资源简介

2025-2026 学年度第一学期八上英语 Unit4 教案
Unit4 Amazing Plants and Animals.
单元教材分析
本单元以 “Amazing Plants and Animals” 为主题，围绕核心问题 “What makes plants and animals amazing ” 展开，属于 “人与自然 ” 主题范畴。通过 多模态语篇引导学生探索动植物的神奇特征、生态价值及与人类的关联，最终树 立 “人与自然共生 ” 的生态保护意识。
对话类语篇（Section A 1a-1d）：通过描述红杉树、蓝鲸、猎豹等动植物的特 征，引导学生运用形容词最高级（the largest/heaviest/fastest）进行对比表达，感 知 “神奇 ” 的具象表现。情境对话（Section A2a-2d）： 以 “竹海 ” 为场景， 围绕竹子的生长速度、用途及文化象征展开，融合 “最快生长植物 ”“最有用植 物 ” 等最高级表达，渗透 “动植物与文化 ” 的关联。说明文（Section B 3a-3b）： 通过 “蜜蜂的传粉作用 ”“蓝鲸的生态价值 ” 等文本，阐述动植物在生态系统 中的核心作用,强化“人与自然依存关系 ”的认知。 项目任务（Project）：以 “制 作神奇动植物海报 ” 为载体，整合语言知识与实践能力，要求学生用最高级描 述特征、分析价值并提出保护建议。
本单元的核心问题围绕 “What makes plants and animals amazing ” 展 开，引导学生从“特征独特性 ”“生态价值 ”“与人类关联 ”三个维度探索。Section A 聚焦 “动植物特征描述与最高级语法 ”，Section B 拓展 “生态作用与保护意 识 ”，核心词汇涵盖动植物名称、特征词及生态术语。难点为形容词最高级的不 规则变化（如 good→best）及 “范围介词 in/of” 的使用；重点为用最高级描述 特征、理解 “动植物与生态系统的依存关系 ”。
单元目标
1.掌握有关描述动物和植物的形容词,以及它们的最高级形式。学习并使用描述 动植物关表达。
2.学习与/er/ /ai/ /o/ /bl/ /kl/ /gl/ /br/ / kr/ / gr/相关的字母组合发音规则。
3.提升学生的口语表达能力,能够就自然界中的一些动植物进行流利的对话和讨 论。
4.增强学生的写作能力,能够撰写关于动物和植物的介绍文章。
5.激发学生对自然界的兴趣,培养他们的探索精神,更好地认识自然。
6.让学生认识到生命的神奇,了解生命的可贵,从而热爱生命,热爱自然。 教法导航
1. 启发式教学,通过问题引导学生主动思考和探索。
2. 情境教学,创设贴近学生生活的情境,促进语言习得。
3. 任务型教学布置与学生生活密切相关的任务,促进学生合作学习和实践。
4. 结合多媒体教学资源,增强学生的学习兴趣。
5.鼓励学生参与课堂,培养批判性思维能力,实时进行课堂小结巩固所学知识。 学法导航
1.预习提前阅读教材,了解单元主体知识点,圈化,生词难句准备,课堂上老师进 行提问。
2.复习及时复习教学内容巩固记忆,结合课后练习和单元测试,查漏补缺。
3.做笔记,认真听讲,记录重要知识点,整理笔记,形成知识体系,便于复习和记忆。 课时分配
第 1 课时: Section A 1a-Pronunciation2
第 2 课时: Section A 2a-2e
第 3 课时: Grammar Focus
第 4 课时: Section B 1a-1f
第 5 课时: Section B 2a-3c
第 6 课时: Project
第 7 课时: Reading Plus
Period 1 Section A 1a-Pronunciation2
授课时间 实有人数 __缺席人数 缺席原因 【课时目标】
1. 重点单词: short; tall; small; old; long; large; heavy; fast; big; beautiful ,heaviest, largest,oldest,fastest,tallest
2.重点短语: most beaytiful, blue whale, redwood tree, one of the oldest plants
3.重点句式:
—What's amazing about the blue whale？
—It's the largest/biggest animal in the world.
4.在看、说活动中激活已有知识，并关联本课新知识,感知所学内容,进入本课时 主题。
5.通过听录音,完成听力排序和匹配任务;根据对话内容绘制思维导图,复述动植 物的特征等知识。
6.模仿对话结构,构建关于动植物的问答,使用形容词和副词的最高级形式描述 特征;掌握字母 a 、i 、y 及字母组合 ai 、ay 、igh 、oy 、oi 等的发音和句子重音。
7.通过讨论思考人与动植物、人与自然的关系,理解和谐共生的理念。 【教学重难点】
1.提取对话中形容词和副词的最高级形式及科学事实的内容。
2.模仿问答模式,使用“What's amazing about the... ”和“It's the... ”结构描述动植 物特征。
3.分辨句子重音,理解说话者要表达的意思。
4.掌握动植物知识点(如苔藓的古老性),形成结构化表达。
5.从动植物特征讨论过渡到“人与动物和谐共生 ”的深层理解。 【教学过程】
Step 1 Greeting and Lead - in (5 minutes)
The teacher warmly greets the students and has a simple daily conversation, such as "How are you today Do you like animals or plants What's your favorite one " to create a relaxed classroom atmosphere.
Show several pictures of plants and animals with obvious characteristic differences, such as a tall redwood tree and a short moss, a huge blue whale and a small bee. Guide the students to observe the pictures and ask questions like "What can you see in the pictures How are these plants or animals different " Encourage the students to express their observations in simple English to lead in the theme of this lesson - comparing the characteristics of plants and animals.
Step 2 Vocabulary Learning (8 minutes)
Use the PPT to display the vocabulary in 1a one by one, such as "short", "tall", "small", "old", "long", "large", "heavy", "fast", "big", "beautiful", etc. Lead the students to read the words and correct their pronunciations. Help the students
understand the meanings of the words by showing relevant pictures of plants or animals. For example, show a picture of a short plant to explain "short", and show a picture of a cheetah running to explain "fast".Distribute word cards. Let the students work in pairs. One student shows the card, and the other reads the word and says its meaning. Then they switch roles. The teacher walks around the groups to check the students' practice and give timely guidance and help.
Play a vocabulary game called "Word Quiz". The teacher says the meaning of a word or shows a relevant picture, and the students should quickly answer the word. Through this game, stimulate the students' learning interest and deepen their memory of the vocabulary.
Step 3 Listening Practice (10 minutes)
Let the students look at the pictures and vocabulary in 1a. The teacher says, "Now, let's listen to a conversation about these plants and animals. Please listen carefully and number the plants and animals in 1a in the order you hear them." Play the recording of 1b, and the students listen and complete the task.
After playing the recording, invite the students to share their answers. The teacher checks the answers and gives a simple explanation of the listening content to help the students understand the key information in the listening material.
Play the recording of 1b again. Let the students follow the recording and imitate the pronunciation and intonation to further familiarize themselves with the listening content.
Step 4 Oral Practice (7 minutes)
The teacher makes a demonstration: "Look at the redwood tree and the moss. The redwood tree is the tallest, and the moss is the smallest." Guide the students to observe the pictures and use the learned vocabulary and the superlative form of adjectives in sentence patterns to describe the characteristics of plants and animals.
Let the students work in pairs. According to the pictures and vocabulary in 1a, they have a conversation practice, describing the characteristics of the plants and animals in the pictures to each other. The teacher walks around the groups, encourages the students to speak actively, and corrects their grammar mistakes and pronunciation
problems in time.
Invite several pairs of students to show their conversations. The other students listen carefully and give evaluations. The evaluation content includes the accuracy of vocabulary usage, the correctness of sentence patterns, and the fluency of expression. The teacher summarizes and gives feedback on the students' performance, gives affirmation and encouragement, and also puts forward suggestions for improvement.
Step 5 Pronunciation Practice (5 minutes)
Play the pronunciation practice audio and display the classification of phonetic symbols, such as / / (tall, small, etc.), / / (but, cup, etc.). Let the students follow and imitate, paying attention to the mouth shape and tongue position of pronunciation.
Play the audio again. The students follow the audio, and the teacher emphasizes the rhythm and intonation of the sentences. Invite individual students to imitate and read aloud. The teacher corrects and guides them to help the students master the correct pronunciation skills.
Step 6 Homework
1.Recite the key vocabulary learned in this lesson. Get the signature of parents to confirm. There will be a vocabulary quiz the next day.
2.Use the learned superlative form of adjectives in sentence patterns to 3.describe the characteristics of three plants or animals you like, with no less than 5 sentences.
【拓展延伸】
【板书设计】
Period 2 Section A 2a-2e
授课时间 实有人数 缺席人数 缺席原因 【课时目标】
1. 重点单词: folding fan, bamboo, goodness, useful, fastest-growing
2. 重点短语:a symbol of goodness, build houses, make tools
3. 重点句式:
-Bamboo is one of the most popular subjects in Chinese paintings.
-People can use it to build houses and make tools and instruments.
4. 熟练掌握与竹子相关的英语词汇和常用表达。
5. 准确理解对话中关于竹子的信息,并提取关键内容。
6. 运用所学知识, 围绕竹子相关话题进行交流。
7. 通过合作创编、表演对话,并进行互相评价;通过深入思考和分享观点,培养批判 性思维, 以及用英语进行深入交流的能力
【教学重难点】
1. 掌握 folding fan bamboo shoot 等与竹子相关的词汇及重点句型。
2. 理解竹子在文化、生活及生态方面的意义和用途。难点
3. 用英语清晰、连贯地阐述竹子的多元价值，并进行深度交流。
4.在小组讨论和对话创编中灵活运用所学知识，展现创新思维。
【教学过程】
Step 1 Warming up
T: Look at this beautiful folding fan with a bamboo painting.
Do you know anything about bamboo in Chinese culture Share your thoughts.
Step 2 Listen, read and answer
The teacher guides students to listen to the conversation in 2a and fill in the blanks.The teacher asks students to read the conversation and answer the five questions on the reading sheet.
Step 3 Complete and think
The teacher asks students to read the conversation again and complete the mind map on the learning sheet.
Step 4 Listen, repeat and role-play
Play the recording again. The students follow the recording and imitate the pronunciation and intonation.
Then let the students work in pairs and read the conversation in roles, paying attention to the pronunciation, intonation, and emotional expression.
Invite several pairs of students to show their performance. The other students listen carefully and give evaluations.
The teacher finally summarizes and gives feedback. Guide the students to pay attention to the use of the superlative form of adjectives in the conversation and encourage them to use these sentence patterns flexibly in real - life communication.
Step 5 Pair work
T: Work on 2e. 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.
(Students work in pairs. The teacher provides some guiding questions, like “What makes bamboo special？” and “How does bamboo contribute to the local
ecosystem？” . )
T: Let's have a “Bamboo Tour Guide Show” . Each pair comes to the front ofthe
classroom and presents their conversation. The rest ofthe class can ask questions or give comments.
Step 6 Homework
1.Find a picture of a bamboo-related scene and write a short description about it. You can include details like the environment, the role of bamboo, and your feelings.
2.Then, share it on your English-learning social media group (if applicable) and respond to others' posts.
【拓展延伸】
【板书设计】
Period 3 Section A Grammar Focus
授课时间 实有人数 缺席人数 缺席原因 【课时目标】
1. 重点单词: land, rose, butterfly, wing, weigh,Kg,believe,Africa, peony, lotus, frog, ginkgo, province.
2. 重点短语: up to, take a walk, in the world, one of..., a symbol of, bring...to...
3. 重点句式:
The blue whale is the largest and heaviest animal in the world.
The biggest land animal in the world is the African elephant.
The cheetah runs the fastest among all land animals.
I think the most useful plant in the world is bamboo. It is perhaps the most interesting plant in the world.
4.掌握形容词最高级的构成规则及用法，能正确运用最高级描述事物。
5.通过听说读写活动，提高运用最高级进行表达的能力。
6.激发学习英语的兴趣，培养观察和比较的能力。
【教学重难点】
1.形容词最高级的构成及用法。
2.不规则形容词最高级的变化及在实际语境中的运用。
【教学过程】
Step 1 Review and Lead - in (5 minutes)
Use the PPT to show some pictures of plants and animals. Let the students use the superlative form of adjectives in sentence patterns to describe their characteristics, reviewing the vocabulary and sentence patterns learned in the previous lesson.
Randomly select students and ask some basic questions about the superlative form of adjectives, such as the formation rules and common irregular changes, to check the students' mastery.
Step 2 Grammar Explanation (10 minutes)
Present the sentences in Grammar Focus. Guide the students to observe the usage of the superlative form of adjectives and summarize its structure and change rules.
Focus on explaining some confusing knowledge points, such as the difference between "the most + adjective" and "adjective + est", and the formation of the superlative form of multi - syllable adjectives. Analyze through example sentences to help the students understand.
Let the students do some simple sentence - making exercises, using the superlative form of adjectives to describe things around them. Invite some students to share their sentences and give timely feedback and guidance.
Step 3 Reading Training (15 minutes)
Skimming the article: Show the reading material in 3c. Let the students quickly skim the article and answer the question "What is the main idea of the passage " to cultivate their ability to obtain the main idea of the article.
Intensive reading: Read the article again. Let the students read intensively with the question "What are the specific characteristics of the ginkgo tree described in the passage " Ask the students to find the key information in the article and mark it. After reading, organize the students to have a group discussion and share the information they found. The teacher walks around the groups and gives necessary guidance and help.
Learning language knowledge: Combine the reading article to explain the key vocabulary and phrases in the article, such as "ancient", "common", etc. Help the students understand their usage through example sentences. At the same time, guide the students to pay attention to the sentences using the superlative form of adjectives in the article and analyze their expressive effects.
Step 4 Writing Practice (10 minutes)
Writing guidance: Based on the reading article and the content learned in this lesson, guide the students to do a writing practice. Give the writing topic, such as "My Favorite Plant/Animal". Help the students sort out their writing ideas and list the writing points, such as the appearance, characteristics, and status in the ecosystem of the plant or animal, and use the superlative form of adjectives to highlight its uniqueness.
Students' writing: Let the students write according to the points they listed. Require them to use the learned vocabulary and sentence patterns with the superlative form of adjectives, and try to make the sentences smooth and the expression clear. The teacher walks around to observe the students' writing and gives timely guidance and help. Encourage the students to express their ideas boldly.
Presentation and evaluation: Invite some students to share their compositions. The
other students listen carefully and give evaluations, putting forward suggestions from aspects such as the completeness of content, the accuracy of language, the correctness of grammar, and the use of the superlative form of adjectives. The teacher finally
summarizes and evaluates, affirms the students' advantages, points out the existing problems, and gives directions for improvement.
Step 5 Homework
1.Recite the wonderful paragraphs in the reading article to deepen the memory of vocabulary, sentence patterns, and expression methods.
2.According to the evaluation comments in class, revise your composition and copy the revised composition neatly in the exercise book.
3.Preview the content of Section B and look up relevant information to learn more interesting knowledge about plants and animals.
【拓展延伸】
【板书设计】
Period 4 Section B 1a-1f
授课时间 实有人数 缺席人数 缺席原因 【课时目标】
1. 重点单词: connect, conected, without, imagine, honey,disappointed, connection, action, percent, planet, store, communicate, protect, importance, human, ant
2. 重点短语: be connected with / to, in fact, for this reason, in order to, play a part in sth., be home to sb.
3. 重点句式:
How are plants and animals connected with us
Bees are also one of the most interesting animals in the world.
Bees play an important role in the ecosystem of our planet.
4 能通过标题、图片预测文章内容；能快速阅读文章获取主旨大意，通过细读提 取细节信息（如蜜蜂的工作、重要性、行为特点）。
5.能运用文章中的句型（如“Bees are very hard-working animals...”“In order to store honey, they create honeycombs.”）描述蜜蜂的特征。
6 通过“预测-阅读-讨论 ”的步骤，培养自主阅读和合作学习能力；
7.认识到蜜蜂与人类生活的密切联系，增强保护蜜蜂的意识；
8.感受自然生物的神奇，培养对自然的热爱。
【教学重难点】
1.理解文章主旨（蜜蜂与人类生活的联系）；
2.掌握文章中的核心词汇和关键句型。
3.理解“pollination”（传粉）的概念及蜜蜂传粉对植物生长的重要性；
4.运用文章中的语言描述蜜蜂的特征。
【教学过程】
Step 1 Lead - in (5 minutes)
After warmly greeting the students, the teacher shows some pictures of the interdependence of plants and animals, such as bees collecting nectar from flowers and birds building nests in trees.
Raise questions to guide students to think and discuss: "What relationships can you find between these plants and animals How do they affect each other " Encourage students to actively share their observations and ideas, thus leading to the topic of the relationship between plants and animals in this lesson.
Step 2 Vocabulary Learning (8 minutes)
Use PPT to present the key vocabulary that appears in 1a - 2c, such as "pollination", "honeycomb", "communicate", "role", "ecosystem", etc. Help students understand the meanings of the words through pictures, animations, example sentences, and simple English explanations. For example, play an animation of bees pollinating to explain "pollination" and give the example sentence "Pollination is very important for the reproduction ofplants."; show a picture of a honeycomb to explain "honeycomb".
Lead the students to read the words and correct their pronunciations. Then, carry out a vocabulary - chain game, where students take turns to say a new word starting with the last letter of a certain word to strengthen vocabulary memory.
Let students make simple sentences with the newly learned words. Invite some students to share their sentences, and the teacher gives timely feedback and guidance to correct incorrect usages.
Step 3 Listening Practice (10 minutes)
Before playing the listening material in 1b, guide students to observe the pictures and predict the listening content.
Play the listening material for the first time. Let students complete the matching task, that is, match the animal behaviors with the corresponding results. After playing, check the answers and give a brief explanation.
Play the listening material again. Ask students to listen carefully and take notes of the key information, such as the specific behaviors of animals and their impacts on plants or the ecosystem. Then, let students work in pairs, communicate based on the recorded information, and share what they heard. The teacher walks around and provides help.
Step 4 Reading and Discussion (10 minutes)
Ask students to read the article content in 1b. The teacher raises questions, such as "What is the greatest work of bees How do they communicate with each other " Guide students to read with these questions in mind.
After students finish reading, organize group discussions for them to share their understandings of the viewpoints in the article. Each group selects a representative to report the group's discussion results to the whole class.
The teacher summarizes and supplements based on the students' reports, guides students to deeply think about the importance of plants and animals in the ecosystem, and encourages students to express their opinions on protecting plants and animals.
Step 5 Oral Expression (7 minutes)
Create situations and present some topics about the relationships between plants and animals, such as "What would happen if there were no bees How can we protect the habitats of wild animals " Let students have a conversation and discussion in pairs.
The teacher walks around each group, encourages students to express their opinions using the learned vocabulary and sentence patterns, corrects language errors in a timely manner, and guides students to expand the conversation content.
Invite several pairs of students to show their conversations. Other students listen
carefully and evaluate, scoring and commenting from aspects such as language use, opinion expression, and communication fluency. The teacher finally summarizes, affirms the students' strengths, points out existing problems, and puts forward
improvement suggestions.
Step 6 Homework
1.Recite the key vocabulary and phrases learned in this lesson. Get the signature of parents to confirm. There will be a vocabulary quiz the next day.
2.Write a short passage explaining the relationship between a certain plant and an animal.
3.Require the use of the learned vocabulary and sentence patterns, with no less than
80 words.
4.Preview the content of Section B 2a - 3c and try to understand the main idea of the article.
【拓展延伸】
【板书设计】
Period 5 Section B 2a-3c
授课时间 实有人数 缺席人数 缺席原因 【课时目标】
1. 重点单词: happiness, disappoint, ton, role, climate, ocean, except, tiny, lively, pea, mushroom
2. 重点短语:play a role in..., the size of, on earth, live up to, many kinds of, 3. 重点句式:
The blue whale is the largest and heaviest animal on earth.
Many people like watching blue whales swim, and they think it is one of the most beautiful things to see.
Blue whales can live up to 90 years.
Blue whales play an important role in our world, so we must protect them.
Blue whales live in all oceans except the Arctic Ocean.
4.掌握通过添加后缀（ance/tion/ness/ity）构成名词的方法，并完成相关练习。
5.能从文本中提取蓝鲸的生活习性、生态作用等关键信息。
6.以蓝鲸的第一人称视角，结合所学词汇和句型，完成短文写作。
7.理解蓝鲸在生态系统中的重要性，培养保护海洋生物的意识。 【教学重难点】
1.通过 2a-2b 活动，区分同类词汇并总结构词规律。
2.从阅读材料中提取蓝鲸的栖息地、体型特征等信息。
3.以第一人称改写段落，突出蓝鲸的生态价值。
4.构词法规则的内化：学生需灵活运用后缀规则，独立完成词汇变形练习。
5.第一人称写作的生动性：引导学生结合形容词（tiny, lively）和副词，使短 文内容更丰富。
【教学过程】
Step 1 Review and Lead - in (5 minutes)
Use PPT to show some pictures of plants and animals. Randomly select students to describe the characteristics or relationships of these plants and animals using the learned vocabulary and sentence patterns, reviewing the knowledge learned before.
The teacher asks questions: "What have we learned about plants and animals How do they interact with each other "
Guide students to review the key knowledge of this unit and prepare for the new lesson.
Step 2 Reading Training (12 minutes)
Skimming the article: Show the reading material in 3a.
Let students quickly skim the article and answer the question "What is the main idea of the passage about the blue whale " to cultivate their ability to obtain the main idea of the article.
Intensive reading: Read the article again. Let students read intensively with the questions "What are the unique features of the blue whale How does it affect the ecosystem " Ask students to find the key information in the article and mark it.
After reading, organize students to have a group discussion and share the information they found.
The teacher walks around each group and gives necessary guidance and help.
Learning language knowledge: Combine the reading article to explain the key vocabulary and phrases in the article, such as "weigh", "tiny", "play an important role in", etc. Help students understand their usage through example sentences.
At the same time, guide students to pay attention to the superlative form of adjectives and other descriptive languages used in the article and analyze their expressive effects.
Step 3 Oral Expression (10 minutes)
Group discussion: Divide students into groups.
Let them discuss the questions "What other animals play important roles in the ecosystem How can we protect these animals " based on the article content and their own knowledge.
Encourage students to actively participate in the discussion and share their opinions and knowledge.
Group report: Each group selects a representative to report the group's discussion results to the whole class.
Other group students listen carefully and can ask questions and make supplements. The teacher summarizes and evaluates the reports of each group, guiding students to further think about the importance of ecological protection.
Oral practice: The teacher creates a situation, such as "Imagine you are a wildlife protector. What would you say to raise people's awareness of protecting animals "
Let students conduct oral practice and express their ideas using the learned vocabulary and sentence patterns.
The teacher walks around, gives students timely feedback and guidance, and helps students improve their oral - expression ability.
Step 4 Writing Practice (10 minutes)
Writing guidance: Based on the reading article and the content of the oral discussion, guide students to conduct a writing practice.
Give the writing topic, such as "The Importance of Protecting a Certain Animal/Plant", help students sort out their writing ideas, and list the writing points, such as describing
the characteristics of the animal or plant, its role in the ecosystem, the threats it faces, and the protective measures.
Students' writing: Let students write according to the points they listed. Require them to use the learned vocabulary, sentence patterns, and grammar knowledge, and try to make the sentences smooth and the expression clear. The teacher walks around, observes the students' writing situations, gives timely guidance and help, and encourages students to express their ideas boldly.
Presentation and evaluation: Invite some students to share their compositions.
Other students listen carefully and evaluate, putting forward suggestions from aspects such as content integrity, language accuracy, grammatical correctness, and expression fluency.
The teacher finally summarizes and evaluates, affirms the students' advantages, points out the existing problems, and gives directions for improvement.
Step 5 Homework
1.Ask students to revise their compositions according to the evaluation opinions in class and neatly copy the revised compositions into their exercise books.
2.Preview the content of the Project part, think about what they can do to protect plants and animals, and prepare for the classroom activities in the next class.
【拓展延伸】
【板书设计】
Period 6 Project
授课时间 实有人数 缺席人数 缺席原因 【课时目标】
1. 复习并运用形容词/副词最高级（如 the strangest, the most beautiful）、 一般现在时（描述动植物特征）、一般过去时（选择原因）等语法知识；掌握“收 集信息-制作海报-展示分享 ”的项目流程。
2. 通过小组合作，提升信息收集、整理、表达及创意设计能力；学会用英语描 述动植物的特征、栖息地及有趣事实。
3. 培养对自然生物的兴趣，增强保护动植物的意识；通过合作学习，提升团队 协作能力。
【教学重难点】
1.运用形容词/副词最高级描述动植物；完成海报的信息收集与制作；用英语流利 展示海报。
2.准确使用最高级表达；合理组织海报内容；小组合作中的分工与协调。 【教学过程】
Step 1: Lead-in（5 分钟）——激活背景知识，激发兴趣
1. 播放动植物短视频（如“世界上最奇怪的动物 ”“最美丽的植物 ”），提问：“What animals/plants did you see Which one do you like best Why ” 引导学生用简单句
回答（如“I saw a panda. It’s cute.”）。
2. 展示课本中的海报标题（如 The Strangest Animal, The Most Beautiful Plant）， 提问：“Which title do you like Why ” 引导学生用最高级表达（如“The Strangest Animal is interesting because I want to know more about unusual animals. ”）。
通过视觉和问题激活学生对动植物的兴趣，复习最高级用法，自然引入本课主题。 Step 2: Presentation（10 分钟）——明确任务，讲解要求
1. 展示课本中的任务流程（4a-4d），用中文解释每个步骤：
4a：小组合作，选择或创造海报标题（如“The Most Amazing Plant”）；
4b：收集图片和信息（回答 4 个问题：名称、栖息地、选择原因、有趣事实）；
4c：制作海报（将信息整理到海报上，可搭配图片）；
4d：课堂展示，投票选最佳海报。
2. 展示海报示例（如“ The Most Popular House Plant——Snake Plant”），讲解内 容结构：
标题：用最大字体写在顶部；
图片：贴在中间或左侧；
信息：用 bullet points 或短句列出（如“Name: Snake Plant; Habitat: Indoor, warm places; Why choose it: It’s easy to take care of; Interesting fact: It can purify the air.”）。 明确项目任务和流程，通过示例降低学生制作难度，确保学生理解要求。
Step 3: Group Work（15 分钟）——合作完成海报
1. 小组讨论：选择海报标题（如“The Oldest Tree”），确定分工（如“组长：统 筹；成员 1 ：收集图片；成员2 ：整理信息；成员 3 ：设计海报 ”）。
2. 小组活动：
成员 1 ：展示课前收集的图片（如“ sequoia”的图片），讨论是否合适；
成员2：用英语回答4 个问题（如“What’s its name It’s a sequoia. Where does it grow It grows in California, USA. Why did you choose it Because it’s the oldest tree in the world. What’s an interesting fact It can live for over 3,000 years.”）；
成员3 ：将信息整理到海报上，搭配图片，用马克笔装饰（如用绿色画树叶，棕 色画树干）。
教师指导：巡视各组，解答疑问（如“如何用最高级描述？ ”“海报内容如何安
排？ ”), 鼓励学生用英语交流（如“Can you tell me more about its habitat ”）。 通过小组合作，落实任务要求，培养合作能力，同时练习英语表达。
Step 4: Presentation（10 分钟）——展示分享，互动评价
1. 各组派代表展示海报（如“ Our poster is about ‘The Most Amazing
Animal——Panda’ . Look at the picture. It’s cute. Its name is Panda. It lives in
Sichuan, China. We chose it because it’s China’s national treasure. An interesting fact is that pandas love to eat bamboo.”）。
2. 其他组提问（如“Where else do pandas live ”“What do they eat besides bamboo ”），展示组回答。
3. 投票环节：每组发一张选票，选择“最佳信息奖 ”“最佳设计奖 ”“最有趣奖 ”， 统计结果并颁奖（如小贴纸）。
通过展示提升学生的表达能力，通过提问和投票促进互动，增强课堂参与感。 Step 5: Reflection（5 分钟）——总结提升，情感升华
1. 提问课本中的反思问题（如“What amazing plants and animals did you learn
about When do you use superlative forms ”），引导学生用英语回答（如“I learned about the sequoia. It’s the oldest tree. We use superlative forms to compare three or more things.”）。
2. 情感升华：播放“保护动植物 ”的公益广告，提问：“How are we connected with plants and animals What can we do to protect them ” 引导学生回答（如“We are part of nature. We should not cut down trees or hunt animals.”）。
总结本课知识点，联系实际，培养学生的环保意识。
Step 6: 作业设计
1. 完善海报：将课堂制作的海报带回家，添加更多细节（如更多图片、更丰富 的信息）；
2. 写作任务：用英语写一段话，描述你海报中的动植物（不少于 80 词），要求 使用至少 3 个最高级（如“The most amazing plant is the lotus. It’s the most beautiful flower in summer. It grows in the most clean water.”）。
Period 7 Reading Plus
授课时间 实有人数 缺席人数 缺席原因
【课时目标】
1.学生能够理解并掌握课文《The Brave Homing Pigeon》中的生词、短语及主 要句型。
2.学生能够准确理解课文内容，把握文章主旨大意。
3.通过阅读、讨论、复述等方式，培养学生的阅读理解能力、合作学习能力及语 言表达能力。
4.引导学生学会利用上下文猜测词义，提高阅读效率。
5.激发学生对动物英雄故事的兴趣，培养尊重生命、敬畏自然的情感。
6.通过学习信鸽的勇敢行为，引导学生体会忠诚与勇敢的品质。 【教学重难点】
1 掌握课文中的生词、短语及主要句型。
2.理解课文内容，把握文章结构。
3.运用所学知识进行阅读理解和信息提取。
4.体会文章所传达的情感和价值观。
【教学过程】
Step 1 Warm-up
Show pictures of homing pigeons and initiate a brief discussion on what students know about them.
Pose the question: "What special abilities do homing pigeons have " to introduce the topic.
Step 2 Pre-reading
Play the audio recording of the text while students follow along silently.
Present new vocabulary and key sentence structures using the multimedia presentation. Have students repeat and practice pronunciation.
Guide students through a first reading of the text, clarifying any misunderstandings. Step 3 While-reading
Distribute reading comprehension worksheets. Students work individually to answer questions based on the text.
Organize students into small groups to discuss their answers and share insights. The teacher circulates to provide guidance.
Invite group representatives to share their discussions with the class, fostering a whole-class understanding.
Step 4 Post-reading
Instruct students to retell the story in their own words, using the text as a reference if needed.
Encourage creativity and personal interpretation while ensuring key points are covered.
Provide feedback and support as students share their retellings.
Step 5 Emotional Reflection
Facilitate a class discussion: "What can we learn from the brave actions of the homing pigeon "Encourage students to share personal reflections and connect the story to real-life situations, promoting empathy and moral reasoning.
Step 6 Conclusion
Summarize the key vocabulary, phrases, and main ideas covered in the lesson.
Emphasize the importance of reading strategies and encourage students to apply them in future reading tasks.
Step 7 Homework
1.Complete additional reading comprehension exercises related to the text.
2.Research and prepare to share another story about an animal hero in the next class. 教学反思

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