资源简介

Unit 4 Amazing Plants and Animals
科目 英语 年级 八年级 班级 授课时间
课堂 Unit 4 Amazing Plants and Animals （第四课时： Section B 3a - 4d） 课型 听说课
教学目标 语言能力 Language Competence Students can proficiently use the vocabulary and sentence patterns learned in this unit to accurately describe the roles and changes of plants and animals in the ecosystem. The accuracy rate of vocabulary and sentence - pattern application in writing and oral expressions should reach over 80%. Students learn to use a variety of expressions, such as the superlative form of adjectives, the structure of "one of the + superlative form of the adjective + plural nouns", etc., to clearly and systematically elaborate on topics related to plants and animals, improving the richness and logic of language expression. Students' reading ability should be enhanced. They can understand articles about the ecology of plants and animals, accurately grasp the main idea and key information of the articles, and the accuracy rate of reading answers should reach over 70%.
文化品格 Cultural Awareness By sharing stories of plants and animals, help students understand the different attitudes and values towards ecological protection in different cultural backgrounds, and cultivate an awareness of cultural tolerance and respect. Guide students to recognize the importance of protecting the ecological balance, enhance their sense of social responsibility, and establish a correct ecological concept.
思维品质 Thinking Quality Analyze the changes and influencing factors of plants and animals in the ecosystem, cultivate logical thinking and causal - analysis abilities, and enable students to think about ecological problems from different perspectives. In discussions and writing, encourage students to think critically about ecological - protection - related issues, form their unique insights on ecological protection, and exercise their critical and innovative thinking.
学习能力 Learning Ability Students learn to use reading skills such as prediction, inference, and summary to improve reading efficiency and understanding depth, and enhance their autonomous learning ability. Through classroom activities and homework, cultivate students' abilities to collect, organize, and apply information, and enhance their cooperative learning and self - reflection abilities.
教学重点 Consolidate and deepen the vocabulary and sentence patterns of this unit, enabling students to use them freely when describing the ecology of plants and animals. Guide students on how to organize their language systematically to describe the roles, changes, and interrelationships of plants and animals in the ecosystem. Improve students' ability to read articles on ecological topics and master reading skills.
教学难度 Help students flexibly use various grammatical structures and vocabulary when expressing content related to the ecology of plants and animals, and avoid monotonous expressions and errors. Guide students to deeply think about the connotation of ecological protection and show in - depth and personalized viewpoints in writing and discussions.
教具准备 Multimedia equipment, PPT courseware, printed reading materials
教学内容及过程 教学方法及手段
Step 1 Review and Lead - in (5 minutes) Use PPT to show some pictures of plants and animals. Randomly select students to describe the characteristics or relationships of these plants and animals using the learned vocabulary and sentence patterns, reviewing the knowledge learned before. The teacher asks questions: "What have we learned about plants and animals How do they interact with each other " Guide students to review the key knowledge of this unit and prepare for the new lesson. Step 2 Reading Training (12 minutes) Skimming the article: Show the reading material in 3a. Let students quickly skim the article and answer the question "What is the main idea of the passage about the blue whale " to cultivate their ability to obtain the main idea of the article. Intensive reading: Read the article again. Let students read intensively with the questions "What are the unique features of the blue whale How does it affect the ecosystem " Ask students to find the key information in the article and mark it. After reading, organize students to have a group discussion and share the information they found. The teacher walks around each group and gives necessary guidance and help. Learning language knowledge: Combine the reading article to explain the key vocabulary and phrases in the article, such as "weigh", "tiny", "play an important role in", etc. Help students understand their usage through example sentences. At the same time, guide students to pay attention to the superlative form of adjectives and other descriptive languages used in the article and analyze their expressive effects. Step 3 Oral Expression (10 minutes) Group discussion: Divide students into groups. Let them discuss the questions "What other animals play important roles in the ecosystem How can we protect these animals " based on the article content and their own knowledge. Encourage students to actively participate in the discussion and share their opinions and knowledge. Group report: Each group selects a representative to report the group's discussion results to the whole class. Other group students listen carefully and can ask questions and make supplements. The teacher summarizes and evaluates the reports of each group, guiding students to further think about the importance of ecological protection. Oral practice: The teacher creates a situation, such as "Imagine you are a wildlife protector. What would you say to raise people's awareness of protecting animals " Let students conduct oral practice and express their ideas using the learned vocabulary and sentence patterns. The teacher walks around, gives students timely feedback and guidance, and helps students improve their oral - expression ability. Step 4 Writing Practice (10 minutes) Writing guidance: Based on the reading article and the content of the oral discussion, guide students to conduct a writing practice. Give the writing topic, such as "The Importance of Protecting a Certain Animal/Plant", help students sort out their writing ideas, and list the writing points, such as describing the characteristics of the animal or plant, its role in the ecosystem, the threats it faces, and the protective measures. Students' writing: Let students write according to the points they listed. Require them to use the learned vocabulary, sentence patterns, and grammar knowledge, and try to make the sentences smooth and the expression clear. The teacher walks around, observes the students' writing situations, gives timely guidance and help, and encourages students to express their ideas boldly. Presentation and evaluation: Invite some students to share their compositions. Other students listen carefully and evaluate, putting forward suggestions from aspects such as content integrity, language accuracy, grammatical correctness, and expression fluency. The teacher finally summarizes and evaluates, affirms the students' advantages, points out the existing problems, and gives directions for improvement. Step 5 Class Summary and Homework Assignment (3 minutes) Class summary: Review the key content of this lesson with students, including the key information in the reading article, the main viewpoints of the oral discussion, and the key points and precautions in the writing practice. Emphasize the importance of protecting plants and animals for ecological balance, and encourage students to actively participate in ecological - protection actions in their lives. Homework assignment: Ask students to revise their compositions according to the evaluation opinions in class and neatly copy the revised compositions into their exercise books; Preview the content of the Project part, think about what they can do to protect plants and animals, and prepare for the classroom activities in the next class.
布置作业
板书设计 Key Vocabulary and Phrases: weigh; tiny; play an important role in Writing Points: Describe the characteristics of plants and animals.
Explain their roles in the ecosystem.
Indicate the threats they face.
Propose protective measures. Reading Skills: Skim to obtain the main idea.
Scan to find key information.

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