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人教版英语八年级上册Unit 4 Amazing Plants and Animals 教学设计
单元教材分析
Unit Theme Analysis(单元主题分析)
The theme of this unit is “Amazing Plants and Animals”. Through a series of activities and tasks, it aims to guide students to talk about some amazing plants and animals, use superlatives correctly, discuss the connection between plants, animals and our lives, and explore why plants and animals are important to us. By learning about different plants and animals, students can develop an appreciation for nature and a sense of environmental protection.
Overview of Unit Emphasis and Difficulties（单元重难点一览）
Key Points 1.Master the vocabulary and sentence patterns related to plants and animals. 2．Be able to use superlatives correctly to describe plants and animals. 3．Understand the connection between plants, animals and our lives.
Key Difficulties 1.Use superlatives accurately in various sentence structures. 2．Organize ideas and describe plants and animals vividly. 3．Deeply understand and express the importance of plants and animals in the ecosystem.
单元学情分析及教学建议
Learning Situation Analysis(学情分析)
1．Students may have some basic knowledge about common plants and animals, but their English expressions for describing unique features may be limited.
2．The use of superlatives and related grammar may be difficult for students, and they need more practice.
3．Some students may lack the ability to think deeply about the connection between plants, animals and our lives.
4．Students may struggle with cross cultural symbolic meanings of plants, such as understanding why bamboo represents virtue in Chinese culture or how ginkgo trees symbolize longevity.
5．Many students may find it challenging to synthesize information from multiple sources to form comprehensive comparisons.
Teaching Suggestions(教学建议)
1．Use multimedia resources like pictures, videos, and real specimens (if possible) to make teaching more vivid and interesting, and arouse students' interest in plants and animals.
2．Adopt task based and cooperative learning methods. Let students complete tasks in groups, such as group discussions about the importance of a certain plant or animal, to improve their cooperation and communication skills.
3．Provide writing frameworks and examples for writing tasks to help students organize their writing. And give students more opportunities to practice writing and get feedback.
4．Pay attention to individual differences among students. Offer different levels of tasks and guidance to meet the needs of different students.
5．Incorporate cross cultural comparison activities to explore how plants or animals are perceived differently in various cultures, such as contrasting the symbolic meanings of the rose in Western and Eastern culture.
6．Design data driven comparison exercises using textbook tables to strengthen students' abilities to use superlatives with numerical evidence.
单元整体目标
Language Proficiency （语言能力） Master the vocabulary and sentence patterns about plants and animals and superlatives. Understand conversations and texts related to plants and animals through listening and reading. Talk about plants and animals fluently,ask and answer questions about them. 4. Write short passages about plants or animals with correct grammar and vocabulary.
Cultural Awareness （文化意识） Understand the role of plants and animals in different cultures. 2. Develop an awareness of environmental protection and respect for nature.
Thinking Quality （思维品质） Analyze and compare different plants and animals,and express personal opinions logically. 2. Develop creativity when describing plants and animals or designing protection plans.
Learning Capability （学习能力） 1. Stimulate interest in learning English by exploring plants and animals. 2. Learn to collect and organize information about plants and animals. 3. Improve learning efficiency through listening,speaking,reading,and writing practice.
单元课时分配
第一课时　Section A【(1a—1d)& Pronunciation 1—2】
第二课时　Section A(2a—2e)
第三课时　Section A(Grammar Focus 3a—3c)
第四课时　Section B(1a—1f)
第五课时　Section B(2a—3c)
第六课时　Section B(Project & Reflecting)
第一课时　Section A【(1a—1d)& Pronunciation 1—2】
Teaching Procedures(教学过程)
Activity 1 Warming up and revision(感知与注意)
T: Look at the title “Amazing Plants and Animals” and the pictures on the screen. What comes to your mind when you think about amazing plants and animals
Ss: Big trees, fast running animals…
T: Great! Now, let's share some questions: What are some common plants and animals around us Have you ever seen any amazing ones Share your thoughts with your deskmates.
设计意图：通过展示标题和图片，引导学生思考，激发学生对本单元话题“神奇的动植物”的兴趣，激活学生已有的关于动植物的知识。
Activity 2 Presentation (获取与梳理)
T: Let's start with 1a. Look at the plants and animals in the pictures. Use the words in the box to talk about them. Then share your descriptions with your partner.
(Studentsdescribeandshare.)
T: Now, let's learn some new words.
(Showthepicturesoftheplantsandanimalsagainandteachtherelevantadjectives.)
设计意图：通过描述活动，帮助学生复习和巩固与动植物相关的词汇，同时为后续的语言输出做准备。
Activity 3 Listening (获取与梳理)
T: Listen to the conversations in 1b. Before listening, look at the pictures in 1a and predict the order of the plants and animals you will hear.
(Studentspredictinpairs.)
T: Now, listen carefully and number the plants and animals in 1a in the order you hear them.
设计意图：通过听力练习，训练学生获取关键信息的能力，提高听力理解水平。问题与图片内容相关，增强学生对听力内容的理解。
Activity 4 Listening (获取与梳理)
T: Listen to the conversations again and match the words with the plants and animals in 1a. Some have two answers.
(Playtherecording. Studentslistenandmatch.)
T: Let's check the answers. Explain why you made the matches.
设计意图：进一步提升学生的听力理解能力，让学生学会在听力中匹配信息，加深对动植物特征描述的理解。
Activity 5 Practice (实践与运用)
T: Work on 1d. Ask and answer questions about the plants and animals in 1a with your partner. Use the sentence patterns: What's amazing about…？ It's the…
(Studentstalkinpairs. Theteacherwalksaroundtheclassroom, listeningtostudents' conversationsandofferinghelpifneeded.)
T: Let's have an “Amazing Plants and Animals Sharing Fair”. Each pair will come to the front of the classroom and share their conversation briefly. The rest of the class can ask questions or share similar knowledge.
(Eachpairtakesturnstoshare. Aftereachshare, otherstudentsraisetheirhandstoaskquestionslike“Canyoutellmemoreinterestingfactsaboutit？”orsharetheirownrelatedknowledge.)
设计意图：让学生运用所学知识介绍动植物，实现从输入到输出的转换，提高口语表达能力。“分享会”增强学生的合作意识和互动能力，同时让学生了解更多的动植物知识。
Activity 6 Pronunciation (归纳与应用)
T: Let's work on Pronunciation 1. Listen and repeat. Add one more word to each group. Pay close attention to the sounds. After that, I'll divide you into groups. Each group needs to find as many words as possible with the same sound within 3 minutes. The group that finds the most words wins.
设计意图：通过听读练习，帮助学生归纳发音规则，培养语音意识。小组竞赛活动能激发学生的积极性，加深对发音规则的理解和运用，提高发音准确性。
Activity 7 Be a smart reader (归纳与应用)
T: Work on Pronunciation 2. Listen and repeat. Notice the difference in stress and meaning of the same sentence.
设计意图：引导学生注意句子中的重音规则，提高发音准确性和语感。
Activity 8 Homework (家庭作业)
Find a short video about an amazing plant or animal. Watch it and write down any new words or phrases you hear. Try to describe the plant or animal to your parents or classmates in English.
Blackboard Design(板书设计)
第一课时　Section A【(1a—1d)& Pronunciation 1—2】 Key words: beautiful, big, fast, heavy, large, long, old, small, tall, short… Key sentence patterns: —What's amazing about…？ —It's the… Vowel sounds：/e /, /a /, / / Pronunciation：/bl/, /kl/, /ɡl/, /br/, /kr/, /ɡr/
Teaching Reflection(教学反思)
During the teaching process, closely monitor students' participation and understanding. Some students may struggle with describing plants and animals vividly. Provide more examples and sentence frames for them. In pronunciation practice, ensure each student gets enough individual attention.
第二课时　Section A(2a—2e)
Teaching Procedures(教学过程)
Activity 1 Warming up (感知与注意)
T: Look at this beautiful folding fan with a bamboo painting. Do you know anything about bamboo in Chinese culture Share your thoughts.
设计意图：引出竹子话题，激发学生兴趣。
Activity 2 Listening (获取与梳理)
T: Listen to the conversation in 2a.Fill in the blanks.
设计意图：通过听力训练，培养学生的听力理解能力，帮助学生初步了解对话内容。
Activity 3 Reading (概括与整合)
T: Read the conversation. While reading, use a highlighter to mark the important information about bamboo, such as its features, uses, and cultural significance.
(Studentsreadandmarktheinformation.)
T: Now, answer the questions in 2b. After that, share your answers with your partner and discuss if there are any differences.
设计意图：通过阅读理解活动，培养学生的信息提取和整理能力，加深对竹子相关信息的了解。
Activity 4 Reading (获取与梳理)
T: Now, look at the mind map in 2c. We're going to complete the mind map using the information from the conversation.
设计意图：完成思维导图有助于学生有条理地组织和总结所学的竹子相关知识，强化记忆，促进逻辑思维能力发展。
Activity 5 Language practice (内化与运用)
T: Listen to the conversation again. While listening, pay attention to the pronunciation and intonation.
(Studentslistentotherecording.)
T: Now, role play the conversation with your partner.
(Studentspractiserole playing.)
T: Very good! Some of you did a great job with pronunciation and intonation. But a few of you still need to work on correct intonation. Let's have some pairs show their role play in front of the classroom.
设计意图：基于原始对话的角色扮演活动有助于学生模仿并练习正确的发音、语调和语言表达。
Activity 6 Pair work (想象与创造)
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.
(Studentsworkinpairs. Theteacherprovidessomeguidingquestions, like“Whatmakesbamboospecial？”and“Howdoesbamboocontributetothelocalecosystem？”．)
T: Let's have a “Bamboo Tour Guide Show”. Each pair comes to the front of the classroom and presents their conversation. The rest of the class can ask questions or give comments.
设计意图：通过口语表达活动，培养学生的口语交际能力，提升目标语言输出能力，同时加深对竹子重要性的理解。
Activity 7 Homework (课后作业)
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. Then, share it on your English learning social media group (if applicable) and respond to others' posts.
Blackboard Design(板书设计)
第二课时　Section A(2a—2e) Key words: folding fan, bamboo, goodness, useful, fastest growing… Expressions: a symbol of goodness, build houses, make tools… Sentence patterns: Bamboo is one of the most popular subjects in Chinese paintings. People can use it to…
Teaching Reflection(教学反思)
Some students still had problems with pronunciation and intonation during role playing. Provide more individual guidance in future classes.Through this lesson, students' oral and writing abilities related to plant description have been enhanced, and they have also learned more about the cultural and practical importance of bamboo.
第三课时　Section A(Grammar Focus 3a—3c)
Teaching Procedures(教学过程)
Activity 1 Presentation (获取与梳理)
T: Today, we're going to learn about superlative adjectives and adverbs. Look at the sentences in 3a and notice the words in bold. What are the ways to form a superlative adjective or adverb Discuss with your partner.
设计意图：让学生在具体语境中识别最高级词汇，培养观察和分析能力，加深对最高级构成规则的理解。
Activity 2 Practice (概括与整合)
T: Now, let's practise what we've plete the sentences in 3b with the superlative forms of the words in brackets. Let's do the first one together.
设计意图：让学生在情境中运用最高级形式完成句子，巩固对最高级用法的理解，提高语言运用能力。
Activity 3 Practice (概括与整合)
T: Next, we'll apply our knowledge to a plete the passage in 3c with the superlative forms of the words in the box. Read through the passage first to understand the context.
设计意图：进一步练习最高级的用法，加深学生对最高级在不同句子中运用的理解，提高学生运用最高级的准确性。
Activity 4 Group work (想象与创造)
T: Now, let's have a group competition. I'll divide the class into small groups. Each group will create three sentences using superlative adjectives or adverbs. Be creative! After writing, groups will exchange papers and check each other's work.
设计意图：通过小组竞赛，激发学生的创造力和合作精神，巩固最高级的用法。
Activity 5 Homework (课后作业)
Write a short passage about your favourite amazing plant or animal, using at least five superlative adjectives or adverbs. You can include details like its appearance, abilities, and why you like it. Then, read it aloud and record yourself. Listen to the recording and check for grammar and pronunciation mistakes.
Blackboard Design(板书设计)
第三课时　Section A(Grammar Focus 3a—3c) Key grammar: Superlative adjectives and adverbs: the largest, the heaviest, the fastest… Sentence examples: The blue whale is the largest and heaviest animal in the world. Usage notes: ways to form superlative adjectives and adverbs
Teaching Reflection(教学反思)
Through this lesson, students should have a better understanding and application of superlatives in the context of describing plants and animals. Consider using more real life examples and interactive games in future classes to make the grammar learning more engaging.
第四课时　Section B(1a—1f)
Teaching Procedures(教学过程)
Activity 1 Warming up and revision (感知与注意)
T: Before we dive into today's new content in Section B, I've got an exciting challenge for you. Close your eyes for a moment and imagine you're walking through a lush forest. What kinds of plants and animals can you picture in your mind Now, open your eyes and share with the class some adjectives that can describe these amazing creatures and greenery you've just imagined.
(After students answer, theteacherplaysashortvideoclipfeaturingavarietyofplantsandanimalsintheirnaturalhabitats, insteadofjustshowingpictures. Whileplayingthevideo, theteacherpausesatcertainpointstoaskstudentstoquicklydescribewhattheysee.)
设计意图：激活学生关于动植物的已有知识，还通过视频动态的视觉和听觉刺激，让学生更生动地沉浸于该主题中。它营造出更具吸引力和沉浸感的体验，有效地激发学生对即将学习的新课的好奇心和热情。
Activity 2 Presentation (获取与梳理)
T: Work on 1a. Look at the title “How are plants and animals connected with us？” and the pictures below. Guess what the text is about. Share your ideas with your partner.
设计意图：激活学生关于动植物与人类联系的背景知识，提高口头表达能力，自然地引入新课内容。
Activity 3 Reading (获取与梳理)
T: Read the text in 1b. Underline the adjectives the writer uses to describe bees.
设计意图：通过让学生寻找描述蜜蜂的形容词，考查学生对文章细节的理解能力，培养学生的阅读理解能力，引导学生深入理解文章对蜜蜂的描述。
Activity 4 Practice (概括与整合)
T: Now, let's move on to 1c. Read the text again and complete the mind map with the information from the text.
(Studentsreadandcompletethemindmap. Thentheyshareandexplaintheiranswers.)
T: Based on the mind map, summarize the importance of bees in your own words.
设计意图：通过回答问题和完成思维导图，让学生进一步理解文章细节，巩固所学知识，提高学生的阅读理解和信息提取能力，同时引导学生思考蜜蜂的重要性。
Activity 5 Practice (概括与整合)
T: Work on 1d. Discuss the questions in pairs.
(Studentsdiscussthequestions. Theteacherwalksaroundtolistentostudents' discussionsandofferguidanceifneeded.)
T: Let's have a class discussion. Each pair shares one of their answers, and the rest of the class can add their thoughts or ask questions.
设计意图：通过小组和班级讨论，培养学生的批判性思维和口语表达能力，加深学生对蜜蜂以及动植物与我们生活之间的联系的理解。
Activity 6 Writing (概括与整合)
T: Write one more paragraph about bees and add it to the text. Focus on adding new information about bees' habits or their role in the environment.
设计意图：通过写作练习，提高学生的语言表达能力和创造力。
Activity 7 Pair work(内化与运用)
T: Work in pairs. Think about the connection between plants, animals, and people. Prepare some examples and share them with your partner, using the dialogue in 1f as a reference.
S1: People plant trees for shade and wood. Birds build nests in these trees, and the birds eat insects that could harm the plants. So, people help plants, and plants help birds stay safe and get food!
T: Excellent! Your example clearly shows a multi layered connection.
设计意图：引导学生思考人与自然的联系，培养环保意识。
Activity 8 Homework (课后作业)
Find more information about other important insects and write a short passage comparing them with bees.
Blackboard Design(板书设计)
第四课时　Section B(1a—1f) Title: We Can't Live Without Bees Adjectives describing bees: hard working, interesting, important Mind Map Outline： Importance: pollination, help plants grow Interesting facts: make honeycombs, communicate through dance Problem: dropping number
Teaching Reflection(教学反思)
Through this lesson, students deepened their understanding of the relationship between plants, animals, and humans, especially the importance of bees. It could encourage students to do more research on related topics to expand their knowledge.
第五课时　Section B(2a—3c)
Teaching Procedures(教学过程)
Part 1 Vocabulary in Use
Activity 1 Vocabulary practice (概括与整合)
T: Look at the words in 2a. Circle the odd ones out in each group, and then give your reasons. Discuss your answers with your partner.
设计意图：通过词汇练习，帮助学生理解和区分近义词和不同类别的词。
Activity 2 Vocabulary practice (概括与整合)
T: Look at 2b. Add the endings ance, (t)ion, ness, and ity to form nouns. Use your dictionary.
(Studentsdotheexercises.)
T: Let's take a closer look at these suffixes. The suffix ance is added to verbs to form nouns that express an action or state. For example, “act” becomes “action”， which refers to the process of doing something.
设计意图：通过添加后缀形成名词，帮助学生扩大词汇量并理解其用法。
Activity 3 Vocabulary practice(概括与整合)
T: Complete the sentences in 2c and the passage in 2d with the correct forms of the words in the box.
设计意图：通过结合词汇练习和语篇填空，帮助学生在句子和篇章中正确运用所学词汇，提高语言运用能力。
Part 2 Reading for Writing
Activity 1 Reading and comprehension(感知与注意)
T: Now let's read the text about the blue whale and complete the table in 3a. While reading, try to find out the key facts about the blue whale, such as its weight, where it lives, what it eats, how long it lives, and its role in the ecosystem.
设计意图：通过阅读故事，让学生熟悉文章内容和结构，感知文章的语言表达，为写作做铺垫。
Activity 2 Rewriting(想象与创造)
T: Imagine you are a blue whale. Use the first person to rewrite the first paragraph of the text. Start with “Hello everyone! My name is Billy the Blue Whale. I am…”and include details about your weight, size, and other characteristics.
设计意图：通过第一人称改写，提高学生的语言表达能力和创造力，同时加深对蓝鲸特征的理解。
Activity 3 Writing practice (概括与整合)
T: Work in groups, and discuss the following questions: What did you find most interesting about blue whales Why is it important to protect them
(Studentsdiscussingroups.)
T: Use the information from the text to complete your passage about the blue whale in 3c. Make sure to include all the key facts you learned.
设计意图：通过小组讨论，加深学生对蓝鲸的认识和保护海洋生物的重要性。通过完成短文，巩固学生对蓝鲸知识的掌握，并提高写作能力。
Activity 4 Homework(课后作业)
Make a vocabulary card with the words you've learned today. You need to add some suffixes to change their grammatical category and ask your classmates to guess their meanings.
Search more information about blue whales on the internet and share it with your partner.
Blackboard Design(板书设计)
第五课时　Section B(2a—3c) Blue Whale Facts： Weight: as much as 200 tons Where they live: all oceans except the Arctic Ocean Food: some of the tiniest ocean animals How long they live: up to 90 years Role in ecosystem: help create a lively and healthy ecosystem
Teaching Reflection(教学反思)
In this teaching session, the vocabulary practice in Part 1 achieved positive results. The diverse exercises from 2a—2d gradually built students' vocabulary using skills.Students gained a clearer understanding of blue whales and their importance in the ecosystem. More visual aids and videos could enhance their comprehension of marine life.
第六课时　Section B(Project & Reflecting)
Teaching Procedures(教学过程)
Activity 1 Group work and activity listing (感知与注意)
T: Good morning, class! Today we are going to do a project—making a poster about a plant or an animal. First, work in groups. Discuss and choose the title of your poster from the options like “The Strangest Animal”， “The Most Amazing Plant”， etc.
设计意图：通过小组合作选择海报标题，激活学生对动植物的兴趣，激发学生对 Project 活动的兴趣，同时促进学生之间的交流和合作。
Activity 2 Activity selection and reason giving (获取与梳理)
T: Now, each group collects pictures and finds out information about the plant or animal related to your chosen title. Answer the questions like “What is its name？”，“Where does it live/grow？”，“Why did you choose it？”， and “What are some interesting facts about it？”．
(Studentsworkingroupstocollectinformation.)
T: Then, share your findings with the class.
设计意图：通过收集信息，让学生梳理自己对所选动植物的认识，同时通过小组展示和讨论，培养学生的研究能力和表达能力。
Activity 3 Activity sharing and reflection (概括与整合)
T: Make your posters. Use the pictures and information you collected. Be creative with colours, designs, and layouts.
(Studentsmaketheirposters. Theteacherwalksaroundtoofferhelpandpraiseforgoodwork.)
T: Present your posters in class. Each group sends a representative to introduce your poster. Then, the whole class votes for the best one.
(Groupspresenttheirposters. Theteacherencouragesstudentstobeconfidentintheirpresentations. Afterallpresentations, theteacherannouncesthewinninggroup.)
T: Now, let's reflect on what we've done in this project. Can you use the knowledge we learned in this unit to describe the plant or animal on your poster When do you use superlatives to describe them What have you learned about the importance of protecting plants and animals Discuss in groups and then share your thoughts with the class.
设计意图：通过制作和展示海报，让学生运用所学知识进行创作和表达，提高综合能力。反思环节巩固学生对本单元知识的掌握，引导学生思考保护动植物的意义，培养学生的总结和反思能力。
Activity 4 Homework (课后作业)
Write a short passage about the plant or animal on your poster based on the group discussion, including at least five sentences. Use some of the expressions and facts from the class activities.
Blackboard Design(板书设计)
第六课时　Section B(Project & Reflecting) Project title: Make a Poster about a Plant or an Animal Key questions： What is its name Where does it live/grow Why did you choose it What are some interesting facts about it Example posters
Teaching Reflection(教学反思)
In the group work, there were some cases where the division of labour was not very reasonable. Pay more attention to guiding students on effective group cooperation in future classes. Also, consider adding more cross disciplinary elements, such as integrating art and science knowledge related to plants and animals, in future teaching to make the learning more comprehensive and meaningful.

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