Unit5 Wild animals 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“野生动物及其保护”主题，以单元任务“撰写保护报告并录制音频”导入，通过“野生动物事实档案”串联各课时，从词汇学习、文本阅读到语法运用、报告写作，构建连贯知识脉络与学习支架。 此资料亮点在于深度融合核心素养，语言能力通过积累动物特征、危险及保护措施的表达实现，思维品质体现在分析文本结构（特征→危险→保护）和归纳语法规则（如不定式用法）中，学习能力借助分层作业与同伴互评（“一星一愿”）提升。实例丰富，如语法课让学生自主归纳规则，助力学生综合运用语言，教师实现教—学—评一体化。

8A Unit 5 Wild animals · Teaching Designs (2022 Edition Curriculum Standards) 8A Unit 5 Wild animals 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 5 Wild animals, 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 → 野生动物及其保护. Unit big idea: Wild animals are part of our world; understanding them is the first step to protecting them. Unit objectives (By the end of the unit, students will be able to:) (1) obtain and sort out facts about wild animals — what they are like, the dangers they face and how people protect them — and use the key vocabulary, the phrase “in the wild”, the infinitive patterns (verbs + to do; to/in order to; ask/tell/invite/encourage sb to do sth; make/let/have and see/hear/watch/notice + object + do) and the noun suffixes -ing / -ness / -ion to talk about and write a report on protecting a wild animal (language ability); (2) understand that wild animals share the earth with humans, appreciate the protection work such as nature reserves, and value the idea that protecting wild animals is protecting our common home (cultural awareness); (3) analyze the dangers wild animals face and the report pattern behind the texts, compare different ways of helping them, infer causes from clues, and form well-grounded judgements about what students can really do to help (thinking capacity); (4) use prediction, note-taking and word-family strategies to learn independently, keep a wild animal fact file through the unit, and monitor their own learning with checklists and self-assessment (learning ability). Unit final product: A short report “Protecting the ______” (80–100 words: what it is like, dangers it faces, ways to help), recorded as a one-minute audio clip 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 5 Wild animals 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 say the names of common wild animals in English (e.g. panda, tiger, lion, elephant, dolphin, wolf), use the phrase “in the wild” accurately in sentences such as “Tigers live in the wild.”, and exchange ideas about favourite wild animals in a pair talk of at least three turns, using “What wild animals do you know?”, “... live(s) in the wild ...” and “I like ... best because ...” (O1); (2) [Cultural awareness] realize that the giant panda is loved by people around the world as a symbol of wild animals, and perceive that wild animals share the earth with humans and protecting them has become a common cause both at home and abroad (O2); (3) [Thinking capacity] describe a wild animal with at least three fact sentences (its food, its home, what it can do) instead of a single word such as “cute”, and judge which wild animal needs our help most in the class vote, giving clear reasons (O3); (4) [Learning ability] start a personal “wild animal fact file” for the unit task — writing the report “Protecting the ______” and recording a one-minute audio clip for Project 2 “An audio campaign to help nature” — and note down at least three facts about one favourite wild animal (O4). II. Language Knowledge 1. Key words & phrases wild, in the wild (e.g. Tigers live in the wild.); panda, bamboo, tiger, lion, elephant, dolphin, wolf (pl. wolves); danger, protect 2. Key sentences What wild animals do you know? Tigers live in the wild. They eat small animals. I like pandas best because they are lovely and gentle. 3. Key and challenging points Key: master the sound, form and meaning of the wild-animal words and the phrase “in the wild”, and talk about wild animals with fact sentences (live, eat, look, can). Challenging: go beyond a single word like “cute” — describe an animal with facts (its food, its home, what it can do) and give a reason why it needs protection. III. Teaching Procedures Step 1 Lead-in (5 minutes) Present the unit big idea “Wild animals are part of our world; understanding them is the first step to protecting them.” and publish the unit task: write the report “Protecting the ______” and record a one-minute audio clip for Project 2 “An audio campaign to help nature”. Brainstorm: “What wild animals do you know?” and collect the animal words on the board. Purpose: publish a real unit product so that every lesson works for it; success is visible when students can name at least three wild animals in English (learning & understanding: perceiving & noticing; → O4). Step 2 Pre-activity (10 minutes) Teach the animal words with pictures and sounds (e.g. panda, tiger, lion, elephant, dolphin, wolf), paying attention to the plural wolf → wolves. Present the phrase “in the wild” with the contrast between “in a zoo” and “in the wild”, model “Tigers live in the wild.”, then run a quick quiz (Chinese → English, six words in one minute). Purpose: build the language basis for the talk; success is measured by the one-minute quiz accuracy (learning & understanding: obtaining & organizing; → O1). Step 3 While-activity (15 minutes) Activity A: a guessing game “What animal is it?” — the teacher or a student gives three clues (its food, its home, its ability), e.g. “It is black and white. It eats bamboo. It lives in the mountains of China.”, and the others guess the animal; the winner gives the next set of clues. Activity B: pairs talk about wild animals with the model “What wild animals do you know? — I know ... . They live in the wild / in ... . They eat ... .” The teacher probes: “Where do they live? What do they eat? Why do you like them?” to push fact answers. Purpose: move from recognizing the words to using them in real talk; success is a 2–3-sentence turn with animal facts behind each name (applying & practicing: internalizing & utilizing; → O1, O3). Step 4 Post-activity (10 minutes) Activity C: students choose their favourite wild animal and write at least three fact sentences (food, home, ability) into page 1 of the wild animal fact file, beginning with “My favourite wild animal is ... .” Several students read theirs aloud; the class comments “Which fact is new to you?” Then a quick class vote: “Which wild animal needs our help most? Why?” Purpose: turn the topic into personal material for the unit report and plant the protection idea (transferring & creating: reasoning & arguing; → O3, O4). Step 5 Summary and Homework (5 minutes) Summary: go back to the big idea: wild animals are part of our world; understanding them is the first step to protecting them (→ O2). Purpose: wrap up the big idea and hand the unit task on to homework; success is visible in the fact-file entries collected (transferring & creating: critiquing & evaluating; → O2, O4). Consolidation: read and copy the animal words; finish the vocabulary exercises in the Workbook. Extension: write two more fact sentences about your favourite wild animal (what it eats and where it lives), using a dictionary if necessary. Practice: open your wild animal fact file — decide the animal for your report “Protecting the ______” and note down one reason why it needs help; the file will feed your audio clip for Project 2 “An audio campaign to help nature”. 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 The one-minute quiz reaches high accuracy; the pair talk keeps three or more turns with “in the wild” used correctly Check the quiz answers in class; observe the pair work with a simple tick record O2 Cultural awareness Students restate in their own words that wild animals share the earth with us and need protection Listen to the summary statements and the reasons in the class vote O3 Thinking capacity Descriptions contain at least three facts (food, home, ability), not a single word Listen for fact sentences in Activities A, B and C O4 Learning ability The fact file is started with one chosen animal and at least three facts Collect the fact file page (or the three sentences) at the end of the lesson V. Design Purpose The lead-in publishes the unit task and the audio-campaign product, building learning expectation for the whole unit. Pre-activity teaches the animal words and the phrase “in the wild” as the language basis of all further activities. While-activity moves students from the guessing game (understanding) to the pair talk (using), always asking for facts behind the words. Post-activity opens the wild animal fact file and completes the turn from naming animals to thinking about their dangers, planting the unit big idea. VI. Blackboard Design Content Unit 5 Wild animals — Welcome to the unit Key words: panda, tiger, lion, elephant, dolphin, wolf (wolves), bamboo ... Key phrase: in the wild — Tigers live in the wild. Key sentences: What wild animals do you know? / I like ... best because ... Big idea: Understanding them is the first step to protecting them. → Unit task: report + audio clip (Project 2). VII. Teaching Reflection (To be completed after class.) Suggested focus: (1) Can every student say three fact sentences about one animal, not just its name? (2) Did the guessing game keep the whole class involved? (3) Was “in the wild” used correctly in the pair talks? Adjust Period 2 accordingly. Period 2 · 8A Unit 5 Wild animals 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 “Protecting pandas” and find the facts about the giant panda's life and the dangers it faces to complete the panda fact file with accurate details (O1); (2) [Cultural awareness] feel people's love for giant pandas from the title and pictures, and get ready to understand why we should protect them in the next period (O2); (3) [Thinking capacity] sort and organize the information found in the text into the panda fact file 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 “Protecting pandas”. (2) Finding the details needed for the panda fact file 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) Review the fact files from Period 1: “Which animal did you choose? Why does it need help?” Show a photo of a giant panda eating bamboo and ask: “What do you know about giant pandas?” Tell students that today they will read the text “Protecting pandas” and check their ideas in it. Purpose: activate prior knowledge and focus attention on pandas and protection (learning & understanding: perceiving & noticing; → O1). 2. Pre-reading (7 minutes) Students predict from the title and pictures: what will the text write about — what pandas are like, their dangers, or how to protect them? Collect the predictions on the board and teach the key words bamboo, wild, danger, protect with pictures. Purpose: prediction gives students a clear reading purpose and clears word barriers (learning & understanding: obtaining & organizing; → O1, O4). 3. Reading for gist (10 minutes) Skimming (5'): read the text quickly and check the predictions — the text tells what giant pandas are like, the dangers they face and how people protect them. Purpose: get the main idea and the structure with skimming (learning & understanding: obtaining & organizing; → O1, O4). 4. Reading for details (15 minutes) Scanning & note-taking (8'): students complete the panda fact file independently and check in pairs: what it is like (its looks and its food — bamboo); life in the wild; dangers (problems with food and home); protection (people take action, such as protecting them in nature reserves). Every note must be found in the text, not invented. Purpose: scan for the details and organize them into the panda fact file (applying & practicing: internalizing & utilizing; analyzing & judging; → O1, O3). 5. Check and prepare (4 minutes) Students check the completed the panda fact file 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 panda fact file 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 “Protecting pandas”.” 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 panda fact file 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 “Protecting pandas” aloud until fluent; complete the panda fact file 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 a “dangers + ways to help” line for your own animal to the wild animal fact file — it will become one paragraph of your report and audio clip for Project 2 “An audio campaign to help nature”. VI. Blackboard Design Part Content Text the article “Protecting pandas” Structure the main parts of the text (found by skimming) Details the panda fact file — 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 5 Wild animals 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 expressions about wild animals and protection (e.g., in the wild, be in danger, protect ...) correctly (O1); (2) [Cultural awareness] appreciate why the giant panda is loved around the world as a symbol of wild animals, and perceive that real action such as protecting pandas in nature reserves shows people's care for wild animals (O2); (3) [Thinking capacity] analyze the text structure “what it is like → the dangers → how to protect”, infer why the giant pandas in the text are in danger from the clues about food and habitat, and judge which way of protecting them matters most, giving reasons (O3); (4) [Learning ability] collect “dangers + ways to help” expressions into the wild animal fact file as material for the unit report and audio clip (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 “Protecting pandas” with the panda fact file 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) Questioning (5'): students answer the comprehension questions and must read out the source sentence for each answer; the last two questions — “Why are pandas in danger?” and “What do people do to protect them?” — lead back to the dangers and the protection actions. Purpose: from getting information to organizing it, then to text-based reasoning; success = notes and answers with source sentences (obtaining & organizing → summarizing & integrating; analyzing & judging; → O1, O3). 3. Language focus and pattern discovery (12 minutes) Pattern discovery: students look back at the paragraphs and work out how the text is organized — what it is like → the dangers → how to protect — and mark the topic sentence of each part. The class compares the pattern with the unit task: the report “Protecting the ______” will follow the same three parts plus an appeal at the end. Purpose: make the text structure visible for the unit writing and audio product (summarizing & integrating; → O3, O4). 4. Thinking and judging (7 minutes) Students answer the question: “Which fact about the giant panda moves you most? Find the sentence in the text and say why.” 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 way of protecting pandas do you think is the most important? Why?” using “I think ... is the most important, because ... For example, ...”. Two or three groups report to the class. Purpose: transfer text information into personal opinions 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 text “Protecting pandas” aloud until fluent; finish the panda fact file if it is not complete in class. Extension: write two sentences — “Pandas are in danger because ...” and “People build nature reserves to protect pandas.” — to link the dangers and the protection. Practice: add a “dangers + ways to help” line for your own animal to the wild animal fact file — it will become one paragraph of your report and audio clip for Project 2 “An audio campaign to help nature”. VI. Blackboard Design Part Content Vocabulary bamboo, wild, danger, protect, in the wild, nature reserve Pandas Food: bamboo. Life: in the wild. Dangers: problems with food and home. Protection People take action — protect them in nature reserves. Pattern what it is like → the dangers → how to protect (+ an appeal) Big idea Understanding them is the first step to protecting them. Period 4 · 8A Unit 5 Wild animals Grammar 教学设计 I. Teaching Objectives By the end of the lesson, students will be able to: (1) [Language ability] understand and use the four infinitive patterns in wild-animal contexts — verbs + to do (want, plan, decide, hope, learn, try, agree), to/in order to for purpose, verb + object + to do (ask, tell, invite, encourage sb to do sth), and make/let/have or see/hear/watch/notice + object + do — and complete the controlled exercises with at least 80% accuracy (O1); (2) [Cultural awareness] understand that real actions such as building nature reserves and planting bamboo show people's care for wild animals, and express a willingness to join in the protection action (O2); (3) [Thinking capacity] induce the rules by observing and classifying example sentences, compare the patterns with to and without to (verb + object + infinitive with/without to), and explain the purpose meaning of “to protect” in one sentence (O3); (4) [Learning ability] record the four patterns in the grammar notebook with one self-made example each, and use the example list as a checklist when preparing the report draft (O4). II. Teaching Key Points and Difficult Points Key Points (1) The form and use of the four patterns: verbs + to do; to/in order to for purpose; ask/tell/invite/encourage sb to do sth; make/let/have and see/hear/watch/notice + object + do. (2) Use the patterns to talk about why and how people protect wild animals. Difficult Points (1) Choose the right form after make/let/have and the sense verbs — with to or without to (verb + object + infinitive with/without to). (2) Join two sentences into one with to/in order to so that the purpose is clear. III. Teaching Procedures 1. Lead-in (4 minutes) Review the topic with five teacher-written example sentences about pandas on the board (e.g. “Many people want to see wild pandas.” “Keepers grow bamboo to feed the pandas.” “The reserve invites volunteers to help.” “The quiet forest makes pandas feel safe.” “Visitors can hear pandas call in the mountains.”): students read and think — what do “to do” and “do” mean here? Purpose: wake up the grammar in a familiar topic; success is visible when students notice the different forms (learning & understanding: perceiving & noticing; → O1). 2. Discovery (10 minutes) Students work in pairs to classify the sentences into four groups and complete the rule table: (1) verbs + to do — want, plan, decide, hope, learn, try, agree; (2) to/in order to for purpose; (3) verb + object + to do — ask, tell, invite, encourage sb to do sth; (4) make/let/have and see/hear/watch/notice + object + do (without to). Rule check: quick oral transforms — make → let, see → watch, encourage → ask, decide → plan — students keep the right form in each new sentence. Purpose: students induce the rules themselves instead of receiving them; success = a correct four-group classification (learning & understanding: summarizing & integrating; analyzing & judging; → O1, O3). 3. Practice 1 — controlled (10 minutes) Activity A: choose the right form to complete the sentences (with to or without to), e.g. “The keepers plan ____ (plant) more bamboo.” “Nature reserves let pandas ____ (live) in peace.” Pairs check, then check together. Activity B: join each pair of sentences with to/in order to, e.g. “People build nature reserves. They want to protect pandas.” → “People build nature reserves to/in order to protect pandas.” Purpose: internalize the forms through focused practice; success = at least 80% accuracy in both activities (applying & practicing: internalizing & utilizing; → O1). 4. Practice 2 — meaningful (8 minutes) Pair activity “Animal helpers”: students make suggestions about helping wild animals, using at least one sentence from each pattern — “We should encourage people to protect wild animals.” “Reserves let pandas live in peace.” “We plant trees to give animals homes.” — and respond to each other's ideas. Purpose: use the patterns to express real ideas about protection; success = four pattern sentences in each pair talk (applying & practicing: internalizing & utilizing; analyzing & judging; → O1, O2). 5. Use — transfer (6 minutes) Mini-writing “What I will do for wild animals”: each student writes three or four sentences using at least one verbs + to do, one to/in order to, one ask/tell/invite/encourage sb to do sth and one make/let/see/hear/watch/notice + object + do. Two or three students read theirs aloud; the class listens for the four patterns, and each student copies the best sentence into the grammar notebook. Purpose: transfer the grammar into personal promises for the unit theme; success = all four patterns appear correctly (transferring & creating: imagining & creating; → O1, O2, O4). IV. Summary (3 minutes) Students summarize the four patterns with their own examples; the teacher highlights the key contrast on the board: ask/tell/invite/encourage sb to do sth vs make/let/have and see/hear/watch/notice sb do. Assessment of objectives: O1 via the controlled exercises and the mini-writing; O2 via the “Animal helpers” talk and the promises; O3 via the rule table built in Discovery; O4 via the grammar notebook entries collected after class. V. Homework (4 minutes) Consolidation: finish the grammar exercises in the Workbook (verbs + to do and verb + object + infinitive with/without to); correct the mistakes in the mini-writing with the notebook checklist. Extension: write two pairs of sentences like Activity B — first two simple sentences, then one joined sentence with to/in order to. Practice: check your fact file: rewrite one line with a purpose infinitive (e.g. “People plant bamboo to feed pandas.”) — keep it for the report draft in Period 6. VI. Blackboard Design Part Content verbs + to do want, plan, decide, hope, learn, try, agree + to do Purpose to / in order to do — People build reserves to protect pandas. v + object + to do ask, tell, invite, encourage sb to do sth without to make/let/have sb do; see/hear/watch/notice sb do Big idea Grammar helps us say why and how we protect wild animals. Period 5 · 8A Unit 5 Wild animals Word power 教学设计 I. Teaching Objectives By the end of the lesson, students will be able to: (1) [Language ability] understand the three noun suffixes -ing, -ness and -ion, spell the twelve words correctly (feeling, meeting, beginning; kindness, happiness, illness, darkness; action, discussion, decision, invention, education), and complete the word-form exercises with at least 80% accuracy (O1); (2) [Cultural awareness] perceive how the noun forms help people talk about protection — take action, show kindness to animals, a discussion about wild animals — and value kindness and action in helping animals (O2); (3) [Thinking capacity] induce the spelling rules behind the suffixes, including y → i (happy → happiness), doubling the last letter (begin → beginning) and the sound changes (discuss → discussion, decide → decision), and judge which suffix fits a given verb or adjective with reasons (O3); (4) [Learning ability] build a “word family” page (verb/adjective → noun) in the vocabulary notebook and use the nouns to upgrade the wild animal fact file with at least three new sentences (O4). II. Teaching Key Points and Difficult Points Key Points (1) The three suffixes -ing / -ness / -ion turn verbs or adjectives into nouns: feeling, kindness, action. (2) Use the noun forms to talk and write about wild animals and their protection. Difficult Points (1) The spelling changes: happy → happiness (y → i), begin → beginning (double the letter), discuss → discussion and decide → decision (sound changes). (2) Choose the right noun form in a sentence and use it correctly as a subject or an object. III. Teaching Procedures 1. Lead-in (4 minutes) Show two sentences on the board: “People take action to protect pandas.” and “Their kindness makes the animals feel safe.” Ask: what has happened to act and kind? Present today's goal: turn verbs and adjectives into nouns with -ing, -ness and -ion. Purpose: let students notice the word change in context (learning & understanding: perceiving & noticing; → O1). 2. Discovery (8 minutes) Students observe three word sets and work out the rules: verbs + -ing (feel → feeling, meet → meeting, begin → beginning); adjectives + -ness (kind → kindness, happy → happiness, ill → illness, dark → darkness); verbs + -ion (act → action, discuss → discussion, decide → decision, invent → invention, educate → education). They mark the spelling changes: y → i, double the last letter, change the sound. Purpose: students induce the rules themselves; success = the three rules stated with correct examples (learning & understanding: summarizing & integrating; → O1, O3). 3. Practice 1 — controlled (10 minutes) Activity A: a word-transformation relay in teams — turn the given words into nouns (educate, decide, kind, dark, begin ...) and write them on the board; the team with correct spellings wins. Activity B: choose the right noun to complete the sentences, e.g. “It was dark. The ____ made it hard to see the animals.” (darkness) “After a hot ____, people made a decision to build more nature reserves.” (discussion) Purpose: consolidate the forms and spellings; success = at least 80% accuracy in both activities (applying & practicing: internalizing & utilizing; → O1). 4. Practice 2 — meaningful (10 minutes) Pair talk “Animal feelings and actions”: students describe wild animals and their protection with the new nouns — “The pandas' illness worries the keepers.” “We had a class discussion about helping wolves.” “Education about wild animals is important for children.” Each pair produces at least three sentences with three different nouns. Purpose: use the noun forms to express real ideas; success = three correct noun sentences in each pair talk (applying & practicing: internalizing & utilizing; → O1, O2). 5. Transfer — fact-file upgrade (6 minutes) Students add two or three sentences with noun forms to the wild animal fact file, e.g. “Let's take action now.” “Animals' happiness matters as much as ours.” Two or three students read their sentences; the class judges whether each noun is used correctly. Purpose: transfer new words into the unit product material; success = correct noun use in the fact-file sentences (transferring & creating: imagining & creating; → O2, O4). IV. Summary (3 minutes) Students summarize the three suffixes with the spelling traps (y → i, doubling, sound changes); the teacher points out that noun forms often appear as subjects or objects in report writing. Assessment of objectives: O1 via the two practice activities; O2 via the meaningful talk and the fact-file sentences; O3 via the rules stated in Discovery; O4 via the word-family page and the upgraded fact file collected after class. V. Homework (4 minutes) Consolidation: finish the word-form exercises in the Workbook; copy the twelve nouns with their verbs or adjectives into the word-family page. Extension: make a mini word puzzle for your partner — five verbs or adjectives for him/her to turn into nouns. Practice: underline two nouns in your fact file that can go into the report “Protecting the ______”, and check the spelling with the word-family page — the report will be recorded for Project 2 “An audio campaign to help nature”. VI. Blackboard Design Part Content Suffix -ing feel → feeling, meet → meeting, begin → beginning (double the letter) Suffix -ness kind → kindness, happy → happiness (y → i), ill → illness, dark → darkness Suffix -ion act → action, discuss → discussion, decide → decision, invent → invention, educate → education Use take action, show kindness to animals, a discussion about wild animals Big idea Small suffixes turn actions and feelings into words we can protect with. Period 6 · 8A Unit 5 Wild animals Integration (A–C) 教学设计 I. Teaching Objectives By the end of the lesson, students will be able to: (1) [Language ability] understand the story in Part A and the two listening materials about protecting wild animals, catch the key information (which animal, what danger, what people do), and complete Parts B1, B2 and B3 with at least 80% accuracy (O1); (2) [Cultural awareness] perceive that people in different places are taking action to help wild animals, and strengthen the sense that protecting wild animals is everyone's duty (O2); (3) [Thinking capacity] predict before listening and reading, retell the story in Part A with a clear plot chain (beginning → problem → help → ending), and judge which “we can do” actions are practical for students (O3); (4) [Learning ability] use the listening strategy “read the options first, then listen for key words”, and collect new “dangers + ways to help” expressions into the wild animal fact file (O4). II. Teaching Key Points and Difficult Points Key Points (1) Catch the key information in the story in Part A and the two listening materials, and complete Parts B1, B2 and B3 correctly. (2) Express and support opinions on why we protect wild animals and what we can do. Difficult Points (1) Integrate the information from the story in Part A and the two listening materials in Part B3 (summarizing & integrating). (2) Keep a discussion going with the response frames “I agree.” / “That's true. But ...” instead of stopping after one turn. III. Teaching Procedures 1. Lead-in (4 minutes) Quick review: “Pandas are protected in nature reserves. What about other wild animals?” Present today's theme “Protecting wild animals”: more animals are in danger, and people everywhere are doing something. Students name the animals in their fact files and one danger for each. Purpose: link the reading lesson to the wider theme; success is visible when students can name an animal in danger and one danger each (learning & understanding: perceiving & noticing; → O1, O2). 2. Part A — the story (10 minutes) Students look at the pictures of the story in Part A and predict what happens; then they read the story and check the predictions. Retelling: students retell the story in Part A with the plot chain on the board — beginning → problem → help → ending — and share in one sentence what the story wants to tell us: wild animals are our friends and they need our help. Purpose: read for the storyline and its message; success = a retelling that follows the four-step chain (applying & practicing: internalizing & utilizing; → O1, O3). 3. Part B — listening (12 minutes) B1 (5'): read the options first and predict the answers; then listen and note the key words (the animal, the danger, the action) while listening. B2 (4'): listen again for more details and complete the task; check the predictions made before listening. B3 (3'): integrate the information from the story in Part A and the two listening materials to complete Part B3; check in pairs, then together. Purpose: train the “predict — listen for key words — integrate” routine; success = Parts B1–B3 completed with at least 80% accuracy (applying & practicing: analyzing & judging; → O1, O4). 4. Part C — discussion (9 minutes) Groups of four discuss the two questions in Part C: “Why should we protect wild animals?” and “What can we do to help?” They use the frames “I think ... because ...”, “We can ...”, “I agree.” / “That's true. But ...” and keep at least three turns in each group. Each group lists two practical actions for students. Purpose: exchange opinions with reasons and reach group decisions; success = three or more turns with reasons (transferring & creating: reasoning & arguing; → O2, O3). 5. Report and feedback (5 minutes) Two or three groups report their conclusions to the class: one reason for protection and two actions. The class votes for the top three practical actions and posts them beside the unit task board — they will feed the appeal part of the reports and the audio campaign. Purpose: turn discussion results into shared material for the unit product (transferring & creating: critiquing & evaluating; → O3, O4). IV. Summary (2 minutes) Students summarize: the story and the two listening materials all point to one idea — wild animals are in danger and everyone can do something; the fact file now has more “dangers + ways to help” lines. Assessment of objectives: O1 via the completed Parts B1–B3; O2 via the Part C discussion and the class vote; O3 via the plot-chain retelling and the reported conclusions; O4 via the strategy use observed in B1 and the new fact-file lines. V. Homework (3 minutes) Consolidation: read the story in Part A aloud until fluent; finish and correct Part B3 with the key words noted in class. Extension: write three sentences for the class action list — “We should encourage people to ...”, “We can ... to help ...” — using at least one infinitive pattern from Period 3. Practice: interview a family member — “Which wild animal do you want to help? Why?” — and add one line to your fact file for the report and audio clip of Project 2 “An audio campaign to help nature”. VI. Blackboard Design Part Content Theme Protecting wild animals — why and how Part A plot chain: beginning → problem → help → ending Listening read first → key words (animal, danger, action) → integrate in B3 Part C Why ...? Because ... / What can we do? We can ... / I agree. That's true. But ... Big idea Everyone can do something for wild animals. Period 7 · 8A Unit 5 Wild animals Integration (D) + Assessment 教学设计 I. Teaching Objectives By the end of the lesson, students will be able to: (1) [Language ability] understand the structure and language of the model article in Part D, and write a report “Protecting the ______” of 80–100 words covering what it is like, the dangers it faces and ways to help, with at least two infinitive patterns and two -ing / -ness / -ion nouns (O1); (2) [Cultural awareness] end the report with a real appeal to protect wild animals, and realize that small actions — learning, telling others, refusing to harm — add up to big protection (O2); (3) [Thinking capacity] evaluate a partner's draft with the checklist “one star and one wish”, point out what is missing against the criteria, and revise the draft accordingly (O3); (4) [Learning ability] plan before writing with a material card, assess the unit objectives in the self-assessment, and prepare the one-minute audio clip for Project 2 “An audio campaign to help nature” by polishing and rehearsing the report (O4). II. Teaching Key Points and Difficult Points Key Points (1) The three-part report structure of the model article in Part D — what it is like → the dangers → ways to help — plus an appeal at the end. (2) The quantified requirements: 80–100 words, two infinitive patterns, two suffix nouns and one clear appeal. Difficult Points (1) Organize the material card into clear paragraphs instead of a list of facts (summarizing & integrating). (2) Give evidence-based peer feedback — name the star and the wish with examples from the draft. III. Teaching Procedures 1. Lead-in and model analysis (8 minutes) Read the model article in Part D and answer: what does it tell about the animal, and how does it call on people to help? Students find the three-part structure — what it is like → the dangers → ways to help — plus the appeal at the end, and underline the useful language: infinitive patterns for purpose (to/in order to; ask/tell/encourage sb to do sth) and noun forms (action, kindness). Purpose: read as a writer — find the structure and the language to borrow (learning & understanding: obtaining & organizing; analyzing & judging; → O1, O4). 2. Material card (7 minutes) Each student fills a material card for the animal chosen in the fact file: Part 1 what it is like (looks, food, home); Part 2 the dangers (food, habitat, illness ...); Part 3 ways to help (nature reserves, no buying, plant trees, learn and tell others) — all from the fact-file lines collected in Periods 1–5. Purpose: plan before writing so that every paragraph has material; success = a complete three-part card (applying & practicing: internalizing & utilizing; → O4). 3. Drafting (12 minutes) Students write the first draft of “Protecting the ______” following the model article in Part D. The teacher circulates, helps with the appeal sentence (e.g. “Let's take action to protect them now!”) and marks word-count problems. Criteria: 80–100 words; three paragraphs plus one appeal sentence; at least two infinitive patterns; at least two -ing / -ness / -ion nouns. Purpose: write to the quantified criteria; success = three parts complete and the language requirements met (transferring & creating: imagining & creating; → O1, O2). 4. Peer review — one star and one wish (6 minutes) Partners exchange drafts against the checklist and write “one star” (something done well, with the sentence quoted) and “one wish” (one thing to improve). Students revise the wish on the spot. Checklist: three parts complete? 80–100 words? two infinitive patterns? two suffix nouns? a clear appeal? Purpose: assess with criteria and revise at once; success = every draft receives one star and one wish and a revision (applying & practicing: analyzing & judging; → O3). 5. Assessment and the audio task (5 minutes) Students finish the unit self-assessment and tick what they can do now against the objectives. The teacher introduces the final step of the unit product: polish the report into a one-minute audio script and record it for Project 2 “An audio campaign to help nature”; the best recordings will be played in the class campaign. Purpose: close the loop of teaching–learning–assessment and hand the product to a real audience (transferring & creating: critiquing & evaluating; → O2, O4). IV. Summary and self-assessment (3 minutes) Students summarize the report structure and read out their own best sentence; the teacher collects the drafts and points out the most common “wish” for the next writing round. Assessment of objectives: O1 via the drafts checked against the quantified criteria; O2 via the appeal sentences and the audio-task plan; O3 via the checklist feedback collected; O4 via the material cards and the self-assessment sheets. V. Homework (4 minutes) Consolidation: polish the draft into the final version according to the star and the wish; copy the final report neatly into the fact file. Extension: read the model article in Part D aloud twice and underline every “to do” pattern in it. Practice: rehearse and record the one-minute audio clip of your report “Protecting the ______” for Project 2 “An audio campaign to help nature”, and send it to the class campaign pool. VI. Blackboard Design Part Content Report what it is like → the dangers → ways to help (+ appeal) Language to/in order to; ask/tell/encourage sb to do sth; action, kindness Criteria 80–100 words · two infinitive patterns · two suffix nouns · one appeal Feedback one star + one wish → revise at once Product record the report for Project 2 “An audio campaign to help nature”. 编写依据：新译林版《英语》八年级上册 Unit 5 Wild animals；《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 $