资源简介

第1课时　Welcome to the unit
Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　
What: The text is about introducing wild animals. It starts with an activity asking students to identify wild animals from pictures and learn more through listening to introductions. Then, it presents a model conversation among students about their favourite wild animals, aiming to engage students in talking about wild animals. The content focuses on raising students awareness of different wild animals and their characteristics.
Why: The author s intention is to cultivate students interest in wild animals and enhance their English communication ability in a real-life-related context. By involving students in identifying animals and discussing favourites, it aims to make students more aware of the diversity of wild animals. Moreover, it promotes students use of English in expressing opinions and feelings, reflecting a value orientation towards wildlife education and language learning integration.
How: The text employs an interactive and practical approach. It uses pictures and listening exercises as visual and auditory aids to attract students attention and activate prior knowledge. The model conversation is in simple, everyday English, making it easy for students to follow and imitate. The overall structure is step-by-step, guiding students from recognition of animals to expressing personal preferences, which is conducive to classroom interaction and language practice.
Teaching Objectives　　　　　　　　　　　　　　　　　　　　　　　　　
By the end of this lesson, students will be able to:
1.understand the main idea of the listening materials;
2.learn more information about wildlife;
3.fluently express about favourite wild animals;
4.understand that people and animals should live in peace and harmony.
Teaching Process　　　　　　　　　　　　　　　　　　　　　　　　　
Teaching Objectives Teaching Activities Effectiveness Evaluation
1.To understand the main idea of the listening materials. 2.To learn more information about wildlife. Step 1　Lead-in 1.Ask students to identify animals via quick questions (e.g. the largest cat in the world→tigers). 2.Show pictures of animals (dolphins, eagles, etc.) and have students match names with visuals. Step 2　While-listening 1.Play audios to introduce animals, prompting students to note adjec-tives (size, movement, behaviour). 2.Group work: Discuss favourite animals using a model dialogue (e.g. I like dolphins best. They re friendly and smart.). Measure students engagement, demonstrating their ability to recall prior knowledge and connect visuals to vocabulary. Measure students use of the model dialogue structure to articulate preferences and justify choices, demonstra-ting application of functional language and descriptive adjectives.
(续表)
Purpose To guide students to associate animal characteristics with language expression rules, laying a foundation for further discussions on describing wild animals accurately and vividly.
3.To fluently express about favourite wild animals. 4.To understand that people and animals should live in peace and harmony. Step 3　Post-listening 1.Have dialogues with students to reinforce the understanding of preferences. 2.Group discussion: What other wild animals do you know Encourage extended sharing. Measure students willingness to share additional animal knowledge and use target phrases, showing engagement with expanding vocabulary and connecting new information to prior learning.
Purpose To solidify students grasp of expressing preferences through dialogue matching, and broaden their knowledge of wild animals via group sharing, paving the way for more comprehensive discussions on animal diversity and protection.
Step 4　Language Points & Exercises 1.Teach key phrases (work as a group, team spirit) and sentence patterns (What s your favourite… ). 2.Practise through fill-in-the-blanks and translations (e.g. Sharks are among the fiercest animals.). Assess if students can correctly pronounce and recall phrases and sentence patterns in oral or written responses, demonstrating comprehen-sion of their meanings and contexts.
Purpose To enable students to master functional phrases and sentence patterns for describing animals and expressing preferences, providing linguistic tools for further discussions on wild animal characteristics and protection.
Homework Basic homework: Read the conversation in the listening text. Practical homework: Dictate the key sentences of this lesson. Extended homework: Record an audio about your favourite animal.
Teaching Reflection　　　　　　　　　　　　　　　　　　　　　　　　　





第5课时　Integration D
Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　
What: The text is about wildlife protection, specifically focusing on the situation of Indian rhinos. It includes a model letter written from the perspective of an Indian rhino, detailing its diet, the problems it faces such as habitat loss and hunting, and what humans have done and can do to help them. It also provides a writing task for students to write their own letters in a similar vein, along with useful expressions to assist them.
Why: The author s intention is to raise students awareness about the endangerment of wild animals, particularly Indian rhinos. By having students write letters from the animals perspectives, it aims to cultivate empathy and a sense of responsibility towards wildlife conservation. It also serves as a language-learning exercise to improve students writing skills in English, using a real-world and meaningful context. The overall attitude is concern for wildlife and an educational approach to fostering environmental consciousness among students.
How: The text uses a letter-writing format as a vehicle for conveying information. It presents a first-person narrative from the animal s point of view, which makes the content more engaging and relatable. The language is simple and straightforward, suitable for students learning English. It structures the content in a logical way: introducing the animal, its problems, and solutions. The provision of useful expressions helps students with language scaffolding for their own writing.
Teaching Objectives　　　　　　　　　　　　　　　　　　　　　　　　　
By the end of this lesson, students will be able to:
1.know basic information about wild animals (habitat, diet, problems they face, etc.);
2.write a letter in the name of a wild animal to appeal for protection, using given expressions and language structures;
3.understand the importance of protecting wild animals and living in harmony with them, and take action for wildlife protection.
Teaching Process　　　　　　　　　　　　　　　　　　　　　　　　　
Teaching Objectives Teaching Activities Effectiveness Evaluation
1.To know basic information about wild animals (habitat, diet, problems they face, etc.). Step 1　Lead-in Show images of diverse wild animals (e.g. dolphins, pandas, blue whales) and ask: Which animal would you choose to write for Why Step 2　Pre-writing 1.Guided Q&A (D1): Answer questions about the chosen animal (e.g. habitat, diet, problems) using sample answers as a reference. 2.Model Analysis (D2): Deconstruct Amy s letter to identify the structure (introduction, problems/reasons, human help/wishes) and persuasive techniques: urgency high-lighting, direct appeals. Check students engagement and whether they can clearly explain their choices of animals to write for based on the images. Check if students can answer animal-related questions with the help of samples and analyze the structure and persuasive techniques in the model letter.
Purpose To stimulate students interest in wildlife protection through visual images of diverse wild animals, prompting them to actively select a writing subject and articulate reasons, thus laying a motivational foundation for the subsequent letter-writing task on wildlife protection. To guide students in systematically organizing information about wild animals through structured Q&A, and to analyze the model letter s framework and persuasive methods, helping them build a logical writing structure and learn to convey urgency and appeals effectively, thereby preparing for writing persuasive protection letters.
2.To write a letter in the name of a wild animal to appeal for protection, using given expressions and language structures. 3.understand the importance of protecting wild animals and living in harmony with them, and take action for wildlife protection. Step 3　Writing Practice 1.Independent Writing (D3): Draft a letter using the model and useful expressions, incorporating to-infinitives and suffixes. 2.Peer Review: Use the checklist (correct form, accurate meaning, creativity) to evaluate partners letters. Evaluate students writing ability in using the model, grammar, and their peer-reviewing proficiency accord-ing to the checklist.
(续表)
Purpose To enable students to apply learned language structures and vocabulary in writing letters for wildlife protection through independent drafting, and enhance writing accuracy and creativity by evaluating peers works with a checklist, thus bridging linguistic knowledge with practical advocacy and fostering critical thinking and collaborative skills.
Step 4　Language Points & Exercise 1.Explain key structures: (1)Letter-opening formula (I am writing to ask for your help to…) and cause-effect sentences (Please help us, or we may…). (2)Vocabulary related to protection (e.g. take action, make laws, in danger). 2.Practise through translations and sentence completion (e.g. Indian rhinos are 　　　　for their horns.). Evaluate students grasp of letter structures and wildlife protection vocabulary, and assess their accuracy in translations and sentence completion.
Purpose To help students master formal letter-writing structures and protection-related vocabulary, enabling them to accurately express appeals for wildlife protection in writing and laying a linguistic foundation for composing persuasive letters with clear logic and emotional resonance.
Homework Basic homework: Listen and repeat the words and sentences in the Integration D part. Practical homework: Try to write a letter of wildlife protection by using what you have learned in this unit. Extended homework: Search for more information about the importance of living in harmony with wild animals, and share it with your classmates.
Teaching Reflection　　　　　　　　　　　　　　　　　　　　　　　　　

第2课时　Reading
Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　
What: The text is about protecting pandas, specifically focusing on the life story of a baby panda named Xiwang. It covers Xiwang s birth, growth process, and the challenges giant pandas face in the wild, such as habitat loss and the difficulty of finding sufficient food. It also mentions the efforts made by the government and scientists to protect pandas, including establishing nature reserves and making laws. The content includes reading comprehension exercises like matching paragraphs with main ideas, sequencing the growth process of Xiwang, and completing a conversation about pandas situation and protection.
Why: The author s intention is to raise awareness about the endangered situation of giant pandas and the importance of wildlife protection. By telling the story of Xiwang, it aims to evoke students empathy towards pandas and encourage them to care about wildlife conservation. It also intends to educate students about the specific challenges pandas face and the measures taken to protect them, promoting a sense of responsibility for environmental protection. Overall, it conveys a positive attitude towards wildlife conservation and emphasizes the significance of human efforts in safeguarding endangered species.
How: The text uses a narrative style. It begins with an introduction to the topic of protecting pandas and then tells the story of Xiwang in a chronological order, which is easy for students to follow. The language is simple and straightforward, using common vocabulary suitable for English learners. It incorporates pictures to help illustrate the content, especially in the exercises related to the growth of Xiwang. The text also includes dialogues and questions to engage students and test their understanding, creating an interactive learning environment.
Teaching Objectives　　　　　　　　　　　　　　　　　　　　　　　　　
By the end of this lesson, students will be able to:
1.obtain information about the growth process of the panda Xiwang, the problems faced by wild pandas, and protection measures;
2.enhance the awareness of protecting wild animals, understand the significance of protecting pandas for maintaining biodiversity and ecological balance, and cultivate social responsibility.
Teaching Process　　　　　　　　　　　　　　　　　　　　　　　　　
Teaching Objectives Teaching Activities Effectiveness Evaluation
1.To obtain infor-mation about the growth process of the panda Xiwang, the problems faced by wild pandas, and protection measures. Step 1　Lead-in Watch a video about giant pandas and answer questions (e.g. Why are pandas so popular What problems do they face in the wild ). Step 2　While-reading 1.Paragraph Matching: match each paragraph with the correct main idea (e.g. the birth of Xiwang, wild pandas problems). 2.Timeline Sequencing: Arrange Xiwang s growth stages (birth, 6 months, 12 months, 20 months). 3.Detail Questions: Answer specific questions about Xiwang s care, wild pandas challenges, and government actions. Evaluate students ability to understand and summarize the main ideas presented in the video about giant pandas. Check if students can identify the reasons for their popu-larity and the problems they face. Assess students capacity to analyze the text content, extract chronological infor-mation, and correctly se-quence Xiwang s growth stages, improving their logical thinking and time-order organization ability.
Purpose To arouse students interest in giant pandas and activate their prior knowledge about pandas, laying the groundwork for further discussions on the growth, challenges, and protection of pandas. To guide students to grasp the structural framework and key information of the text through paragraph matching and timeline sequencing, and deepen their understanding of the growth process, existing problems, and protection measures of giant pandas by answering detail questions, laying a foundation for further discussions on wildlife protection.
(续表)
2.To enhance the awareness of protec-ting wild animals, understand the significance of protecting pandas for maintaining biodiversity and ecological balance, and cultivate social responsibility. Step 3　Post-reading 1.Dialogue Completion: Fill in a conversation about panda protection using target vocabulary (e.g. in the wild, as a result). 2.Group Discussion: Debate ethical questions (e.g. Should wild animals be kept in zoos ). 3.Presentation: Share measures to protect pandas (e.g. as a panda keeper, propose creative solutions). Measure students proficiency in synthesizing information and presenting creative ideas, determining if they can clearly put forward effective measures to protect pandas from the role of a panda keeper, evaluating their overall comprehension and innovative thinking skills.
Purpose To enable students to apply target vocabulary and grammatical structures in practical dialogues, foster critical thinking through ethical debates on wildlife protection, and inspire creative problem-solving by proposing protection measures, thereby bridging textual knowledge with real-world conservation practice.
Step 4　Language Points & Exercises 1.Teach key phrases (take action, as a result, thanks to) and grammatical structures (“It is+adj.+for sb to do sth.”). 2.Practise through fill-in-the-blanks, translations, and sentence writing. Evaluate students ability to understand and internalize key phrases, checking their comprehension of the mean-ings, usages and contexts of these language points.
Purpose To help students master key phrases and grammatical structures for describing problems and solutions, and solidify their application through exercises, providing linguistic tools for accurate expression in discussions about wildlife protection and laying the foundation for advanced writing and communication.
Homework Basic homework: Write a passage to introduce how to protect pandas. Practical homework: Try to make a vlog about endangered animals. Extended homework: Try to find different methods and approaches to protect endangered animals.
Teaching Reflection　　　　　　　　　　　　　　　　　　　　　　　　　

第4课时　Integration (A-C)
Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　
What: The text is about the protection of wild animals. It presents various reading, listening, and writing tasks related to endangered animals such as polar bears, blue whales, and Indian rhinos. The content includes information about the problems these animals face, like habitat loss and hunting, and what humans can do to help them. Exercises involve answering questions, filling in the blanks, writing blog posts, and engaging in conversations about wildlife protection.
Why: The author s intention is to raise awareness about the conservation of wild animals among students. Through these activities, students are encouraged to understand the challenges wild animals face and the importance of taking action to protect them. It also aims to develop students English language skills, such as reading, listening, writing, and speaking, in the context of a meaningful and relevant topic. The overall attitude is one of environmental concern and educational empowerment, aiming to instill a sense of responsibility towards wildlife in students.
How: The text uses a practical and task-based approach. It combines informational texts about animals with interactive exercises. The language is straightforward and educational, suitable for students learning English. The tasks are structured in a way that progresses from comprehension (reading and listening to gather information) to application (filling in blanks, writing, and discussing). This step-by-step structure helps students gradually build their understanding and communication skills regarding wildlife protection.
Teaching Objectives　　　　　　　　　　　　　　　　　　　　　　　　　
By the end of this lesson, students will be able to:
1.understand the main idea of the listening materials;
2.enhance awareness of wildlife protection;
3.fluently express about wildlife protection;
4.understand that people and animals should live in peace and harmony.
Teaching Process　　　　　　　　　　　　　　　　　　　　　　　　　
Teaching Objectives Teaching Activities Effectiveness Evaluation
1.To understand the main idea of the listening materials. 2.To enhance aware-ness of wildlife protection. Step 1　Lead-in Show images of endangered animals (e.g. polar bears on melting ice, blue whales hunted, Indian rhinos with horns cut off) and ask: What do these animals have in common Why are they in danger Step 2　While-listening 1.Listening for main ideas: Listen to the audio about polar bears and blue whales, and answer questions about their habitats, threats, and survival challenges. 2.Detail comprehension: (1)Complete notes about Indian rhinos population changes and protective measures. (2)Analyze common threats (natural vs human causes) through fill-in-the-blanks. Observe students engage-ment and assess their ability to identify threats to endangered animals and explain the reasons for their endangerment based on the presented images. Check if students can identify key information about polar bears and blue whales (habitats, threats, survival challenges) from the audio, assessing their grasp of main ideas through question re-sponses.
Purpose To arouse students emotional resonance and initial curiosity through visual images of endangered animals, prompting them to actively observe and think about the common challenges these animals face, and laying a cognitive foundation for the subsequent exploration of wildlife protection themes. To train students listening comprehension skills by identifying key information about endangered animals habitats and threats, and deepen their understanding of the multifaceted causes (natural and human-induced) of wildlife crises through note-taking and analysis, laying a factual foundation for subsequent discussions on protection strategies.
(续表)
3.To fluently express about wildlife pro-tection. 4.To understand that people and animals should live in peace and harmony. Step 3　Post-listening 1.Group discussion: Debate: What daily actions can harm wildlife (e.g. plastic pollution, overhunting). 2.Pair work: Role-play a conversation about pro-tecting animals, using sentences like “Yes, that s right/a great point.” to show agreement. 3.Creative task: Design a poster or slogan about wildlife protection, integrating learned vocabulary (e.g. take action, live up to the responsibility). Check if students can identify and articulate daily human actions harmful to wildlife through coherent contribu-tions. Assess students fluency in using target phrases to agree or disagree and sustain a conversation about animal protection, evaluating their grasp of functional language in context.
Purpose To promote students critical thinking about the impact of daily actions on wildlife, enhance their oral communication skills through role-playing, and stimulate creativity in expressing their understanding of wildlife protection using learned vocabulary, thus fostering a deeper connection between language learning and environmental awareness.
Step 4　Language Points & Exercise 1.Explain key structures: (1)“make it+adj.+for sb to do sth” (e.g. Climate change makes it hard for animals to survive.). (2)at risk, hunt for, live up to 2.Practise through translations and sentence completion (e.g. Blue whales are 　　　　due to hunting.). Check if students understand “make it+adj.+for sb to do sth” and phrases like “at risk” and assess their accuracy in applying these via translations and sentence completion.
Purpose To help students master key grammatical structures and vocabulary related to wildlife protection, enabling them to accurately describe challenges animals face and human responsibilities, and preparing for fluent expression in discussions and writing about environmental issues.
(续表)
Homework Basic homework: Read the conversation in the listening text. Practical homework: Make sentences with the words and phrases learned today. Extended homework: Recite a passage from the text that you think is the best description.
Teaching Reflection　　　　　　　　　　　　　　　　　　　　　　　　　

第3课时　Grammar & Word power
Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　
What: The text is about English grammar and vocabulary learning, specifically focusing on the usage of to-infinitives in different contexts (using verbs+to-infinitives, using to-infinitives to express purpose, using verbs+objects+infinitives with/without to) and the formation of nouns using suffixes (“-ing”, “-ness”, and “-ion”). It provides examples, exercises such as filling in the blanks, matching sentences, and transforming words, based on a school trip to the zoo and the topic of wild animals.
Why: The author s intention is to help students understand and master specific English grammar and vocabulary rules. By using the context of a zoo trip and wild animals, it makes the learning process more engaging. The practical exercises are intended to ensure students can apply these rules correctly. Overall, it conveys a positive attitude towards language learning, emphasizing the importance of mastering grammar and vocabulary for effective communication, and aims to build students confidence and proficiency in English.
How: The text uses an instructional and practical-oriented style. It first presents examples of grammar usage in the context of a zoo trip, which makes the grammar rules more relatable. Then, it clearly states the grammar rules in “Work out the rule!” boxes. Exercises are designed to reinforce the understanding of these rules, with a step-by-step approach from simple completion tasks to more complex sentence matching. In the vocabulary part, it shows the rule of forming nouns with suffixes through examples and provides practice exercises. The language is straightforward and instructional, aiming to guide students through grammar and vocabulary learning in an accessible way.
Teaching Objectives　　　　　　　　　　　　　　　　　　　　　　　　　
By the end of this lesson, students will be able to:
1.understand the usage of to-infinitives in different contexts (using verbs+to-infinitives, using to-infinitives to express purpose, using verbs+objects+infinitives with/without to);
2.create sentences using to-infinitives in various contexts on their own;
3.form and use nouns with suffixes (“-ing”, “-ness”, and “-ion”) in animal-themed writing.
Teaching Process　　　　　　　　　　　　　　　　　　　　　　　　　
Teaching Objectives Teaching Activities Effectiveness Evaluation
1.To understand the usage of to-infinitives in different contexts (using verbs+to-infinitives, using to-infinitives to express purpose, using verbs+objects+infinitives with/without to). 2.To create sentences using to-infinitives in various contexts on their own. Step 1　Lead-in Present a zoo trip scenario with visuals of pandas and ask questions (e.g. What did the pandas start to do ). Step 2　Verbs+to-infinitives 1.Verbs: Use “want/decide/plan+to-infinitives” to show intention (e.g. He decided to climb the mountain.). 2.Exercises: Fill in the blanks (e.g. want to buy). Step 3　To-infinitives to Express Purpose 1.Structure: Use “to/in order to+verb” (the latter is more formal) (e.g. buy toys to make happy). 2.Matching Exercises: Connect animal actions to their purposes (e.g. Whales make loud noises→in order to talk to each other). Step 4　Verbs+Objects+Infinitives with/without to 1.With to: Verbs like “ask/tell” (e.g. asked us not to feed). 2.Without to: Verbs like “see/hear/let” (e.g. saw a baby lion stay). Exercises: Complete sentences (e.g. Mr Wu tells us to wear a pair of comfortable shoes.). Assess students accuracy in using “want/decide/plan+to-infinitive” via fill-ins (e.g. want to buy) and ability to identify intentional actions (e.g. decided to climb). Evaluate students ability to apply “to/in order to” for purpose through action-purpose matching (e.g. Eagles use their eyes to find small animals on the ground), assessing formal/informal usage and coherent intent explanation. Observe students accuracy in using “ask/tell+object+to-infinitives” through sentence completion. Assess students ability to correctly omit “to” with “see/hear/let” by analyzing their performance in exer-cises.
Purpose To deconstruct the usage of infinitives through analyzing panda-related sentences and the keeper s actions, helping students grasp the structures of “verbs+to-infinitives” “to-infinitives to express purpose” and “verbs+objects+infinitives with/without to”, and laying a foundation for practical application in describing animal behaviours and conservation scenarios.
(续表)
3.To form and use nouns with suffixes (“-ing”, “-ness”, and “-ion”) in animal-themed writing. Step 5　Word Formation with Suffixes (“-ing”, “-ness” and “-ion”) 1.Rules: Verb+-ing (mean→meaning), Adjective+-ness (ill→illness), Verb+-ion (act→action). 2.Exercises: Convert verbs/adjectives to nouns using suffixes (e.g. protect→protection). Observe students ability to recognize suffix patterns and assess their mastery of noun formation through word conversion tasks.
Purpose To instruct students on the rules of forming nouns using suffixes “-ing” “-ness” and “-ion”. By presenting conversion examples and providing exercises for word conversion, students can learn to transform verbs and adjectives into nouns correctly, expand their vocabulary, and understand the morphological relationships between words.
Step 6　Language Points & Exercises 1.Teach key phrases and grammatical structures. Key Phrases: use sth to do sth(使用某物做某事) in order to do sth(为了做某事) make sb do sth(使某人做某事) see sb do sth(看见某人做某事) ask sb not to do sth(要求某人不要做某事) help sb (to) do sth(帮助某人做某事) Grammatical Structures: 感官动词/使役动词+不带 to 的不定式(如 see, make, let)与带 to 的不定式结构(如 ask, help)的区分。 目的状语表达(to do sth/in order to do sth)的用法差异。 2.Practise through fill-in-the-blanks, sentence rewriting, and translation. Evaluate students mastery of verb structures (to-infinitives) and purpose expressions (to/in order to) via fill-ins, rewriting, and translation.
Purpose To guide students to distinguish the usage of infinitive structures with or without “to” after perception/causative verbs and understand the differences in purpose adverbial expressions, enhancing their accuracy in describing animal behaviours and protection scenarios, and preparing for logical and coherent expression in related writing and communication.
(续表)
Homework Basic homework: Use “verbs+objects+infinitives” to make five sentences. Practical homework: Draw a picture of your favourite animal and write a short English description. Extended homework: Research and write a short passage about an animal s unique survival skills.
Teaching Reflection　　　　　　　　　　　　　　　　　　　　　　　　　

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