资源简介

教学设计
AI-Empowered English Teaching Design of
Unit 4 Amazing Plants and Animals Section B 1a-1d
1. Teaching Material
Textbook: PEP 2024 Edition English (Grade 8, Book 2)
Unit: Unit 4 Amazing Plants and Animals
Lesson: Section B (1a-1d) - Reading: We Can’t Live Without Bees (40 mins)
2. Guiding Philosophy & Approach
This design is rooted in the core competencies of the 2022 curriculum.It leverages AI not just as a tool, but as a cognitive partner and creation platform to facilitate a learning cycle of Perceiving & Predicting - Inquiring & Sorting - Internalizing & Interpreting - Creating & Transferring. It embodies the English learning activity view, guiding students from learning and understanding, through applying and practicing, to transferring and creating.
3.Text Analysis
What: [Theme and Content]
This lesson's text is an expository piece titled “We Can’t Live Without Bees.” It begins by creating a scenario of a supermarket with scarce food, highlighting the close connection between bees and human life. The text elaborates on the crucial role bees play through their core work—pollination—which supports the growth of about 80% of the world's plants. It also describes fascinating bee behaviors such as collaborative hive-building and dance communication. Finally, the text addresses the decline in bee populations and calls for action to protect these amazing creatures.
Why: [Author’s Purpose and Deeper Meaning]
The author’s goal extends beyond presenting scientific facts about bees;it aims to illustrate the interdependent relationship among all components of the ecosystem (humans, plants, and animals). By emphasizing the paradoxical status of bees as “most important” yet “endangered,” the text seeks to raise readers' awareness of ecological crises and social responsibility, guiding them from awareness to action, reflecting on their own behaviors, and actively participating in protecting bees and maintaining biodiversity.
How: [Text Structure and Language Features]
The text follows a classic expository structure: “Scenario Introduction → Core Elaboration → Detailed Support → Call to Action,” ensuring clear logic. Linguistically, the author extensively uses positive adjectives (e.g., hard-working, greatest, most important, interesting, amazing) to portray bees in a positive light and evoke empathy. Additionally, precise data (e.g., 50–100 flowers, 80 percent) and specific examples (e.g., pollination, honeycombs, dance) enhance the text's objectivity and persuasiveness. The use of rhetorical questions effectively engages readers and prompts reflection.
4. Teaching Objectives
By the end of this lesson, students will be able to:
1. Acquire and Sort key information about bees (e.g., their work, interesting behaviors, current situation), summarize their importance and the problems they face, and present this structured knowledge using a visual graphic organizer.
2. Analyze and Infer the interdependent relationship between bees, plants, and humans; based on the structured knowledge, analyze and infer the underlying reasons why bees are considered the “most important animals on the planet.”
3. Evaluate and Internalize the views and facts presented in the text, inferring the key elements for successful bee conservation (which involves not only recognizing their importance but also taking concrete protective actions).
4. Transfer and Create Simulate the role of an environmental advocate or bee expert to deliver a persuasive speech or participate in an interview about bee protection, preparing to submit a proposal to the school’s eco-club or write a promotional article.
5. Key & Difficult Points
Key Point: Understanding the crucial role of bees in the ecosystem and the interdependent relationship between humans, plants, and animals.
Difficult Point: Internalizing the information and using the acquired language and knowledge to creatively propose and articulate actionable plans for protecting bees.
6. Teaching Preparation
Teacher: PPT, guides for using AI tools (including prompt examples), designed learning task sheets.
Students: Internet-connected tablets/computers (individual or group); pre-read the text.
7. Teaching Procedure
Stage 1: Perceiving & Predicting (Learning & Understanding)
Activity 1: AI-Generated Scenario Lead-in
Teacher: Shows two contrasting images generated by an AI tool (e.g., Wenxin Yige): a vibrant, plentiful market vs. a barren market as described in the text’s first paragraph.
Student Task: Observe and discuss the differences. Answer: “How would you feel Why might the second picture happen ”This hooks students and establishes a initial link between bees and our food.
Activity 2: Interactive Prediction with AI
Student Task: Look at the title “We Can't Live Without Bees” and the pictures. Use an AI chat tool (e.g., Kimi Chat) with the prompt: “List three simple reasons in English why bees might be important to humans.”
Link to 1a: Students compare AI-generated ideas with their own predictions and share them.
Stage 2: Inquiring & Sorting (Applying & Practicing)
Activity 1: Individual Reading & Annotation
Student Task: Read the text independently and complete task 1b (underlining adjectives describing bees).
Activity 2: Collaborative Inquiry & AI Verification
Student Task: In groups, use AI tools to deepen understanding.
For “pollination”: Prompt: “Explain what ‘pollination’ is in simple English and give an example.
For “honeycomb”: Prompt: “Show me a picture of a honeycomb and describe its structure and function in simple English.”
Output: Groups explain “pollination” and “honeycomb” to the class in their own words, supported by the AI’s information.
Activity 3: Visualization of Structured Knowledge
Student Task: Groups use an AI mind-mapping tool (e.g., GitMind) or online whiteboard to create a graphic organizer (e.g., a concept map or chart) that sorts information into: Bee Characteristics -> Importance -> Current Threats. This visually represents the text’s structure.
Stage 3: Internalizing & Interpreting (Applying & Practicing)
Activity: AI-Supported Role-Play
Student Task: In pairs, one student acts as a “Environmental
Reporter,” the other, with AI support, acts as a “Bee Scientist.”
Process:
1. The “Reporter” prepares interview questions based on the text (e.g., Why are you so important What is your biggest threat ).
2. The “Scientist” can use an AI chat tool for complex answers. Prompt: “I am a bee. Using first-person ‘I’, explain to humans why our population is decreasing and what they can do to help. Use simple English suitable for middle school students.”
Goal: This transforms factual text into personal, empathetic communication, deepening understanding and internalization of the content.
Stage 4: Creating & Transferring (Transferring & Creating)
Project Launch: “Hainan Bee Protection Initiative”
Scenario: Bees are in decline. Your group must create a campaign to raise awareness and promote action.
Activity: AI-Powered Creation (Differentiated Tasks)
Group 1: Design a Promotional Poster
Use an AI image tool. Prompt: “Design a bright, positive poster to ‘Save the Bees’. Include bees, flowers, and the slogan ‘Protect Our Bees, Secure Our Future’.” They select the best image and add a short, powerful English caption.
Group 2: Write a Proposal/Speech
Use an AI writing assistant. Prompt: “Draft the opening paragraph for a speech/proposal to our school's eco-club, urging action to protect bees. Mention their importance and one simple action, like planting bee-friendly flowers.” The group refines this into a complete speech or proposal.
Group 3: Create a Short Video Script
Use an AI tool. Prompt: “Provide a script outline for a 1-minute English video about ‘How We Can Help Bees’. Include scene descriptions and simple voice over lines.” The group finalizes the script and can act it out.
Output & Cross-Group Evaluation
Groups present their AI-assisted creations.
A peer-assessment session is held based on criteria: Content Accuracy, Language Fluency, Creativity, and Persuasion.
8. Assessment Design
Formative Assessment: Observing student participation in group discussions, AI tool interaction, and role-play.
Performance Assessment: Evaluating the “Hainan Bee Protection Initiative” projects based on the stated criteria.
Summative Assessment: Homework assignment to assess transfer of learning.
9. Homework
Choose one:
1. Use an AI tool to research one important local Hainan plant or animal (e.g., coconut tree). Write a short passage, imitating the text structure, to explain its connection to humans.
2. Finalize your group’s proposal or poster and submit it to the school’s actual eco-club for consideration.
10. Teacher Reflection
This design successfully uses AI to transform learning from passive reception to active inquiry. It scaffolds the journey from basic comprehension to creative application, firmly aligning with the curriculum's core competencies. The focus on creating authentic outputs for a real audience (“eco-club”) enhances student engagement and sense of purpose, moving learning beyond the classroom walls.

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