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

该初中英语教学设计聚焦“自然生态与环境保护”主题，围绕地球主要生态系统（海洋、湿地、森林）的信息获取与描述，以及S+V+IO+DO、S+V+DO+OC句型、连词and/but/or/so和-ly副词的运用展开。课堂导入通过地球太空视频、范文分析等方式，以“自然事实库”为学习支架，串联词汇学习、阅读策略到写作输出，构建连贯知识脉络。 此资料亮点在于深度融合核心素养，语言能力通过“阅读事实表-语法练习-写作短文”任务链提升，思维品质体现在分析生态系统功能及人类活动影响的推理判断中，文化意识渗透“人与自然和谐共生”理念。例如“自然事实库”收集真实素材用于写作，任务型教学让学生学以致用，既帮助教师实现教-学-评一体化，又提升学生综合语言运用与环保责任意识。

8A Unit 7 The natural world · Teaching Designs (2022 Edition Curriculum Standards) 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 Period 1 · Unit 7 The natural world Welcome to the unit 教学设计 I. Teaching Objectives By the end of the lesson, students will be able to: (1) [Language ability] perceive, understand and read aloud the words about nature and ecosystems (e.g., nature, ocean, forest, wetland, wildlife, plant, animal), share one fun fact about the natural world in a pair talk of at least three turns, and use the sentence “We should build a better home for local wildlife.” to express a protecting idea (O1); (2) [Cultural awareness] perceive the idea of “man and nature live in harmony”（人与自然和谐共生）in Chinese culture and nature protection in the world, and feel that caring for nature is everyone's business (O2); (3) [Thinking capacity] sort animals and plants by their homes (the ocean, the forest, the wetland), judge which fun fact surprises them most and why, and support each judgement with “I think ... because ...” (O3); (4) [Learning ability] start a “nature fact bank” (facts, words and pictures about ecosystems) for the unit task — writing “Protecting ______ (an ecosystem near us)” and turning it into an audio script page for Project 2 “An audio campaign to help nature” (O4). II. Language Knowledge 1. Key words & phrases nature, natural, ocean, forest, wetland, river, wildlife, plant, animal, earth; local wildlife, in the wild, live in harmony 2. Key sentences What do you know about the natural world? — I know a fun fact about ... We should build a better home for local wildlife. Man and nature live in harmony. 3. Key and challenging points Key: the sound, form, meaning and use of the nature words, and the patterns for sharing facts and expressing protecting ideas. Challenging: tell a fun fact clearly with “where — what — why special”, not just naming an animal or a plant. III. Teaching Procedures Step 1 Lead-in (5 minutes) Play a short clip of the earth from space and ask: “What covers most of our earth? What lives on it?” Read the unit title “The natural world” and present the unit task: at the end of the unit, everyone will write a short article “Protecting ______ (an ecosystem near us)”, and the best works will be turned into audio scripts for Project 2 “An audio campaign to help nature”. Purpose: publish a real unit product so that every lesson works for it; success is visible when students can name one part of the natural world (learning & understanding: perceiving & noticing; → O4). Step 2 Pre-discussion (10 minutes) Present the key words in Part A with pictures and simple definitions: ocean → the big salty water around the land; forest → a large area of trees; wetland → land covered by shallow water; wildlife → animals and plants living in nature. Students read them aloud for pronunciation, then take a quick quiz (picture → word). Purpose: build the language basis for the discussion; success is measured by the quiz accuracy (learning & understanding: obtaining & organizing; → O1). Step 3 While-activity (15 minutes) Activity A: Students look at the fun facts of nature in Part A and match them with the right pictures (for example, facts about the ocean, forests and wetlands). When checking, ask “Which part of the fact surprises you?” so that students explain them in simple English. Activity B: Pairs role-play the model dialogue in Part B first, then share their own fun facts with the words in the box: “I know a fun fact about ... It is ... The special thing is ...”. The teacher probes: “Where did you learn it? Why is it special?” Purpose: move from reading facts to sharing facts in real talk; success is a 2–3-sentence turn with “where — what — why special” (applying & practicing: internalizing & utilizing; → O1, O3). Step 4 Post-discussion (10 minutes) Activity C: Students sort the animals and plants in the pictures by their homes (the ocean / the forest / the wetland) and think about “What can we do for the wildlife around us?” Students write two sentences, one beginning with “We should build a better home for local wildlife.” Several students share; others comment: “Good idea? Why?” The two sentences go into each student's nature fact bank (page 1). Purpose: turn fun facts into care for the nature around us — planting the unit big idea (transferring & creating: critiquing & evaluating; → O2, O3, O4). Step 5 Summary and Homework (5 minutes) Summary: Go back to the big idea: ecosystems keep the earth alive — knowing more about nature is the first step to protecting it (→ O2). Consolidation: read and copy the new words; finish the vocabulary exercises in the Workbook. Extension: add one more fun fact to the nature fact bank with its source (a book, a documentary or the internet). Practice: observe one small piece of nature near your home (a tree, a river, birds in the park) and note down two facts about it. IV. Assessment of Teaching Effectiveness Each objective is checked in class as follows (teaching–learning–assessment integration): Objective Success evidence How to check O1 Language ability Part A matching basically correct; the pair talk keeps three or more turns with a complete fun fact Check the answers in class; observe the pair work with a simple tick record O2 Cultural awareness Students restate “man and nature live in harmony” with one example Listen to the summary and the sharing in Activity C O3 Thinking capacity The sorting of animals and plants by homes is correct; each judgement has a reason Check the sorting; listen for “I think ... because ...” O4 Learning ability The nature fact bank is started with two sentences and one observed fact Collect the fact bank page (or the two sentences) at the end of the lesson V. Design Purpose The lead-in shows the earth as one home and publishes the unit task. Pre-discussion teaches the nature words as the basis of all further activities. While-activity moves students from reading facts (understanding) to sharing facts (using). Post-discussion completes the turn from “amazing nature far away” to “the nature around us”, planting the unit big idea and opening the fact bank. VI. Blackboard Design Content Unit 7 The natural world — Welcome to the unit Key words: nature, ocean, forest, wetland, wildlife, plant, animal ... Key sentences: I know a fun fact about ... / We should build a better home for local wildlife. Big idea: Ecosystems keep the earth alive. Unit task: Write “Protecting ______” → audio script for Project 2 “An audio campaign to help nature”. VII. Teaching Reflection (To be completed after class.) Suggested focus: (1) Can every student tell a fun fact with “where — what — why special”? (2) Did the shy students get real turns in the pair work? (3) Was the picture-word quiz at the right level? Adjust Period 2 accordingly. Period 2 · 8A Unit 7 The natural world Reading (1) 教学设计 I. Teaching Objectives By the end of the lesson, students will be able to: (1) [Language ability] understand the article “The earth's main ecosystems” and find the key facts of the ocean, wetlands and forests to complete the ecosystem fact table with accurate details (O1); (2) [Cultural awareness] get ready to discover how the earth's main ecosystems keep the earth alive, and feel the wonder of nature from the title and pictures (O2); (3) [Thinking capacity] sort and organize the information found in the text into the fact table of the three ecosystems clearly, and check every answer against the text with its source sentence (O3); (4) [Learning ability] use the reading strategies of predicting from the title and pictures, skimming for the main idea and scanning for details with a clear purpose, and mark the parts they are not sure about for the deep reading in the next period (O4). II. Teaching Key Points and Difficult Points Key Points (1) The main idea and the structure of the article “The earth's main ecosystems”. (2) Finding the details needed for the fact table of the three ecosystems and organizing them clearly. Difficult Points (1) Scanning efficiently for the needed information. (2) Checking every answer against the text instead of guessing. III. Teaching Procedures 1. Lead-in (5 minutes) Show two pictures (a blue planet from space; a green forest) and ask: “Why is our earth called the blue planet? What do forests give us?” Tell students that today they will read about the earth's main ecosystems — the ocean, wetlands and forests. Purpose: arouse interest and focus attention on “ecosystems around us” (perceiving & noticing; → O1). 2. Pre-reading (7 minutes) Students predict from the title and the pictures: what will the article say about each ecosystem — its size, its living things, its function, or all of them? Which ecosystem will come first? Collect the predictions on the board. Purpose: prediction gives students a clear reading purpose (learning & understanding; → O4). 3. Reading for gist (10 minutes) Skimming (5'): read the article quickly and check the predictions; work out the structure of the text: a general opening — one part for each ecosystem — a general ending (general–specific–general). Purpose: get the main idea and the structure with skimming (learning & understanding: obtaining & organizing; → O1, O4). 4. Reading for details (15 minutes) Scanning & fact table (8'): students complete the fact table of the three ecosystems independently (coverage or size, living things, functions, images such as the “lungs of the earth” for forests and the “kidneys of the earth” for wetlands, with the text as evidence), then check in pairs; students answer the detail questions and must read out the source sentence for each answer. Purpose: scan for the details and organize them into the fact table of the three ecosystems (applying & practicing: internalizing & utilizing; analyzing & judging; → O1, O3). 5. Check and prepare (4 minutes) Students check the completed the fact table of the three ecosystems in pairs and correct the answers with the text; each pair marks one question they are not sure about — it will be solved in the next period. The teacher collects the common questions on the board. Purpose: get ready for the deep reading in the next period; success = the fact table of the three ecosystems basically complete with source sentences marked (→ O3, O4). IV. Summary (2 minutes) Students summarize in one sentence: “We have got the main idea, the structure and the key facts of the article “The earth's main ecosystems”.” The teacher points to the questions collected on the board: they will be solved in the next period. Assessment of objectives: O1 and O3 via the completed the fact table of the three ecosystems and the pair check; O2 via the sharing in the lead-in and pre-reading; O4 via the strategy use observed in class. V. Homework (2 minutes) Consolidation: read the article “The earth's main ecosystems” aloud until fluent; complete the fact table of the three ecosystems if it is not finished. Extension: mark your favourite sentence in the text and be ready to explain why you like it in the next period. Practice: add the facts of one ecosystem near Xuzhou (a lake, a wetland park, a forest park) to the nature fact bank for the coming writing. VI. Blackboard Design Part Content Text the article “The earth's main ecosystems” Structure the main parts of the text (found by skimming) Details the fact table of the three ecosystems — completed with source sentences Strategies predict → skim for gist → scan for details Next period deep reading: answer with evidence, find the pattern Period 3 · 8A Unit 7 The natural world Reading (2) 教学设计 I. Teaching Objectives By the end of the lesson, students will be able to: (1) [Language ability] understand the article more deeply, answer the questions with source sentences, and use the key facts and expressions in the text correctly, such as the well-known images of the three ecosystems (O1); (2) [Cultural awareness] appreciate the balance and generosity of nature, feel the shared human duty to protect the earth, and connect the text's idea with “man and nature live in harmony”（人与自然和谐共生）(O2); (3) [Thinking capacity] analyze the functions of each ecosystem, infer what may happen if it is hurt (cause and effect), and judge which ecosystem around us needs help first with reasons from the text (O3); (4) [Learning ability] collect the key facts and expressions into the nature fact bank for the unit writing task (O4). II. Teaching Key Points and Difficult Points Key Points (1) Answering the questions with source sentences — evidence-based reading. (2) The language focus and the writing pattern of the text. Difficult Points (1) Inferring the feelings and values behind the details. (2) Using the collected chunks correctly in the speaking task. III. Teaching Procedures 1. Review and retell (4 minutes) Students retell the main idea of the article “The earth's main ecosystems” with the fact table of the three ecosystems completed last period; the teacher checks quickly and solves one or two of the questions collected last time. Purpose: reactivate the main idea and set the goal of this period — reading deeper with evidence (perceiving & noticing; → O1). 2. Deep reading with evidence (12 minutes) Deep reading (5'): students find how the writer joins the ideas (with and / but / or / so) and how the ending calls on us: “We should build a better home for local wildlife.” Purpose: from facts to structure to the writer's voice; success = a complete fact table and answers with source sentences (obtaining & organizing → summarizing & integrating; analyzing & judging; → O1, O3, O4). 3. Language focus and pattern discovery (12 minutes) Cause-and-effect work: in pairs, students choose one ecosystem and discuss “What may happen if it is hurt?” with evidence from the text (for example, if forests fall, animals lose their homes and the air gets worse). Groups share their chains and the class lists the reasons for protection on the board. Purpose: turn facts into reasons for protection — reading for thinking (summarizing & integrating; analyzing & judging; → O2, O3). 4. Thinking and judging (7 minutes) Students answer the question: “Which function of the three ecosystems matters most to our life? Find the evidence in the text.” They must find the evidence in the text and report with “I choose ... because the text says ...”. The teacher guides: deep reading means reading with evidence. Purpose: text-based reasoning — from facts to judgement (transferring & creating: reasoning & arguing; → O2, O3). 5. Speaking (6 minutes) In groups of four, students answer: “Which ecosystem around us needs help first? What can we do?” using “I think ... needs help first, because ... We can ...”. Two or three groups report to the class. Purpose: transfer the text into personal opinions and actions with reasons (transferring & creating: reasoning & arguing; → O2, O3). IV. Summary (2 minutes) Students summarize in one sentence: “Reading deeply means answering with evidence and finding the writer's pattern.” The teacher highlights the key chunks and the pattern on the board. Assessment of objectives: O1 via the source-sentence answers and the chunk use in speaking; O2 and O3 via the judging discussion and the group report; O4 via the material-bank entries. V. Homework (2 minutes) Consolidation: read the article aloud until fluent; finish the exercises in the Workbook for this lesson. Extension: retell one ecosystem's facts to your family with the fact table in five sentences. Practice: add the facts of one ecosystem near Xuzhou (a lake, a wetland park, a forest park) to the nature fact bank for the coming writing. VI. Blackboard Design Part Content Fact table the ocean / wetlands / forests: size, living things, functions, images Structure general — specific — general (how the text is organized) Joining words and / but / or / so Big idea Ecosystems keep the earth alive; understanding them is the first step to protecting them. Period 4 · 8A Unit 7 The natural world Grammar 教学设计 I. Teaching Objectives By the end of the lesson, students will be able to: (1) [Language ability] work out and state the two sentence patterns — S+V+IO+DO (give / show / send / teach / lend / tell sb sth) and S+V+DO+OC (keep / make / find / call / name sb or sth + adjective or noun) — and use them, together with the conjunctions and / but / or / so, accurately in controlled practice (target accuracy ≥ 85%) and in real sentences about protecting nature (O1); (2) [Cultural awareness] understand that giving and keeping are the two key verbs of protection — giving nature room and keeping it clean — and express care for the earth factually and warmly (O2); (3) [Thinking capacity] observe, sort and induce the two patterns from example sentences, tell a double object from an object plus complement, choose the right conjunction (and / but / or / so) for each idea pair, and self-monitor typical errors (O3); (4) [Learning ability] record the patterns and the conjunctions in a self-made grammar table, check their own sentences with the “who gets what / how it is kept” test, and collect personal errors for after-class review (O4). II. Teaching Key Points and Difficult Points Key Points (1) The two patterns: S+V+IO+DO (give sb sth = give sth to sb) and S+V+DO+OC (keep / make / find / call ... + adj / n). (2) The four conjunctions: and (also), but (however), or (a choice), so (result). Difficult Points (1) Telling the two patterns apart and choosing the right verb for each. (2) Choosing the right conjunction to join two real ideas about protecting nature. III. Teaching Procedures 1. Lead-in (4 minutes) Re-read the call from the text: “We should build a better home for local wildlife.” The teacher acts it out: “The forest gives animals food and homes.” (gives sb sth) “We keep the water clean.” (keeps sth + adj) Students notice the two shapes and guess today's topic. Purpose: recycle the text and let students sense the two patterns first (learning & understanding: perceiving & noticing; → O1, O3). 2. Presentation (8 minutes) Students work in pairs on example sentences (e.g., “The ocean gives us fish.” “The forest gives birds homes.” “People often call wetlands the kidneys of the earth.” “We should keep the river clean.”) and complete “Work out the rule!”: Pattern 1 — the verb hands something to someone (give / show / send / teach / lend / tell sb sth; it can also be give sth to sb); Pattern 2 — the verb keeps or makes something be like something (keep / make / find / call / name + sb or sth + adjective or noun). The class also sorts the four conjunctions with example pairs: and (also), but (however), or (choose one), so (the result). Purpose: let students discover the patterns from real sentences (learning & understanding: summarizing & integrating; success = a complete restatement of the rules; → O1, O3). 3. Grammar explanation (10 minutes) The class sorts the rules into a table (see blackboard design) with the “who gets what” test for Pattern 1 and the “how it is kept” test for Pattern 2, plus a conjunction check: which word joins the two ideas — also, however, a choice, or a result? Quick oral drill: the teacher says a situation (“The park gives old people a place to walk.” / “We should keep the grass green.”), students call out the pattern and repeat the sentence correctly. Purpose: make the rules explicit and reachable; success = accuracy in the quick drill (learning & understanding → applying & practicing; → O1, O4). 4. Practice (12 minutes) Task A1: students mark the pattern of each given sentence (S+V+IO+DO / S+V+DO+OC) independently, peer-check, then class feedback on the tricky ones (call sb sth; keep sth + adj). Task A2: students complete a short nature-passage exercise, filling in give / show / send / keep / call and choosing the right conjunction (and / but / or / so) for each blank, paying attention to the meaning of each pair of ideas. Purpose: controlled practice from form to context, with error correction in class (applying & practicing: internalizing & utilizing; → O1, O3, O4). 5. Production (8 minutes) Task B: “Nature helpers.” Each student writes three sentences about protecting an ecosystem near us — at least one sentence of each pattern and one sentence with so (e.g., “The wetland gives birds a warm home.” “We should keep the lake clean.” “We plant trees every spring, so birds can come back.”) — and shares in groups. Groups pick the most convincing helper sentence. Purpose: use the grammar for the unit theme — protecting ecosystems (transferring & creating: imagining & creating; success = correct patterns with true details; → O1, O2). IV. Summary and consolidation (2 minutes) Students state the two patterns and the four conjunctions by themselves with one example each; the teacher answers remaining questions and reminds students to copy the table into their error-collection notes. Assessment of objectives: O1 via the accuracy of Tasks A1/A2 (target ≥ 85%); O2 via the “nature helpers” sharing; O3 via the pattern marking and the conjunction check; O4 via the self-made grammar table and the error notes. V. Homework (1 minute — assigned with the summary) Consolidation: finish the grammar exercises in the Workbook for this unit. Extension: write five sentences about the ecosystem near your home — at least two patterns and two conjunctions. Practice: find one S+V+IO+DO sentence and one S+V+DO+OC sentence in this week's extensive reading and copy them with their sources. VI. Blackboard Design Part Content S+V+IO+DO give / show / send / teach / lend / tell sb sth = give sth to sb: The forest gives birds homes. S+V+DO+OC keep / make / find / call / name sb or sth + adj / n: We keep the river clean. / People call wetlands the kidneys of the earth. Conjunctions and (also) / but (however) / or (a choice) / so (result) Examples We plant trees every spring, so birds can come back. Period 5 · 8A Unit 7 The natural world Word power 教学设计 I. Teaching Objectives By the end of the lesson, students will be able to: (1) [Language ability] work out the rule of the suffix -ly (an adjective + -ly → an adverb, telling how something happens), form and read words like quickly, slowly, carefully, easily, happily and truly correctly (with the -y → -ily change and the special case true → truly), and use at least four of them in sentences describing nature (O1); (2) [Cultural awareness] notice that both English and Chinese use vivid small words to describe how nature moves and changes — English -ly adverbs and Chinese words like 缓缓、悄悄 — and enjoy observing languages (O2); (3) [Thinking capacity] induce the spelling rules (most adjectives just add -ly; adjectives ending in -y change to -ily: easy → easily, happy → happily; the special case true → truly), and judge which -ly word fits which action instead of guessing (O3); (4) [Learning ability] build the adjective-to-adverb word family, collect -ly adverbs from reading into the nature fact bank, and use them in the unit writing task (O4). II. Teaching Key Points and Difficult Points Key Points (1) The rule adjective + -ly → adverb, with the -y → -ily spelling change. (2) Using the -ly adverbs naturally when describing how things happen in nature. Difficult Points (1) Remembering the -y → -ily change (easy → easily, heavy → heavily) and the special case true → truly. (2) Telling adjectives from adverbs and putting the adverb in the right place in a sentence. III. Teaching Procedures 1. Lead-in (4 minutes) Re-read one line from the text work: “The wind blows.” Ask: “How does the wind blow — slowly or quickly? Strongly or softly?” Show “The wind blows strongly.” and cut strongly into strong + -ly. Students guess today's topic: making words that tell how. Purpose: start from nature in motion and let students sense the rule first (learning & understanding: perceiving & noticing; → O1, O3). 2. Presentation (8 minutes) The class concludes: adjective + -ly → adverb (telling how something happens). Students sort the words in Part A into “just add -ly” (quick → quickly, slow → slowly, careful → carefully, real → really, sudden → suddenly) and “-y → -ily” (easy → easily, happy → happily, angry → angrily, heavy → heavily), and notice the special case true → truly. Cross-language note (→ O2): English paints how things happen with -ly words, just as Chinese uses 缓缓地、悄悄地、静静地. Purpose: rule + spelling sorting, building a word-family habit (summarizing & integrating; success = correct sorting with reasons; → O1, O3). 3. Practice (15 minutes) Task A: students complete the exercises in Part A — change the adjectives into adverbs and fill them into nature sentences (“Rain falls heavily in summer.” “Bamboo grows quickly.” “Please cross the road carefully.”) — then check in pairs and explain each choice with the spelling rule. Task B: quick-response game: the teacher shows a picture (heavy rain, a happy bird, a slow snail, sudden lightning), students answer with the right -ly adverb in a full sentence as fast as possible. Purpose: see word formation at work in a real context (applying & practicing: internalizing & utilizing; → O1). 4. Production (12 minutes) Task C: “Nature documentary narrator.” In groups, students choose one ecosystem (the ocean, a wetland, a forest) and write three to five narration sentences for a short nature video clip, using at least four -ly adverbs (“In the forest, birds sing happily. The river runs slowly. Sudden rain falls heavily, but the animals are safe under the trees.”). Groups perform their narration, and the class votes for the most vivid one. Purpose: use the new words for the unit theme — describing nature vividly (transferring & creating: imagining & creating; → O1, O2). IV. Summary (3 minutes) Students restate the rule with the two spelling groups and the special case; the teacher points out that -ly adverbs make writing vivid, and the best ones from today will be used in the unit writing in Period 6. Assessment of objectives: O1 via the exercises and the narration; O2 via the cross-language note; O3 via the spelling choices with reasons; O4 via the -ly adverbs collected into the nature fact bank. V. Homework (3 minutes) Consolidation: make a word card with at least eight -ly adverbs and their base adjectives, marking the -y → -ily changes. Extension: write a short passage of about 60 words: “A windy day in the park”, using at least four -ly adverbs. Practice: find three -ly adverbs in this week's extensive reading and note down their base adjectives. VI. Blackboard Design Part Content Rule adjective + -ly → adverb (how something happens) Just add -ly quick → quickly, slow → slowly, careful → carefully, real → really -y → -ily easy → easily, happy → happily, angry → angrily, heavy → heavily; special: true → truly Note English paints how things happen with -ly words, just as Chinese uses 缓缓地、悄悄地、静静地. Period 6 · 8A Unit 7 The natural world Integration (A–C) 教学设计 I. Teaching Objectives By the end of the lesson, students will be able to: (1) [Language ability] read the story in Part A about protecting nature, retell it with a complete plot chain and work out its message; obtain key information from the two listening materials in Part B on protecting ecosystems by predicting and noting key words, and integrate the notes into a coherent passage in B3 (O1); (2) [Cultural awareness] perceive that people all over the world protect nature in their own ways, and feel that protecting the earth is a shared duty across countries (O2); (3) [Thinking capacity] analyze what helped and what harmed the nature in the story, judge which protection action works best and why, and argue for a side in Part C with “Yes, that's true. But ...” to agree first and then turn (O3); (4) [Learning ability] apply the listening strategy chain “predict → catch key words → integrate”, and turn one protection idea from Part B into a real action for the nature near us this week, recording what they did and how it worked (O4). II. Teaching Key Points and Difficult Points Key Points (1) The plot and message of the story in Part A; the key information of the two listening materials in Part B. (2) Completing B3 with the information from B1 and B2 (integrating). Difficult Points (1) Interpreting the message of the story and relating it to the nature around us. (2) The opinion exchange in Part C: agreeing first and then adding a turning point (“Yes, that's true. But ...”). III. Teaching Procedures 1. Lead-in (4 minutes) Quick review: students read one fact from the nature fact bank. The teacher asks: “Nature gives us so much — what can we give back?” and leads in today's topic — protecting ecosystems. Purpose: activate what students have learnt and lead in “protecting ecosystems” (perceiving & noticing; → O1). 2. Reading the story (10 minutes) Students predict from the pictures: what is the story about? What problem will the people meet? Then they read the story in Part A and retell it with a plot chain of their own (the problem → what people did → the result). The class discusses the two questions in Part A and reaches the message: small actions of many people can bring nature back. Students connect the message with what they see around their homes. Purpose: feel the message first — why small actions matter; success = complete retelling and a proper grasp of the message (learning & understanding → applying & practicing: analyzing & judging; → O1, O2, O3). 3. Listening practice (18 minutes) B1 (7'): students read the options first and predict what the listening is about; listen and tick; check the answers with reasons (“The speaker says ... because ...”). B2 (11'): make the strategy note clear — you don't have to write down every sentence; focus on key words. Students listen to the second material about protecting ecosystems and complete the notes (the key actions and reasons). Then students complete the short passage in B3 with the information from B1 and B2 and read it aloud. Purpose: a full strategy chain — predict → catch key words → integrate; success = accurate key words in the notes and a coherent B3 passage (obtaining & organizing → internalizing & utilizing; → O1, O4). 4. Discussion (8 minutes) Students read the model dialogue in Part C (two speakers exchange ideas about the best way to protect nature). In pairs, students take a side — for example, planting more trees versus saving water and electricity — and talk with “Yes, that's true. But ...” to agree first and then turn. Two or three pairs show their talks. Purpose: a real opinion exchange with response language (transferring & creating: reasoning & arguing; → O3). IV. Summary (2 minutes) The class builds a mind map together — protecting ecosystems: understand them (read and observe) / act in daily life (save, keep clean, plant) / spread the idea (tell others, make audio programmes). Assessment of objectives: O1 via the retelling and the accuracy of B1–B3; O2 via the message connection made in Step 2; O3 via the opinion exchange in Part C; O4 via the action-plan note. V. Homework (3 minutes) Consolidation: retell the story in Part A to your family in three to five English sentences. Extension: complete the mind map “Protecting ecosystems” with the actions from Part B. Practice: do one small thing for the nature near us this week (pick up litter in the park, save water, plant a seed ...) and record what you did and how it worked (→ O4). VI. Blackboard Design Part Content Story message Small actions of many people can bring nature back. B notes key actions and reasons for protecting ecosystems (from the two listening materials) Response frame Yes, that's true. But ... Mind map understand → act → spread Period 7 · 8A Unit 7 The natural world Integration (D) + Assessment 教学设计 I. Teaching Objectives By the end of the lesson, students will be able to: (1) [Language ability] analyze the structure of the model article in Part D (introduction: what the ecosystem is; main body: its functions, its dangers and the ways to help; conclusion: a call), and draft an 80–100-word article “Protecting ______ (an ecosystem near us)” with at least two sentence patterns from this unit, two uses of and / but / or / so and two -ly adverbs (O1); (2) [Cultural awareness] express care for the earth through writing, and understand that protecting nature is a value shared by the whole world（人与自然和谐共生）(O2); (3) [Thinking capacity] assess their own and their peers' drafts against the checklist (structure, content, language, presentation), give “one star and one wish” feedback, and revise the draft accordingly (O3); (4) [Learning ability] use the model article, the nature fact bank and the checklist as scaffolds to monitor their own writing process, complete the unit self-assessment, and turn the final article into an audio script page for Project 2 “An audio campaign to help nature” (O4). II. Teaching Key Points and Difficult Points Key Points (1) The structure of the article: what it is → its functions → its dangers → the ways to help → the call. (2) Using the language of the unit: the two sentence patterns, the four conjunctions, -ly adverbs. Difficult Points (1) Using true facts from the nature fact bank instead of empty words. (2) Ending the article with a real, doable call, not a slogan. III. Teaching Procedures 1. Lead-in (4 minutes) Show the model article in Part D and ask: “Which ecosystem does the writer introduce? What makes the call at the end strong?” Purpose: bring out the elements of a protecting-nature article (perceiving & noticing; → O1). 2. Analyzing the model (8 minutes) Students mark the parts of the model article and their functions, circle the two sentence patterns and the conjunctions (and / but / or / so), and collect useful expressions from the model (e.g., “It gives ...” “We should keep ...” “... , so ...”). The unit material bank (the nature fact bank and the fact table from Period 2) is shown for reference. Purpose: read as a writer — make the model a scaffold (summarizing & integrating; success = correct marking and a list of transferable sentences; → O1, O4). 3. Pre-writing (8 minutes) Students answer five questions to make a material card: Which ecosystem near us? / What is it like and what lives there? / What does it give us? / What dangers does it face? / What can we do? They interview each other once and rehearse orally. Purpose: collect real material so that writing starts from content, not from words; success = material with true facts (→ O1, O4). 4. Writing process (15 minutes) Students draft independently, with three requirements on the board: a clear line of “what — functions — dangers — ways to help — call”; at least two sentence patterns from this unit and two uses of and / but / or / so; at least two -ly adverbs and true facts from the fact bank (80–100 words). The teacher monitors and gives individual help. Purpose: independent writing with a clear, checkable goal (→ O1). 5. Peer review and sharing (7 minutes) Students check drafts against the checklist: Structure — what, functions, dangers, ways to help, call; Content — true facts from the fact bank; Language — the two patterns (≥ 2), conjunctions (≥ 2), -ly adverbs (≥ 2); Presentation — neat handwriting, correct punctuation, 80–100 words. Peers give “one star and one wish”; students revise in class. One or two articles are shared. Purpose: assessment for learning — the checklist turns the unit's language goals into checkable writing points (transferring & creating: critiquing & evaluating; → O2, O3). IV. Summary and self-assessment (2 minutes) Students finish the unit self-assessment: I know the words about ecosystems; I can use the two sentence patterns and the four conjunctions; I can use -ly adverbs; I can write about protecting an ecosystem near us. The teacher announces that the final articles will be turned into audio script pages, and the best ones will be recorded for Project 2 “An audio campaign to help nature”. Assessment of objectives: O1 via the draft meeting the three writing requirements; O2 and O3 via the “one star and one wish” peer review and the in-class revision; O4 via the completed self-assessment and the audio script preparation. V. Homework (1 minute — assigned with the summary) Consolidation: revise your article according to the peer's comments and copy out the final version. Extension: record your final article as a one-minute audio clip at home — clear, slow and warm — and bring the clip to the class; the best ones will be sent to Project 2 “An audio campaign to help nature”. Practice: put your audio script page (article + one picture) on the class nature wall for everyone to read. VI. Blackboard Design Part Content Structure what it is → its functions → its dangers → the ways to help → the call Language S+V+IO+DO / S+V+DO+OC (≥ 2); and / but / or / so (≥ 2); -ly adverbs (≥ 2) Checklist structure · content · language · presentation Next step Audio script pages → Project 2 “An audio campaign to help nature” 编写依据：新译林版《英语》八年级上册 Unit 7 The natural world；《义务教育英语课程标准（2022 年版）》。课时目标、活动与作业为依据教材与课标的设计，实际教学中请根据班情调整时间分配与难度分层。 学科网（北京）股份有限公司 $