Unit 5整单元教案 2025-2026学年译林版八年级英语上册

课 题 8A Unit 5 Wild animals Welcome to the unit 备课时间 上课时间 主备教师 复备教师 第　　课时 主 备 栏 复 备 栏 I. Teaching aims and learning objectives Students will be able to recognize and pronounce the English names of common wild animals accurately, such as bear, dolphin, giant panda, kangaroo, squirrel, etc. Master key phrases related to wild animals, like "in the wild", "look like", "live on", etc. Learn to use simple sentences to describe the appearance and characteristics of wild animals, e.g., "Pandas are black - and - white and look so cute." II. Teaching main points The vocabulary related to wild animals and their characteristics. Sentence patterns for describing wild animals and expressing preferences, such as "What wild animal do you like best? I like... best because...". III. Focus of the lesson and predicted area of difficulty The vocabulary related to wild animals and their characteristics. Sentence patterns for describing wild animals and expressing preferences, such as "What wild animal do you like best? I like... best because...". IV. Teaching procedures 1 Lead - in (5 minutes) Greet the students and show them a short video about a beautiful forest with various animals running, flying, and playing. Then ask: "Boys and girls, what did you see in the video? Are these animals living at home or in the wild?" Guide students to answer and introduce the topic of wild animals. 2 Presentation (15 minutes) Vocabulary teaching: Show pictures of different wild animals one by one on the PPT, such as a bear, and say: "Look, this is a bear. B - E - A - R, bear. It's a big and strong wild animal." Let students repeat the word several times, and then ask them to spell it. Do the same for other animals like dolphin, giant panda, etc. Dialogue teaching: Millie: What wild animal do you like best, Kitty? Kitty: I like monkeys best. They’re so clever and funny. What about you, Simon? Simon: I like lions best. They’re strong and they can run very fast. Let students read the dialogue in pairs, and then explain the key sentence patterns: "What wild animal do you like best?" is used to ask about others' favorite wild animals, and "I like... best because..." is used to express one's own preference and the reason. Invite several pairs of students to come to the front of the class and act out the dialogue. 3 Practice (15 minutes) Group work: Divide students into groups of four. Each group gets a set of pictures of wild animals. Students in the group take turns to pick a picture and describe the animal using the learned words and sentence patterns. For example: "I picked a picture of a giant panda. It is black - and - white. It looks so cute. It lives mainly on bamboo." Others in the group can ask questions like "Can it climb trees?" Survey: Hand out a survey form to each student. The form has a list of wild animals. Students need to walk around the classroom, ask their classmates "What wild animal do you like best?" and tick the corresponding animals on the form. After that, each student reports the result to the class, such as "In our class, 10 students like pandas best, 8 students like monkeys best..." 4 Production (5 minutes) Ask students to write a short passage about their favorite wild animals. They should include the name of the animal, its appearance, characteristics, and the reason why they like it. For example: My Favorite Wild Animal My favorite wild animal is the giant panda. It is black - and - white with round bodies and big black eyes. It looks so cute. Pandas are very lovely and peaceful. They live mainly on bamboo. I like pandas because they are symbols of our country and bring so much joy to people all over the world. After students finish writing, ask several of them to read their passages aloud to the class. 5 Summary and Homework (5 minutes) Summary: Summarize the key points of this class, including the names of wild animals, the sentence patterns for description and preference, and the importance of protecting wild animals. Ask students to recall what they have learned. Homework: Ask students to draw a picture of their favorite wild animal and write a short introduction about it in English. They can decorate their works and share them with their families. 教后记： 课 题 8AUnit5Wild animals Reading1 备课时间 上课时间 主备教师 复备教师 第　　课时 主 备 栏 复 备 栏 I. Teaching aims and learning objectives Students will be able to master the key vocabulary and phrases in this reading, such as "mean, however, action, serious, none, sadly, mainly, danger, in the beginning, live on, as a result, in danger, take action, right away", and use them correctly in sentences. II. Teaching main points Guide students to understand the text about the growth process of giant pandas, the problems they face, and the measures to protect them. III. Focus of the lesson and predicted area of difficulty Enable students to understand the complex sentence structures and long sentences in the text, and analyze the logical relationship between paragraphs. IV. Teaching procedures A. Lead - in (5 minutes) Show some pictures of various wild animals on the PPT, such as lions, tigers, elephants, and pandas. Ask students: "Do you know these animals? Which one is your favorite? Why?" Encourage several students to share their answers. Then play a short video about wild animals. After that, ask: "From the video, what can you find about these wild animals? Are they living a happy life?" Lead students to think about the situation of wild animals and introduce the topic of this reading - wild animals, especially giant pandas. B. Pre - reading (5 minutes) Let students look at the title "Giant pandas" and the pictures in the textbook related to the reading passage. Ask them to predict what the passage might be about. For example, "What do you think we will learn about giant pandas from this passage? Their appearance, their life habits, or something else?" Write some key words on the blackboard, such as "panda, birth, growth, problem, protection". Explain the meaning of these words briefly if necessary, and let students connect these words with their predictions about the text. C. While - reading (20 minutes) Skimming (3 minutes) Ask students to read the passage quickly without reading every word carefully. They need to find out the main idea of the passage. After they finish reading, ask them to summarize the main idea in one or two sentences. For example, the passage is mainly about the growth process of a panda named Xi Wang and the problems pandas are facing in the wild. Scanning (7 minutes) Divide the passage into several parts. Set some specific questions for each part and ask students to read the relevant parts carefully to find the answers. Careful reading (10 minutes) Let students read the passage again carefully. This time, they need to pay attention to the new words, phrases, and sentence structures. Explain the key vocabulary and phrases: Write the new words and phrases on the blackboard. Use simple English explanations and examples to help students understand. For example, for "in the beginning", explain "It means at first. In the beginning of our trip, we were all very excited." For the phrase "live on", give an example: "Koalas live on eucalyptus leaves." Analyze the important sentence patterns: Take sentences like "When Xi Wang was born, she weighed just 100 grams." to explain the usage of the time - clause beginning with "when". For "Sadly, giant pandas face serious problems in the wild.", explain how to use "sadly" to express an unfortunate situation at the beginning of a sentence. Let students read the sentences aloud after understanding them. D. Post - reading (10 minutes) Group discussion (5 minutes) Divide students into groups of four or five. Give them a topic for discussion: "What actions can we take to protect wild animals, especially giant pandas?" Each group is required to list at least three actions. For example, they may come up with ideas like "plant more bamboo forests for pandas", "stop hunting wild animals", "build more nature reserves". Encourage each group member to contribute their ideas and write them down. Summary (2 minutes) Summarize the key points of this reading passage, including the growth process of giant pandas, the problems they face, and the protection measures. Emphasize the importance of wildlife protection again. E. Homework Assignment (5 minutes) Ask students to write a short passage about a wild animal they like. They need to introduce its appearance, living habits, and the problems it is facing, and also give some suggestions on how to protect it. The passage should be at least 80 words. Let students search for more information about wild animals on the Internet or in books and share it with their classmates in the next class. 教后记： 课 题 8A Unit5 Wild animals Reading2 备课时间 上课时间 主备教师 复备教师 第　　课时 主 备 栏 复 备 栏 I. Teaching Objectives 1. Knowledge Objectives Students will understand the article about protecting pandas, mastering vocabulary like giant panda, nature reserve, protection, increase. Students will extract details to match paragraphs with main ideas and analyze Xiwang’s growth process. 2. Ability Objectives Improve reading skills: identifying paragraph main ideas, sequencing growth events. Enhance critical thinking by discussing panda protection challenges and solutions. 3. Affective Objectives Inspire empathy for giant pandas and awareness of wildlife protection. Encourage students to reflect on human responsibility in protecting endangered animals. II. Language Knowledge 1. Key Words & Phrases Giant panda, nature reserve, protection, increase, growth process, endangered, bamboo forest 2. Key Sentences “Xiwang in safe hands—Tiny, pink and quiet, with eyes closed... Xiwang was just 100 grams when I first saw her.” “Giant pandas in the wild face serious problems. They are very special animals. It is difficult for them to have babies.” 3. Key and Challenging Points Key Points: Comprehend panda protection efforts and Xiwang’s growth; match paragraphs to main ideas. Challenging Points: Interpreting the importance of conservation actions; sequencing growth events accurately. III. Teaching Procedures (Total Duration: 45 Minutes) Step 1 Pre - reading (5 Minutes) Show the title “Protecting pandas” and ask: “Why are pandas popular? What problems do they face in the wild?” Introduce the task: “Today, we’ll read about Xiwang the panda and learn how humans protect giant pandas!” Step 2 While - reading (18 Minutes) Activity 1: Paragraph Main Ideas (7 Minutes) Students match paragraphs to main ideas (Activity A), focusing on content like Xiwang’s birth, growth, wild panda problems, protection efforts. Walk around to assist, emphasizing topic sentences (e.g., “Her birth brought much happiness...” for Para.1). Activity 2: Growth Process Sequencing (8 Minutes) Students sequence Xiwang’s growth events (Activity B), using clues like “when she was born,” “at six months old”. Discuss answers, highlighting the care pandas need at different life stages. Activity 3: Vocabulary Check (3 Minutes) Quick review of key words (e.g., “nature reserve”—protected area; “increase”—grow in number). Step 3 Post - reading (15 Minutes) Activity 1: Dialogue Completion—Activity C (10 Minutes) Students complete Simon and Annie’s conversation (Activity C) about panda protection. Highlight terms like “serious problems,” “increase,” “protection”. Discuss answers, connecting to the article’s message (e.g., “government efforts help panda numbers increase”). Activity 2: Critical Reflection (5 Minutes) Use discussion questions: “What does ‘where there is Xiwang, there is hope’ mean? What dangers do wild animals face?” Groups share ideas, encouraging links to panda challenges (habitat loss, breeding difficulties) and broader wildlife issues. Step 4 Summary & Homework (7 Minutes) Summary (4 Minutes): Recap Xiwang’s story, wild panda problems, and protection efforts (laws, reserves, scientific help). Homework (3 Minutes): Writing: Describe one way to help protect wild animals (e.g., “Support nature reserves”). Research: Find one other endangered wild animal and note its protection needs. IV. Assessment of Teaching Effectiveness Check Activity A/B answers for understanding of main ideas and growth sequence. Evaluate Activity C dialogue for accurate use of protection - related vocabulary. Observe post - reading discussions for critical thinking about wildlife conservation. V. Design Purpose Pre - reading: Activate prior knowledge about pandas, building empathy for their challenges. While - reading: Practice main idea identification and sequencing, core skills for informational texts. Post - reading: Apply vocabulary in dialogue and reflect on conservation, linking to real - world responsibility. 教后记： 课 题 8A Unit5 Wild animals Grammar1 备课时间 上课时间 主备教师 复备教师 第　　课时 主 备 栏 复 备 栏 I. Teaching aims and learning objectives Students will be able to understand the meaning and usage of "may" when expressing possibility. Students will master the basic form and functions of the infinitive, including using it as the object, adverbial of purpose, and object complement. II. Teaching main points The correct usage of "may" in expressing possibility, such as the position in sentences and the difference from other modal verbs. The various functions of the infinitive, especially using it as the object after certain verbs (e.g., want, decide, plan) and as the adverbial of purpose. III. Focus of the lesson and predicted area of difficulty Distinguishing between the different meanings and usages of "may" (e.g., expressing permission and possibility). Helping students understand and correctly use the infinitive in complex sentence structures, such as in sentences with object complements.. IV. Teaching procedures 1 Lead - in (5 minutes) Show some pictures of different wild animals on the PPT, such as pandas, lions, and eagles. Ask students: "Where may these wild animals live? What may they eat?" Encourage students to answer using sentences with "may". Purpose: Activate students' prior knowledge about wild animals and lead in the grammar point of using "may" to express possibility in a natural way. 2 Presentation of "May" (10 minutes) Write some example sentences on the blackboard: The tiger may be hungry. Birds may fly to the south in winter. Discuss with students the meaning and structure of these sentences. Explain that "may" here shows that something is possible. Give more examples and ask students to analyze them. Then, present the negative and question forms of sentences with "may" through examples and explanations. Activity: Let students work in pairs. One student says a situation about wild animals, and the other uses "may" to make a sentence to express possibility. For example, Student A: "The forest is on fire." Student B: "The animals in the forest may lose their homes." Purpose: Make students understand the usage of "may" to express possibility through examples, explanations, and pair - work practice. 3 Presentation of the Infinitive (15 minutes) Present some sentences with the infinitive on the PPT: The panda cubs want to play. We go to the zoo to see wild animals. The zookeeper teaches the animals to perform some simple actions. Analyze each sentence, explaining the function of the infinitive in it (object, adverbial of purpose, object complement respectively). List some common verbs that are often followed by the infinitive as the object and verbs that are used with the infinitive as the object complement. Let students take notes. Activity: Divide students into groups. Give each group a set of cards with different verbs and phrases. Students need to match the verbs with the appropriate infinitive phrases to form correct sentences and then present their sentences to the class. Purpose: Enable students to understand the different functions of the infinitive through sentence analysis and group - work activities. 4 Practice (10 minutes) Hand out a worksheet with various exercises about using "may" and the infinitive. The exercises can include filling in the blanks, making sentences, and correcting mistakes. For example: Fill in the blanks: The dolphins ____ (may / might) swim very fast. We go to the wetland ____ (watch) the birds. Make sentences: use "want" and "to see wild animals" / use "in order to" and "protect the environment" Correct mistakes: He make me to clean the classroom. (should be "He makes me clean the classroom.") Let students do the exercises individually first, and then check the answers in pairs. Walk around the classroom to offer help and guidance during the process. Purpose: Strengthen students' understanding and application ability of the two grammar points through targeted exercises. 5 Summary and Homework (5 minutes) Summarize the key points of using "may" to express possibility and the functions of the infinitive with students. Ask students to recall and share what they have learned in this class. Homework: Ask students to write a short passage about their favorite wild animal, using at least three sentences with "may" and three sentences with the infinitive. Ask students to find more examples of "may" and the infinitive in English texts (such as English stories about animals) and write them down in their notebooks. 教后记： 课 题 8A Unit 5 Wild animals Grammar2 备课时间 上课时间 主备教师 复备教师 第　　课时 主 备 栏 复 备 栏 I. Teaching Objectives 1. Knowledge Objectives Students will master using verbs + to - infinitives (e.g., want to, try to), to - infinitives for purpose, and verbs + objects + infinitives (with/without to). Students will accurately apply these structures in zoo - related contexts. 2. Ability Objectives Improve grammar application skills by completing textbook tasks (Activity A1, A2, B, C). Enhance writing skills through creating zoo - trip descriptions with correct infinitive usage. 3. Affective Objectives Develop precision in describing animal behaviors and zoo experiences using grammar. Encourage students to observe and care about wild animals through language learning. II. Language Knowledge 1. Key Words & Phrases Verbs + to - infinitives: want to, try to, manage to, fail to; To - infinitives for purpose: in order to; Verbs + objects + infinitives: tell sb. to, ask sb. to, hear sb. do 2. Key Sentences “When we arrived at the zoo, the pandas started to come out of their home. He began to eat bamboo for breakfast. He tried to exercise.” “We prepare all kinds of food to give her a healthy diet. We buy some toys to make her happy.” 3. Key and Challenging Points Key Points: Grasp different structures of to - infinitives; use them in context. Challenging Points: Distinguishing between infinitive structures (e.g., help sb. (to) do); applying them naturally in writing. III. Teaching Procedures (Total Duration: 45 Minutes) Step 1 Introduction to Infinitives (10 Minutes) Show zoo - trip sentences with to - infinitives (e.g., “pandas started to come out”). Ask: “How do infinitives work here?” Introduce the topic: “Today, we’ll learn three ways to use to - infinitives—describing actions, purposes, and object - related actions!” Step 2 Verbs + To - Infinitives (12 Minutes) Rule Presentation: Explain common verbs + to - infinitives (e.g., want to, try to, manage to, fail to). Use examples from the text. Highlight structure: Verb + to + base verb. Practice—Activity A1: Students complete Millie’s article (Activity A1) with correct to - infinitives. Walk around to correct errors (e.g., “want to move”). Step 3 To - Infinitives for Purpose (10 Minutes) Rule Presentation: Explain using to - infinitives or in order to for purpose (e.g., “prepare food to give a healthy diet”). Compare to and in order to (latter is more formal). Practice—Activity B: Students match sentences (Activity B) to practice purpose expressions. Discuss answers, emphasizing “why” behind actions. Step 4 Verbs + Objects + Infinitives (8 Minutes) Rule Presentation: Explain verbs + objects + infinitives (with/without to): tell sb. to, ask sb. to, hear sb. do (e.g., “Mr Wu told us not to feed animals”). Highlight when to use to (e.g., ask, tell) and when not (e.g., hear, watch). Practice—Activity C: Students complete Kitty’s notes (Activity C) with correct structures. Provide feedback on to usage. Step 5 Application Writing (5 Minutes) Task: Write a short zoo - trip paragraph using all three infinitive structures (e.g., “We wanted to see pandas, so we went to the zoo early to get good seats. The teacher told us to be quiet to watch the animals.”). Share and check for correct usage. Step 6 Summary & Homework (5 Minutes) Summary (3 Minutes): Recap infinitive structures: verbs + to - infinitives, purpose, verbs + objects + infinitives. Homework (2 Minutes): Review grammar rules. Write 3 sentences about a wild animal’s behavior using infinitive structures. IV. Assessment of Teaching Effectiveness Check Activity A1/B/C answers for grammar accuracy. Evaluate application writing for correct infinitive use. V. Design Purpose Introduction: Connect to zoo - trip context, showing grammar’s role in describing experiences. Explanation/Practice: Clear rule breakdown + textbook tasks for active learning. Application: Writing tasks bridge grammar to real - life zoo descriptions, reinforcing usage. 教后反思： 课 题 8A Unit5 Wild animals Word power 备课时间 上课时间 主备教师 复备教师 第　　课时 主 备 栏 复 备 栏 I. Teaching aims and learning objectives Students will be able to master the new words and phrases related to wild animals, including their correct pronunciation, spelling, and meaning. They can understand and use the words to describe wild animals' appearance, characteristics, living habits, and the situation they are in .II. Teaching main points Master prefix rules to form opposite adjectives from base words. III. Focus of the lesson and predicted area of difficulty How to guide students to use the learned vocabulary flexibly in different contexts, especially in speaking and writing. Making students deeply understand the significance of wildlife protection through the study of related vocabulary and arousing their inner desire to take action. IV. Teaching procedures 1 Lead - in (5 minutes) Show students some pictures of wild animals on the PPT, such as a running zebra, a flying eagle, and a swimming dolphin. Ask them to name the animals they see as quickly as possible. T: “Boys and girls, look at the pictures carefully. What animals can you see? Raise your hands and tell me.” Encourage students to actively participate and recall the animal names they already know. This can arouse students' interest and lead them into the topic of wild animals. 2 Presentation (15 minutes) Present the new words and phrases related to wild animals one by one on the PPT. For each word, show its pronunciation, spelling, and an example sentence. For example, when presenting “dolphin”: T: “Look at this new word, ‘dolphin’. Read after me, /ˈdɒlfɪn/. A dolphin is a very smart and lovely sea animal. For example, We can see dolphins performing in the zoo.” Do the same for other words like “eagle”, “fox”, “shark” etc. After presenting all the animal names, group the words about characteristics, survival and behaviors, and protection - related ones. Explain the meanings and usage of these words in detail. For “in the wild”: T: “‘In the wild’ means in a natural environment, not in a zoo or a human - made place. For example, Lions live freely in the wild.” Let students read the words and phrases together several times to ensure they can pronounce them correctly. 3 Practice (15 minutes) Vocabulary Matching Activity: Divide the students into pairs. Give each pair a set of cards. On one set of cards, there are pictures of wild animals, and on the other set, there are the corresponding new words. Let the students match the pictures with the words. T: “Now, work with your partners. Match the pictures of wild animals with their names. See who can finish it quickly and correctly.” Describe an Animal: Select some students to come to the front of the class. Give each of them a word card with an animal name. The student should describe the animal using the new words they just learned without saying the animal's name directly. The other students guess what animal it is. For example, if the student gets the “giant panda” card, he/she may say: “It is a very lovely animal. It is giant and fat. It lives mainly on bamboo in the wild.” Fill - in - the - blanks Exercise: Show some sentences on the PPT with blanks. The blanks should be filled with the new words and phrases. Let students think independently and then call some of them to answer. Sentences like: “The ______ is a kind of meat - eater. It likes to ______ other small animals in the wild.” (shark, hunt) 4 Summary and Homework (10 minutes) Summary: Review the new words and phrases learned in this class with the students. Ask them to recall the key points and make a brief summary. T: “Today, we have learned a lot of new words about wild animals. Who can tell me some of the important words we learned?” Homework: Ask students to copy the new words and phrases three times and make their own sentences using at least five of them. Require students to find more information about a wild animal they like and prepare to introduce it in the next class. They can use books, the Internet, or other resources. 教后记： 课 题 8A Unit 5 Wild animals Integration 1 备课时间 上课时间 主备教师 复备教师 第　　课时 主 备 栏 复 备 栏 I. Teaching aims and learning objectives Students can master the key words and phrases related to wild animals, such as "while, catch, thick, lose, living, kill, human, sorry, pity, sell, shame, act, illness, accept, because of". Students are able to understand and use the expressions about describing wild animals' appearances, habits, main food, and the dangers they face. II. Teaching main points Key vocabulary and expressions related to wild animals. How to describe wild animals accurately and comprehensively. Understanding the importance of protecting wild animals and ways to take action. III. Focus of the lesson and predicted area of difficulty Using appropriate language to express complex ideas about wildlife protection. Integrating different language skills (listening, speaking, reading, and writing) smoothly in the learning process. IV. Teaching procedures Lead - in (5 minutes) Show some pictures of wild animals on the PPT, such as a panda eating bamboo, a lion running on the grassland, and a bird flying in the sky. Then ask students: "What wild animals do you see? Do you know anything about them?" Let students share their knowledge briefly. Pre - listening (8 minutes) Present some new words and phrases related to wild animals on the blackboard or PPT, like "thick fur", "catch fish", "lose their living areas", "kill for money". Explain their meanings and let students read them aloud several times. Divide students into pairs. Ask them to discuss and guess what problems different wild animals may face according to the new words and phrases they just learned. For example, "What problems might a polar bear with thick fur face?" Listening (10 minutes) Play the recording for the first time. Let students listen carefully and answer a general question, such as "How many wild animals are mentioned in the recording?" Play the recording again. This time, ask students to listen and fill in the blanks in a table about the appearance, habits, main food, and problems of each wild animal. Check the answers with the whole class. If there are some wrong answers, play the relevant parts of the recording again for students to correct. Speaking (10 minutes) Based on the information in the table, ask students to describe one of the wild animals they like in groups. Each group member takes turns to speak. For example, "I like dolphins. Dolphins are very cute. They have smooth skin and can swim very fast. They live on fish. However, they are in danger because of water pollution." Then select several groups to share their descriptions in front of the class. Encourage other students to listen carefully and ask questions if they have any. Reading (7 minutes) Give each student a short passage about protecting wild animals. Let them read it quickly and summarize the main ideas, such as "What are the ways to protect wild animals mentioned in the passage?" After that, ask students to read the passage again more carefully and find out the key sentences related to the reasons for protecting wild animals and the specific measures. Vocabulary Animal Names: dolphin, eagle, fox, shark, wolf, zebra, giant panda, polar bear, blue whale, etc. Descriptive Words: wild, tiny, giant, fat, meat - eater, thick, living, sick, etc. Verbs and Phrases: live on, face, weigh, hunt, kill, take action, in danger, as a result, because of, etc. Writing (5 minutes) Set a writing task: ask students to write a short passage about how to protect their favorite wild animal. Remind them to use the information they learned from listening, speaking, and reading. For example, they can start with "My favorite wild animal is... It is in danger because... We should take the following actions to protect it...". Let students write for about 5 minutes. Then ask several students to read their passages aloud, and give some simple comments and suggestions. 教后记： 课 题 8A Unit 5 Wild animals Integration 2 备课时间 上课时间 主备教师 复备教师 第　　课时 主 备 栏 复 备 栏 I. Teaching Objectives 1. Knowledge Objectives Students will understand threats to wild animals (polar bears, blue whales, Indian rhinos) and conservation efforts, mastering vocabulary like Arctic ice melting, hunting, habitat loss. Students will learn the structure of writing a letter from a wild animal’s perspective. 2. Ability Objectives Improve reading skills by analyzing texts about wild animal protection, answering comprehension questions. Enhance listening skills through completing notes about wildlife threats and conservation. 3. Affective Objectives Inspire empathy for endangered wild animals and commitment to conservation. Encourage students to reflect on human impact on wildlife and take protective actions. II. Language Knowledge 1. Key Words & Phrases Wild animal threats: Arctic ice melting, hunting, habitat loss, pollution; Conservation: laws, protection groups, habitat preservation; Letter writing: persuasive expressions, animal - perspective voice 2. Key Sentences “The earth is becoming warmer, and the Arctic ice is melting. This makes it more difficult for us to survive.” “Dear humans, I am an Indian rhino. I eat grass and small plants. I am writing to ask for your help to protect the rhinos in the wild.” 3. Key and Challenging Points Key Points: Comprehend wildlife threats and conservation solutions; master animal - perspective letter structure. Challenging Points: Accurately capturing details in listening (conservation efforts); writing a persuasive, empathetic letter. III. Teaching Procedures (Total Duration: 45 Minutes) Step 1 Pre - reading & Listening (8 Minutes) Show the title “Integration—Protecting wild animals” and ask: “What threats do wild animals face? How can we help them?” Introduce the task: “Today, we’ll explore wild animal challenges and learn to write as a wild animal to ask for protection!” Step 2 Reading—Activity A (10 Minutes) Students read articles about polar bears and blue whales. Answer questions: “What problem do they share? (Climate change, human activities)” “What can humans do? (Reduce pollution, stop hunting)” Discuss answers, highlighting shared threats (habitat loss, climate change) and solutions. Step 3 Listening—Activities D1, D2 (12 Minutes) Activity D1: Play audio about Indian rhinos. Students complete notes about population, conservation laws. Activity D2: Play audio about wildlife threats. Students fill in natural/human - caused dangers (illnesses, habitat loss, pollution). Check answers together, emphasizing human responsibility in conservation. Step 4 Writing Preparation—Activity D3 (10 Minutes) Analyze Amy’s Indian rhino letter: Introduction: Animal identity, purpose (“I am an Indian rhino. I am writing to ask for your help...”). Main body: Threats (habitat loss, hunting) and conservation needs. Conclusion: Plea for help, persuasive closing. Discuss useful expressions (e.g., “Dear humans, ...; Please help us, or we may...”). Step 5 Writing Practice—Activity D3 (7 Minutes) Task: “Write a letter from a wild animal’s perspective, using Amy’s model. Include threats, conservation needs, and a plea for help.” Students draft letters. Invite 1–2 to share, providing feedback on empathy and persuasion. Step 6 Summary & Homework (5 Minutes) Summary (3 Minutes): Recap wild animal threats (climate change, hunting) and conservation actions (laws, habitat protection). Homework (2 Minutes): Polish the animal letter, adding emotional appeal. Research one conservation organization and note its work. 教后记： 课 题 8A Unit 5Wild animals Further Study 备课时间 上课时间 主备教师 复备教师 第　　课时 主 备 栏 复 备 栏 I. Teaching aims and learning objectives Students will be able to master and correctly use new words and phrases related to wild animals, such as "endangered", "habitat", "extinction", "reserve", "hunt", "illegal", etc. They can understand and use complex sentence structures, like the passive voice in the context of wildlife protection (e.g., "Wild animals are being hunted illegally."), and clauses to express reasons and results (e.g., "Many wild animals are in danger because their habitats are being destroyed.").. II. Teaching main points Mastery of new vocabulary and phrases related to wild animals and their protection. Understanding the complex sentence structures used in the description of wild animals and their situations. III. Focus of the lesson and predicted area of difficulty How to help students use the learned language knowledge to express their ideas accurately and fluently in real - life situations, especially in speaking and writing. IV. Teaching procedures 1 Lead - in (5 minutes) Show students a short video about some amazing wild animals, such as pandas playing in the bamboo forest, lions running on the savannah, and dolphins swimming in the ocean. After the video, ask students: "What wild animals did you see in the video? Which one impressed you the most and why?" Encourage several students to share their answers. Then introduce the topic of this class: "Today, we are going to further study wild animals, especially those that are in danger." 2 Vocabulary Teaching (10 minutes) Present the new words and phrases on the PPT one by one. For each word, show its pronunciation, meaning, and an example sentence. For example, when teaching "endangered", show the pronunciation /ɪnˈdeɪndʒəd/, explain the meaning "seriously at risk of extinction", and give the example "The giant panda is an endangered species." Let students read the words and phrases after the teacher several times to practice pronunciation. Then play a word - guessing game. The teacher describes the meaning of a word in English, and students guess which word it is. For example, the teacher says: "This is a place where wild animals can live safely, and it is set aside for conservation." Students should guess "reserve". 3 Reading Comprehension (15 minutes) Hand out a short passage about an endangered wild animal, such as the African elephant. The passage should include information about its characteristics, living habits, the reasons for its endangerment (such as illegal ivory trade and habitat loss), and some protection measures being taken. Ask students to read the passage silently for the first time, and then answer some general questions on the PPT, like "What is the main idea of this passage?" and "What animal is this passage mainly about?" For the second reading, ask students to read more carefully and answer some detailed questions, such as "Why are African elephants endangered?" and "What protection measures are mentioned in the passage?" After students finish answering, check the answers together. Then divide students into groups of four to discuss: "If you were a wildlife protection worker, what other measures would you take to protect African elephants?" Each group chooses a representative to share their ideas with the whole class. 4 Grammar Explanation (10 minutes) On the PPT, show some sentences from the reading passage that contain the passive voice and clauses expressing reasons and results. For the passive voice, explain the structure (be + past participle) and its usage in the context of wildlife protection. Give more examples: "Endangered animals are being monitored closely." "The illegal hunters were caught by the police." For clauses expressing reasons and results, explain the usage of "because", "since", "as" (for reasons) and "so", "as a result" (for results). Provide more sample sentences: "Since the habitats of wild animals are being destroyed, many of them are in danger." "Many wild animals are losing their homes. So, we must act now." Let students do some simple exercises on the PPT to practice using these sentence patterns. For example, rewrite active - voice sentences into passive - voice sentences, or combine two simple sentences using reason or result clauses. Check the answers immediately. 5 Summary and Homework Assignment (5 minutes) Summarize the key points of this class, including new words, phrases, sentence patterns, and the importance of wildlife protection. Assign homework: Ask students to write a short article about an endangered wild animal they are interested in. They should include its basic information, the reasons for its endangerment, and at least three protection suggestions. The article should be at least 100 words. Ask students to search for more information about wildlife protection online or in books and share it with the class next time. 教后记： 课 题 8A Unit5 Wild animals Revision 备课时间 上课时间 主备教师 复备教师 第　　课时 主 备 栏 复 备 栏 I. Teaching aims and learning objectives Students will be familiar with the grammar usage of simple present tense and simple future tense in the context of describing wild animals, such as "Pandas live mainly on bamboo." and "If we don't protect them, they will disappear soon." II. Teaching main points Vocabulary and sentence patterns related to wild animals: Helping students to master and use these words and sentence patterns proficiently is crucial for them to express their ideas about wild animals. III. Focus of the lesson and predicted area of difficulty Reading and understanding different texts about wild animals: Teaching students reading strategies to improve their reading ability and comprehension of relevant texts. IV. Teaching procedures A. Lead - in (5 minutes) Greet the students as usual. Show some pictures of wild animals on the PPT, such as pandas eating bamboo, tigers running in the forest, and dolphins jumping out of the water. Ask students to name the animals they see and briefly describe what the animals are doing. Then ask students: "Do you like wild animals? Why or why not?" Encourage several students to share their ideas. This activity can arouse students' interest in the topic and lead to the new lesson smoothly. B. New Knowledge Presentation (15 minutes) Vocabulary teaching Present the new words about wild animals one by one on the PPT, along with pictures and explanations. For example, when teaching the word "giant panda", show a picture of a cute panda and explain: "This is a giant panda. It is black and white, very cute, and lives mainly in bamboo forests in China." Teach other words in the same way, such as "tiger", "wolf", "zebra", etc. Let students read the words after the teacher several times, paying attention to the pronunciation. Then divide students into pairs and ask them to practice reading the words to each other. The teacher walks around the classroom to monitor and correct their pronunciation if necessary. Sentence pattern teaching Write the sentence pattern "What wild animals do you like best?" on the blackboard. Explain the meaning and usage to students. Then ask a student: "What wild animals do you like best?" Encourage the student to answer with "I like... best." Guide the student to use the new words they just learned. For example, the student may answer: "I like pandas best." Write another important sentence pattern "Wild animals are in danger because..." on the blackboard. Explain it and give an example: "Wild animals are in danger because people cut down too many trees." Then ask students to think about other reasons why wild animals are in danger and share their ideas in pairs. Grammar teaching Briefly introduce the usage of simple present tense and simple future tense in the context of wild animals. Use some examples on the PPT, such as "Lions live in grasslands." (simple present tense) and "If we don't protect them, they will lose their homes." (simple future tense). Explain the differences and when to use each tense. Give students some simple sentences and ask them to judge which tense should be used. For example, "Pandas ____ (eat) bamboo." (The answer is "eat" in simple present tense). C. Practice (15 minutes) Reading practice Hand out a short passage about a wild animal (for example, about zebras) to each student. The passage can include information about zebras' appearance, living habits, and the threats they face. Ask students to read the passage silently and answer some questions on the PPT, such as "What do zebras look like?", "Where do they live?", "Why are they in danger?" After students finish reading and answering the questions, check the answers together. Then ask students to underline the new words and sentence patterns they find in the passage and explain their understanding. D. Production (5 minutes) Writing task Ask students to write a short passage about their favorite wild animal. They should include the animal's name, appearance, living habits, the problems it faces, and what we can do to protect it. Remind students to use the vocabulary, sentence patterns, and grammar they have learned in this class. After students finish writing, ask several students to read their passages aloud to the class. The rest of the students listen carefully and give their evaluations, such as what they like about the passage and what can be improved. E. Summary and Homework (5 minutes) Summarize the key points of this class with students, including the new vocabulary, sentence patterns, and grammar related to wild animals. Review the main ideas about wild animals and the importance of protecting them. Ask students to make a poster about protecting wild animals. They can draw pictures of wild animals and write some slogans or information about wildlife protection on the poster. They can use the knowledge they learned in class. Ask students to read more materials about wild animals, either from books, magazines, or the Internet, and write down three new things they learn about wild animals. 教后记： 11 学科网（北京）股份有限公司 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $