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教学设计
课程基本信息
学科 英语 年级 八年级 学期 秋季
课题 Unit 5 Wild Animals (Integration)
教学目标
通过本板块的学习，学生能够： 1）阅读并获取北极熊和蓝鲸的概况、面临的问题； 2）听录音并获取印度犀牛的概况和政府采取的保护措施、目前野生动物面临危险的原因； 3）在同伴对话活动中讨论野生动物的保护方法，增强野生动物保护观念； 4）以野生动物的名义给人类写一封信，呼吁人类保护野生动物，形成人与自然和谐共生的理念。
教学内容
教学重点： 1）通过听、读材料获取北极熊、蓝鲸、印度犀牛的概况及所面临的问题； 2）听录音并获取目前野生动物面临危险的主要原因； 3）概括与整合上述听读材料，完成保护野生动物的博客。 教学难点： 1）在同伴对话活动中内化和运用所学知识和表达，讨论该如何保护非洲犀牛； 2）以野生动物的名义写一封求助信，呼吁人类保护野生动物，形成人与自然和谐共生的理念。
教学过程
Step 1 Lead-in Have students listen to a “guest speaker” from the Sunshine Wild Animal Club and let them have a guess at the wild animals given by the teacher. Step 2 Reading Have students read the passages about polar bears and blue whales, and finish the table below. FactsProblemsPolar bears1) They live in _________. 2) They mainly live on _________. 3) It takes them a long _________ to find food.The earth is becoming _________ and the Arctic ice is melting. It means there is going to be fewer living __________.Blue whales1) They are _________ animals on the planet. 2) They live in ________. 3) The oldest blue whale can be about _________ years old.1) Humans __________ them. 2) They often get hurt by _________. 3) There is less _________ to eat because of global warming.
Ss answer the question: What problems do they have in common What have humans done to help them Step 3 Listening Have students watch the video and answer: What animal are they Why problem are they facing What do humans do to help them (Possible answer: The animals in the video are rhinos. Some people hunted them for their horns. To save rhinos, the government put them in nature reserves or remove their horns.) 2. Have students listen to Part B1 and finish the notes. 3. Have students listen to Part B2 and finish the notes. 4. Have students use the words from B1 and B2 to finish the blog post in Part B3. Further thinking: Why should we protect wild animals Step 4 Speaking 1. Have students listen to the dialogue between Daniel and Kitty and finish the mind map. 2. Have students read the dialogue and find out expressions for stating personal opinions and those for reacting to others’ opinions. 3. Have students complete a role-play based on the conversation model to talk about how to protect wild animals like rhinos. Step 5 Writing 1. Have students read Amy’s passage and answer the following questions: Who is “I”, an Indian rhino or Amy Why does Amy use the first person What kind of text is it What’s the writing purpose 2. Have students read Amy’s passage again and match the questions in Part D1 on page 75 with each paragraph in Amy’s letter. 3. Have students analyze the format of a letter asking for help. 4. Have students find useful expressions in the letter and finish the chart below. 5. Have students finish Daniel’s passage about blue whales and provide feedback on his writing. Have students read and appreciate the sample passage. 6. Have students write a letter on behalf of a wild animal. Use the questions on p.75 as a guide. 7. After writing, have students use the self-assessment table to check and improve their writing. 问题是否如果为“否”，如何改进你在信中是否以野生动物的名义向人类讲述了自己的情况？你在信件的首段是否介绍了自己的基本信息和写作目的？你在信件的主干部分是否阐明了自己面临的问题和原因、已经获得的帮助和还需要的其他帮助？你的信件是否使用了正确的格式？你的信件是否提供了重要且充足的细节？你的信件是否使用了恰当的句型和丰富的词语？你的信件在拼写、语法和标点方面是否正确？
Homework: Must-do: Polish the article you’ve written in today’s class. You can ask your classmate, your teacher or AI for the feedback. Choose-to-do: Work in a group of four, choose a wild animal in danger and make a 6-minute presentation.

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