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译林版（2024）八年级上册英语Unit 7 The natural world教学设计
单元整体教学设计
单元主题
本单元主题为“The natural world”（自然世界），属于“人与自然”范畴，涉及“自然生态与环境保护”主题群，聚焦“生态系统、生物多样性、环境保护”子主题。
单元内容分析
本单元围绕“自然世界”这一主题展开，由七个板块组成。单元首页明确四项学习目标：阅读关于不同生态系统的文章、了解保护生态系统、就如何保护生态系统提出建议、更好地理解保护生态系统的重要性。
Welcome to the unit板块围绕“生态系统”展开，通过阅读关于雨林、珊瑚礁、草原和冰原的有趣事实，以及David与Kitty关于草原和沙漠的课堂对话，帮助学生初步了解不同生态系统的特点和差异，激发对“自然世界”话题的兴趣。该板块作为单元开篇，为后续学习奠定话题基础。
Reading板块为一篇关于地球三大生态系统——海洋、湿地和森林的说明文。文章从生态系统的定义写起，依次介绍了海洋（覆盖71%地表、产生70%氧气、被称为地球的“心脏”）、湿地（覆盖6%地表、养育40%物种、净化水源、防洪、被称为地球的“肾脏”）和森林（覆盖近三分之一陆地、吸收二氧化碳、净化空气、被称为地球的“肺”）的功能和重要性。文章运用比喻（“心脏”“肾脏”“肺”）形象地说明三大生态系统的功能，结构清晰，语言简洁。本板块分两课时教学，第一课时侧重语篇理解、信息梳理和比喻修辞的感知，第二课时侧重语言赏析、结构分析和表达运用。
Grammar板块包含两个语法项目。A部分围绕“动词及句子结构”展开，介绍双宾语结构（S+V+O间接+O直接）和宾语补足语结构（S+V+O直接+C），并配有结构识别练习。B部分围绕连词and、but、or、so的用法展开，呈现如何用连词连接并列成分和分句，并配有句子合并练习。
Word Power呈现后缀-ly的构词法，包括形容词→副词（real→really、slow→slowly）和名词→形容词（friend→friendly、love→lovely）两种变化，通过短文填空和写作练习巩固运用。该板块整合至Grammar课时末尾教学。
Integration板块整合多项技能，分为两课时教学：第一课时聚焦Integration A-C，包含阅读（扎龙自然保护区的介绍）、听力（盐城自然保护区的介绍、保护湿地的专家讲座）和口语（Daniel与Amy讨论如何保护森林），侧重听说读技能整合与湿地保护探讨；第二课时聚焦Integration D，专项开展写作教学，围绕“保护生态系统”主题，借助写作提纲、范文和写作指导，引导学生完成倡议书写作。
Assessment板块包含学生自我评价量表，从四个维度引导学生反思单元学习成果。Further study推荐观看纪录片《中国湿地》，了解中国湿地的保护成效。两个板块均不单独占用课时，由学生在课后自主完成。
七个板块从“感知生态系统多样性”到“认识三大生态系统的功能”，从“学习语法工具”到“了解湿地保护案例”，最后“综合撰写保护倡议书”，层层递进、螺旋上升，构成“感知→理解→内化→整合→表达”的完整学习链。学生在丰富的主题语境中学习语言知识、发展语言技能、认识自然规律，最终通过倡议书写作实现综合语言输出，将语言学习与生态教育、公民意识培养有机融合。
体现单元核心素养综合表现的重点语言表达如下。
【描述生态系统特征】
The ocean covers around 71% of the earth‘s surface.
Wetlands are home to around 40% of all the types of plants and animals.
Forests make up nearly a third of the earth’s land area.
【描述生态功能】
The ocean produces about 70% of the earth‘s oxygen.
Wetlands help get rid of pollution and make the water clean.
Forests take in carbon dioxide and produce oxygen.
【使用比喻】
The ocean is like the “heart” of the earth.
Wetlands act like the “kidneys” of the earth.
Forests are the “lungs” of the earth.
【使用比喻】
The ocean is like the “heart” of the earth.
Wetlands act like the “kidneys” of the earth.
Forests are the “lungs” of the earth.
【连词运用】
The desert is hot, dry and covered by sand.
This kind of fish can find enough space here, but they can find little food.
Birds can live in the forest or in the wetland.
Deserts are dry, so some plants keep water in their leaves.
【描述保护措施】
Governments can make laws to stop people from building on wetlands.
We should not throw rubbish in forests.
We can use environment-friendly products.
【后缀-ly】
real→really, slow→slowly, friend→friendly, love→lovely
单元教学目标
教学目标 对应板块/课时
本单元学习后，学生能够： 1. 了解不同生态系统的基本特征和有趣事实，初步感知生态系统的多样性。 Welcome to the unit 图片、短文、对话
阅读关于地球三大生态系统的说明文，理解和梳理海洋、湿地和森林的功能及其比喻意义，认识生态系统的重要性。 Reading 音频、图片、说明文
深入理解双宾语结构（S+V+O间接+O直接）和宾语补足语结构（S+V+O直接+C），掌握连词and、but、or、so的用法，掌握后缀-ly的构词法，在描写自然和生态的语境中内化其用法。 Grammar & Word Power 表格、短文、自主写作
读、听关于扎龙和盐城自然保护区的材料，获取关键信息，理解湿地保护的紧迫性和具体措施。 Integration A-C 音频、短文、对话
综合运用话题词汇和语篇结构知识，写一份保护生态系统的倡议书，表达保护自然、珍爱地球的意识和决心。 Integration D 写作提纲、范文、写作
板块教学设计
Welcome to the unit
语篇研读
主题和内容： Part A为四则关于生态系统的趣味事实，呈现rainforests（拥有地球上超过一半的动植物物种）、coral reefs（看似岩石但支撑大量生命）、grasslands（常位于沙漠和森林之间）、ice（是北极熊和企鹅的家园）。Part B为Kitty与David关于生态系统的课堂对话，涉及grasslands（内蒙古有马和牛、非洲有狮子和长颈鹿）和deserts（干燥、昼夜温差大、植物储水、动物从植物获取水分）两个生态系统。
意义和价值： 通过趣味事实阅读和课堂对话，帮助学生初步了解不同生态系统的特征和差异，建立“ecosystem”的基本概念，为后续深入学习三大生态系统奠定认知基础。
方式和方法： Part A为事实陈述形式，语言简洁，每条事实突出生态系统的一个显著特征。Part B为课堂讨论语体，运用Do you know anything about... 、I know that...、Oh, really 等表达，示范如何讨论生态系统的知识。
教学设计
Period 1: Welcome to the unit Topic: Fun facts about ecosystems
Learning objectives By the end of this period, students will be able to: Understand basic facts about different ecosystems and identify their key features. Use the target expressions to discuss ecosystems. Develop interest in the natural world and ecosystem diversity.
Teaching focus Understanding facts about different ecosystems. Using the dialogue model to discuss ecosystem knowledge.
Teaching difficulty Pronouncing ecosystem-related vocabulary correctly（grassland, coral reef, temperature）. Expressing knowledge about ecosystems clearly.
Teaching procedures Revision
Lead-in Activity 1: “Match the ecosystem.” The teacher shows four pictures（rainforest, coral reef, grassland, ice/snow）. Students match each picture with its name. The teacher then asks: “What do you know about these places What animals live there ” Students share briefly. The teacher introduces the term “ecosystem” and says: “Today we are going to learn about different ecosystems around the world.” 设计意图： 用图片匹配激活学生对不同生态系统的已有认知，自然引出单元核心概念“ecosystem”。 效果评价： 观察学生能否识别四种生态系统并说出一些相关信息。
Presentation Activity 2: “Fun facts about ecosystems.” Students read the facts in Part A and tick the ones they already knew. They share with a partner: “Which fact surprised you most Why ” Students discuss briefly. The teacher checks the vocabulary and clarifies any difficulties. 设计意图： 通过阅读趣味事实建立对生态系统的基本认识，通过“哪个事实最令人惊讶”引发思考和交流。 效果评价： 观察学生能否理解事实内容并表达自己的想法。 Activity 3: “Listen and understand.” Students listen to the Part B dialogue between Kitty and David. They answer: “What does David know about grasslands What does he know about deserts ”（Grasslands: different animals in different places—horses/cows in Inner Mongolia, lions/giraffes in Africa; Deserts: dry, little rain, huge temperature difference, plants keep water, animals get water from plants.）The teacher highlights key expressions: “Do you know anything about... ”, “I know that...”, “Oh, really ”, “Yes, the climate in deserts is so awful that...” 设计意图： 通过听力获取对话中的生态系统知识，感知和提取谈论生态系统的交际表达。 效果评价： 观察学生能否准确提取信息并识别关键表达。 The teacher can collect more such contrastive facts to further stimulate curiosity about ecosystems.
Practice Activity 4: “Ecosystem expert cards.” Students work in pairs. Each student chooses one ecosystem from Part A and writes down 2-3 key facts. They then take turns being the “expert” while their partner asks questions: “Do you know anything about... ” The expert shares the facts. Then they switch roles. 设计意图： 通过“专家卡”活动将听力输入转化为口语输出，在问答中巩固目标表达和生态知识。 效果评价： 观察学生能否用英语询问和分享生态系统知识。 Activity 5: “Ecosystem guessing game.” The teacher describes an ecosystem without naming it. Students guess which ecosystem it is. For example: “This ecosystem has many trees and animals. Over half of all animals and plants on earth live here. What is it ”（Rainforest.）Then students work in pairs to create their own descriptions for a partner to guess. 设计意图： 用猜谜游戏巩固对生态系统特征的理解，锻炼听信息、抓关键词和描述能力。 效果评价： 观察学生能否根据描述猜出生态系统，能否创作合理的描述。 If students have difficulty remembering facts, they can keep their cards open for reference. Some students gave only brief descriptions like “It‘s big,” lacking key distinguishing features. The teacher can provide a structured framework to help them organize their descriptions.
Production Activity 6: “One thing I learned.” Students write 2-3 sentences about one new fact they learned about ecosystems today. They share with a partner. 2-3 students share with the class. 设计意图： 从口头交流过渡到书面表达，帮助学生巩固和内化新知。 效果评价： 观察学生能否准确写出新学到的生态系统事实。
Summary The teacher asks: “What ecosystems did we learn about today What is one interesting fact about each ” Students answer. The teacher concludes: “The natural world is full of amazing ecosystems. In this unit, we will explore three of the most important ones.” 设计意图： 回顾本课核心内容，为单元后续学习铺垫。 效果评价： 观察学生能否说出至少三种生态系统及其特征。
Homework Basic: Read the Part B dialogue aloud 3 times. Finish the vocabulary exercises in the workbook. Extended: Find one more interesting fact about an ecosystem and share it with the class next time.
Blackboard design Unit 7 The natural world Welcome to the unit: Fun facts about ecosystems Ecosystems: rainforest, coral reef, grassland, ice Key facts: Rainforests → over half of all animals and plants Coral reefs → support a lot of life Grasslands → different animals in different places Ice → polar bears and penguins Talking about ecosystems: Do you know anything about... I know that... Oh, really
教学反思
Activity 2的“最令我惊讶的事实”讨论中，珊瑚礁“看似岩石但支撑大量生命”引发了最多讨论，说明学生对这类“反差型”事实兴趣浓厚。后续可补充更多此类趣味事实。Activity 5的猜谜游戏中，部分学生只用了简单描述（如“It’s big.”），缺乏关键特征信息。后续可提供描述框架（“This ecosystem has... It is home to...”），帮助学生组织更完整的信息。
Reading
语篇研读
主题和内容： 本课语篇为一篇关于地球三大生态系统——海洋、湿地和森林的说明文。文章首先定义“生态系统”——包含一个区域内所有生物和非生物事物，可大可小。随后依次介绍：海洋（覆盖71%地表、产生70%氧气、水循环、被称为地球的“心脏”）、湿地（覆盖6%地表、养育40%物种、净化水源、防洪、被称为地球的“肾脏”）、森林（覆盖近三分之一陆地、吸收二氧化碳、产生氧气、净化空气、被称为地球的“肺”）。末段总结三大生态系统共同支撑生命、维持地球健康。
意义和价值： 文章以清晰的逻辑和生动的比喻向学生介绍三大生态系统的结构和功能，帮助学生理解“每个生态系统都有其独特作用，共同维持地球平衡”的核心概念。文章使用的“心脏”“肾脏”“肺”的比喻形象易懂，将抽象功能与人体器官建立联系，降低理解难度，增强记忆效果。
方式和方法： 文章采用“总—分—总”结构，按海洋→湿地→森林的顺序展开，每个生态系统单独成段，结构清晰。大量运用数据（71%、70%、6%、40%、三分之一）和比喻（“heart”“kidneys”“lungs”）增强说服力和形象性。文章后附有选择题，训练学生获取细节信息、推断词义和判断语篇类型的能力。
教学设计【Reading(1)】
Period 2: Reading (1) Topic: The earth's main ecosystems
Learning objectives By the end of this period, students will be able to: Understand the concept of ecosystems and the functions of oceans, wetlands, and forests. Identify the metaphors used to describe each ecosystem（heart, kidneys, lungs）. Extract key information and complete comprehension tasks.
Teaching focus Understanding the functions of the three main ecosystems. Understanding the use of metaphors.
Teaching difficulty Grasping abstract concepts like “ecosystem” and the functional comparison of different ecosystems. Understanding how metaphors help explain complex ideas.
Teaching procedures Revision
Lead-in Activity 1: “Body parts and their jobs.” The teacher writes three body organs on the board: “heart”, “kidneys”, “lungs”. The teacher asks: “What do these organs do for our body ” Students share: heart pumps blood, kidneys clean the blood, lungs help us breathe. The teacher then asks: “Do you think the earth has organs too What might be the earth‘s heart, lungs, and kidneys ” Students predict. The teacher says: “Today we’re going to read about the earth‘s organs—and meet the oceans, wetlands, and forests.” 设计意图： 用人体器官的功能激活背景知识，通过类比启发学生思考“地球的器官”，为阅读比喻修辞做铺垫，激发阅读兴趣。 效果评价： 观察学生能否说出人体器官的功能，能否做出关于“地球器官”的推测。 The teacher can keep the body organ diagram on the board throughout the lesson for easy reference.
Pre-reading Activity 2: “What do you know about oceans, wetlands, and forests ” The teacher draws a three-column chart on the board（Oceans | Wetlands | Forests）. Students brainstorm what they already know about each. They work in pairs, then share with the class. The teacher writes their ideas on the board. The teacher then says: “Let‘s read and see how much we know—and what new things we can learn.” 设计意图： 通过头脑风暴激活学生对三大生态系统的背景知识，建立阅读期待，为后续信息对比做准备。 效果评价： 观察学生能否说出关于三大生态系统的已有知识。
While-reading Activity 3: “Listen and match.” The teacher reads the article aloud（or plays the audio）and asks students to listen and match each ecosystem with its function/symbol: Ocean → “heart” → produces oxygen, water cycle Wetlands → “kidneys” → clean water, prevent floods Forests → “lungs” → take in CO , produce oxygen, clean air Students match after listening, then check with the text. 设计意图： 通过“听+匹配”的方式帮助学生初步感知三大生态系统及其对应的比喻功能，训练听力获取关键信息的能力。 效果评价： 观察学生能否准确匹配。 Activity 4: “Find the numbers.” The teacher asks students to scan the article and find specific numbers/percentages: “What percentage of the earth’s surface does the ocean cover ”（71%） “How much oxygen does the ocean produce ”（70%） “What percentage of land area do wetlands cover ”（6%） “How many types of plants and animals live in wetlands ”（40%） “How much of the earth‘s land area do forests make up ”（nearly a third） Students find and share the answers. The teacher asks: “Why does the writer use so many numbers ”（To make the information more accurate and convincing.） 设计意图： 通过“寻找数据”任务培养学生扫读获取具体信息的能力，同时引导学生关注说明文的写作特点——数据增强说服力。 效果评价： 观察学生能否快速定位数据并理解数据的作用。 Activity 5: “Put the organs back in order.” The teacher writes three scrambled descriptions on the board and asks students to match each ecosystem to its correct “organ”: “I cover 71% of the earth. I produce oxygen. I am the earth’s ______.”（heart） “I cover only 6% of the land. I clean water and prevent floods. I am the earth‘s ______.”（kidneys） “I make up nearly a third of the land. I take in CO and produce oxygen. I am the earth’s ______.”（lungs） Students complete the sentences individually, then check in pairs. 设计意图： 通过填空活动巩固“生态系统+功能+比喻”的三者对应关系，帮助学生形成知识网络。 效果评价： 观察学生能否正确完成填空。 Activity 6: “Understanding the metaphors.” The teacher asks: “Why is the ocean called the ‘heart’ of the earth Why are wetlands called the ‘kidneys’ Why are forests called the ‘lungs’ ” Students discuss in pairs. The teacher guides them to see the functional similarities: heart pumps blood around the body / ocean moves water around the earth; kidneys clean blood / wetlands clean water; lungs breathe in oxygen / forests take in CO and produce oxygen. The teacher asks: “Do you think these are good comparisons Why ” 设计意图： 引导学生深入理解比喻手法的逻辑——通过功能相似性将生态系统与人体器官进行类比，帮助理解抽象概念。 效果评价： 观察学生能否解释比喻的合理性。 The teacher can briefly review the three ecosystems before listening or ask students to check with a partner before whole-class feedback. If students have difficulty finding the answers, provide hints about where to look（“Try the paragraph about oceans.”） The teacher can draw a simple analogy diagram on the board to help students visualize the comparison.
Post-reading Activity 7: “Complete the ecosystem profile.” Students work in groups of three. Each student takes one ecosystem and writes a short profile using the information from the article: name, key facts（area, function）, and symbol（heart/kidneys/lungs）. Then they share their profiles within the group to create a complete set. 设计意图： 通过小组合作整理信息，培养归纳概括能力和合作学习意识。 效果评价： 观察学生能否准确提炼每个生态系统的关键信息。
Summary The teacher asks: “What are the three main ecosystems we learned about today What do they do for the earth ” Students answer. The teacher concludes: “Oceans, wetlands and forests work together like the organs in our body to keep the earth healthy.” 设计意图： 回顾三大生态系统的功能和比喻。 效果评价： 观察学生能否说出三大生态系统及其功能。
Homework Basic: Read the article aloud 2 times. Finish the reading comprehension exercises in the workbook. Extended: Choose one ecosystem and draw a poster showing its functions with the metaphor（e.g., heart with water cycle）.
Blackboard design Unit 7 The natural world Reading (Period 1): The earth's main ecosystems The earth‘s organs: Ocean → “heart” 71% of earth’s surface produces 70% of oxygen water cycle Wetlands → “kidneys” 6% of land 40% of plants & animals clean water, prevent floods Forests → “lungs” nearly 1/3 of land take in CO , produce oxygen clean air
教学反思【Reading (1)】
本课时通过“人体器官”导入有效激活了学生的先备知识，为理解“地球的器官”这一比喻建立了良好基础。学生能较快掌握三大生态系统的功能与比喻对应关系，但在解释比喻逻辑时，部分学生需要引导才能说清“肾脏过滤血液，湿地过滤水分”的类比关系。Activity 3的“听+匹配”中，个别学生将湿地功能误配给森林，说明听前对三类生态系统的快速回顾仍有必要。后续可将人体器官图保留在黑板一角，方便学生随时参照。整体课堂节奏紧凑，学生参与积极。
教学设计【Reading (2)】
Period 3: Reading (2) Topic: The earth's main ecosystems
Learning objectives By the end of this period, students will be able to: Analyse the structure of the article and identify writing techniques（metaphors, data, comparisons）. Use metaphors and data to describe ecosystems in their own words. Express understanding of the importance of ecosystems.
Teaching focus Analysing the article‘s structure and writing techniques. Using metaphors and data to describe ecosystems.
Teaching difficulty Understanding how the writer uses metaphors, data, and comparisons to make the text effective. Creating original descriptions of ecosystems using similar techniques.
Teaching procedures Revision
Lead-in Activity 1: “Quick recall race.” The teacher divides the class into three groups. Each group is assigned one ecosystem（ocean, wetlands, forests）. The teacher says a function and the group must say their ecosystem’s name and the metaphor. For example, “produces 70% of oxygen” → Ocean（heart）. Students race to answer. The group with the most correct answers wins. 设计意图： 用快速回忆竞赛激活上节课内容，确保学生对三大生态系统的功能与比喻关系保持清晰记忆。 效果评价： 观察学生能否快速准确反应。 To increase difficulty, the teacher can ask questions that require multiple pieces of information: “What percentage and what metaphor ” If one group falls behind, allow other groups to help or provide hints.
Presentation Activity 2: “Unlocking the writer‘s tools.” The teacher asks: “What makes this article easy to understand and remember ” Students share ideas. The teacher introduces three key techniques: Metaphors: comparing ecosystems to body organs Data: using numbers to show importance Three-part structure: each ecosystem is described in the same pattern（area → function → metaphor） Students work in pairs to find examples of each technique in the text. 设计意图： 引导学生分析文本的写作手法——比喻使抽象概念形象化、数据增强说服力、平行结构便于理解和记忆。 效果评价： 观察学生能否找出对应例子并理解每种手法的效果。 Activity 3: “Comparing the structure.” The teacher writes the pattern for each ecosystem paragraph on the board: Area: “______ covers/makes up ______.” Function: “______ produces/helps/cleans ______.” Metaphor: “______ is like the ______ of the earth.” Students identify that each paragraph follows the same pattern. The teacher asks: “Why does the writer use the same pattern for all three ecosystems What effect does this have on the reader ”（It makes the article easy to follow and helps the reader compare the three ecosystems.） 设计意图： 帮助学生发现文章的平行结构——每个生态系统段落的组织方式相同，理解这种结构安排的表达效果。 效果评价： 观察学生能否识别平行结构并说出其作用。 If students struggle to identify examples, the teacher can model one example for each technique first: “For data, look at the numbers in the ocean paragraph. For metaphor, look for the body organ words.”
Practice Activity 4: “Create a new ecosystem description.” Students work in pairs. The teacher provides a new ecosystem profile（e.g., coral reefs—cover less than 1% of ocean floor, support 25% of marine species, “nurseries” of the sea）. Students write a short paragraph following the same pattern: area → function → metaphor. They share their paragraphs with another pair. 设计意图： 通过仿写训练，让学生将课文中学到的写作模式（数据+比喻+平行结构）迁移到新内容上。 效果评价： 观察学生能否运用课文结构写出关于珊瑚礁的段落。 Activity 5: “Ecosystem defenders — writing task.” Students write a short paragraph（4-5 sentences）explaining why one ecosystem is important. They must include: at least one piece of data, one metaphor, and a clear structure（introduction, function, metaphor）. Students share their paragraphs with a partner and give feedback. 设计意图： 通过半控制性写作练习，帮助学生综合运用所学写作技巧表达自己对生态系统重要性的理解。 效果评价： 观察学生能否在写作中运用数据、比喻和清晰的结构。 If students struggle with metaphors, guide them: “Think about what coral reefs do—they protect small fish. What place in our world protects children ”（nursery.）If students finish early, they can create descriptions for additional ecosystems like grasslands or deserts. If students struggle to generate ideas, provide sentence starters: “______ covers ______. It helps to ______. Therefore, it is like the ______ of the earth.” For stronger students, encourage them to create their own metaphors without prompts.
Production Activity 6: “Ecosystem metaphor design.” Students work individually to create a metaphor for the earth‘s ecosystems together. The teacher asks: “If oceans, wetlands, and forests are the earth’s heart, kidneys, and lungs, what should we call the earth itself A human A machine Something else ” Students create their own metaphor and write 2-3 sentences explaining it. They share with a partner. 2-3 students share with the class. 设计意图： 从仿写和描述上升到创造性表达，引导学生将比喻手法运用到更广阔的语境中，培养创造性思维。 效果评价： 观察学生能否创作合理的原创比喻。 If students struggle with creative metaphors, provide a few examples to spark ideas: “The earth is like a house, and ecosystems are the rooms.” “The earth is like a machine, and ecosystems are the parts.” Collect students’ original metaphors and display them on the classroom wall.
Summary The teacher asks: “What three writing techniques did we learn today How do they help us understand the article better ” Students answer. The teacher concludes: “Good writers use metaphors to make abstract ideas concrete, data to make their argument stronger, and a clear structure to help readers follow along. You‘ve practiced all three today!” 设计意图： 回顾本课所学的三种写作技巧及其作用。 效果评价： 观察学生能否说出三种技巧及其效果。
Homework Basic: Revise your ecosystem description and write a clean copy. Finish the vocabulary exercises in the workbook. Extended: Find an article about an ecosystem and identify one example of a metaphor or data used in it.
Blackboard design Unit 7 The natural world (Reading Period 2) Writer’s tools: Metaphors: heart, kidneys, lungs → make abstract ideas concrete Data: 71%, 70%, 6%, 40%, 1/3 → make the information convincing Parallel structure: area → function → metaphor → make it easy to follow
教学反思【Reading (2)】
Activity 4的仿写中，部分学生能写出“Coral reefs cover less than 1% of the ocean floor, but they support 25% of marine species. They are like the nurseries of the sea.”等句子，显示出良好的迁移能力。Activity 6的原创比喻中，有学生提出“The earth is like a home, and ecosystems are the rooms—each has a different purpose.”这一比喻，展现了较强的创造性思维。后续可将学生的原创比喻整理成墙报展示，激发更多创作热情。
Grammar & Word Power
语篇研读
主题和内容： Grammar板块包含两个语法项目。A部分围绕“动词及句子结构”展开，介绍双宾语结构（S+V+O间接+O直接，如“The sun gives ocean animals light and heat.”）和宾语补足语结构（S+V+O直接+C，如“The mother bird keeps the eggs safe.”），并配有结构识别练习。B部分围绕连词and、but、or、so的用法展开，呈现如何用连词连接并列成分和分句（and表相似或承接、but表转折、or表选择、so表结果），并配有句子合并练习。Word Power呈现后缀-ly的构词法，包括形容词→副词（real→really、bad→badly、careful→carefully）和名词→形容词（friend→friendly、love→lovely）两种变化，通过短文填空和写作练习巩固运用。
意义和价值： 双宾语结构和宾语补足语结构是前一个单元S+V+O结构的延伸和拓展，帮助学生构建更丰富的句子表达能力。连词and、but、or、so是连接句子和段落的核心工具，与单元主题“描述生态系统特征和功能”紧密相关。后缀-ly的构词法帮助学生拓展词汇量，更准确地描述生态现象。
方式和方法： A部分以例句和规则讲解为主，通过结构识别练习巩固。B部分以例句和规则讲解为主，通过句子合并练习巩固。Word Power以例词展示和短文填空为主。
教学设计
Period 4: Grammar & Word Power Topic: Verbs and sentence structure (2) &Using and, but, or and so The suffix -ly
Learning objectives By the end of this period, students will be able to: Understand and use S+V+IO+DO and S+V+DO+C（object complement）structures. Use conjunctions and, but, or, so correctly to join ideas. Understand and use the suffix -ly to form adverbs and adjectives.
Teaching focus Identifying and using double object structures. Using conjunctions and, but, or, so. Using the suffix -ly.
Teaching difficulty Distinguishing between direct and indirect objects. Choosing the correct conjunction（and/but/or/so）based on meaning. Distinguishing between -ly adverbs and -ly adjectives.
Teaching procedures Revision
Lead-in Activity 1: “Sentence building challenge.” The teacher writes a simple sentence on the board: “The ocean gives animals food.” The teacher asks: “What does the ocean give Who does it give to Can you add more information after ‘food’ ” Students expand the sentence. The teacher says: “Today we’ll learn how to make sentences richer and how to join them together.” 设计意图： 用学生能理解的简单句引入，通过逐步扩句展示本课语法要点——双宾语、宾语补足语和连词的使用，自然导出语法学习目标。 效果评价： 观察学生能否参与扩句并理解句子结构。
Presentation Activity 2: “Two objects in one sentence.” The teacher presents the double object structure with examples: “The sun gives ocean animals light and heat.” → The sun gives light and heat to ocean animals. Students practice identifying the two objects（light and heat = direct object; ocean animals = indirect object）. The teacher explains the rules for using “to” and “for”. Students complete the sentence structure identification exercise（Part A1）. 设计意图： 通过例句理解双宾语结构，掌握识别直接宾语和间接宾语的方法。 效果评价： 观察学生能否正确识别句子结构。 Activity 3: “Object complement.” The teacher presents the S+V+O+C structure: “The mother bird keeps the eggs safe.”（safe describes the eggs） “They call the ocean the ‘heart’ of the earth.” Students identify the object and the complement. The teacher explains that the complement gives more information about the object. Students find more examples from the unit reading（“People often call forests the ‘lungs’ of the earth.”）. 设计意图： 通过例句理解宾语补足语结构，掌握识别方法。 效果评价： 观察学生能否找出宾语补足语。 Activity 4: “Connecting ideas with and/but/or/so.” The teacher presents the four conjunctions with examples from the unit: and: “Rainforests are hot, and they get a lot of rain.”（similar/related ideas） but: “Deserts are dry, but they are not always hot.”（different ideas） or: “Birds can live in the forest or in the wetland.”（possibilities） so: “Deserts are dry, so some plants keep water in their leaves.”（result） Students complete the textbook exercises（Part B）. 设计意图： 通过例句理解四个连词的不同功能，掌握选择依据。 效果评价： 观察学生能否正确选择连词。 Activity 5: “The suffix -ly — making adverbs and adjectives.” Students read the Word Power table. The teacher explains two uses: Adjective → adverb（real→really, bad→badly, careful→carefully）describes how an action is done. Noun → adjective（friend→friendly, love→lovely）describes a quality. Students complete the coral reef text with the correct forms. 设计意图： 掌握后缀-ly的两种用法，理解其词性和词义变化。 效果评价： 观察学生能否正确选择-ly词形。 If students have difficulty distinguishing between direct and indirect objects, use a simpler distinction: the indirect object is the receiver (who receives the action), while the direct object is the thing being given or acted upon. For example, in “The sun gives ocean animals light and heat,” “ocean animals” is the receiver and “light and heat” is the thing given. If students make errors with “or” and “but,” the teacher can use a simple summary table on the board: “and → add, but → contrast, or → choose, so → result.” Add more fill-in-the-blank exercises to reinforce semantic judgment.
Practice Activity 6: “Sentence structure identification.” Students identify the structure of each sentence from Part A1. They work individually, then check in pairs. The teacher checks with the whole class. 设计意图： 在生态主题语境中巩固双宾语和宾语补足语结构的识别能力。 效果评价： 观察学生能否正确判断句子结构。 Activity 7: “Conjunction practice.” Students complete Part B, joining the sentences using and, but, or, and so. They work individually, then check in pairs. The teacher checks with the whole class. 设计意图： 在生态描写语境中巩固连词的运用。 效果评价： 观察学生能否根据语义关系选择正确连词。 Activity 8: “Coral reef completion.” Students complete Millie‘s text about coral reefs using the correct forms of the words in brackets（with -ly）. They work individually, then check in pairs. The teacher checks with the whole class. 设计意图： 在生态保护语境中巩固后缀-ly的运用。 效果评价： 观察学生能否根据语境选择正确的-ly词形。 If students struggle to distinguish between “friendly” and “really,” use different colored chalk to mark the two different paths (noun→adjective vs adjective→adverb) and create a visual memory aid on the board.
Production Activity 9: “My ecosystem description.” Students write a short paragraph（5-6 sentences）about one ecosystem. They must include: At least one S+V+IO+DO structure At least one S+V+DO+C structure At least two conjunctions（and, but, or, so） At least one -ly word Students share with a partner. The partner identifies and circles the required structures. 设计意图： 综合运用本课所学的语法结构进行生态系统描写，实现语法知识的整合运用。 效果评价： 观察学生能否在写作中正确运用多种语法结构。 If students rely only on simple sentences, provide a model before writing and ask open-ended questions like “Can you tell me more about this ” during monitoring to encourage sentence expansion. Provide a word bank of ecosystem-related vocabulary for students who need it.
Summary The teacher asks quick questions: “What two new sentence structures did we learn What four conjunctions did we learn What are the two ways we use suffix -ly ” Students answer quickly. 设计意图： 快速回顾本课三个语法点的核心规则。 效果评价： 观察学生能否简洁准确地说出核心规则。
Homework Basic: Finish the exercises in the workbook（sentence structures, conjunctions, -ly suffixes）. Extended: Write 5 sentences about the natural world using at least one S+V+IO+DO structure, one S+V+DO+C structure, and one conjunction.
Blackboard design Unit 7 The natural world — Grammar & Word Power Double object: S + V + IO + DO The sun gives ocean animals light and heat. → The sun gives light and heat to ocean animals. Object complement: S + V + DO + C The mother bird keeps the eggs safe. They call the ocean the “heart” of the earth. Conjunctions: and → similar ideas but → different ideas or → choices so → results Suffix -ly: adj → adv: real→really, slow→slowly noun → adj: friend→friendly, love→lovely
教学反思
本课时语法知识点较多，双宾语和宾语补足语结构对学生来说较为陌生。学生对“间接宾语”和“直接宾语”的区分存在一定困难，后续可用“接受者”和“内容”的通俗区分法帮助理解。连词部分，学生对and和so的区分较清晰，但在or和but的选择上偶尔出错。后缀-ly的用法中，“friendly”“lovely”这类名词→形容词的变化容易与形容词→副词的变化混淆，后续可用不同颜色的粉笔在板书上标记两种变化路径。Activity 9的写作中，部分学生能综合运用多种结构，但少数学生仍以简单句为主，后续需加强句子扩展训练。
Integration A-C
语篇研读
语篇A（扎龙自然保护区）
主题和内容： 该语篇为关于扎龙自然保护区的介绍短文。扎龙位于黑龙江省东北部，是世界上最主要的湿地之一，为大量野生动物提供食物和栖息地，是珍稀鸟类的家园（如约20%的丹顶鹤生活在扎龙）。许多鸟类常年栖息扎龙，有些则短暂停留。大多数鸟类白天活动，便于观察。一些人想占用湿地用于农田和建筑，导致野生动物空间减少；过度捕鱼也会导致鸟类食物不足。中国政府已立法保护扎龙。
意义和价值： 扎龙自然保护区是中国湿地保护的典型案例，文章呈现了湿地对鸟类的重要性以及面临的威胁，帮助学生理解湿地保护的紧迫性和政府采取的行动。与Reading板块的“湿地是地球的肾脏”形成呼应，将抽象概念具体化。
方式和方法： 短文采用“总—分—总”结构，语言简洁。后附两个理解性问题，引导学生提取信息和表达观点。
语篇B1（盐城自然保护区——听力选择）
主题和内容： 该听力材料为关于盐城自然保护区的介绍。盐城位于江苏省东部，面积约2,472平方公里，由黄河和长江带来的泥沙淤积形成。保护区内有400多种鸟类，每年约1,000只丹顶鹤飞到盐城过冬。
意义和价值： 盐城自然保护区是另一个重要的湿地保护案例，与扎龙形成“一北一南”的呼应，让学生了解中国湿地保护的广泛覆盖。听力选择任务训练学生获取地理、面积、物种等关键信息的能力。
方式和方法： 听力材料为正式解说语体，后附五道选择题，训练学生抓取关键信息的能力。
语篇B2（保护湿地——专家讲座笔记填空）
主题和内容： 该听力材料为环境专家关于如何保护湿地的讲座。内容包括两大问题（人类占用土地、游客带来麻烦或污染）、政府措施（阻止在湿地上建设、减少游客数量、确保游客守规矩）、社区措施（帮助保持湿地无污染、确保游客安全、种植湿地树木）。
意义和价值： 讲座从问题到解决方案，系统梳理了湿地保护的多方行动——政府立法、社区参与、游客管理，为学生理解“保护生态系统需要多方共同努力”提供了完整框架。
方式和方法： 讲座为正式解说语体，采用“问题→解决方案”结构。后附笔记填空任务，训练学生抓取分类信息的能力。
语篇C（口语对话）
主题和内容： Daniel和Amy讨论如何保护森林。建议包括：不乱扔垃圾、加入清洁小组、自带筷子外出就餐、鼓励他人保护森林。对话以“教育和知识是保护森林的有用工具”和“我同意”结束。
意义和价值： 对话将保护理念落实到具体的个人行动层面，为学生的口语讨论提供了具体的建议内容和表达范式。
方式和方法： 对话采用“建议→补充→赞同”的推进模式，运用That's a good idea.、That's true.、You said it!、I agree.等表达，节奏自然。
教学设计
Period 5: Integration A-C Topic: Protecting ecosystems
Learning objectives By the end of this period, students will be able to: Read about Zhalong Nature Reserve and understand its importance for birds. Listen to information about Yancheng Nature Reserve and a talk on wetland protection. Complete an article about wetlands using information from listening. Discuss ways to protect forests using the dialogue model.
Teaching focus Extracting information from reading and listening materials about wetland protection. Understanding the problems facing wetlands and the solutions. Using the dialogue model to discuss forest protection.
Teaching difficulty Distinguishing between natural features and threats in wetland descriptions. Integrating information from multiple listening sources to complete the article. Generating specific, actionable suggestions for ecosystem protection.
Teaching procedures Revision
Lead-in Activity 1: “Where do birds go ” The teacher shows a map of China and asks: “Do you know where birds go in winter Have you heard of Zhalong or Yancheng ” Students share what they know. The teacher says: “Today we will learn about two important wetlands in China—and find out why they are so important for birds.” 设计意图： 用地图和鸟类迁徙的话题激活学生对湿地保护的背景知识，建立阅读期待。 效果评价： 观察学生能否说出一些关于湿地保护区的信息。
Reading Activity 2: “Zhalong — a home for birds.” Students read the article and answer the two questions in pairs: 1. Why is Zhalong an important place for birds 2. What other actions can we take to help protect wetlands The teacher checks answers and highlights the key points: Zhalong provides food and cover for birds（especially red-crowned cranes）, but faces threats（farms and buildings, fishing）. The teacher asks: “Why do we need to protect Zhalong ”（To protect the birds and maintain the ecosystem.） 设计意图： 通过阅读获取扎龙自然保护区的重要性、威胁和保护措施信息，理解湿地保护的紧迫性。 效果评价： 观察学生能否准确提取关键信息。 If students give general responses to “What other actions can we take ”, the teacher can provide a graphic organizer framework (Importance → Threats → Actions) before reading to help them extract information more effectively.
Listening Activity 3: “Yancheng — another wetland（Part B1）.” Students listen to the talk about Yancheng Nature Reserve. Before listening, they read the questions to preview what information they need. First listening: get the general idea. Second listening: choose the correct answers（Jiangsu; east; 2,472; Yellow River; birds; 1,000）. Students check in pairs, then the teacher checks with the whole class. The teacher asks: “How is Yancheng similar to Zhalong How is it different ”（Both are important wetlands for birds; Yancheng is in the south/east, Zhalong is in the north-east.） 设计意图： 通过听力获取盐城自然保护区的地理位置、面积和物种信息，与扎龙形成对比，加深对湿地保护重要性的理解。 效果评价： 观察学生能否准确选择答案并比较两个保护区。 Activity 4: “How to protect wetlands（Part B2）.” Students listen to the expert‘s talk and complete the notes about problems（use land for building, bring trouble or pollution）, government actions（stop building, reduce tourists, ensure visitors behave）, and community actions（keep wetlands free from pollution, ensure tourists are safe, plant trees）. Students check in pairs, then the teacher checks with the whole class. 设计意图： 通过听力获取保护湿地的具体措施，理解“政府+社区+游客”多方协作的保护模式。 效果评价： 观察学生能否准确填写笔记信息。 Activity 5: “Completing the wetlands article.” Students use information from B1 and B2 to complete Daniel‘s article. They work individually, then check in pairs. The teacher invites students to read aloud one completed sentence each. 设计意图： 将听力获取的信息整合为书面文章，实现从碎片化信息到完整语篇的输出。 效果评价： 观察学生填空的正确率和上下文连贯性。 If students have difficulty distinguishing between similar numbers (2,472 vs 24,720), have them review the options beforehand and emphasize the key differences in the numbers before playing the recording. If students struggle with information related to “problems tourists cause,” assign students to focus on different sections (problems, government actions, community actions) and then exchange information with their partners.
Speaking Activity 6: “Dialogue analysis.” Students read the conversation between Daniel and Amy about protecting forests. The teacher asks: “What suggestions do they give What expressions do they use to show agreement ” Students identify: don’t throw rubbish, join a clean-up group, take own chopsticks, encourage others; That‘s a good idea, That’s true, You said it, I agree. The teacher highlights the structure: state a suggestion → add a suggestion → agree and encourage. 设计意图： 通过分析对话的内容结构和功能表达，帮助学生理解如何用英语讨论保护生态系统的具体行动，掌握提出建议、补充建议和表达赞同的交际策略，为后续的口语产出搭建语言和结构支架。 效果评价： 观察学生能否准确提取对话中的建议内容和功能表达，能否理解这些表达在交际中的语用功能。 Activity 7: “How to protect ecosystems.” Students work in pairs to discuss what they can do to protect an ecosystem（forests, wetlands, oceans, etc.）. They should give at least three suggestions and respond to each other‘s ideas. 2-3 pairs present to the class. 设计意图： 在真实交际情境中运用所学表达讨论保护行动，实现从理解到产出的迁移。 效果评价： 观察学生能否提出具体建议并自然回应同伴的观点。 If students only give common suggestions like “don’t throw rubbish,” the teacher can provide more specific suggestions on the board: “use reusable bags,” “plant trees,” “save water,” “reduce plastic.” If students run out of ideas, provide prompts: “What about eating habits What about using things What about telling others ”
Summary The teacher asks: “What wetlands did we learn about today What problems do they face What can we do to help ” Students answer. The teacher concludes: “Wetlands are like the earth‘s kidneys—they clean water and protect us from floods. But they need our help to stay healthy.” 设计意图： 回顾本课核心内容——湿地的重要性、面临的威胁和保护措施，强化与Reading板块比喻的呼应。 效果评价： 观察学生能否说出湿地的重要性及其保护措施。
Homework Basic: Complete the wetlands article if not finished in class. Read it aloud once. Finish the workbook exercises. Extended: Draw a poster about wetlands protection with 3 slogans or key messages.
Blackboard design Unit 7 The natural world Integration A-C: Protecting ecosystems Wetlands in China: Zhalong（Heilongjiang, NE）→ home to 20% of red-crowned cranes Yancheng（Jiangsu, E）→ 2,472 km , 400+ bird species, 1,000 cranes Problems: land for building, fishing, pollution Solutions: Government: laws, reduce tourists Communities: keep clean, ensure safety, plant trees Individuals: don’t throw rubbish, bring own chopsticks, join clean-up groups
教学反思
Activity 4的笔记填空中，学生对“政府措施”和“社区措施”的分类较为清晰，但对“游客带来的问题”这一模块的信息抓取不够准确。后续可通过分组聚焦不同模块的方式降低难度。口语讨论中，部分学生的建议停留在“不乱扔垃圾”等常见层面，教师提供的具体建议参考有效拓展了学生的思路。
Integration D
语篇研读
主题和内容： 该板块为写作任务。D1为Amy关于保护海洋的倡议书提纲，包含四个部分：生态系统的重要性（海洋是许多海洋生物的家园、为我们提供食物、提供娱乐空间）、面临的问题（数百万吨塑料垃圾、工厂和家庭废水）、我们能做什么（清理海滩、使用环境友好型产品、告诉他人如何保护海洋）、行动呼吁（志愿加入环保组织）。D2为Amy的倡议书范文，按照提纲展开，结构清晰。范文后附有Useful expressions语言支架。
意义和价值： 写作提纲+范文为学生提供了完整的倡议书写作示范——从构思内容（提纲）到组织成文（倡议书）。倡议书作为一种应用文体，结构规范、语言正式、富有说服力，为学生提供了表达环保主张的实用写作范式。范文结构清晰、语气恳切，是学生模仿的合适范例。
方式和方法： 倡议书采用“总—分—总”结构：首段说明写信目的，主体部分分述重要性、问题和解决方案，结尾发出行动呼吁。语言正式得体，运用Dear Sir or Madam、I am writing to...、However、Also、It is meaningful to...、Please join us、Yours sincerely等正式书信表达。
教学设计
Period 6: Integration D Topic: Writing a proposal on protecting an ecosystem
Learning objectives By the end of this period, students will be able to: Complete a writing outline for a proposal to protect an ecosystem. Analyse the structure of the model proposal and extract useful expressions. Write a proposal of 80-100 words asking people to protect an ecosystem. Evaluate their own and peers‘ writing based on a checklist and revise accordingly.
Teaching focus Analysing the model proposal’s structure and extracting useful expressions. Organizing ideas from the outline into a well-structured proposal.
Teaching difficulty Using formal letter structure and appropriate tone. Organizing ideas into a logical “importance → problems → solutions → call to action” structure. Writing persuasively while maintaining a polite tone.
Teaching procedures Revision
Lead-in Activity 1: “One message to the world.” The teacher asks: “If you could send one message to everyone in the world about protecting nature, what would you say Share with your partner.” Students think for 20 seconds, then share with a partner. 2 students share with the class. The teacher says: “Today you‘re going to write a proposal—a formal letter to ask people to protect an ecosystem. You’ll get to say that message to the world.” 设计意图： 用“给世界的一句话”快速激活学生对生态保护的思考和个人表达，将写作任务与真实使命感建立联系，简洁高效地进入写作主题。 效果评价： 观察学生能否快速产生一个关于生态保护的想法并表达出来。
Pre-writing Activity 2: “Completing the outline.” Students choose an ecosystem to write about. They complete the outline（Part D1）with information about its importance, the problems it faces, what we can do, and a call to action. They work individually. After completing, they share with a partner to add missing details. 设计意图： 通过提纲帮助学生系统梳理倡议书所需的各个部分，为写作做内容准备。 效果评价： 观察学生能否完整填写提纲中的各项内容。 Activity 3: “Analysing Amy’s proposal.” Students read Amy‘s proposal. The teacher guides them to identify the structure: Introduction（Para 1）: I am writing today to ask for your help in protecting the ocean. Importance（Para 2）: home to sea life, provides food, offers space for fun. Problems（Para 3）: plastic waste, wastewater from factories and houses. Solutions（Para 4）: keep beaches clean, use environment-friendly products, tell others. Call to action（Para 5）: join a group, work as a volunteer, please join us. The teacher asks: “What makes Amy’s proposal persuasive ”（She uses facts about importance, describes problems clearly, offers specific solutions, and ends with a direct call to action.） 设计意图： 通过分析范文结构帮助学生理解倡议书的组织方式和说服策略。 效果评价： 观察学生能否识别文章结构并说出其说服力所在。 Activity 4: “Extracting useful expressions.” Students underline useful expressions in Amy‘s proposal. The teacher writes key sentence stems on the board: Introduction: “I am writing today to ask for your help in...” / “I want to ask you to...” Importance: “... is home to...” / “It provides us with...” / “It offers us...” Problems: “... is/are one of the biggest problems.” / “There are... in...” / “This will harm or even kill...” Solutions: “We can... / We should... / It is also a good idea to...” Call to action: “It is meaningful to...” / “Please join us.” / “Together we can...” Closing: “With kind thanks, Yours sincerely,...” 设计意图： 提取范文中的功能句式，分类整理，为独立写作提供清晰的语言支架。 效果评价： 观察学生能否准确找出功能句式并理解其功能。 If students confuse “problems” with “solutions,” provide clearer sorting prompts: “Problems = what is wrong; Solutions = what we can do to fix it” and use a table format to organize the information. If students struggle to identify problems, provide examples: “What does pollution do to the ocean What happens when forests are cut down ” Compare the proposal with the Reading article from the previous lesson—one is persuasive, the other is informative—to help students understand the differences between text types.
While-writing Activity 5: “Writing the first draft.” Students write their proposal based on their outline, following the structure and using the sentence patterns from the board. The teacher reminds them: “Write 80-100 words. Use formal language. Include importance, problems, solutions, and a call to action.” The teacher walks around, monitors, and provides individual help. 设计意图： 在充足支架支持下独立写作，综合运用本单元所学的生态词汇和倡议书结构。 效果评价： 观察学生写作进度和内容完整性，关注基础薄弱学生。 If students use informal language like “Guys, let‘s help!,” highlight the differences between formal and informal expressions on the board and remind students during monitoring to use formal language. If students struggle to begin, suggest they start with “I am writing today to ask for your help in protecting...”
Post-writing Activity 6: “Self-evaluation and peer review.” The teacher presents a simple checklist: ① Clear introduction（states purpose） ② Importance described ③ Problems described ④ Solutions offered ⑤ Call to action ⑥ Formal language used Students self-evaluate, then exchange with a partner using “Star and Wish”: Star（one good thing）, Wish（one thing to improve）. 设计意图： 通过自评和互评培养反思和合作学习习惯，用量规引导学生关注内容、结构和语言风格。 效果评价： 观察学生能否给出具体、有帮助的反馈。 Activity 7: “Revision and sharing.” Students revise based on feedback. The teacher invites 2 volunteers to share their revised proposals. The teacher comments on the effective use of structure and persuasive language. 设计意图： 将反馈转化为实际修改，展示优秀作品，增强写作成就感。 效果评价： 观察学生能否根据反馈进行有效修改。
Summary The teacher asks: “What structure did we use for our proposal （Introduction → Importance → Problems → Solutions → Call to action.）What type of language did we use （Formal and persuasive.）” Students answer. The teacher concludes: “A good proposal tells people why something matters, what problems it faces, what we can do, and calls us to action. Your proposals can make a difference.” 设计意图： 回顾倡议书的写作结构和语言风格，强化“问题→解决方案→行动号召”的写作模式。 效果评价： 观察学生能否说出倡议书的各部分。
Homework Basic: Revise your proposal based on feedback and write a clean copy. Finish the writing practice in the workbook. Extended: Read your proposal to a family member and ask: “Would this make you want to help Why or why not ” Write down their response.
Blackboard design Unit 7 The natural world — Writing a Proposal Structure: ① Introduction: purpose of writing ② Importance: why this ecosystem matters ③ Problems: what threats it faces ④ Solutions: what we can do ⑤ Call to action: join us Useful expressions: I am writing today to ask for your help in... ... is home to... ... provides us with... One of the biggest problems is... We can... / We should... It is meaningful to... Please join us. / Together we can...
教学反思
范文分析中，学生能快速识别倡议书的结构，并将其与Reading板块的说明文进行对比，理解了两种文体的差异。写作中，部分学生对“问题”和“解决方案”的区分不够清晰，容易将方案写进问题栏。后续可用表格形式进一步明确分类。互评环节中，部分学生给出了“Star”但忽略了“Wish”，后续需强调两方面反馈的重要性。整体来看，学生能较好地运用范文结构完成倡议书写作，语言表达的正式程度还需加强。

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