Unit 7 The natural world(Integration)教学设计 2025-2026学年译林版八年级英语上册

该初中英语教学设计聚焦自然生态系统主题，整合湿地、森林等生态系统的重要性、问题及保护措施，通过环保倡议书写作落实语言运用。以图片导入复习三种生态系统，梳理其重要性并建立“善待自然”认知，为后续学习搭建知识支架。 亮点在于“输入-内化-输出”任务链设计，融合语言能力与环保素养。读扎龙文章完成信息表格培养信息获取能力，听湿地材料开展预测、选择等活动提升听力策略，同伴对话用同意表达谈论森林保护锻炼口语。写作环节通过分析范文提纲与结构，引导学生自主创作并互评，落实思维品质与学习能力。此设计以任务驱动整合语言技能，培养学生综合语言运用与环保意识，为教师提供清晰活动模板，助力高效教学。

教学设计 课程基本信息 学科 英语 年级 八年级 学期 秋季 课题 Unit 7 The natural world (Integration) 教学目标 通过本课时的学习，学生能够 1.在读、听活动中，获取和梳理扎龙和盐城自然保护区的地理位置、占地面积、形成原因、生物多样性以及湿地面临的问题和保护措施等关键信息，并理解其存在的必要性和重要性; 2.在同伴对话活动中运用相关表达谈论保护森林的具体举措，并阐释原因; 3.在写作活动中综合运用本单元词汇知识与表达和语篇结构知识与表达，选择一个自然生态系统（如湿地、森林等), 撰写一份环保倡议书，呼吁人们增强生态环境保护意识，积极参与环保行动，实现与自然的和谐共生。 教学内容 教学重点： 1. 通过读和听获取更多湿地重要性的认知，并了解湿地面临的问题与保护措施。 2. 通过说获得森林保护的相关知识。 3. 用本单元已习得的语言知识和环保知识完成环保倡议书，呼吁更多的人积极参与环保行动。 教学难点： 1. 在模拟语境中，学生能综合运用核心语言谈论某一生态系统面临的问题与保护措施。 2. 运用本单元已习得的语言知识和语篇知识完成一篇环保倡议书。 教学过程 Step1. Review and lead-in View and talk Present the picture and revise the three main ecosystems and their importance, make the students understand that we should treat them kindly. Step2. Reading 1.Read and complete Have students read the article about Zhalong Nature Reserve in Part A and complete the table below. 2.Think and answer Have students read the article again and answer the question: What other actions can we take to help protect wetlands? Step3. Listening and summarizing 1. Predict before listening Have students predict the answers to Part B1 on page 101. 2. Listen and choose Have students listen to the recording and finish Part B1 on page 101. 3.Listen and complete Have students listen to the recording and finish Part B2 on page 102. 4. Writing Have students help Daniel finish his article in Part B3 on page 102. 5. Think and summarize Have students talk about the importance of wetlands, the problems wetlands face and what we can do to protect wetlands. Step4. Speaking and summarizing 1. Listen and answer Have students listen to Daniel and Amy’s conversation and answer the following questions: Which ecosystem are Daniel and Amy talking about? How many different ways are mentioned in the conversation? 2. Read and find Have students read Daniel and Amy’s conversation and find the ways to protect forests.. Have students find ways to express agreement in the conversation and come up with more ways. 3. Think and talk Have students work in pairs and talk about how to protect forests using the conversation in Part C on page 103 as a model. 4. Think and summarize Have students talk about the importance of forests, the problems they face and what we can do to protect forests. Step5. Writing 1. Pre-writing (1) Read and find Have students read Amy’s outline and answer: Which ecosystem does Amy write about? What is the difference between her outline and our summary tables? (2) Read and summarize Have students read Amy’s proposal and summarize the structure of a proposal. Have students read Amy’s proposal again and summarize the contents of a proposal. Have students feel the language of a proposal. 2. Writing Have students choose an ecosystem and create an outline. Have students write their own proposals based on the outlines they have created. 3. Checking Have students check in pairs and learn from the sample writing. Step6. Summary Have students summarize what they have learnt in this lesson. Step7. Homework Compulsory homework: 1. Finish the exercises on the worksheet. 2. Polish your proposal according to peer-evaluation and the writing sample . Optional homework: Collect more ideas about what you can do to protect ecosystems and spread the ideas to people around. 学科网（北京）股份有限公司 $