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Section B
导入一:图片导入
Show pictures of humans interacting with plants and animals, such as people in a garden, bees collecting nectar, and people eating fruits. Say: “What can you see in these pictures How do you like plants and animals related to us Let’s find out.” Pictures are intuitive and draw students’ attention.
导入二:实物导入
Show some plants’ leaves, flowers, or small animal models. Let students observe and say: “What roles do these plants and animals play in our lives How are they connected with us Let’s explore.” Real objects make the topic tangible for students.
导入三:游戏导入
Play a “match-up” game, matching plants and animals with their roles for humans. After the game, discuss: “From the game, how are plants and animals connected with us Now, let’s study the text.” The game increases participation and makes learning fun.
活动设计　　　　　　　　　　　　　　　　　　　　　　　　　
活动一:预测分享小组讨论
开展方式:将学生分成小组(4-5人一组),围绕 1a 的要求,根据标题 “How are plants and animals connected with us ” 和图片,用英语讨论并猜测文章内容。每组派代表向全班分享小组预测。
活动二:形容词快速搜索竞赛
开展方式:针对 1b,让学生快速阅读课文,画出描述蜜蜂的形容词。以小组为单位竞赛,看哪组画出的形容词又快又准。完成后小组间互相检查,教师点评。
活动三:保护蜜蜂倡议角色扮演
开展方式:学生假设自己是科学家,基于课文中蜜蜂的重要性(如授粉、生态系统作用等),用英语写一段保护蜜蜂的倡议,然后上台朗读。
Sample: Bees play a vital part in our planet’s ecosystem. Their pollination helps plants grow. However, their numbers are dropping. We must take action! Plant more flowers for them and avoid using harmful pesticides.
阅读突破　　　　　　　　　　　　　　　　　　　　　　　　
突破一　根据短文内容,选出正确选项(教材原文: Section B 1b)
(　　)1.What is the greatest work of bees
A.Pollination.　 　B.Making honey.　 　C.Keeping the balance of the ecosystem.
(　　)2.How many flowers do bees often visit on one trip
A.10 to 20. B.30 to 40. C.50 to 100.
(　　)3.Which of the following adjectives is used to describe bees in the text
A.Lazy. B.Boring . C.Hard-working.
(　　)4.Why are scientists worried
A.Because there are too many bees.
B.Because the number of bees is dropping.
C.Because bees don’t work hard.
(　　)5.What is the main idea of the text
A.How bees make honey.
B.The importance of bees and the need to protect them.
C.How bees communicate.
◎Key: 1.A　2.C　3.C　4.B　5.B
突破二　根据短文内容,回答下列问题(教材原文:Section B 1b)
1.Why are bees important for plants

2.Why is the way bees communicate interesting

3.What can we do to protect bees

4.What do you think of bees after reading the text

◎Key:
1.Because they help plants grow, and about 80 per cent of the plants in the world cannot grow without their work.
2.Because when a bee finds new food, it uses a dance to tell the others where and how far away the food is.
3.We can plant more flowers for bees and avoid using pesticides that harm them.(答案不唯一,合理即可)
4.I think bees are really amazing and important. They do great work for plants and the ecosystem.(答案不唯一,合理即可)
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Section A
导入一:问题导入
Say: “Have you ever observed plants or animals For example, what does a bee do How about trees Today, let’s explore together—What can plants and animals do Share your discoveries about their amazing abilities.” By connecting with students’ life experiences, activate their prior knowledge and lead into the topic.
导入二:图片导入
Show the pictures in 1a(like moss and a blue whale). Say: “What do these plants and animals look like More importantly, what can they do Let’s use these images to start our exploration of the amazing functions of plants and animals.” Use visual cues to arouse students’ interest.
导入三:实物导入
Bring real objects or models(a small plant or an animal toy). Say: “Look at these items. What can this plant do How about this animal Through observing real objects, let’s discover what plants and animals can do and explore their wonderful functions.”
导入四:故事导入
Tell a story: “In a forest, a tree provides shade for animals, and a bee helps flowers pollinate. What can these plants and animals do Their actions make the forest lively. Now, let’s dive into the topic and learn more about the functions of plants and animals.”
导入五:游戏导入
Play a guessing game: “I’ll describe what a plant/animal does—it can run fast or it can grow tall. Guess which plant/animal it is. After the game, let’s summarize: What can plants and animals do Let’s explore their amazing capabilities together.”
活动设计　　　　　　　　　　　　　　　　　　　　　　　　　
活动一:小组知识竞赛
开展方式:将学生分为若干小组,教师提出关于动植物最高级的问题,各小组抢答,答对一题得一分,最后得分最高的小组获胜。
案例:教师问 “What’s the largest animal in the world ”,小组代表快速回答 “It’s the blue whale.”,答对加分。通过竞赛,巩固 “largest” “fastest” “tallest” 等最高级词汇的运用。
活动二:对话角色扮演
开展方式:学生分组,分别扮演对话中的 Emma 和 Yaming,模仿语音语调,表演 “Section A, 1b and 1c” 的对话内容。
活动三:动植物信息卡片制作
开展方式:学生选择一种动植物,用最高级描述其特征,制作成信息卡片并分享。
案例:学生选择蓝鲸,在卡片上写 “The blue whale is the largest and heaviest animal in the world.”,然后向全班介绍。此活动加深对最高级的理解与运用,提升写作和表达能力。
听说训练　　　　　　　　　　　　　　　　　　　　　　　　　
听录音,回答下列问题。(听力原文: Section A 1b & 1c)
Conversation 1
1.What’s the largest animal in the world

2.Which animal runs the fastest

◎Key: 1.It’s the blue whale.　2.The cheetah.
Conversation 2
1.When did moss appear on earth

2.Which kind of tree is the tallest in the world

◎Key: 1.Around 470 million years ago.　2.The redwood tree.
听录音,回答下列问题。(听力原文: Section A 2a & 2d)
1.Where did Chen Jie get the fan

2.How fast can some bamboo grow

3.What can people use bamboo to do

4.What do pandas love to eat

5.Based on the conversation, what do you think is the most interesting thing about bamboo Why

◎Key: 1.At the Bamboo Sea in Sichuan.
2.Almost one metre in one day.
3.Build houses and make tools and instruments.
4.Bamboo.
5.I think the most interesting thing about bamboo is that it’s one of the fastest-growing plants. It’s amazing that some bamboo can grow almost one metre in one day. This shows the strong vitality of bamboo. Also, it’s very useful. People can use it to build houses and make tools and instruments. People eat bamboo shoots. It plays such an important role in both nature and people’s lives.
语法探究　　　　　　　　　　　　　　　　　　　　　　　　　
　探究一　形容词最高级
定义:形容词最高级用于表示在三个或三个以上的人或事物中,某一特征或性质在程度上达到最高的级别。
构成:
(1)规则变化
①单音节形容词:一般直接在词尾加-est。例如:tall—tallest;
②以不发音的 e 结尾的单音节形容词:在词尾加-st。例如:nice—nicest;
③以 “辅音字母+y” 结尾的双音节形容词:先把 y 变成 i,再加-est。例如:busy—busiest;
④以一个辅音字母结尾的重读闭音节形容词:先双写这个辅音字母,再加-est。例如:big—biggest;
⑤部分双音节或多音节形容词:在形容词前面加 most。例如:beautiful—most beautiful。
(2)不规则变化
good—best; bad—worst; many/much—most; little—least; far—farthest/furthest。
注意:形容词最高级前必须加the。
例句:
This is the tallest building in the city.
这是这座城市里最高的建筑物。
This is the most exciting movie I’ve ever seen.这是我看过的最激动人心的电影。
He is the best student in our class.
他是我们班最好的学生。
This is the worst day he has ever had.这是他经历的最糟糕的一天。
探究二　副词最高级
定义:副词最高级用于表示在三个或三个以上的人或事物中,某一动作或情况在程度上达到最高的级别。
构成:
(1)规则变化
①单音节副词:一般在词尾直接加-est。例如:fast—fastest; hard—hardest。
②以-ly 结尾的双音节副词:通常在词前加 most。例如:slowly—most slowly; carefully—most carefully。
(2)不规则变化
well—best; badly—worst; far—farthest/furthest
注意:副词最高级前可以加the,也可以不加the。
例句:
Of all the runners, he runs fastest.
在所有跑步者中,他跑得最快。
Among these boys, Tom writes most carefully.
在这些男孩中,汤姆写字最认真。
He plays the piano best in his family.
他在家庭中钢琴弹得最好。
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Section A
第一课时 [(1a-1d)&Pronunciation]
Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　
What: 1a shows four kinds of plants and animals through pictures and asks students to describe these plants and animals using given adjectives(beautiful, big, etc.). 1b asks students to listen to the conversations and number the plants and animals in 1a in the order they hear them. 1c asks students to match the adjectives with the corresponding plants and animals.1d asks students to ask and answer questions about the plants and animals in 1a. Learn the pronunciation of /e /, /a /, / /, /bl/, /kl/, / l/, /br/, /kr/, / r/。
Why: To convey the significance of understanding the characteristics of different plants and animals, to cultivate students’ interest in the amazing plants and animals in nature, and to enhance students’ language expression and listening comprehension through listening and description exercises. Students will be aware of the diversity and uniqueness of plants and animals and enhance their love for nature and awareness of conservation.
How: Pictures are used to introduce specific plants and animals to provide material for listening and describing activities. Students number the pictures and then match the words with the plants and animals. It helps students to use superlatives to compare things and improve the accuracy and consistency of their oral expressions.
Learning Objectives　　　　　　　　　　　　　　　　　　　　　　　　
By the end of this lesson, students will be able to:
1.listen and use some adjectives to describe some amazing plants and animals;
2.get to know the superlative and make conversations about 1a;
3.know the pronunciation of some letters and the stress of English sentences.
Teaching Process　　　　　　　　　　　　　　　　　　　　　　　　　
Learning Objectives Teaching Activities Effectiveness Evaluation
1.To listen and use some adjectives to describe some amazing plants and animals. Step 1　Lead-in 1.Greetings. 2.Show students a picture of a bee and a flower. Ask questions: “What do you see in the photo ” “What do you think of when you see the photo ” “What’s the connection between them ” Step 2　Presentation Activity 1: Vocabulary Introduction Show the pictures of “moss” “blue whale” “redwood tree” and “cheetah”. Activity 2: Adjective Introduction Present the adjectives in the box. Step 3　Practice 1.Work on 1b. Listen to the conversations and number the plants and animals in 1a in the order they hear them. ◎Key: 3, 1, 4, 2 2.Work on 1c. Listen again. Match the words with the plants and animals in 1a. Some have two answers. ◎Key: moss—D　blue whale—AB redwood tree—F　cheetah—CE 3.Listen and complete the table.(详见课件资源)　 Q1: How do they describe plants and animals Q2: What kind of words do they use Observe students’ per-formance in answering questions, and learn their vocabulary about plants and animals based on the specific answers they give. Check students’ answers in listening exercises to evaluate their listening compre-hension.
PurposeTo introduce new vocabulary and adjectives related to plants and animals, enabling students to have a basic understanding of the language materials for this class.
2.To get to know the superlative and make conversa-tions about 1a. Step 4　Production 1.Explain the language points such as the usage of superlatives, “one of the+形容词最高级+名词复数” and “which kind of”. 2.Work on 1d. Students work in pairs to ask and answer questions about the plants and animals in 1a according to the model. Use the checklist on the slide to evaluate students’ performance in speaking activities, including language accuracy, pronunciation, use of body language and creativity.
PurposeTo help students use the target language in natural speech.
3.To know the pronunciation of some letters and the stress of English sentences. Step 5　Pronunciation 1.Listen and repeat. Add one more word to each group.(详见课件资源) 2.Listen and repeat. Notice the difference in stress and meaning of the same sentence. Observe students’ pronunciation during the pronunciation practice and correct their mistakes.
PurposeTo strengthen students’ pronunciation skills and deepen their understanding of words through the pronunciation practice.
Homework 1.Basic homework: Listen and repeat the words and sentences in 1a and 1b. 2.Practical homework: Talk with your partner about other amazing animals on earth. 3.Extended homework: Make a poster to introduce four amazing animals on earth.
Teaching Reflectio　　　　　　　　　　　　　　　　　　　　　　　　　
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第二课时(2a-2e)
Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　
What: The dialogue in 2a focuses on the theme of “bamboo”. In the conversation, the characteristics, cultural meanings, and practical uses of bamboo are introduced. The practice section includes listening to the conversation and filling in the blanks, answering questions, completing a mind map, re-listening and role-playing, as well as simulating a conversation between a tour guide and tourists about bamboo.
Why: By introducing knowledge related to bamboo, the lesson aims to help students understand the plant’s characteristics, cultural meanings, and practical uses, thus broadening their knowledge. At the same time, it cultivates students’ awareness of cross-cultural communication and allows them to appreciate the significant role of bamboo in Chinese culture. The lesson encourages students to enhance their language proficiency through English listening and speaking activities and stimulates their interest in exploring nature and different cultures.
How: The conversation uses “bamboo” as the topic, starting from the folding fan to its cultural symbols, characteristics, and practical uses. The practice section is based on the content of the conversation, using a variety of question types to reinforce and expand students’ understanding and application of the topic. The conversation includes many everyday conversational expressions, which is close to real-life situations and easy for students to imitate and apply.
Learning Objectives　　　　　　　　　　　　　　　　　　　　
By the end of this lesson, students will be able to:
1.get to know about the plant “bamboo”;
2.complete the mind map and role-play it based on the information from 2a;
3.explore why bamboo and other plants are important to us.
Teaching Process　　　　　　　　　　　　　　　　　　　　　　　　　　　
Learning Objectives Teaching Activities Effectiveness Evaluation
1.To get to know about the plant “bamboo”. Step 1　Warm-up 1.Greetings. 2.Watch a video. Q: What’s the video about ◎Key: It’s about bamboo. Step 2　Lead-in Present and discuss. A: Oh, what’s that, Chen Jie It’s so beautiful. B: Thanks.It’s a folding fan.I bought it last year. A: Oh!It has a painting of bamboo on it. B: Yeah.Bamboo is one of the most popular subjects in Chinese paintings.It’s a symbol of goodness in Chinese culture. Step 3　Listening 1.Work on 2a. Listen to the conversation and fill in the blanks. ◎Key: symbol; largest; oldest; most useful 2.Work on 2b. Read the conversation and answer the questions. ①What does Ella see on the folding fan Assess students’ listening comprehension effectiveness by their accuracy in filling in the blanks.
②Why does bamboo often appear in Chinese paintings ③Where is the Bamboo Sea ④What do people use bamboo for ⑤Is Ella interested in bamboo How do you know ◎Key: ①She sees a painting of bamboo on it. ②Because bamboo is one of the most popular subjects in Chinese paintings. And it is a symbol of goodness in Chinese culture. ③The Bamboo Sea is in Sichuan. ④People use it for building houses and making tools and instruments. They eat bamboo shoots too.　 ⑤Yes, she is.Because she asked many questions about bamboo. 3.Think and share. Q: What can we learn from bamboo Evaluate based on the accuracy and com-pleteness of students’ responses. If the answers are vague or contain many mistakes, it is necessary to reinforce guidance on reading skills and text explanation.
PurposeTo cultivate students’ reading comprehension skills to extract key information, and deepen their understanding of the content about bamboo in the conversation.
2.To complete the mind map and role-play it based on the information from 2a. Step 4　Work on 2c Complete the mind map with the information from 2a. Step 5　Work on 2d Listen to the conversation again. Then role-play it. Review the mind map. If the structure is clear and the information is complete, it indicates that students have mastered and effec-tively summarized the material. If it is disorganized or lacks information, guide the students to rearrange it.
PurposeTo help students organize and integrate their knowledge, constructing a knowledge system about bamboo and enhancing their summarizing skills.
3.To explore why bamboo and other plants are important to us. Step 6　Work on 2e 1.Imagine you are a tour guide at the Bamboo Sea and your partner is a foreign tourist. Make up a conversation about bamboo and its importance. 2.Group work. Describe an important plant in your country You should say: What it is What it looks like Where it grows And explain why you like it Step 7　Summary May you rise steadily like bamboo. Judge students’ mastery of key sentence patterns and vocabulary based on their performance.
PurposeTo enhance students’ communication skills by having them use their knowledge in simulated situations.
Homework 1.Basic homework: Read and recite the vocabulary and language points. 2.Practical homework: Try to make sentences with the new words in the conversation. 3.Extended homework: Describe some other Chinese painting subjects as plants in English.
Teaching Reflection　　　　　　　　　　　　　　　　　　　　　　　　　

第三课时(Grammar Focus)
Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　
What: 3a asks students to read sentences containing the superlative, observe the bolded words, and explore the formation of superlatives. 3b asks students to complete the sentences with the superlative forms of the words in brackets. 3c asks students to use the superlative forms of the words in the box to complete the passage.
Why: To guide students to the composition and usage of the superlative, to improve the practical application of grammar knowledge through observation, single-sentence practice and comprehensive application in short essays, to make grammar learning serve language communication, and to cultivate the ability to express themselves accurately in real-life situations.
How: The activities are designed in a stepwise manner. 3a: Sensory input; 3b: Single-sentence practice; 3c: Comprehensive application of the short essay. They focus on the forms of superlatives, covering regular changes and irregular changes. The content is centred on animal and plant themes, integrating grammar learning into vivid contexts.
Learning Objectives　　　　　　　　　　　　　　　　　　　　　
By the end of this lesson, students will be able to:
1.learn what the superlative is and its forms;
2.master the transformation and usage of the superlative;
3.use the superlative correctly.
Teaching Process　　　　　　　　　　　　　　　　　　　　　　　　
Learning Objectives Teaching Activities Effectiveness Evaluation
1.To learn what the superlative is and its forms. Step 1　Lead-in 1.Greetings. 2.Create a situation: Sports Meeting. Step 2　Learn the superlative 1.Look and say e.g. ①Mark jumps high. Chris jumps higher than Mark. Bob jumps highest among the three. ②Tom runs quickly. Jill runs more quickly than Tom. Mark runs most quickly among the three. 2.Work on 3a Read the sentences and notice the words in bold. Retell the ways to form a superlative adjective or adverb. 3.Conclusion(一): Superlative Forms of Adverbs (adv.) 副词最高级(详见课件及备课素材) Conclusion(二): Superlative Forms of Adjectives (adj.) 形容词最高级(详见课件及备课素材) Through the performance of students, learn what they know about the superlative.
PurposeThrough certain contexts, students can systematically master the composition and usage of adjectives/adverbs in the superlative.
2.To master the transformation and usage of the superlative. Step 3　Let’s practise Work on plete the sentences with the superlative forms of the words in brackets. ◎Key: 1.the cutest　2.the most beautiful 3.the most colourful　4.(the) highest 5.the largest; the heaviest Observe whether students can use the superlative by comple-ting sentences. Give guidance when neces-sary.
PurposeTo enhance students’ understanding and improve the practical application of their grammar knowledge through single-sentence exercises.
3.To use the superlative correctly. Step 4　Practise more Work on 3c. Complete the passage with the superlative forms of the words in the box. ◎Key: 1.the most ancient　 2.the most beautiful　3.the best 4.the commonest　5.the most popular Observe whether students are able to use the superlative forms of the words in a short text and give guidance when necessary.
PurposeStudents can internalize what they have learned in practical application, so that grammar learning can serve language communication and develop the ability to express themselves accurately in real situations.
Homework 1.Basic homework: Review and retell the superlative. 2.Practical homework: Search ten words randomly and write down the superlative forms. 3.Extended homework: Use the superlative to write a small passage to introduce the animal you like most.
Teaching Reflection　　　　　　　　　　　　　　　　　　　　　　　　

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Unit 4　Amazing Plants and Animals
教材导学　　　　　　　　　　　　　　　　　　　　　　　　　
课标落实　　　　　　　　　　　　　　　　　　　　　　　　　
21世纪教育网(www.21cnjy.com)
Theme:
Section A introduces four kinds of amazing plants and animals.
Human
Focusing on the theme of bamboo,it introduces the botanical
Nature
characteristics,cultural meanings,practical uses,and other
This unit centres
related topics.The Grammar Focus section explores the
on the topic of
formation and use of the superlative through observation,single
“Amazing plants
sentence practice and comprehensive use in short essays.
and animals'”,
which belongs
to the theme
group of
Section B is centred around "We Can't Live Without Bees"and
s“natural
Unit 4
explores the connection between plants,animals and humans.
ecology"in
Amazing
Students'reading comprehension is enhanced through a
s“human and
Plants and
pre-reading prediction task,an information-seeking task during
nature",and the
Animals
reading,and a post-reading mind map.The writing part is
sub-theme is
centred on "The Blue Whale",focusing on the first-person
"Love and
point-of-view rewriting.
respect nature,
live in harmony
with nature”.
Project develops information integration and creative expression
skills through collaborative poster production./ 让教学更有效 精品试卷 | 英语学科
Section B
第一课时(1a-1f)
Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　
What: The text is centred on “We Can’t Live Without Bees” and explores the connection between plants, animals(bees) and humans, focusing on the importance of bees, including pollination, helping plants to grow, and some interesting characteristics of bees.
Why: Students will be able to acquire vocabulary and expressions related to bees and ecology, understand the grammatical structures involved in the text and be able to use them correctly. To improve students’ reading comprehension skills, including prediction, detailed comprehension and summarization. To enhance students’ awareness and protection of bees and other living things. To develop students’ concern and love for nature and the ecosystem.
How: By setting different tasks, such as the prediction task(1a) before reading, the information-finding task(1b) during reading and completing the mind map(1c) after reading, students are allowed to learn and use the language knowledge in the process of completing the tasks. In the discussion questions(1d) and the dialog practice(1f), students are encouraged to work in groups to communicate and share their views with each other, so as to cultivate their cooperative spirit and communication skills.
Learning Objectives　　　　　　　　　　　　　　　　　　　　　　　
By the end of this lesson, students will be able to:
1.understand the general idea of the article and get the basic structure of the article;
2.introduce the importance of bees based on structured knowledge;
3.realize the educational and cultural value of protecting animals.
Teaching Process　　　　　　　　　　　　　　　　　　　　　　　　
Learning Objectives Teaching Activities Effectiveness Evaluation
1.To understand the general idea of the article and get the basic structure of the article. Step 1　Lead-in 1.Greetings. 2.Watch and ask “What’s it about ”. ◎Key: It’s about bees. Step 2　Pre-reading 1.Ask and answer: Work on 1a. Look at the title and the pictures below. Guess what the text is about. ◎Possible key: It is about the bees. It is about the importance of bees in nature according to the title. 2.Read it quickly and answer the question: What is the structure of the text Observe students’ performance and know about whether they preview the lesson well.
PurposeTo help students to briefly understand and sort out the content of the text.
2.To introduce the importance of bees based on structured knowledge. Step 3　Careful reading 1.Read the first paragraph carefully and answer detailed questions. Think about what the author’s writing train of thought(写作思路) is:Situation hypothesis—Introduce the theme—Elicit emotions 2.Read the second paragraph carefully and underline the adjectives the writer uses to describe bees. ◎Key: hard-working; most important Q1: How do bees work Q2: Why do many scientists believe that bees are the most important animals on this planet ◎Key: Q1: As they fly from one flower to another, they take pollen with them. This action helps plants grow. Q2: Because without their work, about 80 per cent of the plants in the world cannot grow. 3.Read the third paragraph carefully and underline the adjective the writer uses to describe bees. ◎Key: most interesting Q: Why do they create honeycombs ◎Key: In order to store honey, they create honeycombs. 4.Read the fourth paragraph carefully and underline the adjective the writer uses to describe bees. ◎Key: most amazing Q: What are scientists worried about ◎Key: The number of bees is dropping. Step 4　Post-reading 1.Work on 1c. Observe whether students are able to complete the exercises correctly to under-stand their under-standing of the reading material and their mastery of the target language.
PurposeTo let students read the passage carefully and understand the content, find detailed information, sort out the structure and master the target language.
3.To realize the educational and cultural value of protecting animals. 2.Discussion: What can I do to protect bees ◎Possible key: We can protect the bees’ living environment. We can reduce environmental pollution. 3.Work on 1d.(详见课件资源) 4.Work on 1e. Imagine you are the writer. Write one more paragraph about bees and add it to the text. 5.Work on 1f. How do you understand the connection between plants, animals and people Think of some examples and then share them with a partner. Depending on the students’ group discussion to see if the students think about the harmony between humans and nature.
PurposeTo make students use what they have learned in real life and raise their confidence.
Homework 1.Basic homework: Read and remember the new words and sentences in this part. 2.Practical homework: Make an English handwritten newspaper about bees. The content can include the importance of bees, their living habits, the problems they face, and protection measures. 3.Extended homework: Record an English video to introduce the knowledge about bees.
Teaching Reflection　　　　　　　　　　　　　　　　　　　　　　　

第二课时(Vocabulary in Use)
Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　
What: 2a asks students to circle the odd words in each group and explain the reasons for them, training the ability of vocabulary classification. 2b allows students to learn word formation and expand the vocabulary of nouns. 2c asks students to practise vocabulary morphing and application in sentences. Students need to complete the passage with the correct forms of the words in the box in 2d, training vocabulary use at the discourse level in an integrated way.
Why: To systematically strengthen vocabulary knowledge through categorization, word formation, single sentences and discourse application. To enhance students’ ability to use vocabulary accurately in different contexts. To deepen their understanding of semantic associations of vocabulary and the rules of word formation. To cultivate the ability to use the language, which will be used in practical reading and writing tasks.
How: The activities are designed to be progressive. 2a starts from vocabulary identification;Students learn the rules of word formation in 2b; 2c allows students to practise in single sentences; 2d needs students to integrate in a short text. The learning chain of “identification—word formation—sentence application—discourse synthesis” is formed. Meanwhile, the topics of sentences and short essays are close to life, so that vocabulary learning can be combined with meaningful contexts to enhance practicality.
Learning Objectives　　　　　　　　　　　　　　　　　　　　　　　
By the end of this lesson, students will be able to:
1.understand the meanings of words and master the word-formation rules of noun suffixes;
2.use the vocabulary in sentences and passages correctly to improve expressive ability in contexts.
Teaching Process　　　　　　　　　　　　　　　　　　　　　　　　　
Learning Objectives Teaching Activities Effectiveness Evaluation
1.To understand the meanings of words and master the word-formation rules of noun suffixes. Step 1　Lead-in 1.Greetings. 2.Revision. Step 2　Work on 2a Circle the odd ones. Then give your reasons. ◎Key: 1.habit　2.enjoy　3.smart 4.watch　5.bread Observe whether students can correctly circle the words and explain the reasons, and give guidance when necessary.
Step 3　Let’s learn more Do you know some suffixes Can you classify them (详见课件资源) Step 4　Practice Work on 2b.Add the endings -ance, -(t)ion, -ness, and -ity to form nouns. Use your dictionary. ◎Key: 1.action　2.goodness　3.kindness 4.appearance　5.reality　6.imagination 7.connection　8.popularity 9.communication　10.importance The students’ internalization of noun suffixes was evaluated through their completion.
PurposeThe vocabulary base is strengthened from multiple perspectives.
2.To use the vocabulary in sentences and passages correctly to improve expressive ability in contexts. Step 5　Practise more 1.Work on 2c.Complete the sentences with the correct forms of the words in the box. ◎Key: 1.disappointed　2.appeared　 3.store　4.weighs　5.imagine 2.Work on plete the passage with the correct forms of the words in the box. ◎Key: planet’s; protect; However; importance; land　 Observe whether students can complete the sentences and passage and get to know the target language.
PurposeTo deepen their understanding of lexical semantic correlation and the rules of word formation, and cultivate the ability to use language comprehensively, serving the actual reading and writing tasks.
Homework 1.Basic homework: Read and remember the new words and sentences in this part. 2.Practical homework: Make an English handwritten newspaper with the theme of “Animals and Our Ecosystem”. 3.Extended homework: Record an English video to introduce an animal you like.
Teaching Reflection　　　　　　　　　　　　　　　　　　　　　　　　

第三课时 [(3a-3c) Writing & Project]
Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　
What:This lesson centres on “The Ecology and Conservation of Blue Whales”, using an expository text(3a) to introduce the blue whale’s physical characteristics, habitat, diet, lifespan, and the role in the ecosystem, emphasizing the importance of protecting endangered species.
Why: The text reveals the interdependence between species and the ecosystem through the blue whale’s role.It develops analytical skills through factual data and logical structure(facts→conclusions);Project-based learning(poster creation) transforms knowledge into advocacy, encouraging students to promote conservation, aligning with the curriculum’s goal of “harmonious coexistence between humans and nature”.
How: The expository text(3a) uses a general-to-specific structure with multimodal elements(tables, projects), matching adolescent cognition and combining objective data(weight, lifespan) with cause-effect chains(diet→ecological impact) for persuasion. Project follows a “learn—apply—create” progression, enabling deep learning.
Learning Objectives　　　　　　　　　　　　　　　　　　　　　　　　　
By the end of this lesson, students will be able to:
1.master the usage of superlative forms of adjectives and adverbs through learning about the blue whale as the “largest and heaviest” animal;
2.improve their writing skills, such as using appropriate personal pronouns and tenses;
3.understand the significance of plants and animals in the world and realize the need to take care of them.
Teaching Process　　　　　　　　　　　　　　　　　　　　　　　　　
Learning Objectives Teaching Activities Effectiveness Evaluation
1.To master the usage of superlative forms of adjectives and adverbs through learning about the blue whale as the “largest and heaviest” animal. Step 1　Reading Read the text and complete the table. ◎Key: Blue whale factsWeight200 tonsWhere they livein all oceans except the Arctic OceanFoodsome of the tiniest animals in the ocean How long they liveup to 90 yearsImportance in naturehelp to create a lively and healthy ecosystem
The teacher observes whether the students can complete the form with the help of the text. Grasp students’ learning and internali-zation of the key language points.
PurposeTo train students to extract key information through reading, understand the text’s structure, and build a foundation for language output.
2.To improve their writing skills, such as using appropriate per-sonal pronouns and tenses. Step 2　Writing 1.Work on 3b. Imagine you are a blue whale. Use the first person to rewrite the first paragraph. ◎Possible key: Hello everyone! My name is Billy the Blue Whale. I am the largest and heaviest animal on earth. I’m heavy, but I love swimming. I live in all oceans except the Arctic Ocean. I can eat around four tons of the tiniest animals a day. 2.Work on 3c. Complete your passage about the blue whale based on the text in 3a. Observe whether the information described by students is comprehensive and specific, and whether the language used is correct, and grasp the situation of students’ internalization of the content.
PurposeTo reinforce text comprehension and enhance language flexibility/logical expression through rewriting and passage completion tasks.
3.To understand the significance of plants and animals in the world and realize the need to take care of them. Step 3　The guessing game Which is the oldest tree in the world Which is the biggest animal in the world Which is the smallest plant in the world Which is the cutest animal in China Which is the most dangerous animal in the world Step 4　Make a poster 1.Work on 4a. Work in groups. Choose or create the title of your poster. Five people in a group. Think about a plant or an animal you want to talk about. 2.Prepare the content(4b). Search for pictures of the animal/plant you chose. Pick the most presentative(最具代表性的) one. 3.Think about the following questions and search for the answers. What is its name Where does it live/grow (location) Why did you choose it (meaning) What are some interesting facts about it (feature) 4.Prepare the tools. 5.Make and show your poster! 6.Pick the best poster. The guessing game increases students’ participation through fun interaction.　 Observe whether students know about relevant information during the discussion and showing time, and give necessary guidance and feedback as needed.
PurposeTo arouse students’ interest and develop their comprehensive skills(research, collaboration, creative presentation) through real-world English application.
Homework 1.Basic homework: Review the superlative degree and finish the exercises and check the answers. 2.Practical homework: Present and introduce the poster to your family members. 3.Extended homework: Search for more information online about the animal/plant you chose. Try to make your poster better.
Teaching Reflection　　　　　　　　　　　　　　　　　　　　　　　　　

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