Unit 1 Animal protection D Listening and speaking 教学设计- 2025-2026学年沪外教版英语八年级上册

Unit 1 Animal protection-D Listening and speaking This section of "Listening and Speaking" in Unit 1 "Animal Protection" of the Shanghai Foreign Language Education Press (2024) English textbook for Grade 8 focuses on the theme of animal protection. Through a series of listening materials and speaking activities, students will be exposed to various aspects related to endangered animals, such as the reasons for their endangerment, current situations, and measures for protection. The listening materials may include dialogues between students discussing animal protection projects, reports on the status of certain endangered species, or interviews with experts in the field of animal protection. The speaking tasks are designed to encourage students to express their opinions, share ideas, and have in - depth discussions on how to protect animals. This part not only helps students improve their listening and speaking skills in English but also deepens their understanding of the importance of animal protection and cultivates their sense of environmental responsibility. 教学目标 A. Knowledge Objectives Students will be able to master key vocabulary related to animal protection, such as "endangered", "extinct", "habitat", "reserve", "poaching", "conservation", etc. Students will understand common sentence patterns used to describe the status of endangered animals and express opinions on animal protection, for example, "Many animals are in danger because their habitats are being destroyed." "We should take measures to protect endangered animals." B. Ability Objectives Listening Ability Students can accurately identify the main ideas and key details in listening materials about animal protection. They are able to understand different accents and speaking speeds related to the topic. Speaking Ability Students can fluently and correctly express their views on animal protection in English, using appropriate vocabulary and sentence structures. They can communicate effectively with their partners in group discussions and role - playing activities, and be able to respond appropriately to others' opinions. C. Emotional Objectives Students will develop a strong sense of responsibility for animal protection and an awareness of environmental protection. They will enhance their interest in learning English through the exploration of this real - world and meaningful topic. 教学重难点 A. Key Points The acquisition and correct use of key vocabulary and sentence patterns related to animal protection. Helping students improve their listening comprehension skills in the context of animal protection, and being able to extract useful information accurately. Guiding students to actively participate in speaking activities, and express their own thoughts and suggestions on animal protection clearly. B. Difficult Points How to enable students to understand complex listening materials, such as those containing professional terms or long and difficult sentences about animal protection. Cultivating students' ability to think critically and express in - depth opinions on animal protection issues, rather than just stating simple facts. Overcoming students' shyness and fear of making mistakes in speaking activities, and creating a relaxed and active speaking atmosphere. Vocabulary Endangered animals: panda, tiger, elephant, rhino, giraffe, polar bear, etc. Reasons for endangerment: habitat loss, poaching, climate change, pollution, etc. Protection measures: establish nature reserves, ban poaching, conduct scientific research, raise public awareness, etc. Related verbs: protect, conserve, save, endanger, destroy, establish, ban, etc. Related nouns: habitat, reserve, poaching, extinction, conservation, awareness, etc. Sentence Patterns Describing the status of animals: "… is/are an endangered species." "Many … are in danger of extinction." "The number of … is decreasing rapidly." Expressing reasons: "… are endangered because of …" "The main reason for the endangerment of … is …" Suggesting protection measures: "We should/need to …" "It's necessary to …" "One way to protect … is to …" 教学过程 A. Warming - up (5 minutes) Show some pictures of cute and well - known animals on the PPT, such as pandas, dolphins, and koalas. Then ask students: "Do you like these animals? Why do you like them?" After students' answers, show some pictures of these animals in a poor situation, like a panda with a sick look, a dolphin trapped in a fishing net. Ask: "What has happened to these animals? How do you feel now?" This can quickly arouse students' interest and lead to the topic of animal protection. B. Pre - listening (10 minutes) Vocabulary Introduction Present the key vocabulary related to animal protection on the PPT, such as "endangered", "habitat", "reserve", "poaching". Explain the meaning and pronunciation of each word. For example, when teaching "endangered", say: "An endangered animal is one that is very likely to become extinct in the near future. The pronunciation is /ɪnˈdeɪndʒəd/." Let students read the words aloud several times to practice pronunciation. Then play a vocabulary game. Divide students into groups. Show a word on the PPT, and the first group to correctly spell and pronounce the word gets a point. Prediction Tell students they are going to listen to a dialogue about animal protection. Show three pictures on the PPT: a nature reserve, a group of people protesting against poaching, and a scientist doing research on an endangered animal. Ask students to predict what the dialogue might be about based on these pictures. Encourage them to share their predictions in pairs. C. While - listening (15 minutes) First Listening Play the listening material for the first time. Ask students to listen carefully and answer a general question: "What is the main topic of the dialogue?" After listening, invite several students to share their answers. Second Listening Play the listening material again. This time, ask students to listen for specific information and fill in a simple form on the handout. The form may include columns like "Endangered animal mentioned", "Reason for endangerment", and "Suggested protection measure". After listening, check the answers with the whole class. Ask students to explain how they got the answers. For example, if the answer for the reason of a certain animal's endangerment is "habitat loss", ask the student to point out the sentence in the dialogue that indicates this. Third Listening Play the listening material for the third time. Ask students to pay attention to the intonation and pronunciation of key sentences. Then ask them to imitate the speakers and read the key sentences aloud. For example, the sentence "We really need to take immediate action to protect these precious animals." Pay attention to the stress on "really", "immediate" and the intonation of the whole sentence. D. Post - listening (10 minutes) Group Discussion Divide students into groups of 4 - 5. Give each group a discussion topic related to animal protection, such as "What else can we do in our daily life to protect endangered animals?" or "If you could be an animal protection ambassador, what would you do?" Ask each group to discuss the topic for about 5 minutes. Encourage every student to express their opinions. The group leader should take notes of the main points. Then invite each group to report their discussion results to the whole class. Other groups can ask questions or make comments. Role - playing Present a role - playing scenario: Suppose there is a meeting about establishing a new nature reserve. One student is the government official in charge, some are scientists, some are local residents, and some are representatives of environmental protection organizations. Each role has different concerns and opinions. Let students choose their roles and prepare for 3 minutes. Then start the role - playing. During the role - playing, encourage students to use the vocabulary and sentence patterns they have learned in this class. E. Summary (3 minutes) Review the key vocabulary and sentence patterns about animal protection that have been learned in this class. Ask students to recall and say them out. Summarize the main points of the listening materials and the results of the group discussions and role - playing. Emphasize the importance of animal protection and the actions that we can take. F. Homework (2 minutes) Ask students to write a short passage about an endangered animal they are interested in. They should include the reasons for its endangerment and some suggestions for protection. The passage should be at least 80 words. Encourage students to search for more information about animal protection on the Internet or in books and share it with the class next time. 教学反思 In the teaching process, the warming - up part effectively aroused students' interest in the topic of animal protection. However, in the future, more interactive ways can be considered, such as asking students to share their own experiences related to animals. The vocabulary teaching in the pre - listening part was relatively straightforward. Next time, more vivid examples and real - life situations can be used to help students better understand and remember the words. During the listening process, some students still had difficulty in catching the key information, especially in complex sentences. In the future, more targeted listening exercises with different levels of difficulty should be designed to gradually improve students' listening skills. The group discussion and role - playing activities were very popular among students, and most students actively participated. But there were still a few students who were a bit shy and did not express much. More encouragement and guidance should be given to these students to make them more involved in class activities. The summary part helped students review the key knowledge, but it can be more student - centered. For example, ask students to summarize first and then the teacher supplements and corrects. The homework assignment is expected to help students further consolidate what they have learned in class. In the next class, sufficient time should be allocated to let students share their homework, so as to provide more opportunities for students to practice speaking and writing. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $