Unit5 Wild animals 教学设计2026-2027学年译林版八年级英语上册

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