Unit 5 Amazing Animals-Reading, Speaking and Writing 教案 -2025-2026学年高中英语重大版必修第一册

Unit 5 Amazing Animals-Reading, Speaking and Writing 教学目标和重难点 教学目标 This lesson focuses on the theme of “Amazing Animals” and integrates reading, speaking and writing to cultivate students’ four-dimensional core literacy. Linguistic Competence is developed by guiding students to master animal-related vocabulary, understand expository text structure and use functional sentences in communication and writing. Cultural Awareness is fostered by helping students realize the diversity of animal habits and establish the concept of harmonious coexistence between humans and nature. Thinking Quality is improved through analyzing animal behaviors, reasoning about their living rules and carrying out logical expression. Learning Ability is enhanced by encouraging students to conduct independent reading, cooperative discussion and autonomous writing, helping them master effective learning strategies and form the awareness of lifelong learning. 教学重难点 Key Points: Master core vocabulary such as sperm whale, octopus, breed and unique, and phrases like take turns to, end up doing; understand the “total-sub” structure of the expository text and grasp the main information about how animals care for their young; be able to express views on animal behaviors fluently and write a short passage about amazing animal behaviors with correct structure and appropriate vocabulary. Difficult Points: Understand the implicit logical relationship in the reading text and accurately infer the author’s intention; use complex sentences flexibly in speaking and writing to express views and describe details; integrate the learned language knowledge and text structure into practical communication and writing to achieve the goal of applying what is learned. 教学过程 Pre-Class Preparation (Pre-Reading & Pre-Speaking) The teacher arranges pre-class tasks in advance: ask students to collect pictures and brief introductions of their favorite amazing animals, focusing on one unique behavior of the animals (such as how they care for their young, how they survive in harsh environments). Students can complete the task independently or in pairs, and sort out the key information in simple English. At the same time, the teacher prepares teaching aids, including pictures and short videos of sperm whales, elephants, octopuses and other animals mentioned in the textbook, as well as word cards of core vocabulary. Design Intention: Pre-class preparation is an important link to activate students’ prior knowledge and lay a foundation for in-class learning. Collecting animal-related materials can stimulate students’ interest in the theme of “Amazing Animals”, arouse their existing knowledge reserve about animals, and cultivate their autonomous learning ability. Preparing core vocabulary word cards and animal videos helps students preview new words in advance, reduce the difficulty of in-class reading, and create a vivid and intuitive learning atmosphere for subsequent teaching activities. In-Class Teaching Lead-In (Lead to Reading & Speaking) The teacher starts the class by playing a 2-minute short video, which shows the unique behaviors of various animals: sperm whales taking turns to take care of their young, elephants helping each other raise newborns, and female octopuses sacrificing themselves to protect their eggs. After playing the video, the teacher asks two questions: “What amazing animal behaviors did you see in the video?” “Which animal behavior impresses you the most and why?” Then, invite 3-4 students to share their pre-class collected materials, introduce their favorite animals and their unique behaviors in simple English. The teacher gives positive comments and guidance, and naturally leads to the new lesson: “Today, we will read a passage about the surprising ways animals care for their young, and then discuss and write about amazing animal behaviors together.” At the same time, the teacher presents the core vocabulary of the lesson (sperm whale, octopus, breed, unique, take turns to, end up doing) through word cards, explains their pronunciations and basic meanings, and guides students to read them aloud to consolidate their memory. Design Intention: The short video can quickly attract students’ attention, stimulate their learning interest, and let them have a preliminary understanding of the theme of “animal care for their young” which is the core of the reading text. Asking questions and inviting students to share pre-class materials can activate the classroom atmosphere, exercise students’ oral expression ability initially, and connect pre-class preparation with in-class teaching. Introducing core vocabulary in advance helps students remove language obstacles in reading and lay a foundation for understanding the text. Reading Comprehension (Focus on Reading Ability Cultivation) Skimming The teacher distributes the reading text (Surprising Ways Animals Care for Their Young) to students, and asks them to read the text quickly, grasp the main idea of the text, and answer two questions: “What is the main topic of this passage?” “Which three animals are mentioned in the passage and what do they have in common?” After students finish reading, invite several students to answer the questions. The teacher summarizes and confirms: The main topic of the passage is the surprising ways that different animals care for their young; the three animals mentioned are sperm whales, elephants and octopuses, and they all have unique and selfless ways to raise their offspring. At the same time, the teacher guides students to find the topic sentence of the passage (the first paragraph) and analyzes the “total-sub” structure of the expository text, helping students understand the overall framework of the text. Scanning Ask students to read the text again carefully, scan for specific information, and fill in the following table: (The teacher presents the table on the blackboard or multimedia) Animals Surprising Ways to Care for Their Young Sperm whales Raised by aunts and grandmothers; young whales stay on the surface while parents dive for food Elephants A baby elephant has a group of “mothers”; female elephants help each other raise newborns Octopuses Separate eggs by size, shape and survival possibility; save food for babies and end up dying After students finish filling in the table, organize them to check the answers in pairs, and the teacher randomly checks the results, corrects mistakes and supplements key information. For difficult sentences in the text (such as “While their parents are diving for food, the young sperm whales are unable to follow.” “Female octopuses can separate their eggs into groups based upon their size, shape and possibility of survival.”), the teacher guides students to analyze the sentence structure (adverbial clause of time, passive voice, prepositional phrase as adverbial), helps them understand the meaning of the sentences, and accumulates complex sentence patterns for subsequent speaking and writing. Deep Reading Ask students to read the text for the third time, think about the following questions and discuss them in groups of 4: Why does the author use the word “surprising” to describe the ways animals care for their young? What can we learn from the selfless behaviors of these animals? What is the author’s purpose in writing this passage? After the group discussion, each group sends a representative to express their views. The teacher listens carefully, gives comments and guidance, and summarizes: The word “surprising” is used because the ways these animals care for their young are different from people’s common cognition and are full of uniqueness and selflessness; we can learn the spirit of love and dedication from these animals, and also realize the preciousness of life; the author’s purpose is to let readers understand the unique ways of animal parenting, arouse people’s concern and love for animals, and advocate harmonious coexistence between humans and nature. Design Intention: Skimming helps students grasp the main idea of the text and establish the overall awareness of the text; scanning training enables students to quickly find specific information, improve reading efficiency, and consolidate the understanding of key details. Deep reading and group discussion not only help students understand the implicit meaning of the text and the author’s intention, but also cultivate their logical thinking ability, cooperative learning ability and critical thinking ability. Analyzing difficult sentences helps students master complex sentence structures, accumulate language knowledge, and lay a foundation for the application of speaking and writing. Speaking Practice (Connect Reading and Writing) Group Discussion Divide students into groups of 5, and set the discussion topic: “What other amazing animal behaviors do you know? Share them with your group members, and discuss why these behaviors are amazing and what we can learn from them.” The teacher puts forward specific requirements: each student must speak, use at least 3 core vocabulary or phrases learned in the lesson, and try to use complex sentences learned in the reading text. During the discussion, the teacher walks around the classroom, observes the performance of each group, provides guidance for students who have difficulties in expression (such as reminding them of relevant vocabulary and sentence patterns), and corrects incorrect expressions in time. For groups with active discussion and good expression, the teacher gives positive affirmation and encouragement. Class Presentation Invite 2-3 groups to send representatives to make a class presentation, each presentation lasts for 2-3 minutes. The presentation content should include the introduction of animal behaviors, the reasons why they are amazing, and the insights gained. After each presentation, the teacher asks other students to make comments (such as “Do you think his/her expression is fluent?” “What good words and sentences did he/she use?”), and then the teacher makes a summary comment, focusing on affirming the advantages of the presentation, pointing out the areas that need improvement, and further guiding students to use the learned language knowledge flexibly. Topic Extension The teacher raises the topic: “With the development of human society, many animals are facing the danger of extinction. What can we do to protect these amazing animals?” Guide students to discuss freely, express their views, and use the functional sentences such as “I think we should...”, “We can...”, “It is important to...”. The teacher summarizes the students’ views, emphasizes the importance of protecting animals, and guides students to establish the awareness of environmental protection and harmonious coexistence between humans and nature. Design Intention: Group discussion provides students with a platform for oral practice, enables them to apply the learned vocabulary, phrases and sentence patterns in real communication, and improves their oral expression ability and cooperative communication ability. Class presentation not only exercises students’ public speaking ability, but also allows other students to learn from each other and make progress together. Topic extension connects the text content with real life, not only enriches the content of speaking practice, but also cultivates students’ sense of social responsibility and cultural awareness, realizing the integration of language learning and value guidance. Writing Practice (Based on Reading and Speaking, Improve Writing Ability) Step 1: Writing Guidance The teacher guides students to review the structure of the reading text (total-sub structure) and the key sentence patterns used, and summarizes the writing framework of the passage about amazing animal behaviors: Opening paragraph: Put forward the topic, briefly introduce that animals have many amazing behaviors, and point out the significance of understanding these behaviors. Body paragraphs: Introduce 1-2 amazing animal behaviors in detail, including the specific performance of the behaviors, and explain why they are amazing. Closing paragraph: Express your own views and insights, such as the understanding of animal behaviors, the importance of protecting animals, etc. At the same time, the teacher lists the key vocabulary and sentence patterns that can be used in writing (combined with the reading text and speaking practice): Vocabulary: unique, selfless, dedicate, survive, protect, harmonious; Phrases: take turns to, end up doing, based upon, care for, in danger; Sentence patterns: While..., ...; It is surprising that...; We can learn from... that...; In order to protect..., we should... . The teacher gives an example of a topic sentence and a supporting sentence to help students understand how to apply these vocabulary and sentence patterns in writing. Step 2: Independent Writing Ask students to write a short passage with the title “My Favorite Amazing Animal” or “Amazing Animal Behaviors I Know”, requiring that the structure is complete, the logic is clear, the vocabulary is appropriate, and at least 5 core vocabulary or phrases and 2 complex sentences are used. During the writing process, the teacher walks around the classroom, provides targeted guidance for students who have difficulties in writing (such as helping them sort out ideas, reminding them of sentence patterns and vocabulary), and corrects common mistakes (such as grammatical errors, incorrect word collocation) in time. Step 3: Peer Evaluation and Revision After students finish writing, ask them to exchange their works with their deskmates for peer evaluation. The teacher provides an evaluation checklist: Is the structure complete (opening, body, closing)? Are the vocabulary and phrases used correctly and appropriately? Are there complex sentences and are they used correctly? Is the logic clear and the expression fluent? Are there any grammatical or spelling mistakes? Students evaluate their deskmates’ works according to the checklist, put forward revision suggestions, and then the authors revise their own works according to the suggestions. After revision, the teacher collects some representative works (including excellent works and works with common problems), displays them in class, comments on them, affirms the advantages of excellent works, and analyzes the common problems, guiding students to avoid similar mistakes in the future. Design Intention: Writing guidance helps students master the writing framework and key language points, reduce writing difficulties, and improve the pertinence and effectiveness of writing. Independent writing enables students to integrate the learned language knowledge and text structure into practice, and exercise their writing ability. Peer evaluation not only allows students to learn from each other, find their own shortcomings, but also cultivates their ability to evaluate and revise works, and enhances their sense of participation and autonomy in learning. Teacher’s comment and guidance helps students sum up experience and lessons, and further improve their writing level. Post-Class Summary and Assignment Post-Class Summary The teacher summarizes the content of the lesson: In this class, we read a passage about the surprising ways animals care for their young, mastered the core vocabulary and phrases, understood the “total-sub” structure of the expository text, and improved our reading ability; through group discussion and class presentation, we exercised our oral expression ability and cooperative communication ability; finally, we completed a short passage about amazing animal behaviors, integrating reading, speaking and writing. At the same time, the teacher emphasizes again: Animals are our good friends, and their amazing behaviors deserve our respect and attention. We should establish the awareness of protecting animals and contribute to building a harmonious relationship between humans and nature. Post-Class Assignment Revise the writing work according to the teacher’s comments and peer suggestions, and hand it in the next class. Collect more information about amazing animals, and write a short English introduction (about 50 words) for each animal, accumulating materials for future learning. Have a conversation with your partner in English, talking about the importance of protecting animals, and record the conversation (optional). Design Intention: Post-class summary helps students sort out the knowledge and skills learned in the class, strengthen memory and form a systematic knowledge framework. Post-class assignment is an extension of in-class teaching, which not only helps students consolidate the learned knowledge and skills, but also cultivates their autonomous learning ability and accumulates learning materials. The optional assignment of recording the conversation can meet the needs of students with different levels, and further improve their oral expression ability. Teaching Reflection (Supplementary) This lesson integrates reading, speaking and writing, closely around the theme of “Amazing Animals”, and focuses on the cultivation of students’ four-dimensional core literacy. The teaching process follows the principle of “learning understanding - application practice - migration innovation”, and the activities are designed hierarchically, which is in line with the cognitive characteristics of senior one students. The use of videos, pictures and other teaching aids makes the teaching more vivid and intuitive, which effectively stimulates students’ learning interest. However, in the teaching process, it may be found that some students have difficulty in using complex sentences flexibly in speaking and writing, and the participation of individual students in group activities is not high. In the future teaching, we should pay more attention to the individual differences of students, provide more targeted guidance, and design more diverse activities to mobilize the enthusiasm of all students. 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 $