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教学内容 Unit 4 Amazing Plants and Animals Section A (1a-Pronunciation) 课 时 第1课时
备课日期 授课日期
教学目标 Language Ability 1.Students will be able to accurately use superlative adjectives(eg, the tallest, the most beautiful) to describe extraordinary features of plants and animals. 2.Students will comprehend and respond to questions about natural wonders with fluency and correct stress patterns. Cultural Awareness 1.Students will explore how different cultures value unique species. 2.Through this lesson, students recognize the diversity of life in the world, learn to revere nature, and respect nature. Thinking Quality 1.Students will categorize and prioritize facts from listening tasks (eg, matching animals to superlatives). 2.Students will evaluate the importance of biodiversity by discussing questions like "Why should we protect the oldest trees " Learning Ability 1.Through listening tasks, students can acquire relevant knowledge about animals and plants, and cultivate listening skills. 2.Through pair/group tasks, students will practice negotiation and knowledge-sharing.
教学 重点、难点 1.Master the new words of animals and plants, and get the relevant knowledge of animals and plants through listening tasks. 2.Students will distinguish and produce target sounds (/e /, /a /, / /) and consonant blends (/bl/.../gr/) clearly.
教学活动设计
教学过程 设计意图 二次备课
Step 1 Warming-up 1.Greeting each other. 2.Explain learning objectives to students. 3.Look at the cover page of this unit and think the questions in Look and share. Step 2 Lead-in 1.Show a video about nature and ask the students to remember what they can see and hear. 2.T shows the riddle page and lets students have a guessing game: "Let's have a guessing game according to the video you just watched.Read the riddles, look at the pictures, and guess the plants and animals.Share your answers in English!" Step 3 Pre-listening Work on 1a 1.Teacher presents the words in the box"beautiful,big, fast, heavy, large,long,old, small,tall,short" on the blackboard or PPT. 2.Explain the meanings and pronunciations of these words, especially the superlative forms. 3.Use some simple examples to help students understand how to use them like "The elephant is big. The blue whale is the biggest animal in the world." 4.Let students finish 1a:Look at the plants and animals.Use the words in the box to talk about them.After that,ask some students to share their answers. Step 4 While-listening Work on 1b 1.Play the recording of the dialogues for students to listen for the first time. Ask them to number the plants and animals in la in the order they hear them. 2.Play the recording of 1b for the second time.After that, have students share their answers in pairs first and then have the whole class check the answers. Work on 1c 1.Play the recording for the third time.This time,ask students to match the words "heaviest, largest,most beautiful,oldest, fastest, tallest" with the plants and animals in la. Some may have two answers. 2.Students complete the task individually. Then,have students discuss their answers in groups of four. 3.Teacher invites several groups of students to report their answers. Step 5 Post-listening Teacher asks students to write down some sentences according to the listening materials. The blue whale is the largest and heaviest animal in the world. The cheetah runs the fastest. Moss is one of the oldest plants in the world. Work on 1d 1.Teacher organizes students to have a pair work to ask and answer questions about the plants and animals in 1a. 2.Teacher gives students time to make up dialogues for practice. 3.Teacher invites several pairs to demonstrate their conversations, focusing on whether the superlatives used are correct. Group work 1.Divide students into groups of four.Each group chooses one plant or animal they are interested in, and then discuss more amazing things about it, and writes them down. 2.After 5 minutes,each group selects a representative to share their findings with the whole class. Step 6 Pronunciation Work on 1 1.Present the table in Pronunciation 1,teach the phonetic symbols and words,and ask students to pay attention to the pronunciation rules. 2.Play the recording,and let students follow and read. Then ask students to add one more word that follows the same pronunciation rule to each group on their own. Work on 2 1.Play the recording of Pronunciation 2,ask students to notice the differences in sentence stress and meaning,and follow and imitate. 2.Teacher explains the relevant rules of sentence stress. Step 7 Summary Teacher shows the students the mind map of the key points of this lesson through PPT, leads them to review. Step 8 Homework 1.Create information cards for the animals and plants in la,label the corresponding adjectives. 2.Interview three classmates about the most amazing animals and plants in their memories, describe their characteristics, write down the dialogue and introductions, add pictures. 通过观察封面页，引导学生对于单元话题有一个整体初步的认知，为后续学习做准备。 通过观看视频，激活学生的已有知识.激发学习兴趣.同时为新课内容的引入创造自然过渡。 通过所看视频进行谜语猜测游戏，激活和强化学生相关的动植物知识，为后续学习做铺垫。 滲透听力策略教学，让学生掌握“抓核心名词”的方法，提升听力理解效率，同时熟悉话题词汇的语音形式。 强化听力策略-捕捉最高级词汇，巩固形容词最高级在语境中的运用，借助信息匹配策略，让学生在语篇中理解最高级句型。教师根据学生听对话填写词汇的准确度，判断学生获取并记录细节信息的能力。 通过用最高级写出听力材料中相关动植物的信息，初步锻炼学生对于最高级的使用。 通过小组讨论最感兴趣的动植物，培养学生自主探索和拓展知识的能力，以及公共演讲和信息分享的技能，进一步增强他们对令人惊叹的动植物这一话题的兴趣。 通过系统的发音教学和听力练习,帮助学生掌握目标音标的发音规则,理解重音对句子意义的影响,从而提升学生的语音准确性和听力理解能力。
板书设计 Unit 4 Amazing Plants and Animals Section A (1a-Pronunciation) Vocabulary: old--oldest fast-fastest small-smallest tall-tallest short-shortest large-largest heavy-heaviest beautiful-most beautiful Sentence pattern: A:What's amazing about the blue whale B:It's the largest/biggest animal in the world.
教学反思
教学内容 Unit 4 Amazing Plants and Animals Section A (2a-2e) 课 时 第2课时
备课日期 授课日期
教学目标 Language Ability 1.Students will be able to extract key details (eg, superlatives like "the largest bamboo forest") from the conversation and complete fill-in-the-blank tasks accurately. 2.Students will role-play a guided tour dialogue using target structures (eg, "Bamboo is one of the fastest-growing plants...") and express bamboo’s cultural/ecological significance in simple sentences. Cultural Awareness 1.Recognize bamboo as a cultural symbol in China (eg, resilience, moral virtue) and its artistic representations (eg, paintings, fans). 2.Compare bamboo’s utilitarian roles (construction, food) across cultures to foster cross-cultural perspectives. Thinking Quality 1.Organize bamboo’s features (growth speed, uses) via mind maps, categorizing information logically. 2.Creatively expand dialogue content in role-play (eg, adding eco-friendly uses of bamboo). Learning Ability 1.Work in pairs to co-construct dialogues, negotiating meaning and feedback. 2.Cultivate students’ ability to organize and summarize information, and sort out the knowledge system with the help of mind maps.
教学 重点、难点 1.Mastery of topic-related terms (symbol, fastest-growing, useful plants) and superlative forms (the most popular, the tallest). 2.Use the knowledge you have learned to conduct oral communication on the topic of bamboo, and experience the connotation of bamboo in Chinese culture.
教学活动设计
教学过程 设计意图 二次备课
Step 1 Warming-up Teacher shows a poem through PPT. Upright stands the bamboo amid green mountains steep, its tooth like root in broken rock is planted deep. It's strong and firm though struck and beaten without rest, careless of the wind from north or south,east or west. Step 2 Lead-in 1.T:The poem is about bamboo.Bamboo is a common but very useful plant in our lives.Do you know what bamboo can be used for Ss:chair/basket/fan... 2.Teacher plays a short video about bamboo, including its growth, usages, cultural connotation, etc. Prediction Before proceeding to the next step of listening, teacher guides students to predict the listening text. T:Chen Jie had a folding fan bought in Sichuan, Ella is very interested in it, do you know what they will talk about the fan Step 3 Listening Work on 2a 1.Play the audio of the conversation for the first time without stopping. Then ask students some simple questions like "What is the main topic of the conversation " or "What are they talking about in the conversation "Let several students share their answers, and the teacher gives a brief summary to confirm the main idea. 2.Play the audio for the second time,and ask students to fill in the blanks while listening.The teacher can pause the audio appropriately to give students enough time to write. 3.Give students time to do a peer review, and then the teacher leads students to correct the answers together. Step 4 Reading Work on 2b 1.Present the problem of 2b, let students read 2a as a whole with the problems, and find the answers. What does Ella see on the folding fan Why does bamboo often appear in Chinese paintings Where is the Bamboo Sea What do people use bamboo for Is Ella interested in bamboo How do you know 2.Teacher invites several students to share their answers with the whole class. Work on 2c 1.Have students read the dialogue again and complete the concept map with the information from 2a. 2.Invite several students to share their answers. Language points The teacher explains the important knowledge points in this listening passage to the students: It’s a symbol of goodness in Chinese culture. Well,bamboo is one of the fastest-growing plants. People can use it to build houses and make tools and instruments. Step 5 Speaking Work on 2d 1.Teacher plays the recording of 2a again, asks students to follow the reading, paying attention to the intonation and tone. 2.Organize students to pair up at the same desk for role reading and practice dialogue. 3.Invite several groups of students to role-play. Work on 2e 1.Guide students to look at the requirements in 2e, imagine themselves as a tour guide and a foreign tourist, and create a dialogue about bamboo,including the home to it,the uses of it and so on. 2.Pair the students off and give them time to write their dialogues and then practice. 3.Invite several groups of students to the front of the classroom for presentations, reminding students to add body language. Step 6 Group work 1.Divide students into groups of four.Give them discussion topics"Why is bamboo a popular subject in Chinese paintings " "What other uses of bamboo do you know besides those mentioned in the conversation " 2.Give students time to discuss in groups and then invite group representatives to report. Step 7 Homework 1.bamboo's characteristics, uses, and cultural significance. 2.Write an English essay describing your impressions and feelings about bamboo.(at least 60 words.) 通过这首诗,激活学生的已有知识，激发学习兴趣，实现学科的跨越,同时为新课内容的引入创造自然过渡。 观察学生能否说出更多的竹子的用途,做出一些合理的预测，从而为听力任务做好准备。 通过播放关于竹子的短视频介绍，让学生获得相关背景知识，进一步了解竹子，降低听力的难度。 教师引导学生对于Chen Jie和Ella的对话内容进行预测，降低听力焦虑。 教师观察学生回答问题的准确性和思维导图的完整性，评估学生对对话内容的理解程度以及信息梳理能力，了解学生的思维逻辑和表达能力。 通过回答问题和完成思维导图，帮助学生深入理解对话内容，梳理竹子的相关信息，培养信息归纳和逻辑思维能力,帮助学生系统掌握竹子的特点、用途和文化意义。 教师通过向学生讲解对话里的知识点，增加学生的语法储备，为做题铺路。 通过小组讨论，输出本节课的相关内容，同时发散学生的思维，集思广益，进一步了解竹子的重要性和用途。
板书设计 Unit 4 Amazing Plants and Animals Section A (2a-2e)
教学反思
教学内容 Unit 4 Amazing Plants and Animals Grammar Focus (3a-3c) 课 时 第3课时
备课日期 授课日期
教学目标 Language Ability 1.Students will be able to identify and apply the correct superlative forms of adjectives and adverbs. 2.Students will accurately use superlatives in sentences and short passages to describe animals, plants, and other objects. Cultural Awareness 1.Students will explore cultural symbolism by learning about the ginkgo tree as a representation of hope and longevity in Chinese tradition. 2. Students will appreciate biodiversity by discussing unique plants and animals worldwide. Thinking Quality 1.Students will analyze and categorize adjectives/adverbs based on syllable count to determine the correct superlative form (eg, "big" → "-est," "interesting" → "the most interesting"). 2.Students will evaluate and justify opinions using superlatives. Learning Ability 1.Students will cooperate in pairs/groups to complete grammar tasks. 2.Students can understand and apply the rules of the superlative change of adjectives and adverbs through autonomous and cooperative inquiry.
教学 重点、难点 1.The formation of the superlative of adjectives and adverbs, including regular and irregular variations. 2.Common sentence patterns for the superlative of adjectives and adverbs.
教学活动设计
教学过程 设计意图 二次备课
Step 1 Lead-in 1.Teacher plays a video about the world's most extreme landmarks,such as the tallest building, the deepest ocean, the longest Great Wall, etc. 2.After the video ends,asks students: What did you see in the video Can you describe them in English 3.Guide students to try describing the characteristics of what they saw in English, thereby introducing the topic of superlative adjectives and adverbs. Step 2 Presentation Work on 3a 1.Teacher lets students read the sentences in 3a,observe the bold words, and then guide them to summarize the rules for forming the superlative adjectives and adverbs through independent exploration or group collaboration. 2.The teacher explains the rules for forming the comparative and superlative forms of adjectives and adverbs, and supplements with the superlative forms of irregular adjectives and adverb. 3.Demonstrate how to use the superlative adjective and adverb correctly through example sentences,guide students to try to use superlatives to come up with examples on their own. Step 3 Practice Exercises After explaining the knowledge points about superlatives, the teacher shows some exercises through PPT. Work on 3b 1.Show the practice 3b, and let students complete the sentences with the superlatives forms of the words in brackets. (1) Among all animals, I love pandas the best. I think they are (cute) animals in the world. (2) Which do you think is _ (beautiful), the rose, the peony, or the lotus flowers (3) Look at that butterfly! It has (colourful) wings. (4) Which animals jumps (high), the lion, the monkey, or the tree frog (5) The elephant birds were (large) and (heavy) birds on earth. Some could stand up to three metres tall and weigh up to 860 kg. 2.After students independently complete 3b, teacher gives time for students to check each other's work with their partners, to see if there are any word or grammar mistakes. 3.Teacher shows the answers through PPT, leading the students to check together. Work on 3c 1.Teacher shows some beautiful pictures of ginkgo trees and asks the students, “What kind of tree is this How much do you know about it ” 2.Teacher asks students to read the passage of 3c to get the main idea and complete the passage with the superlative forms of the words in the box. 3.Invite several students to share their answers. 4.The teacher organizes students to discuss and answer the questions: "Why do Chinese people like ginkgo trees " "Do you know what are the uses of ginkgo trees " Step 4 Production 1.Ask students to describe their favourite animals,plants or other things using superlative adjectives or adverbs. 2.Students work in pairs and share their ideas with each other. 3.The teacher selects several pairs to come to the stage and share their ideas. Step 5 Summary Teacher leads students to summarize the key points of the superlatives through PPT. Step 6 Homework 1.Summarize the differences between the comparative forms of and the superlative forms of adjectives and adverbs,and show it in a chart. 2.Write 6-8 sentences on the topic "The Most Amazing Plant/Animal", using at least 5 superlative adjectives or adverbs. 播放世界之最的视频，通过极具视觉冲击力的画面，迅速吸引学生的注意力，激发他们的好奇心和学习兴趣。以直观的方式呈现最高级概念的实例，帮助学生在脑海中初步构建对“最高级”的感性认知，从而自然地引出本节课的主题。 教师观察学生是否能通过观察加粗单词总结出最高级的构成规则.并观察其对规则变化和不规则变化的理解与记忆情况，并检查学生整理语法的情况。 教师观察学生独立完成练习的情况，评估其对最高级形式的掌握程度和运用能力,通过独立练习，帮助学生巩固所学知识,培养其自主学习能力；通过学生互查和集体订正，及时纠正错误，强化正确用法.确保学生扎实掌握最高级形式。 通过出示银杏树的相关美图，激发学生的兴趣；通过提问激活学生的背景知识；通过阅读和完成3c的任务使学生对于银杏树有进一步的了解，同时巩固最高级的用法；最后通过讨论中国喜欢银杏树的原因和银杏树的用途，培养学生的跨学科意识和对自然生态的关注与热爱。
板书设计 Unit 4 Amazing Plants and Animals Grammar Focus (3a-3c) The blue whale is the largest and the 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.
教学反思
教学内容 Unit 4 Amazing Plants and Animals Section B (1a-1f) 课 时 第4课时
备课日期 授课日期
教学目标 Language Ability 1.Students will be able to identify and understand descriptive adjectives and superlative forms in the text. 2.Students will extract key details (eg, pollination, honeycomb, bee communication) to summarize the ecological role of bees. Cultural Awareness 1.Students will recognize the global significance of bees in agriculture and ecosystems, fostering respect for nature. 2.Cultivate students' awareness of biological conservation and stimulate their interest in protecting bees. Thinking Quality 1.Analyze cause-effect relationships and propose solutions to protect bees. 2.Use the mind map to organize information hierarchically. Learning Ability 1.Master key information about bees described in the article through reading skills such as skimming and scanning, and improve reading ability. 2.Through autonomous exploration and group discussion, complete the writing output about bees.
教学 重点、难点 1.Guide students to find and understand the adjectives and superlative forms used to describe bees. 2.Help students understand the importance of bees and their connection to other living things.
教学活动设计
教学过程 设计意图 二次备课
Step 1 Lead-in T:We have learned some amazing plants and animals, such as bamboo,ginkgo trees, blue whales, elephants. They all play important roles in our world. What other plants and animals do you know Step 2 Pre-reading Work on 1a 1.Teacher leads students to look at the title and picture of 1b, to predict the general content of the article, and asks:What is the text about Ss:Bees! 2.Teacher plays a short video of bees collecting nectar and pollinating flowers. 3.After watching the video,teacher organizes students to have a “Bee Knowledge Quick Quiz”. After students answer,the teacher summarizes their responses, and guides them to think about the importance of bees in nature, leading into the text in 1b. Step 3 While-reading Work on 1b Skimming 1.Look through the passage and underline the adjectives the writer uses to describe bees. 2.Ask students to read the text quickly and find the main idea of each paragraph. Para l:The connection between people,plants and animals, and the importance of bees. Para 2:Bees are hard-working and play a role in pollination. Para 3:Bees are interesting and how they communicate. Para 4:The importance of bees in the ecosystem and the need for protection. Scanning 1.Ask students to read the text carefully and find the answers to some specific questions. How many flowers do bees often visit on one trip How do bees communicate with each other when they find new food 2.Invite several students to find the answers in the textbook. Work on 1c 1.Teacher asks students to read the text again and complete the mind map with the information from the text. If there are difficulties, they can discuss between companions. 2.Teacher invites several students to share the answers of the mind map and gives timely feedback. 3.Teacher encourages students to try to retell the text with the mind map,and invites one or two students to present, gives some tips if necessary. Language points Students read the passage again,circle the knowledge points they don't understand in posts, and teacher gives a detailed explanation,and then let students give some examples. At this moment you realize people, plants, and animals are all connected. As they fly from one flower to another, they take pollen with them. For this reason, many scientists believe that bees are the most important animals on this planet. Step 4 Post-reading Work on 1d 1.Teacher leads students to have a discussion: Can you give another title for the text What another interesting facts do you know about bees What do you know about the connection between humans and other insects,such as ants and butterflies 2.Teacher lets students think about these questions independently, and write down their own thoughts. 3.Then students group for discussion,dare to express their views. 4.One member of each group shares their views,teacher gives feedback and summary. Work on 1e 1.Teacher shows the writing task of 1e:Imagine you are the writer.Write one more paragraph about bees and add it to the text. 2.Teacher leads students to analyze the last sentence of paragraph 4 and asks: What should we write Ss:What we can do to protect bees. 3.Teacher gives students time to write, while teacher walks around and gives students guidance when necessary. After students have completed their writing, invite one or two students to share. Step 5 Homework 1.Expand the mind map, add the reasons and solutions for the decrease in the number of bees under the "problem" branch, and retell it to your partner. 2.Design an English promotional poster themed "Protect the Bees", which must include the importance of bees, the current situation, and the call to action. 通过问题导入，帮助学生了解自然界中的神奇动物，唤起学生热爱自然、探索自然的好奇心和求知欲。 根据标题和图片预测文本内容，激发学生的兴趣，降低阅读焦虑。 通过播放蜜蜂相关的视频，为学生提供背景知识，有助于学生更好地理解文本。 通过快问快答的形式，激活学生对蜜蜂的已有知识，激发其学习兴趣，通过总结和引导.帮助学生建立蜜蜂与自然界重要性的联系.为深入学习课文内容做好铺垫。 观察学生是否能快速画出描述蜜蜂的形容词和准确总结出每段的大意，训练学生的速读能力以及对文章细节的捕捉和整体理解。 教师观察学生回答具体问题的表现，评估他们对文章内容的理解;通过深入挖掘文本细节，培养学生分析问题的能力，强化对文章内容的理解。 通过小组合作完成思维导图并回答问题，帮助学生梳理文章结构,加深对蜜蜂重要性的理解，同时培养其团队合作和信息整合能力。 教师首先让学生独立思考问题并记录他们的想法，接着进行分组讨论，勇于发表自己的想法，通过讨论与汇报检查学生是否能够清晰表达关于蜜蜂的相关事实和人类与其他动植物之间的联系。
板书设计 Unit 4 Amazing Plants and Animals Section B (1a-1f)
教学反思
教学内容 Unit 4 Amazing Plants and Animals Section B (2a-3c) 课 时 第5课时
备课日期 授课日期
教学目标 Language Ability 1.Students will be able to apply noun suffixes (-ance, -tion, -ness, -ity) correctly (eg, "act → action," "happy → happiness") and use target words in context. 2.Students will extract key details about blue whales (weight, habitat, diet) from the text and rewrite facts in the first person. Cultural Awareness 1.Students will recognize the global importance of marine and terrestrial conservation by comparing blue whales’ role in oceans to frogs’ impact on land ecosystems. 2.Students will reflect on cultural attitudes toward wildlife and propose respectful actions. Thinking Quality 1.Students will imagine and articulate a blue whale’s perspective (3b) or design a "Save the Frogs" poster using persuasive language. 2. Students will evaluate human impacts on ecosystems and discuss solutions. Learning Ability 1.Students will use dictionaries to explore word formations and self-check answers via peer review. 2.Through group tasks, students will practice role division and consensus-building.
教学 重点、难点 1.Distinguish word categories, master common noun suffixes, and accurately use key words to complete sentences and paragraphs. 2.Rewrite the paragraph in the first person to understand the important role of the blue whale in the ecosystem.
教学活动设计
教学过程 设计意图 二次备课
Step 1 Revision 1.Teacher guides students to review the reading content of the last class:What some interesting facts do you know about bees 2.Invites several students to share their answers. Step 2 Vocabulary in use Work on 2a 1.Show the words in 2a and ask students to read aloud,and confirm that students know the meaning and part of speech of the words by asking questions. 2.Teacher asks students to observe the words,circle the odd ones out,and provide reasons. 3.Let several students share answers and give reasons. Work on 2b 1.Explain the rules for forming nouns with the suffixes:-ance,-(t)ion,-ness and-ity. 2.Students complete the exercises in 2b independently, teacher walks around to provide guidance. 3.The class checks the answers together. Work on 2c 1.Teacher lets students complete the exercises in 2c independently. 2.Pairs correct each other's work within their partners, and teacher leads them check answers together. Work on 2d 1.Teacher shows the short passage about frogs in 2d, lets students read to know the general meaning and do the fill-in-the-blank exercise with the correct forms of the words in the box in 2d independently. 2.Teacher invited one or two students to share their answers,and the teacher provides explanations. 3.Teacher organizes students to discuss and compare: What is the importance of bees and frogs to the human ecosystem Step 3 Pre-reading Teacher plays a short video about blue whales. Step 4 While-reading Work on 3a Fast reading Ask students to read the text quickly and answer: T:How many paragraphs are there in the text What’s the main idea of each paragraph Careful reading 1.Let students read the text carefully and complete the table in 3a,guide them to find: 2.The teacher invites several students to share their answers and gave timely feedback. Step 5 Post-reading Group work Teacher organizes students to work in groups to talk something about how to protect blue whales by answering the following questions: (1)Why are blue whales endangered (2)How to protect blue whales Step 6 Pre-writing Before the students write, the teacher gives some writing guidance to the students. Topic analysis:Complete the rewrite of the first paragraph of 3a, including the shape, weight, habitat, and favorite food of the blue whale. Textual genre:It belongs to the introduction of one's own characteristics, so it is an expository text. Personal tense:First person, mainly in the simple present tense. Step 7 While-writing Work on 3b 1.Teacher guides students to review the characteristics of blue whales from the text in 3a. 2.Let students complete the part of 3b in the first person. For example: Work on 3c 1.Teacher lets students complete their passage about the blue whale based on the text in 3a,expand on their writing based on 3b, including the introduction of the life span, importance of blue whales, and appeals, etc. 2.Teacher walks around to observe students' writing situations, provides timely guidance and help. Step 8 Post-writing 1.Invite several students to share their passages. 2.Other students listen carefully and evaluate the students’ passages according to the evaluation form. 3.Teacher finally makes a summary evaluation, affirms the students' advantages, points out the existing problems, and gives the direction for improvement. 4.Teachers give students time to self-evaluate and peer-evaluate their own writing. Step 9 Homework 1.Make a table to compare blue whales and frogs, including their shape, habitats, food, and different roles in the ecosystem. 2.Investigate other endangered animals, and write a report about their current situation and the importance and measures to protect them. 通过提问关于蜜蜂有趣的事实进行复习导入，通过观察学生的回答情况判断他们的掌握程度。 观察学生是否能准确辨别词汇中的不同类项并给出合理理由，评估其对词汇的理解能力。 检查学生对名词后缀规则的掌握情况，帮助学生系统掌握构词法，提升其词汇积累和语言运用能力。 通过2d的阅读练习，加深学生对材料的参与度，通过讨论和对比蜜蜂和青蛙的重要性，引导学生运用所学进行口语输出，锻炼学生的表达能力，同时培养学生尊重和敬畏自然的意识。 通过精读和填写表格，检查学生对文本的把握程度，培养学生对关键细节信息的捕捉能力。 通过小组讨论与汇报评估学生的观点表达和小组讨论的深度，培养学生的批判性思维，锻炼学生的语言输出，强化学生对于蓝鲸等动植物的保护意识。 在学生写作前，教师从话题分析、文本体裁和人称时态方面给予学生写作指导，使学生明确写作任务。 观察学生能否根据蓝鲸的特点以第一人称完成写作。 教师邀请个别学生分享他们的作文并组织学生借鉴和点评，然后教师进行总结式点评，指出存在的问题，提出进步的方向，最后给予学生时间让他们进行自我评价和同伴互评，体现了评价方式的多样化。
板书设计 Unit 4 Amazing Plants and Animals Section B (2a-3c)
教学反思
教学内容 Unit 4 Amazing Plants and Animals Section B (Project) 课 时 第6课时
备课日期 授课日期
教学目标 Language Ability 1.Accurately use superlative adjectives(eg, the strangest, the most amazing) to describe chosen plants/animals. 2.Apply topic-related terms (eg, habitat, species, ecosystem) in poster descriptions. Cultural Awareness 1.Recognize the uniqueness of species worldwide(eg, kangaroos in Australia, baobab trees in Africa). 2.Discuss how cultural symbols reflect human-nature connections. Thinking Quality 1.Compare species traits using evidence-based statements. 2.Design eye-catching visuals to highlight key facts. Learning Ability 1.Students complete group tasks via role assignment (researcher, designer, presenter). 2.Designing posters through group cooperation to enhance students' aesthetic and creative abilities.
教学 重点、难点 1.Students can use the most advanced expressions and appropriate adjectives to describe the chosen animals and plants. 2.Students enhance their personal aesthetic and creative abilities through the design of posters.
教学活动设计
教学过程 设计意图 二次备课
Step 1 Revision The teacher leads students to review some amazing animals and plants in this unit, such as cheetahs, redwood trees, bamboo, blue whales, etc,and invites some students to state interesting facts about these animals and plants. Step 2 Work in groups Work on 4a 1.Introduce the project:Today we’ll learn the project “Make a poster about a plant or an animal”. 2.The teacher presents the task of 4a, and asks students to group into fours and discuss the titles of their posters, such as the strangest animal, the cutest animal, or a self-created title. 3.Teacher invites some groups to share the titles of their posters and explain the reasons for their choices. Step 3 Collecting Work on 4b 1.Teacher shows the requirement and questions of 4b, has students prepare and research the necessary information, such as photos of the animals and plants, where they live, interesting facts, etc. 2.Teacher organizes students to clarify their division of labor, and through consulting relevant textbooks and books, online search, cooperative discussion and other means, to complete the requirements 4b. For example: What is its name Its name is the panda. Where does it live/grow It lives in Chengdu,Sichuan. Why did you choose it Because we all think pandas are lovely,and we know that they are endangered,so we want to learn more about how to protect them. What are some interesting facts about it First,pandas are the national treasures of our country, and their main food is bamboo. Second,pandas eat for 12 hours a day and defecate about 40 times. Third,newborn panda cubs weigh only about 100 grams. Step 4 Creating Work on 4c 1.Teacher organizes students to summarize the information they collected, preparing to make a poster. 2.Teacher records the time and asks all group members to participate in the creation of the poster, teacher patrols and guides, reminding students to pay attention to integrity and logic of the content, the beauty of the picture and the depth expressed by the poster, etc. 3.After students completing the poster making, the teacher asks each group to select a representative to practice and prepare for the presentation. Step 5 Sharing & Voting Work on 4d 1.Teacher records the time, organizing each group's representative to take turns presenting and introducing their posters. 2.While the representatives are reporting, the teacher shows the evaluation form through PPT, asking the students to evaluate and score each group's poster according to the standards the evaluation form. 3.After each group has presented, tally the students' scores, select the best poster, and display it on the class bulletin board. Step 6 Reflecting 1.Lead students to discuss on reflecting questions: -What amazing plants and animals did you learn about in the unit -When do you use the superlative forms of adjectives and adverbs -Can you describe some amazing plants or animals in the world -How are we connected with plants and animals 2.T summarizes:Take care of animals and plants because we cannot live without them. Step 7 Summary Summarize the content learned in this class, including new expressions, questions, and the process of the project. Step 8 Homework 1.Research the causes of endangerment or conservation measures, add to the poster. 2.Write a 2-minute speech, combined with a poster to call for the protection of the species, using the super sentence pattern: "The most surprising fact... We must protect them because..." 通过带领学生回顾本单元所涉及到的一些神奇的动植物，激活学生已有的知识，巩固所学的重点句型。 通过介绍项目活动，使学生明确任务:制作关于动植物的海报。 教师出示4b的要求和问题，组织学生明确分工，利用一切资源如查阅资料、在线搜索、合作讨论等去筹备他们所需要的材料和信息，在这个过程中教师巡视观察各组的准备情况和配合程度，确保每位学生都能参与其中。 在进行创作海报之前让学生汇总所收集的资料，然后小组成员参与海报的创作，教师巡视指导，提醒学生注意内容的完整性和逻辑性、画面的美观性及海报所要表达的深度等，确保海报的创作有序进行。 教师为学生计时，组织学生代表轮流上台展示并介绍他们组的海报，然后出示评价表让学生进行评价和打分，待各组展示完毕后选出最佳海报并贴到公示栏向全班展示。 此环节锻炼了小组代表的口语表达的能力和上台发言的勇气，培养了学生的合作意识和审美能力。
板书设计 Unit 4 Amazing Plants and Animals Section B (Project)
教学反思

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