资源简介

教学设计
课程基本信息
学科 英语 年级 八年级 学期 秋季
课题 Unit 4 Amazing Plants and Animals-Section B（1a-1f）
教学目标
Students can master the key vocabulary related to describing the characteristics of plants and animals, such as unusual, surprising, huge, tiny, dangerous, harmless, live on, feed on. Students can understand and use the key sentence patterns for talking about amazing living things: "What's the most amazing plant/animal you've ever heard of " "It's amazing because..." "Does it... " "Yes, it does./No, it doesn't." Students can grasp the listening strategies of predicting content based on pictures and keywords, and capturing specific information (e.g., names, characteristics, living habits of plants/animals).
重难点
Using the learned vocabulary and sentence patterns flexibly to carry out authentic oral communication, especially expressing the reasons why plants/animals are amazing in a logical way. Accurately capturing and organizing specific information from the listening materials, and completing the related tasks (1c, 1d) correctly. Overcoming the psychological barrier of speaking English in public and actively participating in interactive activities.
教学过程
教学环节 学习活动（包含设计意图）
Step 1: Warming-up & Lead-in (5 minutes) Greeting (1 minute) Teacher: "Good morning, class!" Students: "Good morning, teacher!" Teacher: "How are you today " Students: "We are fine, thank you. And you " Teacher: "I'm great, thanks. Now, let's start our English class." Video & Question (4 minutes) Play a 2-minute short video about amazing plants and animals (e.g., the giant sequoia, the axolotl, the venus flytrap) with vivid pictures and background music. After playing the video, ask students: "Boys and girls, did you see the plants and animals in the video How did you feel about them " Invite 2-3 students to share their feelings (e.g., "They are very strange.", "They are amazing.", "I was surprised."). Teacher: "Yes! They are all amazing. Today, we will continue to learn Unit 4 Amazing Plants and Animals, and talk about more amazing living things in Section B (1a-1f)." Design Intent The short video with vivid images and interesting content can quickly attract students' attention, arouse their curiosity about the topic, and create a relaxed and pleasant classroom atmosphere. By asking simple questions, it helps students recall the topic of the unit and naturally lead to the new lesson, laying a foundation for the following teaching activities.
Step 2: Presentation (10 minutes) Vocabulary Learning (6 minutes) Show pictures of different plants and animals on the PPT, and present the key vocabulary with the pictures: Point to a picture of a tiny ant and say: "This is an ant. It's tiny." Write tiny on the blackboard and ask students to read after. Show a picture of a huge elephant and teach huge in the same way. Use similar methods to teach unusual, surprising, dangerous, harmless, live on, feed on (e.g., show a picture of a snake and say: "This snake is dangerous. It feeds on small animals."). After teaching each word, ask students to make simple sentences with it (e.g., "The cat is tiny.", "The panda lives on bamboo.") to check their understanding. 1a Task (4 minutes) Show the 1a picture on the PPT, which has different plants and animals (e.g., a cactus, a penguin, a lotus). Ask students: "Look at the picture. What can you see Which of them do you think is the most amazing Why " Let students discuss in pairs for 2 minutes. Invite 3-4 pairs to share their opinions. For example: Student A: "I think the cactus is the most amazing. Because it can live in the desert without much water." Student B: "I think the penguin is amazing. It can swim well but can't fly." Teacher gives positive feedback: "Great ideas! You have good observation skills." Design Intent Learning vocabulary with pictures is more intuitive and helps students associate words with specific images, which is conducive to their memory and understanding. Making sentences in time can consolidate the mastery of vocabulary. The 1a task provides a platform for students to express their initial views on amazing plants and animals, and cultivates their ability to think and communicate in pairs. It also paves the way for the following listening and speaking activities.
Step 3: Practice (15 minutes) Pre-listening Prediction (3 minutes) Show the pictures of the two living things mentioned in the listening material (e.g., the mimosa and the koala) on the PPT. Ask students: "Look at these two living things. What do you think is amazing about them Let's guess." Let students share their guesses freely (e.g., "Maybe the mimosa can close its leaves.", "Maybe the koala sleeps a lot."). Teacher: "Good guesses! Now let's listen to the tape and find out if your guesses are correct." Listening for the First Time (1c Task) (4 minutes) Play the listening material for the first time. Ask students to listen carefully and check (√) the living things mentioned in the conversation (1c task). After listening, ask students to show their answers. Teacher checks and confirms the correct answers (e.g., mimosa, koala). Listening for the Second Time (1d Task) (5 minutes) Play the listening material again. Ask students to listen to the details and fill in the blanks in the 1d task sheet (e.g., "The mimosa is amazing because _______. The koala is amazing because _______."). After listening, let students exchange their answers with their deskmates. Invite several students to report their answers. Teacher writes the correct answers on the blackboard and explains if necessary (e.g., "The mimosa is amazing because it closes its leaves when you touch it. The koala is amazing because it sleeps 20 hours a day."). Listening for the Third Time (2 minutes) Play the listening material for the third time. Ask students to follow the tape and repeat the key sentences to imitate the pronunciation and intonation. Pause at the key sentence patterns and ask students to repeat (e.g., "What's the most amazing plant you've ever heard of ", "It's amazing because..."). Design Intent Pre-listening prediction can activate students' existing knowledge and arouse their desire to verify their guesses, which improves their listening attention. Listening for different purposes (main idea first, then details) step by step conforms to the law of listening comprehension. It helps students gradually improve their listening ability of capturing different levels of information. Repeating after the tape can help students correct their pronunciation and intonation, and consolidate the mastery of key sentence patterns, laying a foundation for the following speaking activities.
Step 4: Oral Practice & Consolidation (15 minutes) Pair Work: Ask and Answer (5 minutes) Show the key sentence patterns on the PPT: A: "What's the most amazing plant/animal you've ever heard of " B: "I think the _______ is the most amazing." A: "Why do you think so " B: "It's amazing because _______." A: "Does it _______ " (e.g., live in the desert, feed on leaves) B: "Yes, it does./No, it doesn't." Ask students to practice the dialogue in pairs, using the vocabulary and sentence patterns they have learned. They can choose the living things they know or the ones mentioned in the listening material. Teacher walks around the classroom to observe and guide students who have difficulties (e.g., reminding them of vocabulary, correcting sentence structures). Group Discussion: Share More Amazing Living Things (5 minutes) Divide students into groups of 4. Ask each group to discuss and share more amazing plants or animals they know. Each student in the group should speak at least once. They need to describe the characteristics and the reasons why they are amazing. Provide each group with a worksheet to write down the key information (e.g., Name: _______; Characteristics: _______; Reason for being amazing: _______). After 4 minutes of discussion, invite 2-3 groups to present their results to the class. For example: Group Leader: "In our group, Tom thinks the venus flytrap is amazing. It's a plant that feeds on insects. Lily thinks the axolotl is amazing because it can regrow its limbs..." Teacher gives positive comments and supplements (e.g., "Your group shared many interesting living things. I also know that the axolotl is called the 'immortal fish' because of its strong regeneration ability."). Design Intent Pair work provides a low-pressure speaking environment for students, allowing them to practice the key sentence patterns repeatedly and improve their oral expression ability. Group discussion encourages students to communicate and cooperate with each other, share their knowledge, and develop their divergent thinking. Writing down key information helps students organize their ideas and express themselves more clearly. The teacher's comments and supplements can enrich students' knowledge and stimulate their interest in learning.
Step 5: Summary & Homework (5 minutes) Class Summary (2 minutes) Teacher leads students to review the key content of the class: "Today, we learned some new words: unusual, surprising, huge... Do you remember them " (Students repeat the words.) "We also learned how to talk about amazing plants and animals with the sentence patterns: 'What's the most amazing... ', 'It's amazing because...'." (Teacher asks students to repeat the sentence patterns.) "In listening, we learned to predict and capture main ideas and details. In speaking, we practiced talking about amazing living things in pairs and groups." Teacher: "I'm very happy that you all participated actively today. You did a great job!" Homework Assignment (3 minutes) Level 1 (Basic): Review the new vocabulary and sentence patterns learned today, and recite them. Level 2 (Improvement): Write a short passage (50-60 words) about an amazing plant or animal you know, including its name, characteristics and the reason why it's amazing. Level 3 (Challenge): Surf the Internet to find one more amazing living thing, and prepare a 1-minute speech to share with the class in the next lesson. Design Intent Summarizing the class content helps students sort out the knowledge they have learned and consolidate their memory. Assigning hierarchical homework takes into account the differences in students' learning levels, so that every student can complete the homework within their ability and make progress. Level 1 focuses on consolidation, Level 2 on application, and Level 3 on expansion, which can meet the needs of different students and stimulate their learning potential.

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