Unit6 Fantastic friends - Developing ideas (Reading for writing - As dead as a dodo)教学设计2026-2027学年外研版七年级英语上册

6.5 Fantastic friends - Developing ideas (Reading for writing - As dead as a dodo)

【Teaching Objectives (aligned with core competencies)】

1. Language competence: Students can read the first-person story "As dead as a dodo", understand why dodos died out, and write a short paragraph about dodos and the lesson we learn.

2. Cultural awareness: Students understand how human actions made the dodo die out, and feel the need to protect animals and not let more species disappear.

3. Thinking quality: Students identify the writing purpose (to teach a lesson and call for action), sequence the dodo story, and learn from the sad story.

4. Learning capacity: Students learn to read for the writer's purpose, organise facts with a chart, and write a paragraph with facts and a message.

【Key and Difficult Points】

Key Points:

① Understand the dodo story: lived on an Indian Ocean island, humans arrived in 1598, cut down trees, hunted them, and dodos died out.

② Learn the writing purpose: the writer wants us to learn a lesson and protect animals.

③ Write a short paragraph about dodos: where they lived, their life, what humans did, and the message.

Difficult Points:

① Understanding why dodos died out and the writer's purpose.

② Writing both facts and a personal message in the paragraph.

③ Understanding the sayings "as dead as a dodo" and "as happy as a clam".

Trial Lecture Verbatim Script：

Welcome Remarks

Hello, class! Today we are going to meet a very sad but important animal — the dodo. You may have seen it in Alice in Wonderland, but real dodos once lived happily on a faraway island, and sadly they died out long ago. We will read the dodo's own story, told in its own voice, and then write about what we can learn. This story has a serious message for all of us: we must protect the animals that are still alive today. Are you ready to listen with your heart? Let us begin.

Ⅰ. Lead-in

Look at the pictures: a wolf, a dodo, and an old drawing. The words to help us: museum, animal, human, cut down, hunt, die out. My questions: where can we see these animals now? Yes, please!"

Students: "We can only see them in museums, because they died out."

Teacher: "Exactly. These animals are gone forever, and now we can only see them in museums or in old drawings. Today's story is told by a dodo itself. Let us listen to its own voice, and remember it carefully."

Students: "Was the dodo a real animal?"

Teacher: "Yes, it was completely real, and thousands of them once lived happily on a beautiful island. That is why its story is so sad. Let us read."

Ⅱ. Reading: the dodo's story

Read the passage, told in the dodo's own words. Part one: "Do you know me? I'm a dodo! You may think I'm just a character in Alice in Wonderland. Actually, there used to

be thousands of us — for real. But now you can only see us in museums." Part two: "We lived on an island in the Indian Ocean. In the happy old days, there was plenty of food, and all the other animals were friendly. What a peaceful and safe life!"

Part three: "However, in 1598, humans arrived. They cut down the trees, and our lovely forest was gone. They hunted us because we were slow and couldn't fly. What's more, their pigs, cats and dogs ate our eggs. As a result, we soon died out." Part four: "So today we stand in museums around the world. When you see us, remember our sad story. The world is full of fantastic animals. Please try your best to help them. Make them as happy as a clam, not as dead as a dodo."

Just imagine: the dodo once walked freely on a warm island, with no enemies and plenty of food. That peaceful life changed completely when humans arrived. This story is not just about a bird; it is a warning to all of us.

Now, why did the dodo die out? Let us list. Yes, please!"

Students: "Humans cut down the trees, hunted the slow dodos, and their animals ate the eggs."

Teacher: "Correct! Three things made the dodo disappear. And what does the writer want us to do after reading?"

Students: "The writer wants us to learn a lesson and protect the other animals that are still alive today."

Teacher: "Exactly! The writer's purpose is to teach a lesson and call us to action. That is why the story ends with those two sayings. Now, how did the dodo feel in its happy old days? Yes, please!"

Students: "It felt peaceful and safe, because there was plenty of food and all the other animals were friendly."

Teacher: "Beautifully said. And how did its life change after 1598?"

Students: "Humans cut down the forest, hunted them, and their animals ate the eggs. Soon the dodos died out."

Teacher: "Yes, a peaceful life turned into a sad story. This is why we must be careful with nature."

Ⅲ. Language focus

Let us understand the two sayings. "As dead as a dodo" means something is completely dead or gone. "As happy as a clam" means very happy. The writer says: make animals happy, not as dead as a dodo. Now, let us collect good words: cut down, hunt, die out, plenty of food, try our best to help.

My question: why does the writer tell the story in the dodo's own voice? Yes, please!"

Students: "To make us feel sorry for the dodo and remember the story better."

Teacher: "What a clever observation! Speaking in the dodo's own voice makes the sad story personal and powerful. Now, let us collect the key verbs together: cut down, hunt, die out. Repeat after me, nice and clear: cut down, hunt, die out. Good! These are the strong words we will reuse in our own writing."

Ⅳ. Writing preparation and sharing

Now, get ready to write your own paragraph about dodos. Use this chart on the board: Where did dodos live? What was their life like? What did humans do? What happened at last? And the message: what can we learn? Talk in groups for two minutes and take notes. Go!"