Unit 1 Animal protection E Writing 教学设计 2025-2026学年沪外教版（2024）八年级英语上册

Unit 1 Animal protection-E Writing This unit focuses on the theme of animal protection. The E Writing section aims to guide students to write about animals in danger. Through this writing task, students are expected to describe the current situation of endangered animals, analyze the reasons for their endangerment, and propose measures for protection. This not only helps students improve their writing skills but also enhances their awareness of animal protection. 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", "pollution", etc. Students will be able to use relevant sentence patterns correctly, like "… is/are in danger because of…", "We should/need to do… to protect…", "The reasons for… are…" B. Ability Objectives Enable students to write a well - structured passage about an endangered animal, including its appearance, living habits, the situation it faces, reasons for endangerment, and protection measures. Improve students' ability to collect and organize information, and express their opinions clearly and logically in writing. C. Emotional Objectives Foster students' love and concern for animals, and enhance their awareness of environmental protection. Encourage students to take practical actions to protect animals in their daily lives. 教学重难点 A. Key Points Guide students to master the key vocabulary and sentence patterns for writing about animal protection. Help students learn how to organize their writing ideas and write a complete and logical composition. B. Difficult Points Assist students in analyzing the reasons for animal endangerment deeply and proposing effective and practical protection measures. Improve students' ability to use vivid and accurate language to describe animals and express their views, avoiding simple and repetitive expressions. A. Key Vocabulary endangered (adj.) - in danger of extinction Example: Pandas are an endangered species. extinct (adj.) - no longer in existence Example: Dinosaurs have been extinct for millions of years. habitat (n.) - the natural environment in which an animal or plant lives Example: The destruction of the rainforest is threatening the habitats of many animals. reserve (n.) - an area of land set aside for a particular purpose, especially for wild animals or plants Example: They set up a nature reserve to protect the rare birds. poaching (n.) - illegal hunting or capturing of wild animals Example: Poaching is one of the main reasons for the decline of elephant populations. pollution (n.) - the presence in or introduction into the environment of a substance which has harmful or poisonous effects Example: Water pollution is endangering the lives of many aquatic animals. B. Key Sentence Patterns … is/are in danger because of… Example: Tigers are in danger because of habitat loss and poaching. We should/need to do… to protect… Example: We should set up more nature reserves to protect endangered animals. The reasons for… are… Example: The reasons for the endangerment of pandas are the reduction of bamboo forests and low reproductive rates. 教学过程 A. Lead - in (5 minutes) Show students some pictures of cute animals, such as pandas, dolphins, and giraffes, to arouse their interest. Then, show some pictures of these animals in a poor situation, like pandas with less bamboo to eat, dolphins trapped in fishing nets, and ask students: "What happened to these lovely animals? Why are they in such a bad situation?" Guide students to discuss in pairs for about 2 minutes and then invite some pairs to share their ideas. B. Pre - writing (10 minutes) Vocabulary Review Write the key vocabulary on the blackboard and review their meanings with students. Use pictures or short examples to help students remember. For example, show a picture of a destroyed forest and say "This is the result of habitat destruction. Many animals lose their homes." Conduct a quick vocabulary quiz. Give students some descriptions and ask them to quickly say the corresponding words. For example, say "This is an illegal activity of hunting wild animals" and let students answer "poaching". Analyze a Model Passage Present a short model passage about an endangered animal (for example, the polar bear) on the PPT. Read the passage aloud first, and then analyze the structure with students. Point out that the passage usually includes an introduction of the animal, its current situation, reasons for endangerment, and protection measures. Analyze some key sentences in the passage, explain the usage of sentence patterns and the choice of words. For example, in the sentence "Polar bears are in great danger mainly because of the melting of Arctic ice due to global warming", explain how to use "because of" to show the reason. C. While - writing (20 minutes) Topic Assignment Ask students to choose an endangered animal they are interested in and write a passage about it. Provide them with some suggestions if they have trouble choosing, such as the giant panda, the South China tiger, the blue whale, etc. Outlining Guide students to make an outline before writing. The outline should include: Introduction: Briefly introduce the animal, including its appearance and living habits. Current Situation: Describe the situation of the animal, whether it is endangered, and to what extent. Reasons for Endangerment: Analyze the main reasons why the animal is in danger. Protection Measures: Propose some practical protection measures. Writing Let students start writing according to their outlines. Walk around the classroom, offer help and guidance when students encounter difficulties. For example, if a student has trouble expressing a certain idea, help them find the right words or sentence patterns. Remind students to use the key vocabulary and sentence patterns they have learned. D. Post - writing (10 minutes) Peer Review Ask students to exchange their compositions with their partners. Provide them with a peer - review checklist, which includes items like: Are the key vocabulary and sentence patterns used correctly? Is the structure of the composition clear? Are the reasons for endangerment and protection measures reasonable? Are there any spelling or grammar mistakes? Let students review each other's compositions according to the checklist and write down their suggestions. Revision After peer review, ask students to revise their own compositions based on their partners' suggestions. Encourage them to make their compositions better, such as adding more details, using more vivid words, or improving the logic. Sharing Invite some students to share their revised compositions in front of the class. After each sharing, let other students give some positive comments and suggestions. 教学反思 After this class, students have a better understanding of writing about animal protection. Most students can master the key vocabulary and sentence patterns, and write a relatively complete composition. However, there are still some problems. Some students have difficulty analyzing the reasons for animal endangerment deeply. In future teaching, more examples and in - depth discussions can be provided to help students improve this ability. Also, a few students' language expressions are still a bit simple. It is necessary to encourage students to read more excellent compositions and accumulate more good words and sentences in their daily study. Overall, through this writing class, students' writing skills and awareness of animal protection have been enhanced to a certain extent, but there is still room for improvement. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $