Unit 7 第六课时 Integration&第七课时 Assessment & Further study-【木牍中考·名师教案】2026-2027学年八年级上册英语（译林版·新教材）

该初中英语教学设计聚焦自然保护区生态意义及保护主题，涵盖重点词汇（如environment-friendly、solve）、短语（lead to、set up）和核心句型。通过短视频导入引发学生对保护重要性的思考，结合阅读快速获取大意、细读提取关键信息，听力多遍训练预测与信息捕捉，搭建信息获取与分析支架，衔接后续口语讨论与写作任务。 资料特色在于融合多模态教学（短视频、音频）与综合语言运用，短视频导入激活学习兴趣提升学习能力，阅读听力结合培养信息分析与整合的思维品质，写作环节从范文结构分析到提纲撰写再到同伴互评，助力语言表达准确性与逻辑提升语言能力。既增强学生环保意识，又为教师提供完整可操作的综合语言教学方案。

第七课时　Assessment & Further study ◇目标导航◇ 类别 课时要点 教学重点 1.全面评估学生对本单元词汇、语法、阅读、写作等知识的掌握程度,精准了解学生的学习成果。 2.鼓励学生开展拓展学习,通过观看纪录片《中国湿地》深入了解湿地生态系统,培养学生的自主学习能力和对生态系统的深入认知。 教学难点 引导学生在观看纪录片后,能够深入理解湿地生态系统的重要性,并将其与课堂所学知识相结合,清晰地分享自己的收获和感悟。 ◇教学过程◇ Step 1 Leading in Show some pictures related to ecosystems or present sentences with blanks for vocabulary or grammar.Students need to answer questions quickly.Then check the answers. Step 2 Work on Assessment 1.Ask students to do the exercises on page 140. 2.Ask students to check the answers in groups and list the difficult ones.The teacher explains the difficult ones. 3.Ask students to fill in the assessment form and plan how to improve themselves. Step 3 Work on Further study 1.Introduce the documentary The Chinese Wetlands to students.Explain the content they can expect to see. 2.Suggest some aspects for students to focus on while watching the documentary. 3.After students watch the documentary,organise a class discussion.Ask students to share their findings and insights.Encourage them to relate what they see in the documentary to the knowledge they learn in this unit. ◇教学反思◇ 　　本课时通过评估和拓展学习活动,学生对本单元的知识有了更系统的回顾和总结,也明确了自己的学习方向。在学生观看纪录片前,要提供更详细的观看指导,在观看后组织更深入的讨论和交流活动,确保学生能够积极参与拓展学习,提升综合素养和生态保护意识。 1 立足安徽 精准备考 1 / 1 学科网（北京）股份有限公司 $ 第六课时　Integration ◇目标导航◇ 类别 课时要点 重点单词 north⁃east n.,adj.& adv.东北;东北方的;向东北方 cover n.躲避处;罩子 stay n.停留,逗留 daytime n.白天 lead vi.造成(后果) create vt.创建,创造 balanced adj.保持平衡的 knowledge n.知识 wastewater n.废水 environment⁃friendly adj.环保的,不损害环境的 sir n.先生 madam n.女士 kill vt.& vi.杀死 solve vt.解决;解答 environmental adj.环境的 重点短语 lead to导致 set up建立 重点句型 1.This will lead to less space for wildlife.这将导致野生生物的(生存)空间越来越小。 2.They can set up volunteer groups to help keep wetlands free from pollution,...他们可以成立志愿者小组来保护湿地免受污染的危害,…… 教学重点 1.引导学生通过阅读和听力,深入了解特定自然保护区的生态意义以及面临的问题,培养学生的信息获取与分析能力。 2.指导学生撰写关于保护某一生态系统的提议书。 教学难点 引导学生在口语和写作中自然、准确地运用所学的语法知识和词汇,提升语言运用的准确性和流畅性,使表达更加丰富、生动。 ◇教学过程◇ Step 1 Leading in Show a short video about a beautiful nature reserve.After watching,ask students to share their thoughts they have about the importance of protecting such places. Step 2 Work on A 1.Instruct students to read the article quickly to get a general idea of what the reserve is like and why it’s important. 2.Ask students to read the article again and think about the questions and underline the key information. 3.Invite some students to share their answers. Step 3 Work on B1 and B2 1.Let students look at the questions and notes in Parts B1 and B2.Guide them to predict the kind of information they might hear. 2.Play the recording for students.For the first time,students just listen to get the overall picture.For the second time,they answer the questions.For the last time,students complete the notes. 3.After listening,have students compare their answers with their partners.Then,the teacher will go through the answers and explain any difficult points. Step 4 Work on B3 1.Ask students to read the article first and complete it with the information in Parts B1 and B2. 2.Invite some students to read out the article and check the answers. Step 5 Work on C 1.Divide the students into pairs.Present the conversation model on the screen,and let them read in pairs. 2.Encourage students to use the information from the reading and listening materials,as well as their own ideas,to have a discussion about what they can do to help protect forests. 3.Select several pairs to share their discussions. Step 6 Work on D 1.Work on D1 and D2 (1)Explain the writing task in detail.Show Amy’s outline and proposal on the screen. (2)Analyse the structure of her proposal. 2.Work on D3 (1)Guide students to choose an ecosystem they want to write about and make an outline similar to Amy’s. (2)Let students start writing their proposals.Walk around to offer individual guidance. (3)Remind them to use a variety of sentence structures and the vocabulary they’ve learnt in this unit. 3.After students finish writing,have them exchange proposals with their partners for peer⁃review.Then invite some students to share. ◇教学反思◇ 　　本课时通过多种教学活动,学生积极参与到对生态系统保护的讨论和写作中,对自然保护区的生态意义和面临的问题有了更深刻的认识。但在写作过程中,一些学生在运用语法知识和组织语言方面还存在不足。后续教学中,应加强对学生思维能力的培养,引导学生从实际出发思考问题。 1 立足安徽 精准备考 1 / 1 学科网（北京）股份有限公司 $