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Unit 4 Amazing Plants and Animals（Grammar Focus 3a-3c ）
Period 3教 学 设 计
课题 Section A Grammar Focus Period 3 单元 Unit 4 Amazing Plants and Animals 课型 Grammar Focus
使用 教材 2025年秋人教版英语 年级 八年 级上 备课人 复备人
学习 内容 分析 本课围绕 “形容词和副词最高级的规则与灵活运用” 展开，通过 Grammar Focus 的例句解析与针对性练习，强化对最高级结构（含规则变化、不规则变化及 “one of the + 最高级” 结构）的理解与运用。 3a 为语法聚焦，呈现最高级的典型用法（如单音节词加 -est：tallest；多音节词加 most：most useful；不规则变化：best/worst）； 3b 通过句子填空练习，巩固最高级在具体语境中的正确形式（如 “the cutest”“the most beautiful”）； 3c 为语篇补全任务，结合植物、动物特征等场景训练最高级在连贯语篇中的灵活使用，深化对最高级逻辑（三者及以上比较）的掌握。
学情 分析 学生已接触过基础最高级用法，但对最高级的规则变化（单音节词与多音节词差异）与不规则变化（如 good→best）混淆明显，且对 “one of the + 最高级 + 复数名词” 结构（如 “one of the oldest trees”）掌握薄弱。在真实语境中，易出现 “the most tall”“one of the most old” 等错误，需通过情境练习强化规则应用。
学习 目标 语言能力：能辨析并使用 “the + 最高级”（如 the tallest）与 “one of the + 最高级 + 复数名词”（如 one of the oldest trees）；掌握最高级的规则变化（加 -est/most）与不规则变化（good→best, bad→worst）；理解最高级的范围限定（如 “in the world”“among all animals”）。 学习能力：通过语法归纳与情境练习，提升自主总结语法规则的能力；在小组合作中共同解决最高级使用问题，强化应用能力。 思维品质：能分析语境（三者及以上比较）选择合适的最高级结构，归纳最高级的构成规律，培养逻辑推理能力。 文化意识：结合动植物、自然现象的全球比较场景，体会自然界多样性的神奇，增强对自然科学的探索兴趣。
学习 重点 掌握形容词和副词最高级的用法：例如，“the tallest” 用于三者及以上差异比较，“one of the oldest trees” 用于突出个体在群体中的顶级特征；规则变化与不规则变化的正确运用。
学习 难点 1. 准确区分最高级的规则变化（单音节词加 -est：fast→fastest；多音节词加 most：dangerous→most dangerous）； 2. 掌握不规则最高级的正确形式（如 good→best, many→most）； 3. 根据语境灵活使用 “the + 最高级” 与 “one of the + 最高级 + 复数名词”（如区分 “The redwood is the tallest tree” 与 “Redwoods are one of the tallest trees”）。
教学 方法 Grammar-translation Method、Task-based Language Teaching（TBLT）、Situational Teaching
教学 工具 PPT（含最高级句型对比表）、sentence cards（最高级例句卡）、worksheets（3b-3c 练习材料）、动植物 / 自然现象对比图片
教学过程
教学环节 教师活动 学生活动
Step 1 Lead in 1. Show a picture of three animals (cheetah, lion, wolf) with speed data and dialogues: "The cheetah is the fastest." "Cheetahs are one of the fastest land animals." Highlight "the fastest" and "one of the fastest land animals". 2. Ask: "What's the difference between these two structures When do we use them " Observe the picture, read the dialogue, and try to discuss the difference between "the + 最高级" and "one of the + 最高级 + 复数名词".
Step 2 Grammar Focus 1. Present the sentences in 3a, ask students to read aloud and classify them into "single top feature" (单一顶级特征) and "top group feature" (群体顶级特征). 2. Guide students to summarize rules: "单音节词 + -est, 多音节词 + most" for superlatives; "one of the + 最高级 + 复数名词" for group features; irregular forms (best/worst). 3. Emphasize range markers: "in the world", "among..." before superlatives (e.g., "the fastest in the world", "one of the oldest among all plants"). 1. Read and classify sentences in 3a. 2. Discuss in pairs to summarize usage rules, focusing on form and context. 3. Take notes on key rules (如多音节词加 most，"one of the + 最高级" 后接复数名词).
Step 3 Practice 3b 1. Explain the sentences in 3b and ask students to fill in the blanks with correct superlative forms (e.g., "the largest", "one of the most beautiful"). 2. Check answers as a class, and explain choices (e.g., why "one of the oldest" fits in a group context). 1. Complete 3b individually. 2. Check answers in groups, then explain reasons for each choice. 3. Correct mistakes based on teacher's explanation.
Step 4 Practice 3c 1. Introduce the 3c task: "Complete the passage about natural wonders using superlatives". 2. Provide a sample passage with blanks (e.g., "The Amazon is ______ rainforest in the world. It's also ______ ______ ______ ecosystems."). 3. Guide students to pay attention to context (e.g., "the largest" for single top feature, "one of the most complex" for group feature). 1. Complete the passage in pairs. 2. Read the completed passage aloud, focusing on correct use of superlatives. 3. Evaluate peers' passages based on accuracy and context fit.
Step 5 Consolidation 1. Organize a "Superlative Challenge": Show pictures of 5-6 natural wonders, students race to say the correct sentence (e.g., "Mount Everest is the highest mountain" or "Coral reefs are one of the most diverse ecosystems"). 2. Ask students to write 5 sentences describing natural wonders using target structures. 1. Play the game and practice choosing appropriate superlatives. 2. Write 5 sentences individually, then exchange with a partner to check for errors.
Step 6 Summary&Practice 1. Lead students to review key rules of superlatives (single top feature and top group feature). 2. Assign additional exercises from the workbook (focusing on 3a-3c). 1. Retell the usage rules of superlatives in single top feature and top group feature. 2. Finish workbook exercises.
家庭作业 1. Rewrite the passage in 3c with a different natural wonder (e.g., the Sahara, the Great Barrier Reef). (must do) 2. Make a list of 8 sentences using "the + 最高级" and "one of the + 最高级 + 复数名词" with appropriate contexts. (must do) 3. Record a short introduction to a natural wonder using 3-4 target sentences. (can do)
板书设计 Unit 4 Amazing Plants and Animals（Section A 3a-3c） Superlatives for Single & Group Features： 1. Single Top Feature（单一顶级特征）： - Short adjectives: the tallest, the fastest（加 -est） - Long adjectives: the most outgoing, the most useful（加 most） - Irregular: the best, the worst 2. Top Group Feature（群体顶级特征）： - one of the tallest trees, one of the most useful plants（后接复数名词） 3.Range Markers： - in the class, among all, of the three
教学反思Unit 4 Amazing Plants and Animals（Section A1a-2）
Period 1教 学 设 计
课题 Section A 1a-2 Period 1 单元 Unit 4 Amazing Plants and Animals 课型 Listening and Pronunciation
使用 教材 2025年秋人教版英语 年级 八年 级上 备课人 复备人
学习 内容 分析 本课围绕 “动植物的特征及最高级表达” 展开，以 “What can plants and animals do ” 为主题，引导学生运用形容词描述动植物特征并掌握最高级表达。 1a 通过形容词（如 “large”“fast”）描述苔藓、蓝鲸、红杉树、猎豹的特征，激活相关词汇储备； 1b-1c 为听力训练，围绕动植物特征的对话，捕捉最高级信息（如 “the largest”“the fastest”）； 1d-2a 聚焦口语输出，通过模仿对话、问答动植物的独特之处，强化形容词最高级的运用。 此外，语音部分涉及元音音素 /e /（如 “whale”“rain”）、/a /（如 “mice”“fly”）等及辅音连缀 /bl/（如 “black”）、/gr/（如 “grass”）的辨析，结合动植物相关词汇（如 “tallest”“fastest”）提升发音准确性。
学情 分析 八年级学生已掌握基础形容词（如 “big”“tall”）和比较级，对自然界动植物有一定认知，但对形容词最高级的规则变化（加 -est/most）及不规则变化（如 “fast-fastest”）运用不熟练。 学生对动植物话题兴趣较高，但在听力中抓取最高级细节（如 “哪种动物最快”“哪种植物最高”）及连贯使用最高级对话方面需强化。部分学生易混淆形容词原级与最高级结构，且对 /e /、/a / 等音素及辅音连缀的发音准确性不足。
学习 目标 语言能力：能运用 “the largest”“the fastest” 等短语描述动植物特征；掌握句型 “What's amazing about... It's the... in the world.”；理解并区分形容词原级与最高级及 /e /、/a / 等音素和辅音连缀的发音。 学习能力：通过听力训练提升最高级信息捕捉能力；在对话练习中学会合作交流，梳理动植物特征的独特之处。 思维品质：能分析不同动植物的突出特征，理性表达其 “最” 突出的特点；通过辨析原级与最高级，培养逻辑思维。 文化意识：了解自然界动植物的多样性，认识 “每种生物都有独特价值”，培养对自然的敬畏与保护意识。
学习 重点 使用含形容词最高级的词组和句子来描述动植物的突出特征。如："the largest animal", "the fastest runner", "What's amazing about the cheetah It's the fastest animal in the world."
学习 难点 1. 准确运用形容词最高级的规则与不规则变化（e.g., "large-largest", "fast-fastest", "beautiful-most beautiful"）； 2. 区分并正确发音含 /e /（如 “whale”“rain”）、/a /（如 “mice”“fly”）的单词及辅音连缀 /bl/（“blue”）、/gr/（“grow”）； 3. 恰当使用最高级句型进行连贯对话（如 “What's amazing about the redwood tree It's the tallest tree in the world.”）。
教学 方法 Task-based Language Teaching（TBLT）、Cooperative Learning、Audio-lingual Method
教学 工具 PPT、textbook、audio recorder、word cards（含形容词、最高级词汇与音标）、动植物图片（苔藓、蓝鲸、红杉树、猎豹）
教学过程
教学环节 教师活动 学生活动
Step 1 Lead in Show pictures of moss, blue whale, redwood tree and cheetah, and ask: "What do you know about these plants and animals What words can you use to describe them " Guide students to share adjectives and write key words on the blackboard (e.g., "small", "large"). Observe the pictures and share features using adjectives (e.g., "The blue whale is large. The moss is small.").
Step 2 Pre-listening 1.Present the adjective list in 1a (beautiful, long, large, etc.), lead students to match words with plants/animals (e.g., "moss-small", "cheetah-fast") and read aloud. 2.Ask students to discuss with partners: "Which animal do you think is the fastest Which tree is the tallest " 1. Finish the adjective matching task in 1a. 2. Discuss the "most" features of plants and animals using basic guesses.
Step 3 While-listening Play the recording of 1b, ask students to number the plants and animals in the order they hear. Play again, guide students to match the superlative words with plants/animals in 1c (e.g., "blue whale-largest/heaviest"). Check answers and emphasize superlative words (e.g., “fastest”, “tallest”). 1. Listen to the recording and number the plants/animals. 2. Listen again, match superlatives with them, and check in groups.
Step 4 Post-listening Present the example dialogue about blue whale, demonstrate questions and answers (e.g., "What's amazing about the redwood tree It's the tallest tree in the world."). Ask students to practice in pairs, talking about moss, blue whale, redwood tree and cheetah using 1a-1c information. Practice dialogues in pairs, using superlative sentences to describe the "most" amazing features of the plants and animals.
Step 5 Pronunciation Play the recording of pronunciation part, ask students to listen and repeat words with /e /, /a /, / / and consonant clusters (e.g., "whale", "mice", "toy", "black", "grass"). Guide students to add more words to each group (e.g., "day" for /e /, "sky" for /a /). Play the sentence recording, ask students to repeat and notice stress differences (e.g., "I visited the redwood forests in California several times."). Repeat words and sentences after the recording. Summarize pronunciation rules for target phonemes and practice stress in sentences.
Step 6 Summary&Practice Lead students to review key superlative words and sentences. Assign workbook exercises on 1a-2. Retell key language points. Finish exercises to consolidate learning.
家庭作业 1. Finish the listening and matching exercises in 1a-2 of the workbook. 2. Write 5 sentences about the "most" amazing features of plants or animals (e.g., "The cheetah is the fastest land animal.").
板书设计 Unit 4（Section A 1a-2） Key phrases： - Superlative adjectives: largest, fastest, tallest, heaviest, oldest, most beautiful - Adjectives: beautiful, long, large, short, big, fast, heavy, old, small, tall Key sentences： - What's amazing about... It's the... in the world. - Which is the... The... is the... Pronunciation： /e /: whale, rain, stay, day, say /a /: mice, fly, high, sky, cry /bl/: black, blow, blue, block, blind /gr/: grass, great, grow, green, ground
教学反思Unit 4 Amazing Plants and Animals（Section B 3a-3c）
Period 6教 学 设 计
课题 Section B 3a-3c 单元 Unit 4 Amazing Plants and Animals 课型 Reading & Writing
使用 教材 2025年秋人教版英语 年级 八年 级上 备课人 复备人
学习 内容 分析 本课为读写课型，围绕 “蓝鲸的特征与生态价值” 展开，通过 “以读促写” 实现从输入到输出的转化。 3a 要求阅读《The Blue Whale》短文，提取蓝鲸的关键信息（体重、栖息地、食物、寿命、生态重要性）并完成表格； 3b 通过第一人称改写任务梳理短文逻辑（特征介绍→生存状态→生态作用）； 3c 要求学生模仿范文结构，结合自身认知写一篇关于 “蓝鲸” 的短文，范文包含 “事实描述→生态意义→保护呼吁” 的逻辑链条，为写作提供清晰范例。
学情 分析 学生已掌握 “big”“live” 等基础词汇及简单说明文格式，但存在三方面不足：一是阅读时难以快速关联事实信息与生态价值（如分不清蓝鲸体重与 “生态链作用” 的联系）；二是写作中内容结构松散（如特征描述与保护建议缺乏衔接）；三是说明表达单一（如仅用 “is” 描述特征，缺乏多样句式）。需通过范文解析和结构化指导，帮助学生建立 “事实 + 价值 + 行动” 的写作逻辑。
学习 目标 1. 语言能力： 能读懂《The Blue Whale》短文，提取关键信息（体重、栖息地、食物、生态作用）； 能正确使用描述性句型（“can weigh as much as...”“live in...”“play an important role in...”）和建议表达（“We must...to protect...”）； 能模仿范文结构，写出包含 “特征描述 + 生态价值 + 保护建议” 的短文。 2. 学习能力：通过略读找关键信息、精读析生态意义，提升信息提取能力；通过模仿范文框架，提高说明类短文的条理性。 3. 思维品质： 能按 “事实→价值→行动” 的逻辑组织内容，培养逻辑表达能力； 能结合文本信息辩证看待 “动物与生态系统” 的关系，培养生态思维能力。 4. 文化意识： 了解蓝鲸在全球生态中的独特价值，感受 “保护濒危动物” 的跨文化共识； 体会 “人与自然和谐共生” 在生态保护中的普遍意义。
学习 重点 1. 阅读短文，提取并梳理关键信息（蓝鲸的特征、生态作用、保护必要性）； 2. 模仿范文结构（开头特征→中间价值→结尾建议），用描述性句型写关于 “蓝鲸” 的短文。
学习 难点 1. 如何将蓝鲸的特征信息按 “相关性” 组织，支撑其生态价值（如用 “体重达 200 吨却以微小生物为食” 说明 “食物链平衡作用”）； 2. 如何根据信息选择恰当的描述性句型（如 “can live up to...” 描述寿命，“help to create...” 说明生态作用）； 3. 准确使用过渡词（如 “in fact”“so”）衔接特征与价值。 “disappointed”）。
教学 方法 Task-based Language Teaching（TBLT）、Interactive Reading、Model-based Writing
教学 工具 PPT（含短文范文、蓝鲸图片、逻辑结构图）、reading worksheets（3a-3b 问题清单）、writing outlines（3c 写作提纲）、描述性句型卡片
教学过程
教学环节 教师活动 学生活动
Step 1 Warm-up Show pictures of blue whales (swimming in oceans, feeding on tiny animals) and ask: "What do you know about blue whales Why are they called 'amazing' " Guide students to share ideas using simple descriptive words (e.g., "They are very large. They live in the ocean."). Look at pictures, discuss knowledge about blue whales; practice simple descriptive sentences with partners.
Step 2 Pre-reading Introduce the text《The Blue Whale》: "It tells us amazing facts about blue whales and why they matter. Let's read to find what makes them special." Ask predictions: "What facts might the text include Will it talk about their size or role in nature " Predict the text content based on "blue whale" topic; share guesses in pairs to activate prior knowledge.
Step 3 While-reading 1. Skimming: Ask students to read 3a quickly and answer: "What is the main idea of the text " (check answers: Blue whales are amazing and need protection). 2. Scanning: - Guide students to find structure clues: Basic facts→Ecological role→Protection call. - Analyze descriptive expressions: "weigh as much as 200 tons" vs "live up to 90 years" (emphasize different functions). 3. Sort out logic: Use a table to show the model text framework: Category（Weight/Where they live/Food...）→Details→Importance. 1. Skim to extract main idea and complete 3a table. 2. Scan to mark structure parts and descriptive 句型，discuss in groups. 3. Understand the "facts→importance→protection" logic with the table.
Step 4 Post-reading 1. Group discussion: "Why is the text clear How does it connect blue whale facts with their importance " (e.g., specific data, "helps to create a healthy ecosystem"). 2. Language focus: Present descriptive patterns from the text (can weigh...; live in...; play a role in...), practice with substitution drills (e.g., "Blue whales can live up to 90 years"). 1. Discuss the clarity of the text，summarize key features (specific data, clear logic). 2. Practice descriptive 句型，paying attention to function differences.
Step 5 Writing Preparation 1. Guide students to transfer: "The text about blue whales works well. Now think about rewriting it in your own words. Use 3b to organize your ideas." 2. Demonstrate completing the 3b first-person task (e.g., "Hello everyone! My name is Billy the Blue Whale. I am the largest animal on earth...") with an example. 3. Instruct to make an outline: Organize ideas as "Basic facts→Ecological role→Protection suggestion". 1. Complete 3b first-person task，clarify the logic of writing. 2. Create a personal outline using the teacher's model. 3. Peer review outlines: "Are facts related to importance Any good descriptive words "
Step 6 Writing 1. Assign 3c task: "Write a short passage about blue whales, sharing their amazing facts and why we need to protect them. Use your outline and descriptive patterns." 2. Provide sentence support: - Facts: "Blue whales are the largest animals on earth. They can weigh as much as 200 tons." - Importance: "When they die, they become food for many sea animals. This helps keep the ecosystem healthy." - Suggestion: "We must protect blue whales because they play an important role in nature." 3. Circulate to guide, focusing on logic and description accuracy. 1. Write the passage independently (80-100 words) using the outline. 2. Use descriptive 句型 and transition words to connect ideas. 3. Consult partners for advice on unclear parts.
Step 7 Sharing & Feedback 1. Invite 2-3 students to read their passages，organize comments: "Are the facts clear Do they show why blue whales are important Any good descriptive sentences " 2. Teacher summary: Highlight strengths (e.g., specific data) and suggest improvements (e.g., adding "in fact" for emphasis). 1. Listen to peers' passages，evaluate using "Clear Facts/Relevant Importance/Good Descriptions" criteria. 2. Take notes to revise their own passages.
Step 8 Summary 1. Review key points: passage structure, descriptive 句型，logic connection words. 2. Encourage: "Clear facts and specific importance make your writing more informative." Review learning key points；share one thing they learned (e.g., "Learned to use 'can' to describe abilities of animals").
家庭作业 Revise your passage based on feedback，read it to your family if possible. (must do) Write 3 sentences describing blue whales, using "can weigh...", "live in..." and "help to...". (must do) Find another amazing animal and note its key facts and ecological role. (can do)
板书设计 Unit 4 Amazing Plants and Animals（Section B 3a-3c） Blue Whale Text Structure： 1. Facts: Largest (200 tons), live in oceans (except Arctic), eat tiny animals, live up to 90 years. 2. Importance: Die to feed sea animals, create healthy ecosystem. 3. Call: Must protect them. My Passage Outline： - Basic facts (size, habitat, food) - Ecological role (how they help nature) - Protection suggestion Useful Patterns： A can weigh as much as... A lives in... When A..., it helps to... We must...to protect A.
教学反思Unit 4 Amazing Plants and Animals（Section B 4a-4d）
Period 7教 学 设 计
课题 Section B 4a-4d 单元 Unit 4 Amazing Plants and Animals 课型 Project & Reflecting
使用 教材 2025年秋人教版英语 年级 八年 级上 备课人 复备人
学习 内容 分析 4a 要求学生小组合作选择或创建海报标题（如 “The Strangest Animal”“Amazing Plant” 等），围绕选定的动植物收集图片和信息（名称、生长 / 栖息地、选择原因、有趣事实）； 4b 指导学生制作海报，整合收集的资料并进行视觉设计； 4c 组织学生在班级展示海报，随后进行最佳海报投票； 4d 结合反思问题（如本单元学到的神奇动植物、形容词和副词最高级的用法、动植物与人类的联系等）深化对 “动植物与生态系统” 的理解。 活动形成 “资料收集 — 海报制作 — 展示投票 — 反思提升” 的闭环，助力学生在实践中巩固最高级用法，体会保护动植物的重要性。
学情 分析 学生已掌握 “the largest”“the most beautiful” 等最高级表达及简单说明句型，但存在三方面不足：一是收集动植物信息时缺乏分类意识（如混淆生长习性与外形特征）；二是制作海报时资料呈现混乱（如关键信息与图片搭配不合理）；三是展示时语言表达单一（如仅用 “it is amazing”，未结合具体事实）。需通过结构化任务和小组协作，提升信息整合与综合表达能力。
学习 目标 1. 语言能力： 能运用最高级（the largest, the most interesting）和说明句型（It lives in...; It can...）描述动植物特征； 能正确使用展示用语（“This is...; It is famous for...; We chose it because...”）； 能结合资料介绍动植物的关键信息（名称、栖息地、有趣事实等）。 2. 学习能力： 通过收集资料、制作海报、班级展示，提升信息筛选与合作能力；在反思中巩固最高级及说明句型的用法。 3. 思维品质： 能对动植物信息进行分类整理（如按 “基本特征 / 生态作用” 分类），培养逻辑梳理能力； 能从展示中提炼 “动植物的独特价值”，提升综合分析能力。 4. 文化意识： 了解不同地区神奇动植物的多样性，体会 “保护生物多样性” 是全球共同责任； 感受中外文化中对 “人与自然和谐共生” 的共通追求。
学习 重点 1. 用最高级和说明句型描述选定动植物的特征与事实； 2. 制作包含关键信息的主题海报； 3. 清晰展示海报内容并参与班级投票与评价。
学习 难点 1. 如何筛选有价值的信息（涵盖 “特征 — 习性 — 价值”）制作海报； 2. 用连贯的语言结合图片与事实介绍动植物（如 “This is the most beautiful flower. It grows in... and can...”）； 3. 准确运用最高级与说明句型的衔接（如 “It is the oldest tree. It has lived for... years and provides home for...”）。
教学 方法 Project-based Learning（PBL）、Cooperative Learning、Task-based Language Teaching
教学 工具 PPT（含动植物图片、海报设计示例）、project worksheets（4a-4c 任务单）、superlative expression cards（最高级表达卡片）、poster templates（海报模板）、reflection question lists（反思问题清单）
教学过程
教学环节 教师活动 学生活动
Step 1 Warm-up Show pictures of amazing plants and animals（e.g., the blue whale, the giant panda, the banyan tree）and ask： "What makes these plants/animals amazing Which one do you think is the most special " Highlight key expressions（the largest, the most interesting）in students’ answers. Look at pictures, share opinions about amazing plants and animals using simple superlatives（e.g., "The blue whale is the largest animal. It’s amazing."）.
Step 2 Project Launch Introduce the project："Today we’ll make posters about amazing plants or animals, then share and vote for the best one." Explain 4a requirements："Work in groups. Choose a title, collect pictures and information（name, habitat, reasons for choice, interesting facts）." Understand the project goal：create and present animal/plant posters. Form groups（4-5 students）, choose a title from the list or create one, then start collecting information.
Step 3 Poster Making（4b） 1. Guide groups to organize information： - Basic facts（name, where it lives/grows） - Interesting features（what makes it amazing） - Reasons for choice（why it’s worth introducing） 2. Demonstrate poster design："Put key information with related pictures; use superlatives to highlight features." 3. Distribute templates and art supplies, set a 20-minute timer. 1. Sort collected information into categories（e.g., "Facts" and "Amazing Features"）. 2. Design and make the poster: paste pictures, write descriptions with superlatives（e.g., "This is the most beautiful bird. It lives in rainforests and can sing loudly."）. 3. Peer-check in groups to ensure key information is included.
Step 4 Presentation & Voting（4c） Organize group presentations（2-3 minutes each）："One student introduces the poster; others assist with questions." Provide presentation tips："Start with the title; then talk about its features and reasons; end with a closing sentence." Distribute voting slips after all presentations, count votes and announce the best poster. Take turns to present the poster in groups, using expressions like "This is...; It is the...; We chose it because...". Listen to other groups’ presentations, ask questions if needed. Vote for the most informative and creative poster.
Step 5 Reflection（4d） Guide students to answer reflection questions： - "What amazing plants/animals did you learn about " - "When do you use superlative forms " - "How are we connected with plants and animals " Summarize："Every plant and animal is important. We must protect them." Discuss reflection questions in pairs, share ideas with the class. Take notes on key insights（e.g., "Superlatives show the highest degree; plants provide us with oxygen."）.
家庭作业 Write a 5-sentence introduction about the best poster："The Best Poster Winner"（include its title, key features and why it won）. Draw a picture of your favorite plant or animal, write 3 sentences about it using superlatives.
板书设计 Unit 4 Amazing Plants and Animals（Section B 4a-4d） Useful Expressions： - Superlatives: the largest, the most interesting, the oldest - Description: It lives in...; It can...; It is famous for... - Presentation: This is...; We chose it because...; It is amazing because... - Voting: I vote for...; It is the best because... Key Topics： Poster Title: ________ Amazing Feature: ________ Reason for Choice: ________
教学反思Unit 4 Amazing Plants and Animals（Section B 2a-2d）
Period 5教 学 设 计
课题 Section B 2a-2d 单元 Unit 4 Amazing Plants and Animals 课型 Vocabulary
使用 教材 2025年秋人教版英语 年级 八年 级上 备课人 复备人
学习 内容 分析 本课围绕 “生态主题词汇运用与转化” 展开，通过 2a-2d 的阶梯式练习，实现从词汇辨析到语篇运用的递进学习。 2a 通过 “异类词汇辨析”（如从 “habit/height/size/weight” 中圈出 “habit”）训练词汇分类与含义判断能力； 2b 借助名词后缀添加（如 “act→action”“kind→kindness”）强化构词法应用能力； 2c 通过动词形式填空（涉及 “appear/disappoint” 等词的语境变形）提升词汇语境适配能力； 2d 通过短文补全（涉及 “important→importance” 等词性转换）提升词汇在生态主题语篇中的综合运用能力。目标词汇涵盖生态行为（protect, store）、情感状态（disappoint, joy）、抽象概念（importance, communication）等，助力学生构建生态主题词汇网络。
学情 分析 学生已掌握 “plant”“animal” 等基础词汇，但在三方面存在不足：一是同类词汇辨析能力较弱（如混淆 “habit” 与 “height” 的词性及含义）；二是名词后缀运用意识薄弱（如 “important” 的名词形式误写为 “importantce”）；三是语境中词汇形式转换能力欠缺（如误用 “appear” 与 “appeared”）。需通过针对性练习强化词汇在不同语境中的灵活运用。
学习 目标 语言能力：能运用 “disappoint”“protect”“connect” 等动词描述行为与情感；掌握 “happiness”“importance”“communication” 等名词的含义及用法；理解并正确使用词汇的词形变化（如 happy→happiness, important→importance）。 学习能力：通过词汇辨析、后缀添加、句子填空、短文补全，提升词汇分类、构词转换及语境适配能力；在小组活动中学会分享词汇运用技巧。 思维品质：能根据词汇特征（如词性、含义）进行归类辨析（如从 “habit”“height”“size” 中找出 “habit” 为行为类词汇），建立词汇与生态主题的关联逻辑。 文化意识：在生态词汇语境中，感受动植物与人类的紧密联系，树立保护自然生态的意识。
学习 重点 1. 掌握目标词汇的词性及常见搭配（如 “protect...from...”“connect with”“store...in...”）； 2. 在句子和短文中正确运用词汇（包括根据词性、语境进行词形变化及后缀添加）。
学习 难点 1. 区分同类易混淆词汇（如 “joy”“happiness”“fun” 的细微语义差异）； 2. 理解并运用名词后缀（-ance, -(t) ion, -ness, -ity）进行词形转换（如 kind→kindness, communicate→communication）； 3. 把握词汇在不同语境中的形式变化（如 “appear” 在过去时语境中变为 “appeared”）。
教学 方法 Task-based Language Teaching（TBLT）、Interactive Practice、Game-based Learning
教学 工具 PPT（含词汇分类图表、后缀变化示例、语境场景图）、vocabulary worksheets（2a-2d 练习材料）、word cards（目标词汇及词形变化卡片）、词汇归类展板
教学过程
教学环节 教师活动 学生活动
Step 1 Lead in Show pictures of ecological scenes (e.g., bees pollinating, frogs living in water, people protecting trees) and ask: "What words can you use to describe these scenes What actions or feelings do they show " Write down key words (protect, happy, connect) and guide students to expand into phrases (e.g., "protect the environment"). Look at pictures, share words related to ecological actions and feelings; try to form phrases with partners..
Step 2 Pre-vocabulary Present target words/phrases in 2a-2d (e.g., disappoint, importance, communication) with pictures and example sentences (e.g., "The bad news disappointed us."). Explain core word formations: e.g., 形容词 + -ness→名词（happy→happiness）；动词 + -(t) ion→名词（act→action）。 Understand word meanings through visuals and examples. Repeat and practice word forms, checking pronunciation in pairs.
Step 3 While-vocabulary 1. Exercise 2a（词汇归类与辨析）: - Explain clues (e.g., group by "feelings", "physical features") and guide students to circle odd words and explain reasons (e.g., "habit" is about behavior, others about physical features). - Highlight key words: "joy"（情感）, "height"（特征）. 2. Exercise 2b（名词后缀添加）: - Ask students to add suffixes (-ance, -(t)ion, -ness, -ity) to form nouns (e.g., "kind"→"kindness"; "communicate"→"communication"). - Check answers and explain suffix rules (e.g., 形容词后加 - ness, 动词后加 -(t) ion). 3. Exercise 2c（句子填空）: - Guide students to read sentences and choose correct word forms from the box (e.g., "I felt ____ when my favourite flowers died."→"disappointed"). - Explain context-based form changes (e.g., past tense, adjective form). 4. Exercise 2d（短文补全）: - Guide students to read the passage (about frogs' role in ecosystem) and predict context. - Explain word form changes (e.g., "important"→"importance"; "land" 在介词后用原形). - Students complete the passage, then discuss in plete vocabulary classification, circling odd words and explaining reasons. Add suffixes to form nouns and summarize rules. Fill in sentences with correct word forms, focusing on plete the passage, focusing on word forms and ecological context, then check with group members.
Step 4 Post-vocabulary Organize a "Word Form Relay" game: Teams take turns converting words (e.g., given "happy", say "happiness"; given "act", say "action") for points. Theme sentence-making: Ask students to make sentences with "importance", "protect", and "connect", using context from 2d. Participate in the relay game to reinforce word form conversion. Make sentences and share, ensuring correct word usage.
Step 5 Summary&Practice Lead students to summarize key words, suffix rules, and word forms (e.g., important→importance). Assign a short exercise: Fill in blanks with given words (happy→happiness, communicate→communication). Review and note key vocabulary rules. Finish the exercise to consolidate learning.
家庭作业 Write 1 phrase and 1 sentence for each of the 10 target words in 2a-2d. Write a 50-word paragraph about protecting bees, using at least 3 words with suffixes from 2b (e.g., "We need to understand the importance of communication with nature.").
板书设计 Unit 4 Amazing Plants and Animals（Section B 2a-2d） Key Words & Phrases： Verbs: disappoint, appear, protect, connect, store Nouns: happiness, importance, communication, action, kindness Phrases: protect the ecosystem, connect with nature, store food, feel disappointed Key Suffix Rules： -ance: appear→appearance -(t)ion: act→action; communicate→communication -ness: happy→happiness; kind→kindness -ity: important→importance; real→reality Key Sentences： - The importance of protecting frogs is clear. - We should connect plants, animals and humans in the ecosystem. - Her disappointment made us sad.
教学反思Unit 4 Amazing Plants and Animals（Section B 1a-1f ）
Period 4教 学 设 计
课题 Section B 1a-1f 单元 Unit 4 Amazing Plants and Animals 课型 Reading
使用 教材 2025年秋人教版英语 年级 八年 级上 备课人 复备人
学习 内容 分析 本课围绕 “蜜蜂与生态系统的联系” 展开，通过介绍蜜蜂的文章，训练学生提取蜜蜂相关信息、梳理蜜蜂重要性及面临问题的能力。 1a 通过讨论 “动植物与人类的联系” 激活生活经验； 1b-1c 为阅读任务，阅读《We Can't Live Without Bees》回答问题并完成关于蜜蜂的思维导图（如蜜蜂的重要工作、有趣事实等）； 1d-1e 引导学生讨论蜜蜂相关问题，结合文本分享对动植物与人类联系的理解，深化对 “生态系统中万物相连” 的认知。
学情 分析 学生已能阅读简单说明文，但对蜜蜂的生态作用（如传粉、维持生态平衡）了解较少，对描述蜜蜂的形容词（如 hard - working、interesting）的运用不够熟练。在从蜜蜂的具体行为（如传粉、跳舞交流）提炼其在生态系统中的重要性时，缺乏深度分析能力，需结合生活实例引导思考。
学习 目标 语言能力：能运用 “pollination”“honeycomb”“communicate” 等词汇描述蜜蜂的行为和特征；掌握句型 “What do bees do They...”; 理解描述蜜蜂的形容词（hard - working, interesting, important, amazing）。 学习能力：通过略读与精读，提升提取蜜蜂关键信息（工作、特点、问题）的能力；在小组讨论中学会用英语表达对动植物与人类联系的理解。 思维品质：能梳理蜜蜂的相关信息，从具体行为（如传粉帮助植物生长）归纳其生态意义，培养生态保护意识。 文化意识：了解蜜蜂在生态系统中的重要作用，体会动植物与人类在自然中相互依存的关系，树立保护自然的观念。
学习 重点 从说明文中提取蜜蜂的关键信息（重要工作、有趣事实、面临问题）；结合文本讨论蜜蜂的重要性及动植物与人类的联系。
学习 难点 1. 理解蜜蜂相关的专业词汇（如 pollination, honeycomb）及其在文中的含义； 2. 梳理蜜蜂的各类信息并建立与生态系统的联系； 3. 将蜜蜂的具体行为（如用舞蹈交流）升华为其在群体中的协作精神及对生态的影响。
教学 方法 Task - based Language Teaching（TBLT）、Interactive Reading、Ecological Education
教学 工具 PPT（含蜜蜂图片、传粉过程视频、蜜蜂信息思维导图模板）、reading worksheets（1b-1c 问题与表格）、描述蜜蜂的形容词卡片、文本《We Can't Live Without Bees》投影
教学过程
教学环节 教师活动 学生活动
Step 1 Lead in Show pictures of bees, flowers, fruits and vegetables, and ask: "What connections do you think exist between bees and these things Why are bees important to us " Write key ideas on the blackboard (pollination, food). Share ideas about the connections between bees and plants or food, discuss with partners using simple words (e.g., "Bees help flowers grow.").
Step 2 Pre-reading Introduce the text: "It's about bees and their importance to us. Let's find out what we can learn from it." Ask prediction questions: "What might the text tell us about bees What can bees do for plants and humans " Predict text content based on pictures and prior knowledge, share ideas in pairs.
Step 3 While-reading Skimming: Ask students to read the text quickly and answer questions about the main idea (e.g., What is the text mainly about ). Scanning: Guide students to complete the mind map in 1c (their greatest work, importance, interesting facts, problem of bees). Explain difficult words: "pollination" (传粉)、"honeycomb" (蜂巢)。 Skim to find the main idea and answer related questions. Scan for specific information, fill in the mind map, and discuss in groups. Note down difficult words and ask for explanations.
Step 4 Post-reading Organize group discussion on 1d: "Why are bees important to the ecosystem " Provide clues from the text (e.g., "Without their work, about 80 per cent of the plants in the world cannot grow"). Introduce more information about the ecosystem, and ask: "How do plants, animals and humans depend on each other " Guide students to connect the text and real life: "What can we do to protect bees and the ecosystem " Discuss in groups, link details (e.g., pollination helps plants grow) to explain bees' importance to the ecosystem. Share understanding of the mutual dependence between plants, animals and humans. Present group views on protecting bees and the ecosystem.
Step 5 Language Consolidation Highlight adjectives describing bees in the text (hard - working, interesting, important, amazing) and practice with sentences: "Bees are ____ animals because they work hard." Match bee behaviors to their functions (e.g., "dance" → "tell others about food"). List and practice adjectives describing bees from the plete matching exercise to connect bee behaviors and their functions.
Step 6 Summary&Practice Lead students to review the key information about bees and their importance. Assign a short task: "Draw a poster about 'Protect Bees'". Retell the key information about bees, emphasizing their importance. Create posters with elements like "bees' work", "why protect them", "how to protect them".
家庭作业 Write a short paragraph about one interesting fact of bees you know. (must do) Think of one way to protect bees and write 3 sentences about it. (must do) Find a video about bees and share it with the class next time. (can do)
板书设计 Unit 4 Amazing Plants and Animals（Section B 1a-1e） Key phrases： - pollination - honeycomb - communicate - ecosystem Key information about bees： Greatest work: pollination (visit 50 to 100 flowers, help plants grow) Interesting facts: work together, use dance to communicate Problem: number is dropping Key sentences： - What do bees do They visit flowers/pollinate/make honeycombs. - What adjectives describe bees Hard - working, interesting, important, amazing. Connection: plants, animals and people depend on each other
教学反思Unit 4 Amazing Plants and Animals（Section A 2a-2e）
Period 2教 学 设 计
课题 Section A 2a-2e Period 2 单元 Unit 4 Amazing Plants and Animals 课型 Listening and Speaking
使用 教材 2025年秋人教版英语 年级 八年 级上 备课人 复备人
学习 内容 分析 本课围绕 “竹子的特征、用途及文化意义” 展开，通过 Ella 与 Chen Jie 关于折扇和竹海的对话，强化形容词最高级在真实语境中的综合运用。 2a-2b 为对话补全与信息提取，聚焦核心信息（如 “one of the fastest-growing plants”“the most useful plants”）； 2c 通过阅读理解梳理细节（竹子的用途、文化象征）； 2d-2e 为口语输出，通过思维导图整合竹子多维度特征、角色扮演（导游与游客）及创编对话，巩固 “one of the + 最高级”“be used to...” 等表达。
学情 分析 学生已能使用基础最高级句型（如 “the fastest”），但在 “one of the + 最高级 + 复数名词” 结构（e.g., “one of the most useful plants”）运用上不熟练；对竹子的文化象征（如 “symbol of goodness”）理解较浅，在角色扮演中融入文化信息的能力需提升。
学习 目标 语言能力：能运用 “one of the fastest-growing”“the most useful” 等短语描述竹子多维度特征；掌握句型 “What is bamboo used for It's used to...”“Why do people like bamboo Because it's a symbol of...”；理解对话中隐含的最高级逻辑（如 “one of the most popular subjects in paintings”）。 学习能力：通过听力训练提升最高级细节捕捉能力；在角色扮演中学会合作创编对话，深化文化与语言结合表达。 思维品质：能根据对话内容归纳竹子的特征与价值，培养多角度分析能力；通过对比植物差异，理性看待生物多样性。 文化意识：理解竹子在中国文化中的象征意义（美德），体会 “自然与文化融合” 的价值。
学习 重点 用核心短语和句子从多维度（生长、用途、文化）描述竹子：e.g., “one of the fastest-growing plants”, “used to build houses”, “a symbol of goodness”。
学习 难点 1. 准确运用 “one of the + 最高级 + 复数名词” 结构（e.g., “one of the most popular subjects”）； 2. 理解并表达竹子的文化象征（如 “goodness”）； 3. 角色扮演中自然衔接最高级表达与文化信息（如 “Bamboo is not only useful but also a symbol of virtue”）。
教学 方法 ask-based Language Teaching（TBLT）、Communicative Language Teaching（CLT）、Situational Teaching
教学 工具 PPT（含折扇图片、竹海视频、竹子用途图）、audio recorder、对话卡片、思维导图模板（维度：Growth/Usage/Culture）
教学过程
教学环节 教师活动 学生活动
Step 1 Lead in 1.Show images of Amazon Rainforest and Sahara Desert, ask: "What makes them amazing Guess their 'most' features (e.g., size, species)". 2.Introduce key phrases: "the largest", "one of the driest" and write on the board. Observe images, share guesses using simple superlatives (e.g., "Maybe the Amazon is the largest rainforest").
Step 2 While-listening Play the radio interview recording. Ask students to fill in blanks in 2a (e.g., "most biodiverse", "driest places"). Play again, guide to underline superlative structures (e.g., "the largest", "one of the most fragile"). Check answers, emphasize "one of the + superlative" usage. Listen and complete 2a. Re-listen, mark superlative phrases, then discuss in pairs.
Step 3 Reading & Comprehension Present the complete interview. Ask students to read and answer 2c questions (e.g., "Why is the Amazon called 'the lungs of the Earth' "). Guide analysis: "How do their features affect the planet (Amazon: regulates oxygen; Sahara: affects global wind)". Read dialogue, answer questions. Discuss in groups about the wonders' global roles, share ideas.
Step 4 Mind Map & Dialogue Practice Provide mind map template (Size: "covers...km "; Biodiversity: "home to...species"; Significance: "known as..."). Ask to fill in from 2a-2c. Demonstrate dialogue: "Which is larger The Amazon is the largest. What about biodiversity It's the most biodiverse...". Students practice in plete mind map in groups. Practice dialogues using mind map, comparing the two wonders.
Step 5 Role-play Assign role-play task (2e): "Groups of 3 (host, Amazon expert, Sahara expert). Act out an interview, adding environmental tips (e.g., "We need to protect its biodiversity")". Provide examples: "Host: Which is more fragile Expert: The Amazon is one of the most fragile...". Invite groups to perform, feedback on superlatives and logic. Prepare role-plays, add environmental concerns. Perform and observe, note feedback.
Step 6 Summary & Practice Summarize key superlative structures and factual connections. Assign workbook exercises on 2a-2e. Review key points, finish exercises. Note difficult structures for practice.
家庭作业 1. Write 5 sentences comparing Amazon and Sahara using "one of the + superlative"; 2. Find one natural wonder in China, describe its "most" features.
板书设计 Unit 4 Amazing Plants and Animals（Section A 2a-2e） Key phrases： - Size: the largest, one of the biggest - Biodiversity: the most biodiverse, home to the most species - Significance: the most critical, one of the most fragile Key sentences： - Which is... The...is the most... - It's known as... for being one of the + superlative + plural. Eco-tip： Protect natural wonders—our shared treasure!
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