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新人教版八年级上册英语Unit 4 Lesson Plan 4: Section B (2a-4d)教学设计
Core Literacy Goals
- Language Competence: Students can master key vocabulary and sentence structures to write passages about plants and animals. They can also create posters to introduce plants/animals using accurate language.
- Cultural Awareness: Students understand the importance of protecting plants and animals and recognize the interdependence between humans and nature.
- Thinking Quality: Students use logical thinking to organize writing content about plants/animals and critical thinking to reflect on the connections between humans, plants, and animals.
- Learning Ability: Students enhance collaborative learning through group poster-making and independent learning by completing writing tasks, developing skills in information collection and creative expression.
Teaching Key Points
1. Master key words, phrases, and sentences in this period.
2. Use key sentence structures to write about plants and animals.
3. Create a poster about a plant or an animal.
Teaching Difficulties
1. Use key sentence structures to write a coherent passage about plants and animals.
2. Improve students’ writing ability through guided practice and feedback.
Teaching Aids
PowerPoint and multimedia.
Teaching Steps
Step 1: Lead-in
Revision: Show the mind map in 1c and lead students to retell the main idea of the text in 1b.
Design Intent: Revising with the mind map helps students recall previous knowledge about the connections between people, plants, and animals, laying a foundation for today’s writing tasks by activating relevant content.
Step 2: Cooperative Inquiry
1. (1) Present the words in 2a and lead students to read them one by one. Circle the odd ones. Then give the reasons. Check the answers with the class.
(2) Show the words in 2b and let students add the endings -ance, -(t)ion, -ness, and -ity to form nouns. They can use a dictionary. Check the answers together.
(3) Present the words in the box in 2c. Ask students to complete the sentences with the correct forms of the words. Invite two students to share the answers.
(4) Show the words in the box in 2d. Help students complete the passage with the correct forms of the words. Check the answers together.
Design Intent: These vocabulary activities help students expand word families and practice word form changes, enhancing their lexical competence. Using a dictionary encourages independent learning skills, and completing sentences/passages provides contextual practice for vocabulary use.
2. (1) Present the table in 3a. Let students read the text and complete the table according to the key words. Check the answers with the class.
(2) Let students imagine they are a blue whale and use the first person to rewrite the first paragraph. Invite two students to present in class.
(3) Help students complete the passage about the blue whale based on the text in 3a. Walk around the class to offer language support as needed. Correct their spelling and grammar mistakes if any. After that, choose two students to share their passages.
Design Intent: Completing the table trains students to extract key information from texts. Rewriting in the first person fosters creative thinking and helps students empathize with the subject (blue whale), making writing more engaging. Walking around to provide support ensures individual needs are met, and sharing passages allows peer learning and boosts confidence.
3. Make a poster about a plant or an animal
(1) Group work: Divide students into several groups. Let students work in groups to choose or create the title of their poster.
(2) Help students collect pictures and find out information about the plant or animal that they chose.
(3) Help students make the poster.
(4) Invite several students to present their poster in class. Then vote for the best one together.
Design Intent: Group poster-making promotes collaborative learning, as students share ideas and tasks. Collecting information and creating posters develop research and creative expression skills. Presenting and voting enhance public speaking skills and provide positive reinforcement through peer recognition.
4. Reflecting
Lead students to reflect themselves from the following aspects:
(1) What amazing plants and animals did you learn about in the unit
(2) When do you use the superlative forms of adjectives and adverbs
(3) Can you describe some amazing plants or animals in the world
(4) How are we connected with plants and animals
Make a supplement according to the students' reflection.
Design Intent: Reflecting on these questions encourages students to synthesize what they’ve learned, think critically about language use (superlatives) and thematic connections (human-nature relationship), deepening their understanding of the unit’s content.
5. Help students summarize what they have learned in this unit and tell them: “Take care of animals and plants because we cannot live without them.”
Design Intent: Summarizing reinforces key learning points, and the reminder about protecting nature cultivates students’ environmental awareness and sense of responsibility.
Step 3: Homework
1. Recite the new words in this unit.
2. Put up the posters in the classroom.
Design Intent: Reciting words strengthens vocabulary retention. Putting up posters in the classroom allows students to share their work with the whole class, fostering a sense of achievement and encouraging further engagement with the topic.
Board Design
Lesson 4: Section B (2a-4d)
1. Key vocabularies:
happiness, disappoint, mushroom, fan, role, play a role (in), pea, climate, ocean, except, tiny, lively
2. Key sentences:
(1) Hello everyone! My name is Billy the Blue Whale. I am...
(2) I'm heavy, but I love...
(3) I live in...
(4) My favourite food is...
(5) I can eat...
Teaching Reflection
During the writing activities, students showed creativity when rewriting the blue whale paragraph in the first person. However, some students still struggled with organizing their ideas into a coherent passage. In future lessons, I’ll provide more scaffolding, such as sentence frames or outline templates, to help students who find writing challenging. Also, I’ll spend more time guiding students on how to extract information from model texts and imitate its structure, so they feel more confident starting their writing. Showing excellent works after writing is really helpful, so I’ll continue to do that to set good examples for students.

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