Knowledge Objectives Students will be able to understand and master the key grammar points related to animal protection, such as the correct usage of present perfect tense, verb infinitives, and passive voice in this context. Students can accurately identify and explain these grammar structures when they encounter them in texts about animal protection. 2.2 Ability Objectives Enable students to use the learned grammar structures correctly and fluently in speaking and writing about animal protection. For example, they can describe the current situation of endangered animals and the actions people have taken or need to take using appropriate grammar. Develop students' reading comprehension ability by helping them understand complex sentences with the target grammar in animal - protection - related articles. 2.3 Emotional Objectives Foster students' awareness of animal protection and environmental conservation through learning grammar in this context. Make them realize that language can be a powerful tool to express their concerns and take actions for animal protection. 教学重难点 3.1 Key Points The correct form and usage of present perfect tense to describe actions related to animal protection that started in the past and continue to the present or have an impact on the present. For example, "Many organizations have been working hard to protect endangered species." The use of verb infinitives to express purpose. For instance, "We set up nature reserves to protect animals' habitats." The formation and application of passive voice in the context of animal protection, like "Some animals are killed for their fur." 3.2 Difficult Points Helping students distinguish between the present perfect tense and other related tenses (such as simple past tense) when talking about animal protection events. For example, differentiating "The government passed a law to protect animals last year." (simple past) from "The government has passed several laws to protect animals in recent years." (present perfect). Making students understand the logical relationship when using verb infinitives to express purpose in complex sentences about animal protection. Getting students to use the passive voice accurately, especially in terms of choosing the correct tense form in the passive voice, e.g., "Endangered animals have been protected more effectively in recent years." (present perfect passive). 4.1 Present Perfect Tense Form: Have/has + past participle. For example, "I have seen a documentary about endangered animals." (First person singular) "She has visited a wildlife sanctuary." (Third person singular) Usage in animal protection context: To describe actions that started in the past and continue to the present. For example, "Scientists have been researching the causes of animal extinction for decades." To talk about experiences related to animal protection. "We have participated in an animal - rescue project." To emphasize the result of an action up to now. "Many species have become extinct due to human activities." 4.2 Verb Infinitives Form: To + verb base form. Usage in animal protection context: To express purpose. "People build wildlife corridors to help animals move freely." As the object of certain verbs. For example, "We decide to join an animal - protection club." As the subject of a sentence. "To protect animals is our responsibility." 4.3 Passive Voice Form in different tenses: Simple present passive: Am/is/are + past participle. For example, "Animals are protected in national parks." Simple past passive: Was/were + past participle. "The forest was damaged by a fire last year, and many animals were affected." Present perfect passive: Have/has been + past participle. "Many endangered species have been saved by conservation efforts." Usage in animal protection context: To focus on the action being done to the animals rather than the doer. "Endangered animals are being closely monitored by conservationists." When the doer is unknown or not important. "Some rare birds were found in the wetland." 教学过程 5.1 Lead - in (5 minutes) Show students some pictures of endangered animals, such as pandas, tigers, and polar bears. Then ask them: "Have you seen these animals before? Do you know why they are in danger?" Encourage students to share their ideas briefly. This step aims to arouse students' interest in the topic of animal protection and lead in to the grammar learning related to it. 5.2 Presentation (12 minutes) Present Perfect Tense: Write some sentences on the blackboard, such as "I have watched a movie about animal protection." and "My friend has volunteered at an animal shelter." Explain the structure (have/has + past participle) and the usage in terms of the examples. Use a timeline to visually show the concept of an action starting in the past and having an impact on the present. For example, draw a line, mark a point in the past when someone started to care about animal protection and another point at present to show that this caring still exists. Verb Infinitives: Present sentences like "We plant trees to provide habitats for animals." and "They work hard to save the endangered species." Explain that the verb infinitives here express the purpose of the main actions. Have a short group discussion: "What other things can we do to protect animals? Use verb infinitives to express your ideas." Passive Voice: Write sentences such as "Animals are hunted for their valuable parts." and "The environment is being polluted, which harms animals." Explain the formation of passive voice in different tenses (using simple present and present continuous as examples here). Ask students to find the subject and the object in the sentences and analyze how the passive voice changes the focus. 5.3 Practice (15 minutes) Grammar Exercises: Hand out a worksheet with fill - in - the - blank exercises related to the three grammar points. For example: The government _______ (pass) a new law to protect wild animals last year. (simple past) Many people _______ (join) animal - protection organizations in recent years. (present perfect) We should take actions _______ (save) the endangered animals. (verb infinitive) The forests _______ (destroy) by illegal logging, and many animals lost their homes. (simple past passive) Let students work individually first and then check their answers in pairs. Group Activity: Divide students into groups of four. Each group is given a scenario about animal protection, such as "A new wildlife reserve is being built." or "People have been trying to stop illegal hunting." The group members need to create a short dialogue using the grammar points they just learned. For example: A: Have you heard that a new wildlife reserve is being built? B: Yes, I have. They are building it to protect the endangered species in our area. A: That's great. I hope more people will join in to help protect animals. Each group presents their dialogue to the class. 5.4 Consolidation (8 minutes) Error Correction: Show some sentences with grammar mistakes on the screen, such as "I has seen a lot of documentaries about animals." or "To protecting animals is our duty." Ask students to raise their hands to correct the mistakes and explain why they are wrong. Summary: Review the key grammar points of present perfect tense, verb infinitives, and passive voice together with the students. Use simple and clear language to summarize their forms and main usages in the context of animal protection. 5.5 Homework Assignment (5 minutes) Ask students to write a short passage (about 100 - 120 words) about what they have learned about animal protection and the grammar they used. They can include information like the current situation of a certain endangered animal, what people have done or need to do to protect it. Encourage students to read an article about animal protection from the internet or a magazine and underline the sentences with the grammar points they learned today. 教学反思 After this 45 - minute class, several aspects can be reflected upon. In the lead - in part, showing pictures of endangered animals was effective in attracting students' attention, but more in - depth discussion could have been carried out to better connect to the grammar content. During the presentation, using visual aids like the timeline for present perfect tense was helpful, yet more real - life examples could be added to make the grammar more relatable. In the practice section, the grammar exercises on the worksheet were useful for individual practice, but some students still made mistakes, indicating that more detailed explanations might be needed. The group activity of creating dialogues was engaging, but some groups had difficulty using the grammar correctly, suggesting that more guidance should be given during group work. For the consolidation part, error correction was a good way to reinforce learning, but it could be more interactive by having students create their own wrong sentences for others to correct. The summary was clear, but perhaps students could be asked to summarize in their own words first to check their understanding. Overall, the class achieved some of the teaching objectives, but there is still room for improvement in terms of teaching methods and student engagement to better help students master the grammar related to animal protection. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $