8A Unit7 The natural world 教学设计2026-2027学年译林版八年级英语上册

8A Unit 7 The natural world 教学设计

新译林版《英语》八年级上册（2024 年审定） Module 2 Nature and environment · 《义务教育英语课程标准（2022 年版）》对表 · 核心素养目标版

Unit Overview 单元整体说明

This unit plan covers New Yilin English 8A, Unit 7 The natural world, and is written in line with the English Curriculum Standards for Compulsory Education (2022 Edition). Following the school template, every period below is a complete teaching design written in English, with objectives, key and difficult points, timed procedures and blackboard design.

Unit theme: 人与自然 → 自然生态与环境保护 → 生态系统.

Unit big idea: Ecosystems keep the earth alive; understanding them helps us protect our common home.

Unit objectives (By the end of the unit, students will be able to:)

(1) obtain and sort out information about the earth's main ecosystems (the ocean, wetlands and forests), and use the sentence patterns S+V+IO+DO and S+V+DO+OC, the conjunctions and / but / or / so and the -ly adverbs to describe ecosystems and give advice orally and in writing (language ability);

(2) appreciate the balance and beauty of nature, understand that ecosystems keep every living thing alive, and build a sense of duty to protect our common home (cultural awareness);

(3) analyze the functions of different ecosystems and the effects of human activities on them, judge what we should do or stop doing, and work out practical ways to protect the ecosystems around us (thinking capacity);

(4) build the strategy of reading a general–specific–general text, keep a “nature fact bank” for the unit task, and assess their own learning with the unit checklist (learning ability).

Unit final product: A short article “Protecting ______ (an ecosystem near us)” (80–100 words) using and / but / or / so and at least two sentence patterns from this unit, turned into an audio script page for Project 2 “An audio campaign to help nature”.

How the teaching objectives follow the 2022 standards

(1) Every period sets three or four integrative objectives written from the learners' perspective (“students will be able to ...”), each tagged with the core competency it mainly develops — language ability, cultural awareness, thinking capacity or learning ability. The old three-way split of knowledge / ability / emotional objectives is no longer used.

(2) Every objective is observable and checkable: each teaching step carries a Purpose line marked with the objective numbers it serves (→ O1–O4), and the Summary section states

the assessment evidence, so that teaching, learning and assessment are integrated（教—学—评一体化）.

(3) Classroom activities move through the three layers of the English learning activity view — learning & understanding → applying & practicing → transferring & creating.

(4) Homework is tiered in three types for every period — Consolidation / Extension / Practice — and the Practice tasks feed the real unit tasks.

Teaching arrangements 课时安排

Period	Section(s)	Lesson type
1	Unit opening + Welcome to the unit	Listening & speaking · unit opening
2	Reading (1) — first reading	Reading comprehension
3	Reading (2) — deep reading	Reading & language focus
4	Grammar	Grammar (inductive)
5	Word power	Vocabulary · word formation
6	Integration A–C	Integrated skills · story & listening
7	Integration D + Assessment	Reading & writing · unit assessment