Unit 5 Amazing Animals Listening, Understanding and Communicating 讲义-2025-2026学年高中英语重大版必修第一册

Unit 5 Amazing Animals-Listening, Understanding and Communicating 教学目标和重难点 教学目标 This lesson focuses on the four-dimensional core literacy of English. Language competence is developed through listening to animal-related materials and using target expressions to communicate. Cultural awareness is cultivated by understanding the relationship between humans and animals and respecting the diversity of life. Thinking quality is promoted by guiding students to analyze listening information, summarize rules and express views logically. Learning competence is enhanced by helping students master listening strategies such as extensive listening and intensive listening, and encouraging autonomous and cooperative learning to lay a foundation for lifelong learning. 教学重难点 The key points are: mastering listening strategies (extensive listening for structure, intensive listening for specific information and useful expressions), and using sentence structures like “can”, “be able to”, “have the ability to” to describe animals’ abilities. The difficult points are: quickly capturing key information from listening materials with dense scientific popularization content, flexibly applying target sentence structures in real communication, and forming logical and coherent dialogues around the theme of human-animal relationship. 教学过程 Step 1: Pre-Listening (Lead-in and Preparation) The teacher starts the class by showing pictures and short video clips of various animals (such as cows, snakes, dogs, bats and butterflies), and asks students to observe carefully. Then the teacher raises questions: “What amazing abilities do these animals have? How do they use their senses to survive?” The teacher invites several students to share their opinions freely. After that, the teacher introduces the topic of this lesson — listening to materials about animals’ senses and their abilities, and briefly explains the listening tasks of the lesson. Next, the teacher organizes a group activity: students work in groups of 4 to discuss and write down the five senses that the given animals (cows, snakes, dogs, bats, butterflies, birds, elephants, cats) may have, and briefly describe how these senses help the animals survive. Each group selects a representative to present their discussion results, and the teacher makes appropriate comments and supplements, helping students activate their background knowledge about animal senses. Finally, the teacher pre-teaches key vocabulary and phrases related to the listening materials, such as “sense of sight”, “hearing”, “smell”, “touch”, “taste”, “originate”, “enable”, “focus on” and so on. The teacher pronounces each word and phrase clearly, explains their meanings and usages with simple English, and asks students to read after the teacher to ensure they can recognize and understand these words and phrases in the listening materials. Design Intention: The lead-in by pictures and video clips can quickly attract students’ attention, arouse their interest in the theme of amazing animals, and reduce their nervousness about listening. The group discussion activity helps students activate their existing knowledge about animal senses, lay a foundation for understanding the listening materials, and cultivate their cooperative learning ability. Pre-teaching key vocabulary and phrases solves the obstacle of new words in listening, enabling students to focus more on capturing key information during listening, which is conducive to improving their listening efficiency. Step 2: While-Listening (Extensive Listening and Intensive Listening) Activity 1: Extensive Listening — Listen for Structure The teacher tells students that they will listen to the audio for the first time, and the task is to grasp the overall structure of the listening material, that is, which animals are introduced and what core content is talked about (animals’ senses and their functions). The teacher plays the audio once, and after listening, asks students to answer two questions: “Which animals are mentioned in the audio?” and “What is the main content of the audio?” The teacher invites students to answer one by one, and summarizes the main structure of the listening material: the audio mainly introduces eight animals and describes how each animal uses its senses to find food, avoid danger and survive. Then, the teacher shows a picture with eight circles, and asks students to listen to the audio again, put the numbers standing for the eight animals in the corresponding circles according to the order they appear in the audio. After listening, the teacher checks the answers with the whole class, and asks students who made mistakes to listen to the relevant part of the audio again to correct their answers. Design Intention: Extensive listening focuses on training students’ ability to grasp the main idea and overall structure of listening materials, which is a basic listening strategy. By listening twice, students can gradually adapt to the speed and pronunciation of the audio, and accurately grasp the overall content of the material. The picture-matching task makes the listening task more vivid and specific, reducing the difficulty of listening and enhancing students’ sense of accomplishment. Activity 2: Intensive Listening — Listen for Specific Information The teacher informs students that they will listen to the audio for the third time, and the task is to capture specific information about each animal’s senses and their functions. The teacher distributes a chart to each student, which includes three columns: “Animal”, “Sense” and “Description”. Students need to fill in the chart according to the information in the audio. The teacher plays the audio slowly, pausing appropriately at the key information points to give students enough time to write down the answers. After listening, students work in pairs to check their answers with each other, discuss and correct the wrong answers. Then the teacher invites several pairs to present their charts, and checks and explains the key information points one by one. For example, for birds, the sense is sight, and the description is “Birds can see different objects at the same time and focus on only one object.” For dogs, the sense is smell, and the description is “Dogs can smell items that originate up to 40 feet underground.” The teacher emphasizes the key information and helps students sort out the logical relationship between animals, senses and their functions. Design Intention: Intensive listening focuses on training students’ ability to capture specific information, which is an important part of listening competence. The chart-filling task guides students to listen purposefully, improving their ability to screen and record key information. The pair-check activity not only helps students correct their mistakes in time, but also promotes communication and cooperation between students, making them learn from each other. Activity 3: Intensive Listening — Listen for Useful Expressions The teacher tells students that they will listen to the audio for the fourth time, and the task is to collect useful expressions about describing abilities from the audio. The teacher first gives some examples of such expressions, such as “can”, “be able to”, “have the ability to”, “be capable of”, “enable...to”, “be good at” and so on. Then the teacher plays the audio, and students take notes to collect the useful expressions in the audio. After listening, the teacher invites students to share the useful expressions they collected, and writes them on the blackboard. Then the teacher explains the usages of these expressions, and gives more examples to help students understand. For example, “Birds can see different objects at the same time.” “Cats and elephants have the ability to hear sounds that we can’t hear.” “Dogs are capable of sensing smells that originate up to 40 feet underground.” The teacher also guides students to summarize the corresponding expressions for inabilities, such as “can’t”, “be unable to”, “don’t have the ability to” and so on. Design Intention: Collecting useful expressions in the listening materials connects listening with speaking, laying a foundation for students’ subsequent communicative activities. Explaining and exemplifying the expressions helps students master their usages, which is conducive to improving their language application ability. Summarizing the expressions for inabilities enriches students’ language reserve and helps them express their views more comprehensively. Step 3: Post-Listening (Consolidation and Communication) Activity 1: Sentence Transformation The teacher designs some sentence transformation exercises based on the useful expressions collected. For example, transform “Birds can see different objects at the same time.” into “Birds are able to see different objects at the same time.”; transform “Dogs can smell items underground.” into “Dogs are capable of smelling items underground.” Students complete the exercises independently, and then the teacher checks the answers with the whole class, explaining the key points and common mistakes. Then the teacher asks students to make sentences with the useful expressions they have mastered, describing the abilities of other animals they know. For example, “Pandas can climb trees.” “Dolphins are able to swim very fast.” Each student makes 2-3 sentences, and shares them with their deskmates. The teacher walks around the classroom, observes students’ performance, and gives timely guidance to students who have difficulties in making sentences. Design Intention: Sentence transformation exercises help students consolidate the usages of useful expressions and improve their ability to flexibly use language. Making sentences by themselves enables students to apply the learned knowledge to practice, which is conducive to deepening their understanding and memory of the expressions. The deskmate sharing activity provides students with more opportunities to speak, improving their oral expression ability. Activity 2: Group Discussion and Dialogue The teacher divides students into groups of 4 again, and puts forward three discussion topics: 1. Do you think animals have stronger senses than human beings? Why or why not? 2. Can humans develop their senses through advanced tools? Give examples. 3. What should we do to protect animals and their living environments? The teacher asks students to discuss these topics in groups, using the useful expressions and key information learned in this lesson. During the discussion, the teacher walks around the classroom, participates in the discussion of each group, guides students to use the target language correctly, and helps students sort out their ideas. After the discussion, each group selects a representative to present their discussion results to the whole class. The teacher makes comments on each group’s performance, affirming their advantages, pointing out their deficiencies, and guiding them to improve their expression logic and language accuracy. Then, the teacher asks students to work in pairs to make a dialogue based on the discussion topics. The dialogue should include at least 5 sentences, and use at least 3 useful expressions about describing abilities. Students practice the dialogue in pairs, and the teacher invites several pairs to perform their dialogues in front of the class. After each performance, the teacher and other students make comments, focusing on the correctness of language, the fluency of the dialogue and the relevance to the topic. Design Intention: Group discussion not only enables students to apply the learned language knowledge to real communication, but also cultivates their critical thinking ability and cooperative learning ability. The dialogue activity further consolidates students’ mastery of useful expressions, improves their oral communication ability, and makes them more confident in speaking English. The evaluation and comments help students find their own deficiencies and improve their language application ability. Activity 3: Summary and Extension The teacher invites students to summarize what they have learned in this lesson, including the key vocabulary, useful expressions, listening strategies and the main content of the listening materials. The teacher supplements and sorts out the students’ summaries, helping students form a systematic knowledge framework. Then the teacher extends the topic: “There are many amazing animals in the world, and each animal has its own unique abilities. However, some animals are in danger of extinction due to human activities. What can we do to protect them?” The teacher guides students to think deeply, and encourages them to put forward practical suggestions. Finally, the teacher emphasizes the importance of protecting animals and maintaining the balance of nature, cultivating students’ sense of environmental protection and responsibility. Design Intention: Summarizing the lesson helps students sort out the knowledge they have learned, deepen their memory and form a systematic understanding. The topic extension connects the lesson content with real life, enables students to realize the practical significance of learning this lesson, cultivates their sense of social responsibility and environmental protection, and implements the goal of cultural awareness and thinking quality. Step 4: Consolidation Assignment 1. Listen to the audio of this lesson again after class, and retell the main content of the listening material in your own words, using the useful expressions learned in the lesson. 2. Write a short passage (about 80-100 words) about your favorite animal, describing its abilities and your views on protecting it. 3. Discuss the topic “How to protect endangered animals” with your family or friends, and record the key points of the discussion. Design Intention: The assignment is designed to consolidate the knowledge and skills learned in the lesson. Retelling the listening material helps students further master the listening content and improve their oral expression ability. Writing a short passage connects listening with writing, improving students’ comprehensive language application ability. Discussing with family or friends extends the classroom content to daily life, enabling students to apply the learned language knowledge to more scenarios and deepen their understanding of the theme. 1 / 1 学科网（北京）股份有限公司 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $