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人教版英语 八年级上册Unit 4 Amazing Plants and Animals 教学设计
SectionA（1a-Pronunciation）
课题 Unit 4 Amazing Plants and Animals Section A (1a-Pronunciation) 学段 初中 年级 八
课型 听说＆语音课 课时 学科 English
单元 主题分析 本单元的主题属于“人与自然”范畴，涉及“自然生态”主题群中的“热爱与敬畏自然，与自然和谐共生”子主题内容。本单元以“神奇的动植物”为主题，围绕植物和动物的独特之处展开探究，深入理解自然生物的奇妙特性及其与人类生活的密切关联。学生不仅能掌握形容词最高级的用法，还能培养对自然界的敬畏之心，进而思考人类与动植物和谐共生的意义。
文本解读 What:本课是人教版(2024)八年级上册第四单元Amazing Plants and Animals的第一课时，本课时以“动植物”为核心主题，通过多模态教学活动引导学生掌握形容词原级与最高级的语言结构，并运用其描述自然界的生物特性。 Why:本课时的设计通过真实语境中的最高级练习（如“the heaviest animal”），解决学生语法运用中的典型难点（如混淆“-er”与“-est”），同时结合发音训练培养语音意识；选取蓝鲸、红杉等标志性生物作为案例，将语言学习与自然科学知识融合，激发学生对生态的好奇心，引导学生思考生物适应性的进化意义，最终渗透“敬畏自然、保护多样性”的价值观。 How:课程内容分为三个层次：词汇输入（如big/small, fast/slow等对比性形容词）、听力理解（匹配最高级形容词与对应生物，如蓝鲸—largest、红杉—tallest、猎豹—fastest）以及口语输出（通过问答讨论动植物的独特之处）。此外，语音板块（/e /, /a /等发音对比）和重音练习（如句子焦点差异）进一步强化语言准确性。最终目标是让学生能够流利运用最高级结构描述生物特征，理解自然界“世界之最”的案例，并意识到生物多样性的价值。
学情分析 1.学生基本情况 本课面向初二年级学生，他们对"世界之最"生物有碎片化了解（如知道蓝鲸很大），但缺乏系统比较的视角；能理解生物特征描述（big/small），但难以用英语表达生态关系。 2.已有知识经验 已掌握形容词原级和比较级，但对最高级（biggest/most beautiful）的系统性认知不足；能识别常见动植物名称（如whale, tree），但对专业术语（如redwood, moss）的发音和意义不熟悉。 3.学习难点预测 听力理解时易被生词干扰（如听到"moss"可能影响后续信息获取）。4. 教学对策 课前推送"世界之最"短视频；听力材料分阶处理（基础组先提供选项词库）；设计"句型急救包"（最高级变换公式表）。
教学目标 语言 能力 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.
文化意识 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.
思维品质 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 "
学习能力 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 重难点 教学重点 Master the new words of animals and plants, and get the relevant knowledge of animals and plants through listening tasks.
教学难点 Students will distinguish and produce target sounds (/e /, /a /, / /) and consonant blends (/bl/.../gr/) clearly.
教学过程设计
教学环节 教师活动 学生活动 设计意图
Step 1 Warming-up 1.Greeting each other. 2.Explain learning objectives to students. In this unit,you will -talk about some amazing plants and animals. -use superlatives to compare more than two things. -discuss the connection between plants,animals,and our lives. -explore why plants and animals are important to us. 3.Look at the cover page of this unit and think the questions in Look and share: -What do you see in the photo -What do you think of when you see the photo 1.Greeting. 2.Learn about learning objectives in this unit. 3.Observe the photo and answer the questions. 通过观察封面页，介绍本单元的学习目标,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。
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!" 1.Watch the video about nature. 2.Students have a guessing game. 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。
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. 1.Learn the meanings of the words and read after teacher. 2.Learn the superlative forms of these words. 3.Students finish 1a and share their answers. 通过让部分学生 朗读，检查他们对单词发音的掌握情况。通过简单例子，观察他们是否能理解最高级的基本用法,为接下来的听说活动奠定词汇基础，帮助学生理解最高级在描述动植物语境中的用法。
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. 1.Listen for the first time and finish 1b. 2.Listen for the second time and check answers.. 3.Listen for the third time and finish 1c. 4.Discuss the answers in groups of four. 5.Report the answers. 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。教师根据学生在听对话时记录的关键词，判断其获取并记录信息的全面和准确程度。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。
Step 5 Post-listening Teacher asks students to write down some sentences according to the listening materials. ①The blue whale is the largest and heaviest animal in the world. ②The cheetah runs the fastest. ③Moss 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. A:What's amazing about the blue whale B:It’s the largest/biggest animal in the world. 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. 1.Students write down some sentences by using the superlative form. 2.Make a conversation with partners in 1d. 3.Students have a group work to talk about the plant or animal they are interested in. 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。 通过对动植物进行结对问答让学生在真实情境中练习使用目标语言，提高口语表达能力和语言流利度。 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。
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. 1.Read the phonetic symbols. 2.Finish Pronunciation 1. 3.Listen and repeat, notice the differences in sentence stress and meaning. 4.Learn the sentence stress and take notes. 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。
Step 7 Summary Teacher shows the students the mind map of the key points of this lesson through PPT, leads them to review. Follow teacher’s step to review the key points in this lesson. 教师带领学生利用思维导图将本节课进行有序地梳理，巩固所学，加深印象。
Step 8 Homework Level A:Create information cards for the animals and plants in la,label the corresponding adjectives (eg,blue whale-largest, heaviest), and attempt to describe other common animals and plants using superlatives (eg,panda-most lovely). Level B:Interview three classmates about the most amazing animals and plants in their memories, describe their characteristics, write down the dialogue and introductions, add pictures. Level C:Investigate a plant or animal of interest, describe its characteristics using superlatives (eg,"The sunflower is one of the tallest flowers in my garden."), create an illustrated poster, and share it with the class. 分层作业设计落实双减政策，减量不减质，重视实际场景的交际应用，减少机械操练。
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 一、成功之处: 1.多模态教学方法的运用:本节课通过结合视频图片、听力练习、词汇匹配和对话练习等多种形式，有效地调动了学生的视觉、听觉和语言输出能力。 2.词汇与语境的结合:在教学中，将形容词（如“largest”“fastest”）与具体的动植物（如蓝鲸、红杉树、猎豹）结合，让学生在真实的语境中学习和运用词汇。这种方式不仅增强了学生的记忆，还帮助他们理解形容词比较级和最高级的实际应用。通过问答练习（如“What’s amazing about the blue whale ”），学生能够自然地输出语言，提高了口语表达能力。 二、存在问题: 1.词汇练习的深度不够:虽然词汇与语境结合较好，但对形容词比较级和最高级的语法规则讲解不够系统。部分学生可能在自主造句或扩展使用时出现错误。此外，词汇的拓展性练习较少，限制了学生的词汇广度。 2.发音训练的机械性:发音练习虽然系统，但形式较为机械，缺乏趣味性和创造性。学生可能只是被动跟读，未能完全理解发音规则在实际对话中的应用。例如，可以增加绕口令或情景对话，让学生在更有趣的活动中练习发音。 三、改进措施: 1.加强语法和词汇的深度讲解:在形容词最高级的教学中，加入更多对比练习（如“tall/taller/tallest”），并通过纠错活动强化正确用法;设计词汇扩展任务，如让学生用最高级描述身边的物体或同学，增强实际运用能力。 2.丰富发音训练形式:引入游戏化活动，如“发音接龙”或“听音辨词”，增加趣味性;结合情景对话，让学生在有意义的语境中练习重音和语调，例如模拟导游介绍红杉树。
SectionA（2a-2e）
课题 Unit 4 Amazing Plants and Animals Section A (2a-2e) 学段 初中 年级 八
课型 听读说 课时 2 学科 English
单元 主题分析 本单元的主题属于“人与自然”范畴，涉及“自然生态”主题群中的“热爱与敬畏自然，与自然和谐共生”子主题内容。本单元以“神奇的动植物”为主题，围绕植物和动物的独特之处展开探究，深入理解自然生物的奇妙特性及其与人类生活的密切关联。学生不仅能掌握形容词最高级的用法，还能培养对自然界的敬畏之心，进而思考人类与动植物和谐共生的意义。
文本解读 What:本课是人教版(2024)八年级上册第四单元Amazing Plants and Animals的第二课时，本听力语篇以一段关于竹子的对话为核心，内容涵盖文化、生态和实用价值三个方面。对话中，Ella和Chen Jie围绕一把绘有竹子的折扇展开交流，涉及竹子在中国文化中的象征意义（如goodness）、四川竹海的规模（the ____ and _____ bamboo forest in China），以及竹子的生长速度（fastest-growing plants）和用途（build houses and make tools）。此外，听力填空和思维导图任务要求学生提取关键信息，如竹子的文化地位、生态特征和实用功能，而角色扮演活动则进一步引导学生模拟导游与游客的对话，深化对竹子多重价值的理解。 Why:本课旨在通过真实语境下的听说训练，学习与自然和文化主题相关的词汇及形容词最高级的用法，提升听力理解和口语表达能力；通过填空和思维导图任务，训练信息提取与归纳能力；角色扮演活动则鼓励学生创造性运用语言，将知识转化为实际对话，同时理解竹子在中国文化中的象征意义及其在日常生活和生态中的重要性，培养跨文化认知。 How:首先通过填空任务引导学生捕捉关键词，结合思维导图梳理竹子的多维信息，强化听力细节抓取能力；角色扮演活动模拟真实场景，要求学生灵活运用课文语言并补充个性化内容促进语言内化；通过“输入—加工—输出”的闭环设计，本课将语言技能、文化渗透与思维训练有机结合，最终实现从文本理解到真实场景应用的能力迁移。
学情分析 1.学生基本情况 本课面向初二年级学生，他们具备基础的英语听说能力，能理解简单对话和描述性文本，但对文化背景词汇（如symbol of goodness）和形容词最高级（如the most useful）的灵活运用仍需强化。部分学生可能存在听力抓取细节信息（如数字、比较级）的困难，或在口语表达中因文化知识不足而缺乏深度。 2.已有知识经验 语言基础:学生已掌握常见形容词及其比较级/最高级形式，但对“one of the + 最高级”结构（如one of the fastest-growing plants）的用法不够熟练。 文化认知:对中国传统文化符号（如竹子、折扇）有一定感性认识，但对其象征意义缺乏系统了解。 学科联系:通过科学课了解植物的基本生长特性（如bamboo grows quickly），但跨学科整合能力较弱，需引导其关联地理、生态等内容。 3.学习难点预测 听力中抓取最高级短语（如the largest bamboo forest）并准确填空。 文化词汇的深层理解（如symbol of goodness）及自然运用。 4.教学对策 听力填空提供选项（如largest / oldest / tallest），辅助信息捕捉。 通过图片/短视频展示竹子国的应用，激活背景知识。
教学目标 语言 能力 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.
文化意识 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.
思维品质 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).
学习能力 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 重难点 教学重点 Mastery of topic-related terms (symbol, fastest-growing, useful plants) and superlative forms (the most popular, the tallest).
教学难点 Use the knowledge you have learned to conduct oral communication on the topic of bamboo, and experience the connotation of bamboo in Chinese culture.
教学过程设计
教学环节 教师活动 学生活动 设计意图
Step 1 Warming-up Teacher shows a poem through PPT. T: Read the poem, and what kind of plant does it talk about 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. Students read the poem and guess the meaning of the poem. 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。
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 1.Students answer the usages of bamboo. 2.Students watch a video about bamboo. 3.Students have a prediction about the content of the conversation. 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。
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. 1.Listen and answer the questions. 2.Listen and fill in the blanks. 3.Students do a peer review,and then check answers together. 第一遍听培养学生对听力材料的整体理解能力，让他们对内容有一个基本的感知,大多数学生能够抓住主要话题,例如带有竹子画作的折扇介绍以及一些关于竹子的信息并对对话有初步的理解。 第二遍重点是培养学生捕捉特定信息的能力,同伴互查的过程能够促进学生之间的交流与自我修正。
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. ①What does Ella see on the folding fan ②Why does bamboo often appear in Chinese paintings ③Where is the Bamboo Sea ④What do people use bamboo for ⑤Is 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 1.Read and Finish 2b. 2.Check the answers together. 3.Read and Finish 2c. 4.Share their answers. 5.Take notes about the knowledge points. 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。
the students: ①It’s a symbol of goodness in Chinese culture. ②Well,bamboo is one of the fastest-growing plants. ③People 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. 1.Listen and repeat, pay attention to the intonation and tone. 2.Students have a practice with their partners. 3.Students role play with their partners. 4.Learn about the requirements in 2e. 5.Make up a conversation and practice with partners. 6.Students have a show time. 通过跟读、角色扮演和创编对话，帮助学生巩固对话内容，提升语音语调和口语表达能力，同时激发学生的创造力和合作精神。帮助学生在真实情境中运用所学知识，进一步理解竹子的文化意义和生态价值.增强语言实践能力。
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. Students think about the questions and have a discussion with group members. 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。
Step 7 Summary New words and expressions: folding; bamboo; popular; goodness; tool; actually; shoot; appear;folding fan; feel free (to do sth) Functions: Use the superlative form to talk about bamboo. Sentences: 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. Follow teacher’s steps and review the key points what they have learned in this lesson. 教师带领学生回顾本节课的重点知识，巩固所学，加深记忆。
Step 8 Homework Level A:According to the dialogue, polish the mind map of bamboo's characteristics, uses, and cultural significance. Level B:Write an English essay describing your impressions and feelings about bamboo.(at least 60 words.) Level C: Assuming you are an advertiser of Sichuan Bamboo Sea, design an English promotional poster, combining the dialogue and pictures to introduce the value of bamboo. 本作业遵循因材施教原则，兼顾语言技能与文化意识培养,激发创新思维。分层设计既能确保学困生掌握核心内容，又为能力较强学生提供挑战，实现差异化教学。
板书设计 Unit 4 Amazing Plants and Animals Section A (2a-2e)
教学反思 成功之处: 1.文化渗透与语言学习有机结合:本节课以“竹子”为主题，将中国传统文化元素（如折扇绘画、竹海景观）融入英语教学，学生在学习语言的同时，深入理解了竹子的文化象征通过听力填空、问答互动，学生不仅掌握了关键词汇，还能用英语简单描述竹子的生态价值和文化意义，实现了语言能力与文化意识的双重目标。 2.互动形式激发学生兴趣:学生通过听对话补全信息，再分角色表演，语言输入与输出形成闭环;“导游与游客”对话模拟，学生代入真实场景，积极性显著提高。 二、存在问题: 1.文化深度挖掘不足:虽然介绍了竹子的象征意义，但对中西方文化差异的对比仅停留在表面。例如，未引导学生探讨“为何竹子在中国象征高雅，而在西方更多被视为实用材料”，导致跨文化认知的深度不足。 2.语言输出的结构性欠缺:角色扮演中，部分学生仅机械重复课文句子，缺乏个性化表达;思维导图任务中，少数学生仅罗列课文原句，未尝试用自己的语言总结，反映对语言内化的支持不足。 三、改进措施: 1.深化文化对比，增强批判性思维:增设“文化辩论”环节，例如“Is bamboo more important as a cultural symbol or as an eco-friendly material ” 引导学生结合中西方视角分析;引入短视频展示竹子的全球应用，帮助学生建立跨文化关联。 2.优化语言输出支架:在角色扮演前，提供句型银行（如“In China, bamboo represents…”“People can use it to…”），鼓励学生在框架内自由补充内容。
SectionA Grammar Focus（3a-3c）
课题 Unit 4 Amazing Plants and Animals Grammar Focus (3a-3c) 学段 初中 年级 八
课型 语法课 课时 3 学科 English
单元 主题分析 本单元的主题属于“人与自然”范畴，涉及“自然生态”主题群中的“热爱与敬畏自然，与自然和谐共生”子主题内容。本单元以“神奇的动植物”为主题，围绕植物和动物的独特之处展开探究，深入理解自然生物的奇妙特性及其与人类生活的密切关联。学生不仅能掌握形容词最高级的用法，还能培养对自然界的敬畏之心，进而思考人类与动植物和谐共生的意义。
文本解读 What:本课是人教版(2024)八年级上册第四单元Amazing Plants and Animals的第三课时的语法课，本语法课聚焦形容词和副词的最高级形式，通过三个循序渐进的活动（3a-3c）帮助学生理解并掌握最高级的构成规则及其应用。3a以例句展示最高级的常见结构，引导学生观察加“-est”或前加“the most”的构成方式；3b要求学生根据括号内的形容词或副词填写最高级形式，强化规则应用；3c则提升至语篇层面，通过描述银杏树的短文，综合考查最高级在真实语境中的使用。课程内容从规则感知到实践应用，最后融入文化元素，兼具语言学习和文化认知价值。 Why:课程设计旨在解决学生在英语比较级和最高级使用中的常见问题，如规则混淆或语境误用。通过例句分析（3a）明确规则，减少机械记忆的枯燥性；填空练习（3b）针对易错点，巩固细节；语篇填空（3c）则模拟真实交流场景，强调最高级在描述自然、文化时的表达功能，此外融入中国元素（如银杏树）增强文化认同感，激发学习兴趣，体现“语言为表，文化为里”的教学理念。 How:在3a环节采用“发现式教学法”，让学生对比例句自主总结规则，教师辅以视觉提示（如标红“-est”和“the most”）。针对3b的练习，需分层设计：先完成基础题（如“cutest”），再挑战不规则形式（如“good→best”），并引入纠错活动让学生辨析。3c部分结合跨学科知识，如讨论银杏树的生物特性，引导学生用最高级描述，并延伸写作任务。评估时，除答案正确性外，应关注学生在语境中自然使用最高级的能力。
学情分析 1.学生基本情况 本课面向初二年级英语学习者，学生已掌握形容词原级和比较级的基本用法，但对最高级规则（如单音节词加-est、多音节词加the most）存在混淆。学生形象思维较强，对动植物主题兴趣浓厚，但注意力集中时间有限，偏好图文结合、游戏互动的教学形式。部分学生能熟练运用规则变化，而约20%的学生仍需强化不规则形式和双音节词的区分。文化认知方面，学生对银杏树等本土元素有亲切感，但 需补充相关文化背景以深化理解。 2.已有知识经验 学生在学习本课之前，已经掌握了形容词和副词的原级和比较级的构成及用法，能够进行简单的比较表达。然而，他们对最高级的规则可能不够熟练，容易混淆单音节词和多音节词的最高级构成方式。此外，部分学生对不规则变化的掌握较弱，需在课堂中强化巩固。 3.学习难点预测 部分学生可能错误地在多音节词后加“-est”（如“beautifullest”）或在单音节词前加“the most”（如“the most tall”）。 4.教学对策 强化对比学习:通过对比比较级和最高级（如“fast—faster—fastest”），帮助学生明确规则差异。 纠错与反馈:设计“找错误”活动，引导学生自主发现并修正错误，加深记忆。
教学目标 语言 能力 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.
文化意识 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.
思维品质 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.
学习能力 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 重难点 教学重点 The formation of the superlative of adjectives and adverbs, including regular and irregular variations.
教学难点 Common sentence patterns for the superlative of adjectives and adverbs.
教学过程设计
教学环节 教师活动 学生活动 设计意图
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. Students watch videos about the world's most extreme landmarks and describe what they see in superlatives. 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。
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. 1.Students read these sentences, observe and summarize the rules for forming the superlative adjectives and adverbs through independent exploration or group collaboration. 2.Students listen carefully and take notes. 3.Students give example by using superlatives. 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。 通过引导学生自主发现规律、系统讲解规则变化及补充不规则变化,并结合例句展示帮助学生全面掌握最高级的构成与使用.提升语言归纳与应用能力。
Step 3 Practice Exercises After explaining the knowledge points about superlatives, the teacher shows some exercises through PPT. 写出下列形容词的最高级。 big → large → heavy → bad → great → high→ beautiful → 单项选择。 1. Tony is of the three boys, but he is the tallest. A.young B.younger C.youngest D.the youngest 2. The man had money at all,but he lived . A.the least; most happily B.the fewest; the happiest C.the most; the happiest D.the least; the happiest 3.Tom is very tall. Jim is than Tom. But Mike is of the three. A.taller; the tallest B.taller; taller C.tallest; taller D.tallest; tallest 4.-What's the movie theater in town -I think it's Movie World because you can sit the most . A.good; comfortable B.good; comfortably C.best; comfortably D.best; comfortable 5.-Which month has days in a year -February. A.less B.the least C.fewer D.the fewest Work on 3b 1.Show the practice 3b, and let students complete the sentences with the superlatives forms of the words in brackets. ①Among all animals, I love pandas the best. I think they are (cute) animals in the world. ②Which do you think is _ (beautiful), the rose, the peony, or the lotus flowers ③Look at that butterfly! It has (colourful) wings. ④Which animals jumps (high), the lion, the monkey, or the tree frog ⑤The 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 " 1.Students finish the exercises on PPT. 2.Students finish 3b independently. 3.Students check each other's answers. 4.Check the answers together. 5.Observe the pictures and answer questions. 6.Students read the passage and complete 3c. 7.Share answers. 8.Students discuss and answer the questions about ginkgo trees. 教师通过PPT展示最高级的相关练习，趁热打铁，对刚刚讲解的知识点进行学以致用,强化学生的理解和记忆。 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。
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. 1.Describe your favourite animals,plants or other things using superlative adjectives or adverbs. 2.Talk about with your partner. 3.Show time. 通过描述和分享活动，帮助学生将最高级应用于实际语境，提升其语言表达能力和沟通技巧，同时通过小组合作和上台展示增强学生的参与感和自信心。
Step 5 Summary Teacher leads students to summarize the key points of the superlatives through PPT. Review the key points of the superlatives with teacher. 教师带领学生系统总结最高级的语法知识，强化重点，突破难点，帮助学生构建清晰框架，巩固学习成果。
Step 6 Homework Level A:Summarize the differences between the comparative forms of and the superlative forms of adjectives and adverbs,and show it in a chart. Level B:Write 6-8 sentences on the topic "The Most Amazing Plant/Animal", using at least 5 superlative adjectives or adverbs. Level C:Create a poster on the theme of "World's Best", which can include some animals, plants, or other things, with pictures and English descriptions attached. 本作业设计遵循分层教学理念，逐步提升难度,兼顾不同水平学生需求，既巩固语法知识，又联系实际表达，最终实现从学语法到用语法的过渡。
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 成功之处: 1.情境创设有效，激发学习兴趣:本节课以“世界之最”的视频为导入，通过生动例子引入最高级的用法，学生表现出较高的参与度。尤其是结合图片和趣味事实，帮助学生在真实语境中理解语法规则，避免了枯燥的机械操练。 2.多媒体辅助，强化直观理解:利用PPT动态展示形容词变最高级的变化规则（如“辅音+y结尾去y加iest”），并结合短视频对比不同动物的速度、体型，直观呈现“the fastest/the heaviest”等表达，降低了语法抽象性。 二、存在问题: 1.规则归纳环节节奏过快:部分学生对“多音节词前加most”的规则掌握不牢，混淆了“beautiful→the most beautiful”与“big→the biggest”的构成方式。课堂抽查发现，约20%的学生在练习中将“common”误写为“commonest”，反映出对音节划分的模糊认知。 2.个别活动时间分配失衡:输出环节因学生热情过高，耗时超出预期，导致最后的上台展示仓促收尾，削弱了即时反馈的效果。 三、改进措施: 1.细化规则讲解，强化对比训练:增设“音节划分”微课，并设计对比练习;利用思维导图归纳规则例外，辅以口诀记忆法。 2.优化课堂管理，精准把控节奏:为讨论类活动设置计时器，明确规则，并预留弹性时间。
SectionB（1a-1f）
课题 Unit 4 Amazing Plants and Animals Section B (1a-1f) 学段 初中 年级 八
课型 阅读课 课时 4 学科 English
单元 主题分析 本单元的主题属于“人与自然”范畴，涉及“自然生态”主题群中的“热爱与敬畏自然，与自然和谐共生”子主题内容。本单元以“神奇的动植物”为主题，围绕植物和动物的独特之处展开探究，深入理解自然生物的奇妙特性及其与人类生活的密切关联。学生不仅能掌握形容词最高级的用法，还能培养对自然界的敬畏之心，进而思考人类与动植物和谐共生的意义。
文本解读 What:本课是人教版(2024)八年级上册第四单元Amazing Plants and Animals的第四课时的阅读课，本文以蜜蜂为例，探讨了动植物与人类的共生关系，属于科普类说明文。文章从蜜蜂的生态价值、辛勤工作、现存问题与呼吁三个维度展开，采用“现象引入→核心功能→补充细节→问题反思”的递进逻辑，辅以数据（如“50-100朵花”）和拟人化表达（如“勤劳的动物”），兼具科学性与可读性。 Why:本文的核心价值在于将生物学（授粉机制）、生态学（物种关联）与语言学（形容词用法）结合，实现跨学科学习；通过“假设-实证-行动”链条，引导学生从认知（蜜蜂功能）到共情（危机担忧），最终落实责任（保护措施），培养批判性思维与问题解决能力；破除“人类中心主义”，通过“我们需要彼此”的论述，建立生命共同体意识。从课标视角看，文本完美契合“人与自然”主题，同时提供丰富的语言输入，为后续写作奠定基础。 How:本文教学可采取“三阶递进”策略：感知→探究→行动。首先，通过讨论神奇的动植物引出蜜蜂，播放其相关视频引导学生关注蜜蜂的生态价值，完成思维导图梳理核心信息；其次，聚焦语言特色，通过“形容词分类墙”活动（如情感类/评价类）和小组讨论，深化对最高级表达和生态链的理解；最后，迁移至真实问题解决，如分组设计“校园护蜂方案”将文本中的科学知识、语言表（hard-working, the most important）和情感呼吁转化为创造性输出，实现从“读懂”到“用活”的跨越，同时渗透生命教育。
学情分析 1.学生基本情况 授课对象为初中生（八年级），已具备基础的英语阅读能力，能理解简单说明文的主旨和细节，但对长难句和隐含逻辑关系的分析仍需指导。 2.已有知识经验 学生对蜜蜂、授粉等生态概念有一定了解（如小学科学课涉及），但对具体数据和生态链的深层联系（如人类食物系统依赖昆虫）认知较模糊。学生已学过形容词原级和比较级，但对最高级（the most important, the most amazing）的准确使用，尤其是多音节词变形（如interesting → the most interesting）可能不熟练。 3.学习难点预测 若文本中的科学术语（如pollination, ecosystem）解释不足，部分学生可能因理解困难而失去兴趣。 4.教学对策 通过头脑风暴激活已有知识，预教关键术语；结合本土案例增强现实关联性，避免文本停留于理论。
教学目标 语言 能力 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.
文化意识 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.
思维品质 1.Analyze cause-effect relationships (eg, "What if bees disappeared ") and propose solutions to protect bees. 2.Use the mind map to organize information hierarchically.
学习能力 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 重难点 教学重点 Guide students to find and understand the adjectives and superlative forms used to describe bees.
教学难点 Help students understand the importance of bees and their connection to other living things.
教学过程设计
教学环节 教师活动 学生活动 设计意图
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 Students have a free talk and answer the question. 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。
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”.Teacher prepares simple questions about bees,such as: ①How do bees help plants ②What does a bee's home look like ③How do bees communicate 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. 1.Students have a prediction about the text of 1b. 2.Students watch a video about bees. 3.Students have a “Bee Knowledge Quick Quiz”. 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。
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. ①How many flowers do bees often visit on one trip ②How do bees communicate with each other when they find new food ③What's the problem with bees 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. 1.Students look through the text quickly and underline the adjectives to describe bees. 2.Students read the passage quickly and summarize or draw out the main points of each paragraph in the passage. 3.Students read the text carefully and find the answers. 4.Share answers. 5.Students read the text again and complete the mind map. 6.Share answers. 7.Students try to retell the text with the mind map. 8.Students find the language points they don’t understand and take notes. 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。 教师让学生再次整体阅读文本，勾画出亟待解决的知识点并给予细致的讲解，之后让学生给出相关例子，帮助学生准确理解和应用。
Step 4 Post-reading Work on 1d 1.Teacher leads students to have a discussion: ①Can you give another title for the text ②What another interesting facts do you know about bees ③What 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. For example: There are many ways we can do. First, we can plant bee-friendly flowers and plants in our gardens or balconies. These provide bees with nectar and pollen. Second, avoid using pesticides as they can harm bees. Instead, try natural pest-control methods. Finally, spread the word! Let more people know the importance of bees and encourage them to join in protection efforts. 1.Think about these questions in 1e independently and write down the thoughts. 2.Students have a discussion in groups. 3.One member of each group shares their ideas. 4.Students clarify the writing task of 1e. 5.Students conceive and write. 6.Students share their writing. 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。 通过续写活动,培养学生的创造力和语言运用能力：通过分享和讨论，帮助学生将所学知识与实际生活联系起来，加深对生态系统的理解，并提升其表达和写作能力。
Step 5 Discussion 1.Ask them to discuss the question: How do you understand the connection between people, plants,and animals Think of some examples and then share them with a partner. A:We all know people and nature are connected. But can you give me an example of how they are connected B: Sure. I visited a small town in Guangdong once. There are many large trees in the town. They are home to many birds. A lot of tourists come to see the trees and the birds... 2.Teacher invites students to engage in Q&A to share their views and provide feedback and evaluation. Students have a discussion about the question. S1:We all know people and nature are connected. But can you give me an example of how they are connected S2:In my hometown, there's a big lake. The lake is home to lots of fish. The plants around the lake provide oxygen and food for the fish. People go fishing there... 通过讨论人类与动植物之间的联系并举例，让学生进行口语输出，锻炼学生口语表达能力和逻辑思维能力，深化本课的主题。
Step 6 Summary The teacher shows the mind map of this section about bees through PPT, and leads the students to review the key points. Follow teacher’s step to review what they learned today. 教师带领学生回顾本节关于蜜蜂的阅读课的内容，帮助学生构建知识框架，便于复述和记忆。
Step 7 Homework Level A: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. Level B:Design an English promotional poster themed "Protect the Bees", which must include the importance of bees, the current situation, and the call to action. Level C:Consult materials, write a short paragraph about the relationship between other insects (such as butterflies) and humans, and compare the role of bees. 本作业设计遵循分层教学理念，整体紧扣单元主题“人与自然”，引导学生从知识积累转向实践行动，如保护蜜蜂的倡议，培养环保意识与社会责任感，同时提升语言综合能力。
板书设计 Unit 4 Amazing Plants and Animals Section B (1a-1f)
教学反思 成功之处: 1.学科融合与价值观渗透:通过讨论蜜蜂与生态系统的关系，学生不仅学习了语言知识，还增强了环保意识。在1f的对话活动中，学生联系实际生活，理解“人与自然共生”的理念，体现了英语学科的育人价值。 2.合作学习促进互动:同伴结对和小组讨论等活动，鼓励学生用英语交流观点。部分小组在讨论中自发补充课外知识，说明互动设计有效激发了学生的自主探究欲望。 二、存在问题: 1.语言输出机会不均衡:尽管设计了对话活动，但性格内向的学生仍倾向于被动倾听。教师未能及时介入引导，导致部分讨论由少数活跃学生主导,需设计更强制性的分工（如轮流发言角色）。 2.高阶思维引导不足:在分析蜜蜂数量下降的原因时，学生多依赖课文信息，缺乏深度思考（如农药、气候变化的关联）,教师应提供补充资料或提问框架，推动批判性思维。 三、改进措施: 1.增强学生参与公平性:在小组活动中分配明确角色并要求组内轮流担任;引入“沉默讨论”环节（如先书面写下观点，再口头交流），给内向学生缓冲时间。 2.深化思维训练:在阅读后增加“问题链”提问;提供补充阅读材料，引导学生多角度分析问题。
SectionB（2a-3c）
课题 Unit 4 Amazing Plants and Animals Section B (2a-3c) 学段 初中 年级 八
课型 词汇＆写作课 课时 5 学科 English
单元 主题分析 本单元的主题属于“人与自然”范畴，涉及“自然生态”主题群中的“热爱与敬畏自然，与自然和谐共生”子主题内容。本单元以“神奇的动植物”为主题，围绕植物和动物的独特之处展开探究，深入理解自然生物的奇妙特性及其与人类生活的密切关联。学生不仅能掌握形容词最高级的用法，还能培养对自然界的敬畏之心，进而思考人类与动植物和谐共生的意义。
文本解读 What:本课是人教版(2024)八年级上册第四单元Amazing Plants and Animals的第五课时，本课由词汇综合训练和蓝鲸科普阅读两大模块构成，形成"语言运用+内容理解"的双轨教学设计。词汇板块通过"词义辨析-构词法-语境应用"三层递进，系统训练名词后缀规则和情感动词的变形使用；蓝鲸文本采用科学说明文体，以精确数据和生态链描述展现说明文的客观性特征。通过"生态系统保护"主题形成内容联结——词汇部分的青蛙文段延伸至陆地生态系统，蓝鲸文本聚焦海洋生态，共同构建生物多样性认知框架。 Why:本课时的设计旨在实现语言技能与科学素养的协同发展。在认知维度，要求学生提取蓝鲸的生物特征（重量、寿命）并转化为表格数据，培养信息处理能力；在语言维度，通过名词后缀的规律总结和情感词汇的语境运用，提升词汇生成与准确表达能力；在思维维度，借助"化身蓝鲸"的视角转换和跨物种生态作用比较，发展换位思考与系统分析能力。这种多维目标设定，既符合英语学科核心素养的语言能力要求，又呼应了科学课程标准中"生命系统的相互依存"这一核心概念。 How:词汇教学则遵循"发现-操练-迁移"的认知规律：先通过异同比较激活已有词汇网络，再借助名词构词规则和句子完型强化词汇活用能力，最终在篇填空实现知识迁移；写作教学实施采用"真实语境驱动-语言支架支撑-认知策略引导"的立体路径，首先创设情境，通过3a表格填写激发学习动机；继而提供第一人称改写范例，搭建语言脚手架；最后引导学生完成写作，确保语言知识的系统性掌握。
学情分析 1.学生基本情况 该年龄段学生呈现三大典型特征：首先，具象思维占主导，对蓝鲸的巨型体型（200吨）等具体数据兴趣浓厚，但对抽象概念（生物量循环）理解困难，需通过类比教学建立认知桥梁。其次，注意力保持时间约15-20分钟，需设计多模态任务切换：如从表格填写→人称切换→生态辩论的梯度推进。 2.已有知识经验 在语言基础方面，学生已掌握常见名词后缀（如-er/-or）和基础情感词汇，但对更复杂的构词法（-ance/-ity）和生态学术语（ecosystem）仍存在理解障碍。在词汇层面，名词后缀的错误率高达80%，特别是-tion/-sion的混用现象突出。 3.学习难点预测 语言层面，名词后缀变形规则（如y→i+ness）容易与形容词比较级规则混淆；文化层面，城市学生普遍缺乏对海洋生态的直观体验。 4.教学对策 针对不同层次学生采取精准干预：对于基础薄弱组聚焦核心词汇认读和事实信息提取，提供词缀变化口诀；中间能力组重点训练语境猜词和视角转换写作，使用写作框架模板；拔高组开展拓展研究，如分析教材未提及的"鲸歌"交流现象，培养批判性思维。
教学目标 语言 能力 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.
文化意识 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.
思维品质 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.
学习能力 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 重难点 教学重点 Distinguish word categories, master common noun suffixes, and accurately use key words to complete sentences and paragraphs.
教学难点 Rewrite the paragraph in the first person to understand the important role of the blue whale in the ecosystem.
教学过程设计
教学环节 教师活动 学生活动 设计意图
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. Students review the text about bees answer the question. 教师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。
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 1.Students read the words in 2a. 2.Circle the odd ones out,and provide reasons. 3.Share answers. 4.Learn about the noun suffixes. 5.Students complete 2b. 6.Check answers. 7.Students complete 2c independently. 8.Pairs correct and check answers together. 9.Students read and do the exercise in 2d independently. 10.Students share their answers. 11.Students discuss and compare the importance of bees and frogs to the human ecosystem. 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。 教师通过观察学生独立完成练习的过程和组内互评的互动情况，评估学生对词汇在语境中运用的程度和水平，提高他们自我评估和纠正作业的能力。 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。
Step 3 Pre-reading Teacher plays a short video about blue whales. T:What do you see What do you want to know about blue whales Let students share their ideas. Students watch the video about blue whales and share their ideas. 直观激发兴趣，激活已有知识,观察学生的讨论积极性与阅读期待。
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. 1.Students read the text quickly and answer questions. 2.Read the text carefully and complete the table. 3.Students share their answers. 通过速读检查学生对段落主旨大意的概括能力。 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。
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: ①Why are blue whales endangered Group 1:Because the temperature in the ocean is becoming higher and higher. Group 2:Because there is more pollution in the ocean. Group 3:Because humans kill blue whales to get the fat under their skin. ②How to protect blue whales Group 4:Ask the government to make laws to stop killing. Group5:Students can make some posters to tell the public the importance of blue whales. Group 6:Do more research on them. Students have a group work to share their opinions. 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。
Step 6 Pre-writing Before the students write, the teacher gives some writing guidance to the students. ①Topic analysis:Complete the rewrite of the first paragraph of 3a, including the shape, weight, habitat, and favorite food of the blue whale. ②Textual genre:It belongs to the introduction of one's own characteristics, so it is an expository text. ③Personal tense:First person, mainly in the simple present tense. Learn about the writing guidance. 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。
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. 1.Students review the characteristics of blue whales from the text in 3a. 2.Complete the 3b independently. 3.Students complete their passages. 4.Ask teacher for help if necessary. 观察学生能否根据蓝鲸的特点以第一人称完成写作。 教师给予时间让学生在3b的写作基础上完成3c,巡视观察学生的写作情况，必要时教师可及时给予指导。
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. 1.Several students share their writings. 2.Other students listen and evaluate. 3.Teacher makes a summary evaluation. 4.Students self-evaluate and peer-evaluate. 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。
Step 9 Summary Teacher leads students to review the key points of this lesson: including the application of key words, the formation of nouns, the text about the blue whale and the main points of writing, etc. Review the key points that learned in this lesson with teacher. 教师带领学生回顾本节课的内容，包括重点词汇的应用、名词构词法、关于蓝鲸的文本及具体写作要点等。
Step 10 Homework Level A:Finish and polish your passage in 3c and submit it before next class. Level B: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. Level C:1.Pretend to be a blue whale, complete a complete self-introduction paragraph in the first person, and record a video. 2.Write an imaginative paragraph of about 60 words on the topic "If humans disappeared, marine life would..." 本作业设计采用分层模式，各层次任务均围绕"动物保护"主题展开，形成知识闭环，兼顾语言技能与生态意识培养，符合新课标"人与自然"主题要求,差异化设计让不同水平学生都能获得成就感。
板书设计 Unit 4 Amazing Plants and Animals Section B (2a-3c)
教学反思 成功之处: 1.教学目标有效达成:本节课围绕蓝鲸这一主题，成功实现了教学目标，通过课堂观察和作业反馈发现90%的学生能准确提取文中关于蓝鲸体重、栖息地、食物等关键信息，能正确运用名词后缀构成新词，多数学生认识到蓝鲸在生态系统中的重要性，初步形成保护意识。 2.跨学科融合激发兴趣:将英语教学与生物学知识有机结合，通过蜜蜂与青蛙的生态作用对比，帮助学生建立知识联结；讨论环节中，有学生自发提出"鲸落生态系统"的课外知识；结合蓝鲸的短视频片段，增强教学直观性。 二、存在问题: 1.词汇教学深度不够:30%的学生只能机械完成后缀练习，无法在写作中灵活运用新词;高阶词汇如"ecosystem""significance"使用率低。2.思维训练存在断层:对比分析任务中，60%的学生仅简单罗列事实，缺乏逻辑连接;写作环节呈现两极分化，优生超额完成，后进生仍停留在单句层面。 三、改进措施: 1.深化词汇教学:词汇网络构建,用思维导图归纳"海洋生态"主题词群;采取三步记忆法,新词教学遵循"音形义→语境→创作"流程。 2.强化思维训练:思维工具植入,如对比分析使用双气泡图、创意写作提供"5W1H"问题支架。
SectionB（Progect）
课题 Unit 4 Amazing Plants and Animals Section B (Project) 学段 初中 年级 八
课型 项目活动课 课时 6 学科 English
单元 主题分析 本单元的主题属于“人与自然”范畴，涉及“自然生态”主题群中的“热爱与敬畏自然，与自然和谐共生”子主题内容。本单元以“神奇的动植物”为主题，围绕植物和动物的独特之处展开探究，深入理解自然生物的奇妙特性及其与人类生活的密切关联。学生不仅能掌握形容词最高级的用法，还能培养对自然界的敬畏之心，进而思考人类与动植物和谐共生的意义。
文本解读 What:本课是人教版(2024)八年级上册第四单元 Amazing Plants and Animals的第六课时，该项目课题是“Make a poster about a plant or an animal”，要求学生以小组为单位制作一张关于动植物主题的海报，内容涵盖选定动植物的名称、栖息地、选择理由及趣味知识。学生需从给定的标题模板中选择或自创标题，通过收集图片和资料完成海报设计，并进行课堂展示与投票。项目最后通过反思问题引导学生回顾单元所学，强化对自然世界的认知。 Why:该项目旨在通过跨学科实践（融合生物、艺术与英语）培养学生的综合能力：在资料收集中锻炼信息筛选能力，在合作制作时提升团队协作与创意表达，在展示环节发展口语交际能力。同时，通过探索动植物的奇妙特性，深化"人与自然共生"的生态意识。 How:本项目实施分为四阶段：选题策划（4a）注重激发兴趣；资料整合（4b）强调事实准确性；视觉创作（4c）平衡美学与信息呈现；展示评价（4d）培养表达能力与批判性思维。反思环节（Reflecting）通过四个引导性问题，将项目经验与语言知识（如形容词最高级运用）、生态观念有机联结，形成"探究-创造-反思"的完整学习闭环。
学情分析 1.学生基本情况 本课面向初中阶段学生，他们正处于形象思维向抽象思维过渡的关键期，对生动直观的学习内容（如动物主题、视觉化海报制作）兴趣浓厚。但部分学生仍存在信息归纳能力较弱、高阶词汇运用不足的问题，需要在项目中进行针对性指导。 2.已有知识经验 学生已掌握基础动植物词汇和形容词比较级/最高级，但灵活运用能力参差不齐；通过科学课已了解生态系统基本概念，但英语表达相关术语仍需强化。 3.学习难点预测 语言输出单一，海报文字描述易陷入模板化，缺乏细节拓展。 4.教学对策 提供句型框架，要求添加对比数据，提供分级阅读材料和权威科普 网站链接，辅助信息检索。
教学目标 语言 能力 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.
文化意识 1.Recognize the uniqueness of species worldwide(eg, kangaroos in Australia, baobab trees in Africa). 2.Discuss how cultural symbols reflect human-nature connections.
思维品质 1.Compare species traits using evidence-based statements. 2.Design eye-catching visuals to highlight key facts.
学习能力 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 重难点 教学重点 Students can use the most advanced expressions and appropriate adjectives to describe the chosen animals and plants.
教学难点 Students enhance their personal aesthetic and creative abilities through the design of posters.
教学过程设计
教学环节 教师活动 学生活动 设计意图
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. S1:The cheetah runs the fastest. S2:The redwood tree is the tallest in the world. S3:The blue whale is the largest and heaviest animal on earth. ... Students review some interesting animals and plants in this unit,and describe them. 教师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，为接下来选择动植物制作海报提供素材。
Step 2 Work in group 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. For example: Group 1:We choose “The Cutest Animal” as the title of our poster,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. 1.Listen to the project instructions and clarify tasks. 2.Students have a discussion to choose or create the titles of their posters. 3.Share the titles and explain the reasons for their choices. 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。 学生四人一组，通过分组讨论确定海报标题，体现了他们的合作意识；通过分享标题和原因，锻炼了学生的口语表达能力和逻辑思维能力。
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: ①What is its name Its name is the panda. ②Where does it live/grow It lives in Chengdu,Sichuan. ③Why did you choose it Because we all think pandas are lovely,and we know that they are endangered,so we want to learn

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