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课 题 8A Unit 7 The Natural World Welcome to the unit 备课时间 上课时间
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I. Teaching aims and learning objectives Students will be able to master the key vocabulary related to ecosystems, such as "rainforest", "coral reef", "grassland", "polar ice", "ecosystem", "climate", "rainfall" etc. Students will understand the basic sentence patterns used to describe ecosystems, for example, "Half of the world’s animals and plants live in rainforests." "Coral reefs look like rocks, but they support a lot of life in just a small area." II. Teaching main points Key vocabulary and sentence patterns related to ecosystems. Enable students to communicate about ecosystems using the learned language knowledge. III. Focus of the lesson and predicted area of difficulty Help students understand some abstract concepts about ecosystems, such as how different ecosystems maintain the balance of nature. Guide students to express their own ideas about ecosystems clearly and accurately in English. IV. Teaching procedures Step 1: Lead - in (5 minutes) Show some pictures of different natural sceneries, such as a lush rainforest, a vast grassland, a beautiful coral reef, and the icy polar region on the PPT. Then ask students: "Boys and girls, look at these pictures. What can you see Which one do you like best Why " Encourage several students to share their opinions. This activity can arouse students' interest in the topic of the natural world and lead in smoothly. Step 2: Presentation (15 minutes) Vocabulary teaching Present the new words about ecosystems one by one on the PPT. For each word, show its corresponding picture, pronunciation, and Chinese meaning. For example, when teaching "rainforest", show a picture of a rainforest full of tall trees and dense vegetation, and read the word aloud: / re nf r st/, and explain "热带雨林" in Chinese. Let students read the words after the teacher several times to ensure correct pronunciation. Use some simple sentences to help students understand the usage of new words. For instance, for "be home to", say "The Amazon rainforest is home to thousands of plants and animals." Let students open their books to the "Welcome to the unit" part. Show the four facts about different ecosystems on the PPT. Ask students to read these facts quickly and tick the ones they already know. Then, explain each fact in detail.For "Coral reefs look like rocks, but they support a lot of life in just a small area.", show more pictures of coral reefs and the various marine lives around them to help students understand how coral reefs support life. Step 3: Practice (15 minutes) Listening practice Play the recording of the dialogue between Kitty and David about ecosystems. Let students listen carefully and answer two simple questions on the PPT: "What ecosystems do Kitty and David talk about " and "What are the characteristics of these ecosystems " Speaking practice Students take turns to pick a card and start a conversation about the ecosystem on the card according to the model in the textbook. For example, if a student picks a "desert" card, he/she can start like this: "Do you know anything about deserts " The other student answers based on what they have learned. Walk around the classroom to monitor and offer help if necessary. After a few minutes, invite several pairs to come to the front of the class and act out their conversations. Give them positive feedback and comments. Step 4: Production (8 minutes) Ask students to think about other fun facts about ecosystems they know. They can recall knowledge from science classes, documentaries they have watched, or books they have read. Select several groups to report their discussions to the whole class. The reporter of each group briefly introduces the fun facts they discussed. Step 5: Summary and Homework (2 minutes) Summarize the key points of this class with students, including the new vocabulary about ecosystems, important sentence patterns, and main facts about different ecosystems. Ask students to recall and repeat some key knowledge. Ask students to write a short passage about their favorite ecosystem. They need to introduce its features, the animals and plants living there, and the reasons why they like it. The passage should be at least 80 words.
教后记：
课 题 8AUnit6The Natural Worid Reading1 备课时间 上课时间
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I. Teaching aims and learning objectives Students will be able to master the key vocabulary related to ecosystems, such as "ecosystem", "ocean", "wetland", "forest", "coral reef", "carbon dioxide", "oxygen", etc. Students will learn some reading skills, like skimming for the main idea and scanning for specific information .II. Teaching main points Key vocabulary and sentence patterns related to ecosystems. Understanding the functions and importance of the three major ecosystems (oceans, wetlands, and forests). Mastering basic reading skills to comprehend the text about ecosystems. III. Focus of the lesson and predicted area of difficulty Helping students understand the complex relationship between different components within an ecosystem and how human activities affect ecosystems. IV. Teaching procedures A. Lead - in (5 minutes) Show students some pictures of different natural scenes, such as the ocean, wetlands, forests, deserts, etc. and ask them to name these scenes in English. T: Class, look at these pictures. What can you see Raise your hands and tell me in English.Ss: Ocean! Wetland! Forest! Then ask students to share their general impressions or knowledge about these natural scenes briefly. T: Good. Now, can you tell me something you know about the ocean Or wetlands Any ideas S1: The ocean is very big and has a lot of fish.S2: Wetlands have a lot of water and many birds live there. B. Pre - reading (8 minutes) Present the title "The big three: oceans, wetlands and forests" on the blackboard or screen and ask students to predict what the passage might be about. T: Here is the title of our reading passage. What do you think we will read about Discuss in pairs. Ss (after discussion): Maybe it will talk about the features of oceans, wetlands, and forests. Introduce some new words and phrases related to the reading passage, such as "ecosystem", "carbon dioxide", "oxygen", etc. Write new words and phrases on the blackboard and ask students to read them aloud several times. C. While - reading (20 minutes) Skimming Let students read the passage quickly within 3 minutes to get the main idea. Then ask them to answer the question: "What are the main ideas of this passage " Scanning Divide the passage into three parts according to the three ecosystems. Ask students to read each part carefully and answer some detailed questions. For the part about the ocean: Questions: How much of the earth's surface does the ocean cover How much of the earth's oxygen does it produce Why is the ocean like the "heart" of the earth T: Read the part about the ocean carefully. Answer these questions on the screen. Check the answers together. For the part about wetlands: Questions: What percentage of the earth's land area do wetlands cover What percentage of the world's plants and animals live in wetlands How do wetlands help prevent floods Similar steps as above. For the part about forests: Questions: What proportion of the earth's land area do forests make up What do plants in forests do Why are forests called the "lungs" of the earth Let students read, answer, and check the answers. D. Post - reading (10 minutes) Group discussion Divide students into groups of four. Give each group a topic related to ecosystems, such as "The problems that the ocean is facing" or "How to protect wetlands". Let them discuss in groups for 5 minutes. T: Now, divide into groups of four. Here are your topics. Discuss and find out as many ideas as you can. You have 5 minutes. After 5 minutes, ask each group to choose a representative to report their discussion results to the whole class. Group 1 representative: For the problem of the ocean, we think pollution is a big problem. Human activities like dumping waste into the ocean make the water dirty and harm the marine life. Summary Summarize the key points of this reading passage, including important vocabulary, sentence patterns, and the main idea of the passage with students. E. Homework (2 minutes) Ask students to write a short passage about their favorite ecosystem, introducing its features and why they like it. The passage should be at least 80 words. Encourage students to collect more information about ecosystems, such as some interesting facts or the latest research, and share it in the next class. 教后记：
课 题 8A Unit7 The Natural World Reading2 备课时间 上课时间
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I. Teaching Objectives 1. Knowledge Objectives Students will understand the article about the earth’s main ecosystems (oceans, wetlands, forests), mastering vocabulary like ecosystem, balance, oxygen, pollution. Students will extract details to answer comprehension questions and analyze ecosystem roles. 2. Ability Objectives Improve reading skills: identifying ecosystem features, answering questions, completing audio scripts. Enhance critical thinking by discussing ecosystem importance and human impacts. 3. Affective Objectives Inspire appreciation for the vital roles of oceans, wetlands, and forests in the natural world. Encourage students to reflect on human responsibility in protecting these ecosystems. II. Language Knowledge 1. Key Words & Phrases Ecosystem roles: “heart” (ocean), “kidneys” (wetlands), “lungs” (forests); Vocabulary: balance, oxygen, pollution, carbon dioxide; Descriptions: covers 71% of surface, traps pollution, produces oxygen 2. Key Sentences “An ecosystem includes all the living and non-living things in an area. Ecosystems can be of different sizes, from small ponds to large grasslands.” “The ocean is very large, covering around 71% of the earth’s surface and producing about 70% of the earth’s oxygen.” 3. Key and Challenging Points Key Points: Comprehend each ecosystem’s role (ocean as “heart,” wetlands as “kidneys,” forests as “lungs”); answer text - based questions. Challenging Points: Interpreting metaphorical roles (e.g., “kidneys of the earth”); analyzing human impacts on ecosystems. III. Teaching Procedures (Total Duration: 45 Minutes) Step 1 Pre - reading (5 Minutes) Show the article title “The earth’s main ecosystems” and ask: “What’s in an ecosystem What do you know about oceans, wetlands, forests ” Introduce the task: “Today, we’ll explore how oceans, wetlands, and forests work—learning why they’re called the ‘heart,’ ‘kidneys,’ and ‘lungs’ of the earth!” Step 2 While - reading (18 Minutes) Activity 1: Ecosystem Descriptions (7 Minutes) Students match pictures to ecosystem roles (Activity A), using clues like “covers 71%” (ocean), “cleans water” (wetlands). Walk around to assist, explaining metaphors (e.g., “kidneys clean blood → wetlands clean water”). Activity 2: Comprehension Questions (8 Minutes) Students answer text - based questions (Activity B), focusing on ecosystem components and roles. Discuss answers, highlighting non - living elements (e.g., water, air) and their importance. Activity 3: Vocabulary Check (3 Minutes) Quick review of key words (e.g., “balance”—stability; “pollution”—harmful substances; “oxygen”—air for breathing). Step 3 Post - reading (15 Minutes) Activity 1: Podcast Script Completion—Activity C (10 Minutes) Students fill in the ocean ecosystem podcast (Activity C) with vocabulary (e.g., “surface,” “oxygen,” “balance”). Highlight ecosystem roles (ocean produces oxygen, traps CO ). Discuss answers, connecting to the article’s “heart of the earth” metaphor. Activity 2: Critical Reflection (5 Minutes) Use discussion questions: “Why are these ecosystems important How do humans affect them ” Groups share ideas, linking to pollution (e.g., plastic in oceans) and deforestation. Step 4 Summary & Homework (7 Minutes) Summary (4 Minutes): Recap ecosystem roles (ocean: heart, wetlands: kidneys, forests: lungs), and their importance for balance, oxygen, and clean air/water. Homework (3 Minutes): Writing: Describe one ecosystem’s role in 3 sentences, using metaphors (e.g., “Forests are the lungs—they breathe in CO , breathe out oxygen”). Research: Find one human action harming an ecosystem and one solution. Step 4 Summary & Homework (7 Minutes) Check Activity A/B answers for understanding of ecosystem roles and details. Evaluate Activity C script for accurate vocabulary use. Observe post - reading discussions for critical thinking about ecosystem protection. 教后记：
课 题 8A Unit7The Natural World Grammar1 备课时间 上课时间
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I. Teaching aims and learning objectives Students will be able to understand and identify the structures of verbs with double objects (S + V + IO + DO) and object complements (S + V + O + C), and master the common verbs used in these structures. Students will learn the correct usage of conjunctions “and, but, or, so” to connect different ideas and show the logical relationships between them. II. Teaching main points The correct understanding and application of the structures of verbs with double objects and object complements, including the choice of prepositions “to” and “for” when changing the order of double objects. III. Focus of the lesson and predicted area of difficulty The accurate usage of conjunctions “and, but, or, so” according to different semantic and logical relationships, and being able to use them to combine sentences appropriately. Mastering the rules of forming words with the suffix “-ly” and correctly using these words in different sentence contexts IV. Teaching procedures 1 Lead - in (5 minutes) Show some pictures of different ecosystems on the PPT, such as the ocean, forest, and desert. 2 Presentation of Verbs with Double Objects and Object Complements (10 minutes) Write two sentences on the blackboard: “The sun gives ocean animals light and heat.” and “The mother bird keeps the eggs safe.” Analyze the first sentence: “Look at this sentence. ‘The sun’ is the subject, ‘gives’ is the verb. ‘Ocean animals’ and ‘light and heat’ are two objects. We call this structure S + V + IO + DO. Here, ‘ocean animals’ is the indirect object, and ‘light and heat’ is the direct object. And we can also say ‘The sun gives light and heat to ocean animals.’ by changing the order of the objects with the preposition ‘to’.” Analyze the second sentence: “In this sentence, ‘The mother bird’ is the subject, ‘keeps’ is the verb, ‘the eggs’ is the object, and ‘safe’ is used to describe the state of the eggs. This is called the object complement, and the structure is S + V + O + C.” Show some more examples on the PPT, such as “He lent me his book.” (S + V + IO + DO) and “We painted the wall white.” (S + V + O + C), and ask students to identify the structures. 3 Practice of Verbs with Double Objects and Object Complements (8 minutes) Hand out a worksheet with some sentences for students to fill in the blanks. The sentences are designed around the theme of the natural world. For example: The forest ______ animals food and shelter. (provides) The heavy rain made the ground ______. (wet) The teacher taught ______ students how to protect the environment. (the) Let students work individually first, and then ask them to check their answers in pairs. Walk around the classroom to provide guidance and answer students’ questions. 4 Presentation of Conjunctions “and, but, or, so” (8 minutes) Show four groups of sentences on the PPT: Group 1: “Rainforests are hot. They get a lot of rain.” (combine with “and”) Group 2: “This kind of fish can find enough space here. They can find little food.” (combine with “but”) Group 3: “Birds can live in the forest. They can also live in the wetland.” (combine with “or”) Group 4: “Deserts are dry. Some plants keep water in their leaves.” (combine with “so”) Analyze each group of sentences one by one: “Look at the first group. The two sentences describe two similar characteristics of rainforests, so we can use ‘and’ to combine them. For the second group, the two ideas are different, so we use ‘but’. In the third group, there are two possibilities for birds’ living places, so we use ‘or’. And for the fourth group, the second sentence is the result of the first one, so we use ‘so’.” Give some more examples and explain the usage of these conjunctions in different situations. 5 Practice of Conjunctions “and, but, or, so” (5 minutes) Let students work in groups of four. Each group gets a set of cards with some sentences about the natural world. They need to use the correct conjunctions “and, but, or, so” to combine these sentences. For example, one card says “The ocean is large.” and another card says “It provides a home for many animals.” The group should combine them as “The ocean is large, and it provides a home for many animals.” After a few minutes, ask each group to present their combined sentences to the class. 6 Presentation and Practice of Suffix “-ly” (7 minutes) Write some words on the blackboard, such as “real, slow, friend, love”. Then add “-ly” to them to form “really, slowly, friendly, lovely” and explain the changes in meaning and part of speech.. 7 Summary and Homework Assignment (2 minutes) Summarize the key grammar points learned in this class, including verbs with double objects, object complements, conjunctions “and, but, or, so”, and the suffix “-ly”. Assign homework: Ask students to write a short passage about an ecosystem they like, using at least three grammar points learned in this class. 教后记：
课 题 8A Unit 7 The Natural World Grammar2 备课时间 上课时间
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I. Teaching Objectives A. Knowledge Objectives Students will master two grammar points: Verbs that take two objects (direct and indirect objects) and how to reorder them using “to” or “for”; verbs with object complements. The correct usage of conjunctions “and”, “but”, “or”, and “so” to connect ideas. Students will be able to identify and apply these grammar structures in sentences related to ecosystems. B. Ability Objectives Improve students’ ability to analyze sentence structures (S + V + IO + DO; S + V + DO + OC) through practical exercises. Enhance students’ skills in using conjunctions to create coherent sentences about ecosystems, promoting logical thinking in English. C. Emotional Objectives Strengthen students’ connection between grammar learning and the theme of “The Natural World”, fostering environmental awareness while practicing grammar. Boost students’ confidence in grammar application through interactive and contextualized practice. III. Teaching Procedures A. Lead - in: Ecosystem Context Activation (5 minutes) Show a short video clip about different ecosystems (forests, oceans, deserts). Ask: “What did you see Why are these ecosystems important ” Connect to grammar: “Today, we’ll learn grammar to better describe and talk about these amazing natural ecosystems!” B. Grammar 1: Verbs & Sentence Structures (15 minutes) 1. Explanation (Visual + Examples) Two - Object Verbs: Present the structure S + V + IO + DO (e.g., “The sun gives ocean animals light and heat”). Explain IO (indirect, “ocean animals”) and DO (direct, “light and heat”). Show how to reorder with “to/for” (e.g., “The sun gives light and heat to ocean animals”). List verbs (e.g., give, build) and their prepositions (“to” verbs: give, hand; “for” verbs: build, make). Object Complements: Introduce S + V + DO + OC (e.g., “The mother bird keeps the eggs safe”). Explain OC (“safe”) adds info about DO. Use examples from the text (e.g., “They call the ocean the heart of the earth”). 2. Practice: Amy’s Desert Writing (Task A) Have students read Amy’s writing about deserts. Underline sentences and identify structures (S + V + IO + DO or S + V + DO + OC). Check answers together, explaining how each structure works (e.g., “Many desert plants give animals water” → S + V + IO + DO). C. Grammar 2: Using and, but, or and so (15 minutes) 1. Explanation (Contextualized Examples) Conjunctions Introduction: Use ecosystem - related sentences to explain each conjunction: and: “Rainforests are hot, and they get a lot of rain” (similar ideas). but: “Deserts are dry, but some plants keep water in leaves” (contrasting). or: “Birds can live in forests or wetlands” (possibility); “The deep ocean isn’t warm, bright or noisy” (negative joining). so: “Deserts are dry, so plants store water” (result). 2. Practice: David’s Ecosystem Ideas (Task B) Students help David join ideas with conjunctions. Do the first one together (e.g., “Grasslands can be hot, so animals sit under the shade of trees”). Let students complete the rest independently, then check as a class. Discuss why each conjunction is chosen (e.g., “Wetlands can have salt water or fresh water” → possibility with or). D. Integrated Practice: Ecosystem Sentence Building (8 minutes) 1.Mix both grammar points: Ask students to write 3 sentences about ecosystems, using either two - object verbs/object complements AND conjunctions. Example: “Forests take in CO and produce oxygen, so they are called the ‘lungs of the earth’” (uses and, so, and could include S + V + DO + OC if adjusted). 2.Share sentences in pairs, then select a few to share with the class for feedback. E. Summary (2 minutes) 1.Recap key grammar: Two - object verbs (reorder with “to/for”), object complements. Conjunctions: and (similar), but (different), or (possibility/negatives), so (result). Emphasize: “These grammars help us describe ecosystems clearly and logically!” F. Homework (5 minutes) Write 5 sentences about your favorite ecosystem, using both grammar structures (two - object verbs/object complements + conjunctions). Find 3 sentences from a science article about ecosystems and identify their grammar structures (focus on today’s points). 教后反思：
课 题 8A Unit7 The Natural World Word power 备课时间 上课时间
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I. Teaching aims and learning objectives Students will be able to master the new words and phrases related to different ecosystems, such as “ecosystem”, “surface”, “oxygen”, “get rid of”, “store” etc. Students can understand and use the rule of adding the suffix “-ly” to form new words correctly, and be able to distinguish the different parts of speech and meanings of these newly - formed words. II. Teaching main points The new vocabulary related to ecosystems and the correct usage of these words in sentences. The rule of adding the suffix “-ly” to form adjectives and adverbs, and being able to apply this rule to form and understand new words. III. Focus of the lesson and predicted area of difficulty Helping students distinguish the different meanings and parts of speech of words formed by adding “-ly” accurately, especially when there are some exceptions to the rule. Guiding students to use the newly - learned vocabulary flexibly and appropriately to describe complex concepts about ecosystems in English. IV. Teaching procedures 1 Lead - in (5 minutes) Greet the students and show them some pictures of different ecosystems, such as a vast ocean, a beautiful wetland, and a thick forest on the PPT. Ask students: “Boys and girls, look at these pictures. What are they Do you know anything about these ecosystems ” Encourage several students to share their ideas briefly. Then say: “Today, we are going to learn more about these amazing ecosystems in our Word Power part. And we will also learn some useful ways to form new words.” 2 Presentation (12 minutes) Vocabulary related to Ecosystems Show the PPT with pictures of the ocean. Teach the words and phrases one by one. For example, point to the picture of the ocean and say: “Look, this is the ocean. It covers a large part of our earth. The word ‘cover’ means to spread over an area. Read after me, cover.” Repeat several times and let students read in chorus and individually. Do the same for other ocean - related words and phrases like “produce oxygen”, “be home to”. Use the same method to teach the vocabulary of wetland and forest ecosystems. While teaching, ask students some simple questions to check their understanding, such as “What do wetlands help to get rid of ” Word - formation with “-ly” Write some simple adjectives like “slow”, “quick” on the blackboard. Then add “-ly” to them and write the new words “slowly” and “quickly”. Explain the rule: “When we add ‘-ly’ to some adjectives, we can get adverbs which usually describe how an action is done. Read these two words aloud and feel the difference.” Let students read and try to make sentences with these new adverbs. Next, show some other examples of adding “-ly” to adjectives to form adjectives and adding “-ly” to nouns to form adjectives on the PPT, and explain the meanings and usages. 3 Practice (15 minutes) Vocabulary Practice Divide the students into groups of four. Give each group a set of cards with sentences about ecosystems, but some key words are missing. For example, “The ____ (ocean) is home to many amazing creatures.” Let the group members discuss and fill in the blanks with the correct words from the vocabulary they just learned. After a few minutes, ask each group to present their answers. Check the answers together and give some brief comments. Word - formation Practice Show a series of adjectives and nouns on the PPT, such as “noise”, “heavy”, “month”. Ask students to come to the blackboard and write down the words formed by adding “-ly” as quickly as possible. The rest of the students can write the answers in their notebooks. Then, have a “sentence making” activity. Ask students to choose one of the newly - formed words and make a sentence. Call on several students to share their sentences with the class. 4 Consolidation (8 minutes) Play a vocabulary game called “Ecosystem Bingo”. Prepare a bingo card for each student with some words and phrases related to ecosystems and words formed by “-ly” that they have learned. Read out definitions or descriptions randomly, for example, “This ecosystem covers about 6% of the earth's land area and is home to many species.” If the word “wetland” is on the student's bingo card, they can mark it. The first student who gets a bingo (a row, column or diagonal of marked words) wins the game. 5 Homework Assignment (5 minutes) Ask students to write a short passage (about 80 - 100 words) to introduce one of the ecosystems they like best. They should use at least five new words or phrases they learned in this class. Tell students to review the vocabulary and word - formation rules, and be ready for a small quiz in the next class. 教后记：
课 题 8A Unit 7 The natural world Integration 1 备课时间 上课时间
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I. Teaching aims and learning objectives Students will be able to master key vocabulary related to wetlands and nature reserves, such as "wetland", "reserve", "provide... for...", "be home to", "in order to", "lead to", etc. They can understand and use sentence patterns for expressing reasons and consequences, like "This will lead to...", "Because it provides... for...". Students will gain knowledge about the significance of wetlands and the threats they are facing. II. Teaching main points Vocabulary and sentence patterns related to wetlands and nature prehending the text about Zhalong Nature Reserve and the talks on wetland protection. Discussing and writing about how to protect wetlands. III. Focus of the lesson and predicted area of difficulty Using the learned language knowledge to express complex ideas about environmental protection clearly and accurately. Deeply understanding the ecological importance of wetlands and inspiring students to take practical actions. IV. Teaching procedures A. Lead - in (5 minutes) Show students some pictures of different ecosystems, such as oceans, forests, and wetlands. Ask them to recall the knowledge they have learned about these ecosystems in previous classes. Then focus on the pictures of wetlands and ask students: "What do you know about wetlands Why are they important " Let students share their ideas briefly. B. Reading (12 minutes) Present the article about Zhalong Nature Reserve on the screen. Let students read it quickly and answer the following questions: Where is Zhalong Nature Reserve Why is it an important place for birds After students finish reading, check the answers together. Then ask them to read the article carefully again and find out the threats that Zhalong Nature Reserve is facing. Explain some difficult words and sentence patterns in the article, such as "provide... for...", "be home to", "in order to", "lead to". Use examples to help students understand their usage. C. Listening (10 minutes) Tell students they are going to listen to two talks. The first talk is about Yancheng Nature Reserve. Let them look at the multiple - choice questions in Part B1 before listening. Encourage them to predict the possible answers according to the pictures or their prior knowledge. For the second talk about how to protect wetlands, let students look at the notes in Part B2 before listening. Remind them to listen carefully for key information to fill in the blanks. Play the recording of the second talk. Students listen and complete the notes. Check the answers with the whole class. D. Group Discussion (10 minutes) Divide students into groups of 4 - 5. Pose the following discussion topics: What other actions can we take to help protect wetlands How can we educate more people about the importance of wetlands Each group discusses the topics. Teachers walk around the classroom to offer help and guidance when necessary. Encourage students to use the language they have learned in this class. Ask each group to select a representative to share their group's ideas with the whole class. E. Writing (8 minutes) Based on the information from the reading and listening, as well as the group discussion, ask students to write an article about protecting wetlands. Remind them to include the following aspects: The importance of wetlands. The problems wetlands are facing. The actions we can take to protect wetlands. Give students some useful expressions on the screen to help them, such as "Wetlands are extremely important for...", "One of the main problems is that...", "We can help solve these problems by...". Students start writing. After they finish, ask some students to read their articles aloud. The teacher gives comments and feedback, focusing on language use, content organization, and logical thinking. 教后记：
课 题 8A Unit 7 The natural world Integration 2 备课时间 上课时间
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I. Teaching Objectives 1. Knowledge Objectives Students will understand the importance of ecosystems like Zhalong and Yancheng Nature Reserves, mastering vocabulary such as wetland, wildlife, conservation, pollution. Students will learn to write a persuasive proposal to protect an ecosystem, using Amy’s model. 2. Ability Objectives Improve reading skills by analyzing texts about nature reserves, answering comprehension questions. Enhance listening skills through completing notes about wetland protection. Develop writing skills by composing a structured proposal to safeguard an ecosystem. 3. Affective Objectives Inspire empathy for endangered ecosystems and commitment to conservation. Encourage students to reflect on human impact on wetlands/forests and take protective actions. II. Language Knowledge 1. Key Words & Phrases Ecosystem protection: wetland, nature reserve, wildlife, conservation laws, pollution; Proposal writing: introduction, main body (problems/solutions), conclusion; Expressions: “Why is... important ”, “What actions can we take ” 2. Key Sentences “Zhalong Nature Reserve is in Heilongjiang Province... It is home to some rare birds, for example, about 40% of red - crowned cranes live in Zhalong.” “Dear Sir or Madam, I am writing today to ask for your help in protecting the ocean.” 3. Key and Challenging Points Key Points: Comprehend ecosystem threats and conservation efforts; master proposal structure (introduction, problems, solutions, call to action). Challenging Points: Accurately capturing details in listening (wetland protection steps); writing a persuasive, well - structured proposal. III. Teaching Procedures (Total Duration: 45 Minutes) Step 1 Pre - reading & Listening (8 Minutes) Show the title “Integration—Protecting ecosystems” and ask: “Why are wetlands/forests important How can we protect them ” Introduce the task: “Today, we’ll explore nature reserves, learn wetland protection steps, and write a proposal to save an ecosystem—taking action for the natural world!” Step 2 Reading—Activity A (10 Minutes) Students read about Zhalong Nature Reserve. Answer questions: “Why is Zhalong important for birds (Home to rare birds, food/cover)” “What actions can protect wetlands (Obey laws, reduce human impact)” Discuss answers, highlighting human threats (land use, fishing) and conservation laws. Step 3 Listening—Activities B1, B2 (12 Minutes) Activity B1: Play audio about Yancheng Nature Reserve. Students complete notes on location, area, formation, and wildlife. Activity B2: Play audio about wetland protection. Students fill in problems (land use, tourism) and solutions (laws, community action). Check answers together, emphasizing collaborative protection efforts. Step 4 Writing Preparation—Activity D3 (10 Minutes) Analyze Amy’s ocean proposal: Structure: Introduction (purpose), main body (importance, problems, solutions), conclusion (call to action). Discuss how to adapt the model to other ecosystems (e.g., forests, wetlands), planning sections like “Importance of [Ecosystem],” “Problems It Faces,” “What We Can Do.” Step 5 Writing Practice—Activity D3 (7 Minutes) Task: “Choose an ecosystem (e.g., forest, wetland) and write a proposal using Amy’s model. Include importance, problems, solutions, and a call to action.” Students draft proposals. Invite 1–2 to share, providing feedback on persuasion and structure. Step 6 Summary & Homework (5 Minutes) Summary (3 Minutes): Recap ecosystem importance (Zhalong/Yancheng), protection steps (laws, community action), and proposal structure. Homework (2 Minutes): Polish the ecosystem proposal, adding emotional appeal. Research one local ecosystem and note one protection initiative. 教后记：
课 题 Unit 7 The natural world Further study 备课时间 上课时间
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I. Teaching aims and learning objectives Students will be able to master key vocabulary related to different ecosystems, such as “rainforest,” “coral reef,” “wetland,” etc., and understand their characteristics and functions. Grasp grammar structures like double - object, object complement, and adverbials, and be able to use them correctly to describe the relationships within ecosystems. For example, “The sun gives plants energy” (double - object), “We find the air in the forest fresh” (object complement), “Animals live in the jungle because of the abundant resources” (adverbial) II. Teaching main points The accurate understanding and application of vocabulary related to ecosystems. The correct use of double - object, object complement, and adverbial grammar structures in the context of describing ecosystems. Organizing students to conduct in - depth discussions on environmental protection and guiding them to put forward practical suggestions. IV. Teaching procedures 1 Lead - in (5 minutes) Show students some pictures of different damaged ecosystems, such as a polluted river, a deforested rainforest, and a dying coral reef. Ask students: “What do you think has happened to these ecosystems Why are they in such a bad situation ” Encourage students to express their initial thoughts in English. 2 Knowledge Review (8 minutes) Vocabulary review: Randomly select students to come to the front of the class and describe an ecosystem - related word without saying the word itself. The rest of the students guess the word. For example, if the word is “rainforest,” the student can say “It is a very wet and green place with a lot of tall trees and various animals.” Grammar review: Present some sentences on the PPT, and ask students to identify the grammar structures (double - object, object - complement, or adverbials) in these sentences. For example, “He lent me his bike.” (double - object), “We painted the wall white.” (object - complement), “She goes to school by bike.” (adverbial) 3 Documentary Watching and Discussion (15 minutes) Play a short documentary about a specific ecosystem, such as the wetlands in China. While watching, ask students to take notes on the important information, including the characteristics of the wetlands, the animals and plants living there, and the current problems the wetlands are facing. After watching, divide students into groups of four or five. Let each group discuss the following questions: What did you learn from the documentary about the wetlands Why are wetlands important to our environment What can we do to protect the wetlands Each group selects a representative to report their discussion results to the whole class. 4 Grammar Explanation and Practice (10 minutes) Based on the sentences students encountered in the documentary and their previous knowledge, further explain the double - object, object - complement, and adverbial grammar structures. Use more examples related to ecosystems to illustrate. For example, “The wetlands provide birds with a safe habitat.” (double - object), “We should keep the water in the wetlands clean.” (object - complement), “Many animals move to the wetlands when winter comes.” (adverbial of time) Then, give students some practice exercises. They need to complete the sentences using the correct grammar structures. For example: The government ______ (give) the local people money to protect the forest. (gives) We must ______ (make) our environment more beautiful. (make) The fish swim in the river ______ (happy). (happily) 5 Writing Activity (5 minutes) Assign a writing task: Ask students to write a short passage about how to protect the ecosystem they are most interested in. They should use at least three of the new words and two of the grammar structures they have learned in this class. While students are writing, walk around the classroom to provide individual guidance and answer their questions. 6 Summary and Homework Assignment (2 minutes) Summarize the key points of this class, including the important vocabulary, grammar structures, and the main ideas about ecosystem protection. Homework assignment: Ask students to complete their writing passages and make sure they have revised and polished them. Require students to watch another documentary about a different ecosystem at home and write a short summary of it. 教后记：
课 题 Unit 7 The natural world Revision 备课时间 上课时间
主备教师 复备教师 第　　课时
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I. Teaching aims and learning objectives Students will be able to master the key vocabulary related to the natural world, such as “die”, “wild animal”, “protect”, “survive”, “cut down” etc. They can correctly use countable and uncountable nouns to describe things in nature, and understand the differences in their usage, for example, “There are many wild animals in the forest.” (countable) and “Water is important for all living things.” (uncountable). II. Teaching main points The key vocabulary and phrases related to the natural world and their correct usage in sentences. The correct application of countable and uncountable nouns, including how to use appropriate determiners (many, much, a few, a little, etc.) with them. III. Focus of the lesson and predicted area of difficulty Guiding students to express their complex ideas about environmental protection in fluent and correct English, using a variety of sentence structures and vocabulary. IV. Teaching procedures A. Lead - in (5 minutes) Show students some pictures of beautiful natural scenes, such as a vast forest, a clear ocean, and a group of wild animals running freely. Then ask them: “What do you think of these pictures How do you feel when you see them ” Encourage students to express their feelings briefly. 2 Vocabulary Review (10 minutes) Write some key words on the blackboard, such as “wild animal”, “forest”, “protect”, etc. Invite students to come to the blackboard and draw a simple picture next to each word to represent its meaning. After that, divide students into pairs. Each pair takes turns to describe a word on the blackboard without saying the word itself, and the other pair guesses. For example, for the word “tiger”, one student might say “It is a very strong wild animal. It has orange fur with black stripes and is a great hunter.” This activity helps students review and better understand the vocabulary. 3 Grammar Explanation and Practice (12 minutes) Use some simple examples on the PPT to explain the concept of countable and uncountable nouns again. For countable nouns, show pictures of one apple and two apples, and say “Here is an apple. Now there are two apples.” For uncountable nouns, show a glass of water and say “This is water. We can't say ‘two waters’ directly.” Then, give students a set of exercises on the handout. The exercises include filling in the blanks with appropriate determiners (a/an, many, much, etc.) and choosing the correct form of the noun (singular or plural). For example: There is ____ (a/an) book on the desk. We need ____ (much/many) water to drink. I have ____ (a few/a little) friends here. Walk around the classroom to help students when they have difficulties. After they finish, go through the answers together, explaining the reasons for each choice. 4 Reading Comprehension (10 minutes) Provide students with a short passage about a natural wonder, like the emergence of mayflies as described in the given material. Let students read the passage silently for the first time to get a general idea. Then, ask some general questions, such as “What is the passage mainly about ” “Where did this phenomenon happen ” For the second reading, ask students to read more carefully and answer some detailed questions. After students answer the questions, have a brief discussion. Encourage students to share their understanding of the passage and any new information they have learned about the natural world. 5 Group Discussion and Presentation (8 minutes) Divide students into groups of four or five. Give each group a topic related to environmental protection, such as “How to protect wild animals in our area” or “What can we do to reduce pollution in our daily life”. Each group discusses for about 5 minutes, making notes of their ideas. Then, one representative from each group comes to the front of the class to present their group's ideas. Other groups can ask questions or make comments after the presentation. This activity can improve students’ speaking and cooperation skills, as well as deepen their understanding of environmental protection. 6 Summary and Homework Assignment (5 minutes) Summarize the key points of this class, including the vocabulary, grammar, and the importance of protecting the natural world. Assign homework: Ask students to write a short passage (about 80 - 100 words) about an animal they want to protect. They should use at least five new words and two sentence patterns learned in this class. 教后记：

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