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译林版（2024）八年级上册英语Unit 5 Wild animals教学设计
单元整体教学设计
单元主题
本单元主题为“Wild animals”（野生动物），属于“人与自然”范畴，涉及“环境保护与生态文明”主题群，聚焦“野生动物保护、人与自然和谐共处”子主题。
单元内容分析
本单元围绕“野生动物”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：阅读关于保护大熊猫的文章、了解保护野生动物的努力、谈论和写作如何保护野生动物、更好地理解动物与人类的关系。
Welcome to the unit板块围绕“野生动物”展开，通过图片匹配活动呈现dolphin、eagle、fox、shark、wolf、zebra等动物名称，并通过课堂对话示范如何谈论自己最喜欢的野生动物及其原因（如dolphins—cute and friendly/smart, lions—strong and fast, wolves—team spirit）。该板块作为单元开篇，激活学生对野生动物的兴趣和已有知识，为后续学习奠定话题基础。
Reading板块为一篇熊猫饲养员撰写的关于大熊猫“希望”（Xiwang）的成长故事。文章从“希望”出生时的情景写起（仅100克、粉红色、安静），描述了她从出生到20个月大的成长过程（六个月开始吃竹子、20个月学会照顾自己），进而引出野生大熊猫面临的严峻问题（繁殖困难、幼崽易生病、竹林减少），最后介绍中国政府为保护大熊猫所采取的措施（法律、自然保护区、科学繁殖）以及保护成效。文章采用“总—分—总”结构，运用一般过去时和一般现在时叙述。语篇后附有段落主旨匹配、成长过程排序和词汇巩固等任务。本板块分两课时教学，第一课时侧重语篇输入、信息梳理与主旨理解，第二课时侧重语言内化、结构分析与表达输出。
Grammar板块包含三个语法项目。A部分围绕“动词+to-infinitives”展开，通过动物园参观的短文呈现start to do、begin to do、try to do、decide to do、want to do等搭配，并配有填空练习。B部分围绕“to-infinitives表目的”展开，通过熊猫饲养员的短文呈现to do和in order to表目的的用法，并配有句子改写练习。C部分围绕“动词+宾语+不定式（带/不带to）”展开，通过动物园参观的短文呈现make us laugh、see a baby lion stay、ask us not to feed、help us (to) understand等结构，并配有填空和写作练习。
Word Power呈现后缀-ing、-ness、-ion构成名词的构词法（如mean→meaning、ill→illness、act→action），通过填表巩固运用。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（北极熊和蓝鲸面临的生存困境）、听力（印度犀牛的保护故事、野生动物濒危原因）和口语（Daniel和Kitty讨论如何保护野生动物），侧重听说读技能整合与野生动物保护探讨；第二课时聚焦Integration D，专项开展写作教学，围绕“以野生动物名义给人类写一封信”的主题，借助调查问卷、范文和写作指导，引导学生完成书信写作。
Assessment板块包含学生自我评价量表，从四个维度（复述野生动物的事实、正确使用to-infinitives及后缀-ing/-ness/-ion、谈论和写作保护野生动物、理解与野生动物和谐共处的重要性）引导学生反思单元学习成果。Further study推荐观看纪录片《七个世界，一个星球》，鼓励学生了解七大洲的野生动物并分享发现。
七个板块从“认识野生动物”到“了解动物困境”，从“学习保护措施”到“发出保护呼吁”，构成“感知→理解→内化→整合→表达”的完整学习链。
体现单元核心素养综合表现的重点语言表达如下。
【描述野生动物外貌与习性】
live in the Arctic, the biggest meat eaters on land, travel a long way to find food
live up to 90 years, eat grass and small plants, work as a group
【描述动物面临的困境】
The earth is becoming warmer, and the Arctic ice is melting.
It is difficult for them to have babies. They may easily get sick and die.
The bamboo forests are becoming smaller and smaller.
Pandas may not have a place to live or enough food to eat.
【表达保护措施】
The governments took action to protect them.
There are laws to protect giant pandas.
We should never eat wild animals.
We must make sure we don‘t buy things made from wild animals.
【使用to-infinitives】
started to come out, began to eat, tried to exercise, decided to climb
prepare all kinds of food to give her a healthy diet
buy toys to make her happy
made us all laugh, asked us not to feed the animals
【后缀构词】
-ing: mean→meaning, ill→illness, bear→bearing
-ness: kind→kindness, dark→darkness, happy→happiness
-ion: act→action, protect→protection, celebrate→celebration
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. 识别常见野生动物的英文名称，谈论自己最喜欢的动物及其原因，初步了解野生动物的多样性。 Welcome to the unit 图片、音频、对话
阅读熊猫“希望”的成长故事，获取和梳理大熊猫的生长过程、生存困境和保护措施等信息，理解保护野生动物的重要性。 Reading 音频、图片、说明文
深入理解动词+to-infinitives、to-infinitives表目的、动词+宾语+不定式的用法，掌握后缀-ing、-ness、-ion的构词法，在描述动物和保护措施的语境中内化其用法。 Grammar & Word Power 表格、短文、自主写作
读、听关于野生动物生存困境和保护努力的材料，获取关键信息，思考并表达保护野生动物的具体行动。 Integration A-C 音频、短文、对话、博客
综合运用话题词汇和语篇结构知识，以野生动物的口吻给人类写一封信，表达生存困境和求助意愿，增强保护野生动物的意识。 Integration D 问题、范文、写作
板块教学设计
Welcome to the unit
语篇研读
主题和内容： 本课语篇属于“人与自然”范畴下“环境保护与生态文明”主题群。Part A为六种野生动物图片与名称匹配任务，呈现dolphin、eagle、fox、shark、wolf、zebra，并配有听力介绍帮助学生了解更多关于这些动物的信息。Part B为Millie与Kitty、Daniel、Simon关于“最喜欢的野生动物”的课堂讨论对话，涉及dolphins（cute, friendly, smart）、lions（strong, fast, king of the animal world）、wolves（work as a group, team spirit）等动物及喜欢的原因。
意义和价值： 通过图片匹配和听力活动，帮助学生识别常见野生动物的英文名称，初步了解它们的特征。Part B对话示范了如何用英语谈论自己最喜欢的动物并给出理由（I like...best. They‘re...），为单元后续学习奠定话题和语言基础。
方式和方法： Part A采用“图片+动物名称”匹配形式，利用真实动物图片帮助学生建立词汇与形象的对应关系。Part B为课堂讨论语体，运用What’s your favourite... 、I like...best.、They‘re...、What about you 等表达，示范如何询问和表达偏好并给出理由。
教学设计
Period 1: Welcome to the unit Topic: Animals in the wild
Learning objectives By the end of this period, students will be able to: Identify common wild animals and match them with their names. Use the target expressions to talk about their favourite wild animals and give reasons. Develop interest in wild animals and awareness of their diversity.
Teaching focus Recognizing the names of common wild animals. Using the dialogue model to discuss favourite wild animals.
Teaching difficulty Pronouncing animal names correctly (e.g., dolphin, eagle, zebra, shark). Giving clear reasons for preferences using appropriate adjectives.
Teaching procedures Revision
Lead-in Activity 1: “Animal sound guessing.” The teacher plays short audio clips of animal sounds (eagle screech, wolf howl, dolphin click). Students guess: “What animal makes this sound ” Students call out their guesses. The teacher then asks: “Where do these animals live Are they wild animals or pets ” Students respond. The teacher says: “Today we are going to talk about wild animals — animals that live in the wild, not in our homes.” 设计意图： 用动物声音猜测游戏激活课堂氛围，从听觉入手引发学生对野生动物的兴趣，自然引出“wild animals”的概念。 效果评价： 观察学生能否根据声音做出合理猜测，能否区分wild animals和pets。
Presentation Activity 2: Match and learn — wild animals. Students look at the pictures in Part A and match them with the correct animal names. They work individually, then check in pairs. The teacher checks with the whole class and helps pronounce difficult words (dolphin, eagle, zebra, shark). The teacher then plays the audio introductions for students to listen and learn more about each animal. 设计意图： 通过匹配任务呈现常见野生动物词汇，利用听力介绍帮助学生获取更多关于这些动物的信息，建立词汇与动物特征的关联。 效果评价： 观察学生匹配的正确率和能否从听力中提取基本信息。 Activity 3: Listen and understand. Students listen to the Part B dialogue between Millie and her classmates. They answer: “What animals do they talk about Why does each person like that animal ” (Kitty—dolphins, cute, friendly, smart; Daniel—lions, strong, fast; Simon—wolves, team spirit.) The teacher highlights key expressions: “What‘s your favourite wild animal ”, “I like... best.”, “They’re...”, “What about you ” 设计意图： 通过听力获取对话中四位人物的动物偏好及理由，感知表达偏好和询问他人观点的交际表达。 效果评价： 观察学生能否准确提取信息并识别关键表达。
Practice Activity 4: Dialogue analysis and role-play. Students read the dialogue and identify the structure: (1) asking about favourite animal, (2) stating preference with reason, (3) responding, (4) asking the next person. Students practise the dialogue in groups of four, then create their own version, replacing the animals with others they know and changing the reasons accordingly. 设计意图： 通过分析对话结构帮助学生理解如何围绕“最喜欢的动物”展开讨论，通过角色扮演和替换练习巩固语言运用。 效果评价： 观察学生能否准确使用目标表达进行对话替换和表演。 Activity 5: Class survey — “Favourite wild animal.” Students walk around and ask three classmates: “What‘s your favourite wild animal Why ” They record answers in a table. The teacher collects responses and creates a class bar chart on the board showing the most popular animals. 设计意图： 用“班级调查”活动将语言运用与真实交流结合，提高课堂参与度，让学生在交际中巩固目标表达。 效果评价： 观察学生能否用英语进行调查并记录信息。 If students have difficulty coming up with reasons, the teacher can provide an adjective word bank on the board: “cute, friendly, smart, strong, fast, beautiful, clever, loyal, powerful, graceful.” If students only give one-word answers, encourage them to use full sentences: “My favourite wild animal is... because...”
Production Activity 6: Mini-presentation — “My favourite wild animal.” Students choose one wild animal and write a short paragraph (3-4 sentences): what animal it is, why they like it, and one interesting fact about it. They share with a partner, and 2-3 students present to the class. 设计意图： 从口头对话过渡到书面表达，引导学生运用本课所学词汇和句型进行有意义的产出，将语言学习与个人兴趣相结合。 效果评价： 观察学生能否组织清晰的段落并正确使用目标表达。 If students lack interesting facts, the teacher can share one or two examples from the listening material to support them.
Summary The teacher asks: “What wild animals did we learn today Which animal is the most popular in our class ” Students share briefly. The teacher concludes: “Wild animals are amazing and diverse. Let‘s learn more about them in this unit.” 设计意图： 回顾本课核心内容——野生动物名称和表达偏好的句型，为单元后续学习铺垫。 效果评价： 观察学生能否说出至少四种野生动物名称。
Homework Basic: Read the Part B dialogue aloud 3 times. Finish the vocabulary exercises in the workbook. Extended: Find a picture of a wild animal you like and write 3 sentences about it (what it is, what it looks like, why you like it).
Blackboard design Unit 5 Wild animals Welcome to the unit: Animals in the wild Wild animals: dolphin, eagle, fox, shark, wolf, zebra Talking about favourites: What’s your favourite wild animal I like... best. They‘re... (cute, friendly, smart, strong, fast) What about you
教学反思
Activity 5的“班级调查”活动有效调动了学生的参与积极性，但部分学生在提问时只问了“what”而忽略了“why”。后续可在调查表中增加“Reason”一栏，并提示学生在提问时使用“Why ”，确保目标表达的完整运用。
Activity 1的动物声音猜测游戏中，部分学生对某些动物声音不熟悉（如鹰的叫声），猜测困难。后续可先用图片引出动物名称，再播放声音，降低认知难度。
Reading
语篇研读
主题和内容： 本课语篇为一篇熊猫饲养员撰写的关于大熊猫“希望”（Xiwang）的成长故事。文章以第一人称叙述，从“希望”出生时的情景写起（仅100克、粉红色、安静、看不见听不见），“希望”的名字意为“希望”，寄托了美好期待。接着描述了她的成长过程——六个月大开始吃竹子、半岁时体重超过35公斤、20个月大时学会照顾自己。文章随后转向野生大熊猫面临的严峻问题：繁殖困难、幼崽易生病死亡、竹林不断缩小导致栖息地和食物减少。最后介绍中国政府为保护大熊猫采取的措施——法律保护、建立自然保护区、科学家帮助繁殖——以及积极成效（大熊猫数量正在增加）。
意义和价值： 文章通过饲养员的第一人称叙述，以“希望”的成长故事作为情感切入点，从个体成长的美好引出野生大熊猫群体的生存困境，再到人类保护行动带来的希望，情感层次丰富。文章传递了“保护野生动物刻不容缓”的紧迫感，同时也通过“希望”的名字和数量增加的事实传达了积极的信号——保护行动有效果，希望尚在。
方式和方法： 文章采用“总—分—总”结构，以第一人称叙述，语言亲切温暖。运用时间顺序（In the beginning, At six months old, Half a year later, When she was 20 months old）组织成长过程。使用转折结构（However）从个体幸福过渡到群体困境。后附段落主旨匹配、成长顺序匹配和词汇巩固等任务，形成完整的阅读教学闭环。
教学设计【Reading(1)】
Period 2: Reading (1) Topic: Protecting pandas
Learning objectives By the end of this period, students will be able to: Extract key information about Xiwang‘s growth process from the article and match sentences with pictures. Understand the problems giant pandas face in the wild and the efforts made to protect them. Develop awareness of the importance of protecting wild animals.
Teaching focus Understanding Xiwang’s growth stages and the challenges pandas face. Identifying the measures taken to protect giant pandas.
Teaching difficulty Understanding the cause-and-effect relationships between human activities and panda survival. Connecting the individual story of Xiwang to the broader issue of wildlife protection.
Teaching procedures Revision
Lead-in Activity 1: “From tiny to giant.” The teacher shows two pictures of a giant panda: one as a newborn (pink, tiny, eyes closed) and one as an adult (black and white, big). The teacher asks: “What animal is this How much do you think a newborn panda weighs How much does an adult weigh ” Students guess. The teacher then says: “Today we’ll read about a panda‘s growth — from just 100 grams to over 35 kilograms! But guess what — the panda’s name is Xiwang. Why do you think the keeper gave her this name ” Students predict. 设计意图： 用视觉对比引发好奇心，通过重量对比制造认知冲突，同时引入“名字”这一关键线索，激发阅读兴趣。 效果评价： 观察学生能否参与猜测并对名字的含义产生兴趣。
Pre-reading Activity 2: “Panda problems — think-pair-share.” The teacher asks: “What problems do you think pandas face in the wild Think about food, babies, and their living places.” Students think for one minute, share ideas with a partner, then 3-4 students share with the class. The teacher writes their ideas on the board without confirming or correcting, saying: “Let’s read and find out the real problems.” 设计意图： 通过头脑风暴激活学生对熊猫生存困境的背景知识，建立阅读期待，将学生的预测与文本信息形成对比，增强阅读目的性。 效果评价： 观察学生能否运用已有知识做出合理推测。 Activity 3: Vocabulary picture-match. The teacher presents key vocabulary with images: “bamboo”, “nature reserve”, “fur”, “newborn”, “weight”. Students match each word to its picture or definition. 设计意图： 提前处理可能影响理解的关键词汇，为顺畅阅读扫清障碍。 效果评价： 观察学生能否正确匹配词汇与释义。 If students have few ideas, guide them with prompts: “What do pandas eat What if there is less bamboo Is it easy for pandas to have babies ”
While-reading Activity 4: “Why this order — Exploring the structure.” The teacher provides students with five sentence strips summarizing each paragraph and the title. Students work in pairs to arrange the sentence strips in the correct order of the article before reading. After they finish ordering, they read the article to check if their predicted order matches the text. The teacher then asks: “Why did the writer choose to start with Xiwang‘s birth story instead of starting with the problems What effect does this have on the reader ” Students discuss and share. 设计意图： 通过排序活动激活学生对文章结构的预测，在阅读中验证并反思作者选择“从故事切入”的写作意图——先用情感故事吸引读者，再引出严肃问题，让读者更关心熊猫的命运。 效果评价： 观察学生能否关注文章的组织顺序并思考作者的写作意图。 Activity 5: “Xiwang’s growth journey — storyboard with a twist.” Students scan the article to find key events in Xiwang‘s growth and complete a storyboard with text and simple drawings (or descriptions): Stage 1 (birth) → Stage 2 (6 months) → Stage 3 (6 months, weight) → Stage 4 (20 months) After completing, students work in pairs. One student describes Xiwang’s growth journey, the other listens and asks one question about each stage. Then they swap roles. 设计意图： 通过故事板可视化Xiwang的成长过程，在信息提取的基础上加入“提问”环节，促进学生深层理解和口语交流。 效果评价： 观察学生能否准确提取成长信息并围绕内容提问。 Activity 6: “Same journey, two perspectives — Xiwang vs wild pandas.” The teacher draws a two-column chart on the board: “Xiwang’s story” and “Wild pandas’ story.” Students find the differences: Xiwang: has a keeper, food is provided, medical care, safe. Wild pandas: no keeper, food is decreasing, sickness and death, losing habitat. The teacher asks: “Why does the writer talk about Xiwang‘s happy life before talking about wild pandas What is the writer trying to show us ” (The contrast makes the problems of wild pandas feel more serious.) 设计意图： 通过对比Xiwang和野生熊猫的命运，帮助学生理解作者使用的“对比”写作手法——用个体的幸福反衬群体的困境，增强感染力。 效果评价： 观察学生能否发现对比关系并理解其表达效果。 Activity 7: “The meaning of ‘Hope’ — reading between the lines.” The teacher asks students to find three places in the article where “hope” is present (not just the word, but the idea): (1) the panda’s name is Xiwang (hope); (2) the government is taking action — there is hope for wild pandas; (3) “where there is Xiwang, there is hope.” Students discuss in pairs: “What does the writer want us to take away from this article — is it only sadness, or is there a positive message ” Students share. 设计意图： 引导学生关注文章的深层主题——不仅是困境，更是希望，培养对文章主旨和象征手法的理解能力。 效果评价： 观察学生能否在文中找到象征“希望”的多处证据并理解文章传递的积极信息。 If students give basic answers like “because it’s interesting,” the teacher can prompt further: “How does reading about Xiwang‘s cute baby story make you feel about the problems pandas face later in the article ” If students only focus on the problems, the teacher can direct them to the last paragraph: “Read the last sentence again. What does it mean Is the writer hopeful or hopeless ”
Post-reading Activity 8: “One sentence summary.” The teacher asks: “If you had to summarize this article in one sentence, what would you say ” Students think and write. Several students share. The teacher collects the best ones on the board. 设计意图： 通过一句话总结检验学生对文章主旨的把握程度，同时训练概括能力。 效果评价： 观察学生能否抓住文章核心——熊猫有希望，但需要人类的保护。
Summary The teacher asks: “What did Xiwang teach us about pandas ” Students summarize. The teacher concludes: “The panda’s name means ‘hope’. The writer wants us to know that even though pandas face serious problems, there is still hope — if we protect them.” 设计意图： 回顾Xiwang故事的核心信息——困境与希望并存，强化单元主题“保护野生动物”。 效果评价： 观察学生能否概括文章的核心内容。
Homework Basic: Read the article aloud 2 times. Finish the reading comprehension exercises in the workbook. Extended: Write 3 sentences about what people can do to protect giant pandas.
Blackboard design Unit 5 Wild animals Reading (Period 1): Protecting pandas Xiwang’s growth: birth: 100g, pink, quiet → 6 months: began to eat bamboo → 20 months: looked after herself Xiwang vs Wild pandas: Xiwang: safe, fed, cared for Wild pandas: face problems Problems: hard to have babies babies get sick bamboo forests shrinking Solutions: laws, nature reserves, scientists Xiwang = hope (name + message)
教学反思【Reading (1)】
Activity 5的故事板环节中，学生需要用语言描述配图并提问，比单纯的“完成表格”难度更高，但对口语表达和思维训练更有价值。大部分学生能完成描述，但部分学生在提问环节表现较为被动，需要提供问题范例（如“What did Xiwang eat at 6 months ”）进行支持。
教学设计【Reading (2)】
Period 3: Reading (2) Topic: Protecting pandas
Learning objectives By the end of this period, students will be able to: Analyse the structure of the article and identify the writer‘s use of contrast, first-person narration, and symbolism. Use key vocabulary and sentence patterns from the article to describe an animal’s growth and challenges. Apply the writing techniques learned to express their own views on wildlife protection.
Teaching focus Analysing the article‘s structure and writing techniques. Using the target language to discuss wildlife protection.
Teaching difficulty Understanding how the writer uses “Xiwang” as a symbol and how the symbolic meaning develops through the article. Transferring the writing techniques to their own expression.
Teaching procedures Revision
Lead-in Activity 1: “Fact or feeling ” The teacher writes five statements on the board: (1) Xiwang weighed 100 grams at birth. (2) The panda keeper felt happy when Xiwang was born. (3) Giant pandas have difficulty having babies. (4) The government has created nature reserves for pandas. (5) The writer believes there is hope for pandas. Students work in pairs and sort the statements into two categories: “Facts” (1, 3, 4) and “Feelings/Opinions” (2, 5). The teacher asks: “Why does the writer include both facts and feelings in this article What does each type of information do for the reader ” 设计意图： 用“事实与情感”分类活动激活学生对上节课内容的记忆，引导学生关注作者如何将客观信息与主观感受结合来增强文章的感染力。 效果评价： 观察学生能否区分事实与情感表达，能否初步理解两者的不同作用。 If students quickly identify the categories, follow up with: “Which sentences made you feel something when you read them Why ” to deepen the discussion.
Presentation Activity 2: “How is this article built — Exploring the structure.” The teacher presents a jumbled version of the article‘s structure. Students work in pairs to arrange the structural elements in the correct order, using the article to check. The teacher then leads a discussion: “What’s the purpose of each part ” Part 1: Xiwang‘s birth story — creates emotional connection, makes readers care. Part 2: Wild pandas’ problems — shifts from one panda to all pandas, expands the concern. Part 3: Solutions and hope — shifts from problems to action, provides a positive outlook. The teacher writes the structure on the board as students summarize each part‘s function. 设计意图： 通过结构重组任务，帮助学生从“读懂了什么”上升到“作者是怎么组织的”，理解每部分的功能和整体设计。 效果评价： 观察学生能否解释每部分的写作目的。 Activity 3: “Three writing techniques.” The teacher introduces three techniques used in the article with guiding questions: (1) First-person narration: “Who is telling the story How does ‘I’ make the story different from a third-person report ” (More personal, emotional.) (2) Contrast: “What contrasts can you find in the article ” (Xiwang‘s safe life vs wild pandas’ dangerous life; past problems vs present solutions; danger vs hope.) (3) Symbolism: “What does the name Xiwang represent Does its meaning appear only in the name, or does it appear elsewhere ” (The name is hope; the positive ending is hope; “where there is Xiwang, there is hope” is hope.) Students work in pairs to find examples of each technique in the text and share their findings. 设计意图： 系统介绍三种写作手法，引导学生在文中寻找实例，培养文本分析能力。 效果评价： 观察学生能否在文中找到对应例句并初步解释其效果。 If students focus only on content (what each part says), the teacher can ask: “What if the writer started with the problems Would we care as much ” to guide them toward thinking about the writer’s choices.
Practice Activity 4: “Swap the perspective.” Students rewrite one key sentence from the article in a different way. For example: Original (first person): “I saw her at birth.” → Third person: “The keeper saw her at birth.” Original: “We gave her round-the-clock care.” → Passive: “She was given round-the-clock care.” The teacher asks: “How does the feeling change when we change the perspective ” 设计意图： 通过改写句子，让学生在实践中感受第一人称叙事的独特感染力，同时巩固语言运用能力。 效果评价： 观察学生能否完成改写并说出视角变化带来的感受差异。 Activity 5: “From contrast to creation.” The teacher provides students with simple sentence starters to practice the contrast technique: “______ (animal) in the zoo has ______, but ______ in the wild may not have ______.” “Some people ______, but we should ______.” Students complete the sentences in pairs, then share with the class. 设计意图： 用对比句式填空练习帮助学生掌握contrast这一写作手法的语言形式，为后续的创造性表达做准备。 效果评价： 观察学生能否运用对比结构完成句子。 If students struggle, the teacher can complete the first one as a class before they work independently.
Production Activity 6: Mini-writing — “A message from the wild.” The teacher sets the scene: “Imagine you are a panda keeper, a scientist, or a wild panda. Write a short paragraph (5-6 sentences) using at least two of the techniques we discussed today (first-person narration, contrast, or symbolism). Your goal is to make people care about pandas.” Students choose their role and write. After writing, they share with a partner and identify which techniques their partner used. 设计意图： 综合运用本课所学的写作手法进行创意表达，实现从分析到运用的迁移。 效果评价： 观察学生能否在写作中运用至少两种所学的写作技巧。 If students struggle to choose a role, offer suggestions: “Panda keeper — what do you see every day Scientist — what do you know that others don’t Wild panda — what do you need to say to humans ”
Summary The teacher asks: “What three writing techniques did we learn today Why does the writer combine facts with feelings ” Students answer. The teacher concludes: “A good article about wildlife doesn‘t just give facts — it makes you care. When you care, you want to act. And that’s how change happens.” 设计意图： 回顾本课所学的写作手法和“事实+情感”的写作理念，将阅读分析升华为写作意识。 效果评价： 观察学生能否说出三种写作手法及其作用。
Homework Basic: Revise your paragraph and write a clean copy. Finish the vocabulary exercises in the workbook. Extended: Choose another endangered animal and write 3 sentences about it using first-person narration and contrast.
Blackboard design Unit 5 Wild animals (Reading Period 2) Three writing techniques: First-person narration: Who is telling the story (the keeper) Effect: personal, emotional, makes readers trust the writer Contrast: Xiwang’s life (safe, cared for) → wild pandas’ life (danger, hunger) Past (fewer pandas) → present (more pandas) Problems (serious) → solutions (actions being taken) Effect: makes the problems feel more serious and the solutions feel more hopeful Symbolism: Xiwang = hope Appears in: her name, the growth story, the ending sentence Effect: gives the article a positive, uplifting message Good writing = Facts + Feelings + Purpose
教学反思【Reading (2)】
Activity 2的结构分析中，学生对“如果从问题开始写会怎样”这一问题的讨论很有价值。有学生回答“那样会感觉很沉重，可能不想继续读”，说明他们已经意识到叙事顺序对读者感受的影响。后续在写作指导中可以进一步强化“开头要吸引读者”的意识。
Activity 6的写作中，选择“野生大熊猫”角色的学生写出的文字更具情感力量，说明视角选择对表达效果有直接影响。后续可鼓励学生尝试不同角色，感受不同视角的差异。
Activity 3中，学生对“象征手法”的理解最困难——他们能说出“Xiwang means hope”，但难以理解“hope”在结尾句中的呼应。后续在教学中可以画出“hope的线索图”：名字→成长中的希望→保护行动带来的希望→结尾的情感升华，帮助学生直观地看到象征手法如何贯穿全文。
Grammar & Word Power
语篇研读
主题和内容： Grammar板块包含三个语法项目。A部分围绕“动词+to-infinitives”展开，通过Simon关于动物园参观的短文，呈现start to do、begin to do、try to do、decide to do、want to do等常见搭配，后附填空练习。B部分围绕“to-infinitives表目的”展开，通过熊猫饲养员的短文，呈现to do和in order to表目的的用法，后附句子改写练习。C部分围绕“动词+宾语+不定式（带/不带to）”展开，通过Daniel关于动物园参观的短文，呈现make us laugh（不带to）、see a baby lion stay（不带to）、ask us not to feed（带to）、help us (to) understand（带或不带to均可）等结构，后附填空和写作练习。Word Power呈现后缀-ing、-ness、-ion构成名词的构词法（mean→meaning、ill→illness、act→action），通过填表练习巩固运用。
意义和价值： 三个语法项目均通过“动物园参观”和“动物保护”语境呈现，与单元主题紧密相关。动词+to-infinitives是描述动物行为（“开始做”“试图做”“决定做”）的核心句式；to-infinitives表目的是表达“为了……”的常用结构；动词+宾语+不定式则是描述“让某人做某事”“看见某人做某事”“要求某人做某事”的重要表达。三类不定式结构层层递进，从简单到复杂，帮助学生系统掌握to-infinitives的多种用法。Word Power通过后缀构词法拓展学生的词汇生成能力。
方式和方法： 各部分均以短文或对话为导入，通过规则归纳和分层练习巩固，形成“感知→归纳→操练→运用”的路径。A部分侧重识别和填空，B部分侧重改写，C部分侧重填空和自主写作，难度递进。
教学设计
Period 4: Grammar & Word Power Topic: Some usages of to-infinitives & The suffixes -ing, -ness and -ion
Learning objectives By the end of this period, students will be able to: Discover and summarize the usage of verbs + to-infinitives（start to do, begin to do, try to do, decide to do, want to do, etc）. Understand and use to-infinitives to express purpose（to do / in order to do）. Understand and use verbs + objects + infinitives with/without to（make/see/ask/help）. Use suffixes -ing, -ness, -ion to form nouns from verbs and adjectives.
Teaching focus Using verbs + to-infinitives correctly. Using to-infinitives to express purpose. Using verbs + objects + infinitives with/without to. Using suffixes -ing, -ness, -ion to form nouns.
Teaching difficulty Distinguishing between verbs that take to-infinitives and those that take bare infinitives（make/see vs ask/tell）. Choosing the correct suffix（-ing, -ness, or -ion）for different base words.
Teaching procedures Revision
Lead-in Activity 1: “What did the panda do ” The teacher shows pictures of a panda eating bamboo, climbing a tree, and trying to reach something. Students describe the actions in simple sentences: “It ate bamboo. It climbed a tree.” The teacher then writes the panda keeper‘s description on the board: “It started to eat. It tried to climb. It decided to play.” Students observe: “What pattern do you see ”（verb + to + verb.）The teacher says: “Today we will learn how to use this pattern.” 设计意图： 用Reading板块的熊猫图片激活学生记忆，通过观察例句发现动词+to-infinitives的结构规律，自然导入语法主题。 效果评价： 观察学生能否识别动词+to-infinitives的结构形式。
Presentation Activity 2: “Verbs + to-infinitives.” Students read Simon’s article in Grammar A and find verbs followed by to-infinitives. Students identify: started to come out, began to eat, tried to exercise, decided to climb, wanted to climb. The teacher guides students to complete the Work out rules and the list of common verbs（like, love, begin, start, try, decide, want, hope, learn, plan, prepare, choose, fail, remember, forget, agree）. Students complete the practice sentences in Part A. 设计意图： 通过发现和归纳，掌握哪些动词后可以接to-infinitives，并通过填空练习巩固。 效果评价： 观察学生能否准确识别动词并完成填空。 Activity 3: “To-infinitives for purpose.” Students read the panda keeper‘s text in Grammar B. The teacher asks: “Why do they prepare food Why do they buy toys ” Students identify purpose: “to give her a healthy diet”, “to make her happy.” The teacher explains: “We use to-infinitive to express purpose—it answers the question ‘why’.” The teacher then shows the formal version “in order to” and asks students to rewrite one sentence using it. Students complete the exercise. 设计意图： 理解to-infinitives表目的的功能，掌握in order to的用法，通过改写练习巩固。 效果评价： 观察学生能否识别目的状语并正确改写。 Activity 4: “Verbs + objects + infinitives（with/without to）.” Students read Daniel‘s article in Grammar C. The teacher asks: “Find the sentences with ‘verb + object + infinitive’.” Students identify: made us all laugh（without to）, saw a baby lion stay（without to）, asked us not to feed（with to）, helped us（to）understand（with or without to）. The teacher draws a three-column table on the board: make / see / hear / watch + object + do（without to） ask / tell / want + object + to do（with to） help + object +（to）do（with or without to） Students copy the table and write one example for each rule. The teacher asks: “What’s the difference between ‘make us laugh’ and ‘ask us not to feed’ ”（One is about causing something to happen; the other is about giving instructions.） 设计意图： 理解三类动词的不同用法，通过表格归纳形成清晰的知识结构。 效果评价： 观察学生能否区分不同动词的结构要求。 If students miss some verbs, the teacher can guide them by asking: “What did the panda start to do What did it try to do What did it decide to do ” to help them locate the answers. If students confuse purpose with reason, clarify: “Purpose is why you do something—it’s the goal. ‘To give her food’ is the purpose of preparing it.” If students are still confused after the explanation, provide a simple mnemonic: “M S H W（make/see/hear/watch）— no to; A T W（ask/tell/want）— to; H（help）— either.”
Practice Activity 5: Controlled practice — completing the notes. Students complete Kitty’s notes in Part D using the correct forms of the words in brackets. They work individually, then check in pairs. The teacher checks with the whole class. 设计意图： 在动物园参观语境中巩固动词+宾语+不定式的用法。 效果评价： 观察学生能否正确选择带to或不带to的动词形式。 Activity 6: Controlled practice — Word Power suffixes. Students read the Word Power table and examples. The teacher explains the rules: “-ing can be added to verbs to form nouns（mean→meaning, feel→feeling）; -ness is added to adjectives to form nouns（ill→illness, kind→kindness, happy→happiness）; -ion is added to verbs to form nouns（act→action, protect→protection, celebrate→celebration）.” Students complete the transformation exercise（express→expression, protect→protection, kind→kindness, stick→sticking, feel→feeling, celebrate→celebration, begin→beginning, dark→darkness, meet→meeting, introduce→introduction）. They check in pairs. 设计意图： 掌握后缀-ing、-ness、-ion的构词法，了解不同后缀的搭配规则。 效果评价： 观察学生能否正确使用后缀构成名词。 Activity 7: Controlled practice — completing the letter. Students complete the letter from the Wild Animals Club using the correct noun forms of the words in brackets（hunt→hunting, protect→protection, feel→feelings, happy→happiness, sad→sadness, invite→invitation, kind→kindness）. They work individually, then check in pairs. The teacher checks with the whole class. 设计意图： 在动物保护语境中巩固后缀构词法的综合运用。 效果评价： 观察学生能否根据语境选择正确的名词形式。 If students make errors, the teacher can highlight the rule for each verb on the board: “tell sb to do, hear sb do, help sb（to）do.” If students confuse -ion and -ness, the teacher can provide a quick rule: “-ness is for adjectives→nouns（happy→happiness）, -ion is for verbs→nouns（act→action）.”
Production Activity 8: “Zoo trip writing.” Students write a short paragraph（5-6 sentences）about a trip to the zoo（real or imagined）. The teacher writes three requirements on the board:（1）use at least two verbs + to-infinitives,（2）use at least one purpose to-infinitive,（3）use at least one verb + object + infinitive structure. Students write individually, then share with a partner. Each partner identifies and circles the three required structures in the other‘s writing. 2-3 students share with the class. 设计意图： 综合运用本课所学的三种to-infinitive结构，在真实情境中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使用多种to-infinitive结构，同伴互检能否准确识别。 If students struggle to generate ideas, the teacher can provide a starter: “Last Sunday, I went to the zoo. I saw... I wanted to... The keeper asked us to...”
Summary The teacher asks quick questions: “What verbs are followed by to-infinitives How do we express purpose What verbs take object + infinitive without to What suffix do we add to adjectives to make nouns What suffix do we add to verbs to make nouns ” Students answer quickly. 设计意图： 快速回顾本课四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 grammar exercises in the workbook（to-infinitives and suffixes）. Extended: Write 5 sentences about a zoo trip using at least three different to-infinitive structures from today’s lesson.
Blackboard design Unit 5 Wild animals — Grammar & Word Power Verbs + to-infinitives: start, begin, try, decide, want, hope, learn, plan, prepare, choose, fail, remember, forget, agree Purpose: to do / in order to do（answers “why ”） Verb + object + infinitive: without to: make / see / hear / watch + object + do with to: ask / tell / want + object + to do with or without to: help + object +（to）do Suffixes: -ing: mean→meaning, feel→feeling -ness: ill→illness, kind→kindness, happy→happiness -ion: act→action, protect→protection, celebrate→celebration
教学反思
本课时语法知识点较多，可将教学内容拆分为两课时——先处理A、B部分（动词+to-infinitives和目的状语），再处理C部分和Word Power，避免一次性输入过多。
Activity 4的表格归纳帮助学生清晰区分了三类动词的用法，但部分学生在后续填空练习中仍然混淆make/see和ask/tell的结构。后续可在Practice环节增加一个“快速判断”小游戏——教师说一个动词，学生快速举起“to”或“no to”卡片，强化记忆。
Activity 8的写作中，部分学生只使用了动词+to-infinitives，忽略了目的状语和动词+宾语+不定式。后续可在写作任务中明确要求“三种结构各至少使用一次”，并在互检环节让学生用不同颜色的笔圈出三种结构，确保所有目标结构都得到练习。
Integration A-C
语篇研读
语篇A（北极熊和蓝鲸）
主题和内容： 两篇第一人称动物自述。北极熊自述：生活在北极，是陆地上最大的食肉动物，需长途跋涉觅食；地球变暖导致北极冰层融化，生存更加困难；目前全球约有22,000至31,000头，数量可能继续下降。蓝鲸自述：是地球上最大的动物，生活在海洋，寿命可达90年；过去被人类猎杀导致数量锐减；现受法律保护但仍面临船只撞击风险、海洋变暖导致食物减少等威胁。
意义和价值： 两篇自述从不同角度呈现了野生动物面临的共同问题——气候变化和人类活动。通过对比阅读，学生能发现不同动物面临的共同挑战，理解野生动物保护的紧迫性。
方式和方法： 两篇均采用第一人称，以动物口吻讲述困境，情感代入感强。每篇后附有共同追问，引导学生对比归纳。使用一般现在时描述现状，运用条件句表达可能性。
语篇B1（印度犀牛——听力笔记填空）
主题和内容： 介绍印度犀牛的濒危与保护故事：数千年来生活在亚洲；到1975年野生仅存约600头；印度和尼泊尔政府采取行动，制定法律制止偷猎犀牛角；到2022年野生印度犀牛超过4,000头。
意义和价值： 印度犀牛的案例是“保护行动取得成效”的成功范例，传递了“只要采取行动，就有希望”的积极信息。
方式和方法： 讲话为正式解说语体，按时间顺序展开，数据清晰。后附笔记填空任务，训练抓取关键数字和动词信息的能力。
语篇B2（野生动物濒危原因——听力笔记填空）
主题和内容： 讲话系统梳理野生动物濒危的两大类原因。自然原因：某些特殊种类难以繁殖、容易生病死亡、自然灾害如森林火灾。人为原因：人类占用土地导致栖息地丧失、水污染、气候变暖导致食物减少、为获取食物/皮毛/身体其他部分而猎杀。强调人为原因是“最大的原因”。
意义和价值： 本材料帮助学生建立对野生动物保护问题的整体认知框架——“自然原因vs人为原因”，形成结构化的知识体系。
方式和方法： 讲话为正式解说语体，采用“总—分”结构，将濒危原因分为两大类分别阐述。后附笔记填空任务，训练抓取分类信息的能力。
语篇B3（Daniel的博客——计划填空）
主题和内容： 将B1和B2信息整合成的博客文章，分为三部分：濒危原因（自然+人为，强调人为是最大威胁）、具体威胁（土地占用、污染、气候变化）、解决措施（政府立法制止猎杀）。
意义和价值： 博客将输入信息整合为连贯语篇，为学生提供“保护野生动物”主题写作的结构范例——问题分类→具体威胁→解决措施。
方式和方法： 博客采用第一人称复数，语气有号召力。使用连接词（However, moreover, for example）组织信息，运用情态动词can表达可能性。语言简洁，结构清晰。
语篇C（口语对话）
主题和内容： Daniel和Kitty讨论“如何保护野生动物”。建议包括：不吃野生动物、不购买皮毛制品、不破坏栖息地、加入动物保护组织。对话运用First、Also、And等连接词组织建议，用That‘s a great point.、What a good idea!等表达赞同。
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，节奏自然，适合模仿。
教学设计
Period 5: Integration A-C Topic: Protecting wild animals
Learning objectives By the end of this period, students will be able to: Read about the problems polar bears and blue whales face and identify common threats. Listen to information about Indian rhinos and reasons for wildlife endangerment and complete plete a blog post about protecting wild animals using information from listening. Discuss ways to protect wild animals with classmates using the dialogue model.
Teaching focus Extracting information from reading and listening materials about wildlife threats. Understanding the causes of wildlife endangerment（natural vs human-caused）. Using the dialogue model to discuss protective actions.
Teaching difficulty Distinguishing between natural and human-caused threats to wildlife. Integrating information from multiple sources to complete the blog post. Giving specific and practical suggestions for wildlife protection.
Teaching procedures Revision
Lead-in Activity 1: “What animal is in danger ” The teacher shows three pictures: a polar bear on a small piece of ice, a blue whale in the ocean, an Indian rhino in a grassland. The teacher asks: “What animals do you see What problem might each animal have ” Students look at the pictures and share their predictions. The teacher does not confirm or correct but says: “Today we are going to learn about the dangers these animals face—and what we can do to help them.” 设计意图： 用三幅动物图片建立视觉冲击，激发学生对动物困境的好奇心，为阅读和听力建立预测框架。 效果评价： 观察学生能否根据图片做出合理预测。
Reading Activity 2: “Two animals, one problem.” Students read the two articles and answer the two questions in pairs: 1. What problem are polar bears and blue whales both facing 2. What can humans do to help them The teacher checks answers and highlights the common threat: climate change（warming earth → melting ice for polar bears; warmer ocean for blue whales）. The teacher then asks: “Which animal faces the bigger problem Why do you think so ” Students discuss briefly. 设计意图： 通过对比阅读发现不同动物面临的共同威胁，培养跨文本比较归纳的阅读能力。 效果评价： 观察学生能否识别共同威胁并表达自己的看法。
Listening Activity 3: “A success story — Indian rhinos.” Students listen to the programme about Indian rhinos. Before listening, they read the notes to preview the information needed. First listening: get the general idea. Second listening: fill in the blanks about the number in 1975（600）, actions taken to protect, laws to stop hunting, and number in 2022（over 4,000）. Students check in pairs, then the teacher checks with the whole class. The teacher asks: “What made the rhino population increase ”（Governments took action, made laws.） 设计意图： 通过听力获取印度犀牛的保护故事，了解“从濒危到恢复”的成功案例，理解政府行动和立法的重要性。 效果评价： 观察学生能否准确填写关键数据并理解成功原因。 Activity 4: “Reasons why wild animals are in danger.” Students listen to the talk about reasons for endangerment. They read the notes before listening to prepare. First listening: get the general idea. Second listening: fill in the blanks about natural reasons（have babies, get sick, natural disasters like fires）and human activities（land, homes, pollution, food, fur, horns, other body parts）. Students check in pairs, then the teacher checks with the whole class. The teacher asks: “Which is the biggest reason—natural or human activities ”（Human activities.）The teacher draws a two-column chart on the board to clarify the two categories. 设计意图： 通过听力系统梳理野生动物濒危的原因，理解“自然原因vs人为原因”的分类框架，明确“人类活动是最大威胁”这一核心观点。 效果评价： 观察学生能否准确填写分类信息。 Activity 5: “Completing the blog post.” Students use information from B1 and B2 to complete Daniel‘s blog post. 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博客，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 miss the numbers, pause after each number and ask students to repeat it. If students confuse “natural reasons” and “human activities,” refer to the two-column chart on the board to clarify the distinction before playing the recording again.
Speaking Activity 6: “Dialogue analysis.” Students read the dialogue between Daniel and Kitty. The teacher asks: “What suggestions do they give What expressions do they use to agree ” Students identify: First, Also, And, That‘s a great point, What a good idea. The teacher highlights the structure: state a suggestion → add more suggestions → agree and encourage. 设计意图： 通过分析对话的结构和功能表达，帮助学生理解如何用英语讨论保护野生动物的具体行动，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 wild animals.” Students work in pairs to discuss what they can do to protect wild animals. They should give at least three suggestions and respond to each other’s ideas. The teacher provides a speaking frame: “What can we do to protect wild animals — First, we should... — That‘s a great point. Also, we can... — What a good idea!” 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 run out of ideas, the teacher can provide prompts: “What about eating habits What about buying things made from animals What about joining groups ”
Summary The teacher asks: “What are the reasons why wild animals are in danger What can we do to help ” Students answer. The teacher concludes: “Wild animals face many dangers—some from nature, but most from us. That means we can also be the solution.” 设计意图： 回顾本课核心内容——濒危原因和保护行动，强化“人类既是问题的制造者，也是解决方案的提供者”这一认识。 效果评价： 观察学生能否说出至少两种原因和两种保护措施。
Homework Basic: Complete the blog post if not finished in class. Read it aloud once. Finish the workbook exercises. Extended: Find a picture of an endangered animal and write 3 sentences about why it is in danger and what people can do to help.
Blackboard design Unit 5 Wild animals Integration A-C：Protecting wild animals Reasons animals are in danger: Natural: hard to have babies, get sick, natural disasters Human: lose homes, pollution, climate change, hunting Solutions: Make laws to stop hunting Protect habitats Don’t buy things from wild animals Join protection groups Speaking: State → Add → Agree First... / Also... / And... / That‘s a great point. / What a good idea!
教学反思
Activity 7的口语对话中，部分学生给出的建议较为宏观（如“protect the environment”），缺乏具体行动。后续可在黑板提供更多具体建议参考（如“Don’t buy fur coats.” “Use less plastic.” “Don‘t waste water.”），帮助学生将保护理念落实到具体行为。
Integration D
语篇研读
主题和内容： 该板块为写作任务。D1为“Choose a wild animal and write a letter on its behalf”调查问卷，学生需要选择一种野生动物并回答关于它的基本信息、面临的困境和希望人类做什么。D2为Amy以印度犀牛的口吻给人类写的范文。信中介绍了犀牛的生活习性（生活在印度北部、吃草和小植物），面临的威胁（食物减少、被猎杀取角），以及呼吁（停止使用犀牛角、请帮助它们，否则可能灭绝），最后以“Lila, an Indian rhino”署名。
意义和价值： 编者通过调查问卷+范文的配套呈现，为学生提供写作的全程示范——先梳理信息（问卷），再展示如何将信息组织成文（书信）。书信采用“动物第一人称”的创意视角，既让写作变得有趣，又能增强学生对动物困境的情感共鸣，培养学生的移情能力和保护意识。
方式和方法： 书信采用第一人称，以动物自己的口吻向人类发出呼吁。结构清晰：自我介绍→描述生存困境（过去的美好→面临的威胁→数量下降）→提出请求（停止伤害）→表达感谢和希望。结尾使用“Yours sincerely, Lila, an Indian rhino”的署名方式。语气恳切而礼貌，既有情感力量又不失分寸。
教学设计
Period 6: Integration D Topic: Writing a letter to humans on behalf of a wild animal
Learning objectives By the end of this period, students will be able to: Complete a planning sheet for writing a letter on behalf of a wild animal. Analyse the structure of the model letter and extract useful expressions. Write a letter of 80-100 words on behalf of a wild animal, describing its living conditions, problems, and requests. Evaluate their own and peers’ writing based on a checklist and revise accordingly.
Teaching focus Analysing the model letter‘s structure and extracting useful expressions. Organizing ideas from the planning sheet into a well-structured letter.
Teaching difficulty Writing from the perspective of an animal（first-person voice）. Describing problems and making requests in a persuasive yet polite way. Using appropriate tone and formality in a letter.
Teaching procedures Revision
Lead-in Activity 1: “If I were an animal...” The teacher asks: “If you could speak for one wild animal, which animal would you choose What would you say to humans ” Students think for 30 seconds, then share with a partner. 2-3 students share with the class. The teacher says: “Today you will have the chance to write a letter to humans on behalf of a wild animal.” 设计意图： 通过“如果我是动物”的想象任务激发写作兴趣，帮助学生建立“动物视角”的写作意识。 效果评价： 观察学生能否快速进入动物视角并表达想法。
Pre-writing Activity 2: Completing the planning sheet（Part D1）. Students choose a wild animal to write for and answer the questions: what animal, where it lives, what it eats, what problems it faces, what it wants to say to humans. They work individually, then share with a partner to add missing details. 设计意图： 通过规划表帮助学生系统梳理写作所需的关键信息，为写作做内容准备。 效果评价： 观察学生能否完整填写规划表。 Activity 3: Analysing the model letter（Part D2）. Students read Amy’s letter. The teacher guides them to identify the structure: Greeting and introduction: “Dear humans, I am... I live in... I eat...” Problems: “Many years ago... but... People... As a result...” Requests: “Please stop... Please help us, or...” Closing: “Thank you... Yours sincerely, Lila, an Indian rhino” The teacher asks: “What tense does Amy use ”（Present tense for facts about the animal; past tense for what happened in the past.）“What is the tone of the letter ”（Polite but serious, not angry or aggressive.） 设计意图： 通过分析范文结构帮助学生理解书信的组织方式、时态选择和语气把握。 效果评价： 观察学生能否识别文章结构、时态和语气。 Activity 4: Extracting useful expressions. Students underline useful expressions in the model. The teacher writes key sentence stems on the board by function: Introduction: “I am a(n)... / I live in... / I eat... / I am writing to ask for your help...” Describing the past: “Many years ago, ... / At that time, ...” Describing problems: “People hunted us for... / Our homes became... / As a result, our number started to drop.” Making requests: “Please stop... / Please help us, or...” Closing: “Thank you for reading my letter. / 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 are unsure which animal to choose, the teacher can provide a list: Indian rhino, giant panda, polar bear, blue whale, tiger, elephant, sea turtle. If students have difficulty identifying the tone, ask them to compare Amy’s letter with a very direct request, e.g., “Stop killing us!” Help them see why the polite tone is more effective.
While-writing Activity 5: Writing the first draft. Students write their letter based on the planning sheet, following the structure and using the sentence patterns from the board. The teacher reminds them: “Write 80-100 words. Use first person. Use past tense for what happened in the past and present tense for current facts. End with a polite request.” 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词汇和语篇结构。 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 struggle to maintain first-person voice, the teacher can remind them: “You are the animal. Use ‘I’ and ‘we’ to talk about yourself.”
Post-writing Activity 6: Self-evaluation and peer review. The teacher presents a simple checklist: ① Clear introduction（who, where, what） ② Problems described with reasons ③ Requests made politely ④ Correct tense use（present for facts, past for past events） ⑤ First-person voice throughout 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、时态和语气。 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 letters. The teacher comments on the effective use of voice, reasoning, and polite tone. 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。 If feedback is too vague, model an example on the board first: “Star: You wrote from the animal’s point of view very well—I felt like I was reading an animal‘s letter. Wish: You could add one more reason why the animal is in danger.”
Summary The teacher asks: “What structure did we use for our letter （Introduction → Problems → Requests → Closing.）What tense did we use What voice did we use ” Students answer. The teacher concludes: “Writing as an animal helps us think from their perspective—and makes our message more powerful.” 设计意图： 回顾书信写作的结构要素和“动物视角”的意义。 效果评价： 观察学生能否说出写作的三个部分和动物视角的作用。
Homework Basic: Revise your letter based on feedback and write a clean copy. Finish the writing practice in the workbook. Extended: Research one more endangered animal and write 3 additional sentences that could be added to your letter.
Blackboard design Unit 5 Wild animals — Writing a Letter on Behalf of an Animal Structure: ① Introduction: Who am I Where do I live What do I eat ② Problems: What happened in the past What is the danger now ③ Requests: What do I want humans to do ④ Closing: Thank you. Yours sincerely, [animal’s name] Useful expressions: I am writing to ask for your help... Many years ago... People hunted us for... As a result, our number started to drop. Please stop... / Please help us, or... Yours sincerely, [animal‘s name] Tone: Polite, serious, persuasive（not angry）
教学反思
Activity 2的规划表中，部分学生对“what problems it faces”描述不够具体。后续可在规划表中增加“Why ”一栏，引导学生思考问题背后的原因（如“People hunt them → because their horns are valuable”），让问题描述更加充实。
Activity 3的范文分析中，学生对“语气”的理解较为抽象。后续可增加“语气对比”小活动——展示两段文字（一段礼貌恳切、一段愤怒指责），让学生讨论哪一段更有说服力，从而理解礼貌语气的重要性。
Activity 5的写作中，部分学生从第一人称突然跳转到第三人称（如“People should protect pandas” → “We need protection”），视角不够统一。后续可在写作前强调“整封信都要用‘I/we’来代表动物”，并巡视时及时提醒。

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