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（3a-3c）
教学目标
1. Knowledge and Skills Vocabulary: Master the usage of key words and phrases, including adapt (to), survive, harsh, feature, unique, depend on, in order to; understand the meaning and application scenarios of extended words such as desert, rainforest, organism, environment. Grammar: Grasp the function and structure of purpose clauses guided by in order to and so that; learn to use present tense (simple present and present continuous) to describe the characteristics and living habits of plants/animals. Reading Ability: Develop the ability to scan for specific information (e.g., find the living environment of a certain organism) and skim for main ideas (e.g., summarize the core adaption of a plant/animal); understand the logical relationship (cause-effect, purpose) in expository texts. Writing Ability: Be able to use the learned vocabulary and grammar to write short paragraphs about "how a plant/animal adapts to the environment", with clear purpose and basic logical coherence. 2. Process and Methods Guide students to explore the text through "question chain + cooperative discussion", and master the reading strategies of expository texts. Enable students to transfer language knowledge to writing through "input (reading) → analysis (language points) → output (writing practice)", and improve the ability of language application. Cultivate students' autonomous learning ability by setting up hierarchical tasks (basic → improved → challenging). 3. Emotional Attitudes and Values Arouse students' interest in exploring the mysteries of nature and cultivate their love for plants, animals and the natural environment. Help students understand the importance of "adaptation" and develop the awareness of adapting to the environment and overcoming difficulties. Strengthen the sense of teamwork through cooperative learning activities.
重难点
1. Key Points Mastery of key vocabulary (adapt, survive, unique, in order to) and grammar (purpose clauses with in order to/so that). Development of reading skills: skimming for main ideas and scanning for specific information. Ability to write simple paragraphs about "organism adaptation" using the learned language. 2. Difficult Points Distinction and correct application of in order to and so that (e.g., in order to is followed by a verb 原形，while so that is followed by a clause; the subject consistency/inconsistency between the main clause and the purpose part). Understanding the logical structure of expository texts (how to connect "environment characteristics → organism features → adaptation reasons") and applying this logic to writing. Using appropriate details to enrich the writing content (not just listing features, but explaining "why it is an adaptation").
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) Warm-up Game: "Guess the Organism" (3 minutes) Show 4 groups of clues (pictures + key feature descriptions) on the PPT, e.g.: Clue 1: It lives in the desert. It has thick stems to store water. (Answer: Cactus) Clue 2: It is a bird. It has a long beak to get nectar from flowers. (Answer: Hummingbird) Ask students to guess the organism in pairs. The first pair to get the correct answer wins a small sticker. Lead-in Question & Topic Presentation (2 minutes) Ask the class: "Why can cacti survive in the desert Why does the hummingbird have a long beak " Guide students to use simple words (e.g., "store water", "get food") to answer, then summarize: "These are all adaptations – how organisms change to live in their environment." Write the key word adaptation on the blackboard, and present the lesson topic: "Today we’ll read about some amazing plants and animals, and learn how they adapt to their environments." Design Intent The "Guess the Organism" game uses familiar organisms to activate students' prior knowledge of nature, arouse their interest in the lesson, and create a relaxed learning atmosphere. The lead-in question naturally connects the game to the core concept of "adaptation", laying a foundation for understanding the reading text and realizing the transition from "life experience" to "language learning".
Step 2: Presentation (10 minutes) This step is divided into two rounds of reading (Skimming → Scanning) to gradually deepen students' understanding of the text, and integrate vocabulary and grammar learning into the reading process. 1. First Reading: Skim for Main Ideas (5 minutes) Activities Distribute the reading material (3a text, which introduces 3 organisms: the saguaro cactus, the glass frog, and the giant water lily) to students. Ask the guiding question: "How many organisms are mentioned in the text What are they " Give students 2 minutes to read the text quickly, then ask volunteers to answer. Confirm the answer: 3 organisms – saguaro cactus, glass frog, giant water lily. Write the three organisms on the blackboard, and draw a simple mind map: "Amazing Organisms → Cactus / Glass Frog / Water Lily". Design Intent Skimming is a basic reading strategy for expository texts. This activity trains students to ignore details and grasp the core content quickly, which is in line with the key point of "developing skimming ability". The mind map visualizes the text structure, helping students build a preliminary framework of the text. 2. Second Reading: Scan for Specific Information (8 minutes) Activities Show a "Information Table" on the PPT, and ask students to read the text again carefully to fill in the blanks. Students complete the table individually (3 minutes), then discuss with their group members (2 minutes) to check answers. Invite a representative from each group to share the answers, and the teacher corrects and explains. Design Intent Scanning for specific information is the focus of this lesson. The "Information Table" provides a clear task direction, avoiding students' blind reading and improving reading efficiency. Group discussion not only helps students verify answers but also cultivates their cooperative learning ability, which is in line with the "Process and Methods" objective. 3. Language Focus: Vocabulary & Grammar (5 minutes) Activities Vocabulary Explanation: Focus on 3 key words/phrases. Adapt (to): Explain the meaning ("change to fit a new environment") and give an example: "Cacti adapt to the dry desert." Survive: Meaning ("continue to live") + example: "Plants need water to survive." In order to: Meaning ("for the purpose of") + example: "The cactus has a thick stem in order to store water." Grammar Focus: Purpose Clauses Write two sentences on the blackboard: The glass frog has transparent skin in order to hide from predators. The glass frog has transparent skin so that it can hide from predators. Ask students to compare the two sentences and find the differences. Guide them to summarize: In order to + verb 原形；so that + clause (with subject and verb). Both express "purpose". Do a quick practice: Ask students to rewrite sentence 1 with "so that" and sentence 2 with "in order to". (Answers: 1. ... so that it can hide...; 2. ... in order to hide...) Design Intent Integrate vocabulary and grammar learning into the reading context, making abstract language points concrete and easy to understand (instead of teaching them in isolation). The comparison and quick practice help students grasp the difference between in order to and so that directly, breaking through the potential difficulty in grammar application.
Step 3: Practice (15 minutes) This step focuses on transferring input to output, through oral practice and writing tasks, to consolidate the learned knowledge and achieve the "Writing Ability" objective. 1. Oral Practice: "Describe & Guess" (6 minutes) Activities Divide students into groups of 4. Each group gets a picture of an organism (e.g., camel, lotus, chameleon) with its living environment and adaptation features. One student in the group describes the organism using the pattern: "It lives in ____. It has ____ in order to ____." The other three students guess what it is. Give each group 3 minutes to prepare, then invite 2-3 groups to perform in front of the class. The teacher comments and emphasizes the correct use of in order to. Design Intent Oral practice is a transitional link from reading to writing, allowing students to apply vocabulary and grammar in a relaxed oral context first, reducing the pressure of written output. The task design is hierarchical: it uses the given pattern to ensure that basic-level students can participate, while encouraging advanced students to add more details (e.g., "It lives in the desert. It has long legs and humps in order to walk easily and store fat."), meeting the needs of students at different levels. 2. Writing Task: 3b & 3c Practice (11 minutes) Activities 3b Guided Writing (5 minutes): Show the 3b task on the PPT: "Choose one organism (e.g., polar bear, bamboo, dolphin). Write 2 sentences about its adaptation. Use in order to or so that." Give a sample: "The polar bear has white fur in order to blend into the snow." Students write individually. The teacher walks around to provide guidance (e.g., correct vocabulary errors, remind the use of in order to). 3c Extended Writing (6 minutes): Ask students to expand their 3b sentences into a short paragraph (3-4 sentences) with the structure: "Organism → Living Environment → Feature → Purpose". Show a model paragraph: "The polar bear lives in the Arctic, which is very cold and covered with snow. It has thick white fur. The thick fur keeps it warm, and the white color helps it hide from prey in order to catch food easily." Students complete the writing, then exchange their work with a deskmate to check (e.g., Is the logic clear Is in order to/so that used correctly ). Collect 2-3 works to display on the PPT, and comment positively (e.g., "You used 'so that' correctly!" "The logic is very clear!"). Design Intent The "guided writing → extended writing" sequence follows the principle of "from easy to difficult", helping students gradually master the writing skills and break through the difficult point of "logical structure in writing". Peer review not only reduces the teacher's workload but also allows students to learn from each other and improve their ability to check and correct mistakes. Positive comments encourage students' writing confidence and stimulate their enthusiasm for output.
Summary & Homework (5 minutes) 1. Lesson Summary (2 minutes) Lead students to review the lesson with the mind map on the blackboard: "What did we learn today (Key words: adapt, survive; grammar: in order to/so that; reading strategies: skim, scan; writing: describe adaptation)" Emphasize: "All organisms have unique adaptations to survive in their environments. We should respect and protect nature." 2. Homework Assignment (3 minutes) Assign hierarchical homework to meet the needs of different students: Basic Task (for all students): Review the key vocabulary and grammar points; copy the model paragraph in 3c. Improved Task (for medium-level students): Write a 5-sentence paragraph about "how a panda adapts to its environment". Challenging Task (for advanced students): Find information about one "amazing organism" (e.g., Venus flytrap) and write a short introduction (6-8 sentences) with pictures. Share it in the next class. Design Intent The summary with the mind map helps students systematize the knowledge and consolidate the learning results. Hierarchical homework embodies the "differentiated teaching" concept: basic tasks ensure the mastery of core knowledge, improved tasks develop writing ability, and challenging tasks stimulate exploration interest, which is in line with the "Emotional Attitudes and Values" objective.

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