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“教-学-评”一体化全英文教学设计
PEP八上 Unit 4 Amazing Plants and Animals Period VI Section B Project&Reading plus
The analysis of the text The project - based learning in Project allows students to apply what they have learned about superlative language in a more creative and practical way.The Reading Plus materials further deepen students' understanding of the theme by providing more diverse texts.
The analysis of students Ss have a certain ability to analyze and summarize. They can understand new knowledge through examples and exercises to some extent. But in vocabulary learning, some students may lack effective memorization methods, and in writing, they may face challenges such as organizing ideas, choosing appropriate words, and avoiding grammar mistakes. Their self - learning ability and the ability to review and preview independently still need to be improved.
Core competences　　　 Through this lesson, students will be able to: use the superlatives and ecological words like" the strongest animal, the most beautiful...". 2. use English to tell the information in the poster. 3. develop students' reading comprehension skills to understand complex texts.
Teaching thoughts The teacher sticks to the principle of student-center, leads students to work in groups or in pairs and learn English through activities, it aims to develop students’ core competence.
Course Resources Textbook, the recorder
Teaching Methods 1. Communicative Language Teaching 2. Task-based Language Teaching 3.Group work
Teaching Aids PPT, blackboard, and chalks.
Teaching points Key Points: The structural presentation of the poster Difficult Points: Develop the ability to get key information from complex texts.
Teaching Procedures
Steps Teacher’s Activities Students’ Activities Evaluation
Step I Warm up Greetings. Lead ss to have a brief review about the key phrases in this unit. Show a video about different posters and lead ss to think about how to make great posters. Students review and watch the video sharing their thoughts on posters. To observe whether students can quickly focus on the topic and review the knowledge they learned.
Purpose To activate their prior knowledge, and create a relaxed classroom atmosphere to transition to the following learning content.
Step II Reading plus 1.Let students read the story on page 85-86 and answer the questions in part 1. 2.Have ss share a story about animals that helped people in part 2. Students skim and scan the text and find the answers. Discuss with classmates. To evaluate ss’ reading comprehension ability.
Purpose To develop students' reading skills.
Step III Project Introduce the project task-make a poster about a plant or an animal. Then, guide students to plan their projects in groups, including determining the project form, content structure, and the division of labor among group members. Lead ss to make posters and vote for the best one. Ss make their posters carefully and complete the reflecting. To check if ss can make a proper poster.
Purpose Apply the knowledge and skills they have learned in a comprehensive way.
Step IV Summary The teacher leads students to summarize the key points of this class, including the new vocabulary, the main ideas of the reading materials, and the important points in the discussions. The teacher guides students to complete the assessment. Students listen to the summary, take notes if needed To check if ss have a clear understanding of the key points of this class.
Purpose Students can talk with each other with the expressions learned.
Step V Homework You must do: Finish the exercises. If you can: Improve and correct their posters and add more information from the internet. Homework can help students strengthen the knowledge which they have learned.
Purpose Let students in different level to build up their confidence and expand language output and help students strengthen the knowledge they have learned.
Blackboard Design Unit 4 Amazing Plants and Animals Section B Project&Reading plus The strangest animal The cutest animal The most amamzing plantnn The most beautiful animal
Teaching Reflection Some students still had difficulties in understanding long and complex sentences in the passage, especially those related to scientific knowledge. In the future, more pre - teaching of background knowledge and sentence - analysis exercises should be carried out. Also, during the group discussion, a few students were less active. In the next class, more attention should be paid to these students to encourage their participation and provide more guidance to help them improve their English - speaking ability.

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