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新人教版八年级上册英语Unit 4 Amazing Plants and Animals
Period 2 Section A 2a~2e教学设计
I. Teaching Objectives
1. Be able to understand the dialogue, answer related questions, and perform role-plays.
2. Understand and flexibly use superlative expressions to describe the characteristics of bamboo.
3. Develop Ss’ ability to organize and summarize information, using mind maps to structure knowledge.
4. Gain a deeper understanding of the symbolic meaning of bamboo in Chinese culture and related cultural background knowledge, enabling Ss to introduce Chinese bamboo culture to foreign friends and engage in cultural exchange and understanding
II. Language Knowledge
1. Key words & phrases:
bamboo; popular; goodness; tool; actually; shoot;
appear; folding fan; a symbol of; feel free (to do)
2. Key sentences:
(1) Bamboo is one of the most popular subject in Chinese paintings.
(2) It’s a symbol of goodness in Chinese culture.
(3) Also, it’s one of the most useful plants in the world.
(4) I’d love to share all the interesting things about bamboo with you.
(5) Please feel free to ask me any questions you have.
3. Key & Challenging points
(1) Master vocabulary and expressions related to bamboo, understand the dialogue, and extract information about bamboo.
(2) Use the learned knowledge to engage in oral communication about bamboo and appreciate its cultural significance in Chinese culture.
III. Teaching Procedure
Learning Activities
Step 1 Lead-in
T: Read the poem, and what kind of plant does it talk about
Upright stands the bamboo amid green mountains.Its tooth like root in broken rock is planted deep. Steep.
It’s strong and firm though struck and beaten without rest.Careless of the wind from north or south, east or west.
Step 2 Pre-listening
T: The poem is about bamboo. Bamboo is a common plant, but it is very useful in our lives. Look at the things made of bamboo and add more examples.
folding fan
chair
dizi
Then play a video about the growth of bamboo.
T: Does bamboo grow fast or slowly
Where is bamboo mainly grown
Do people eat bamboo besides pandas
Step 3 While-listening
Work on 2a
1. Play the audio of the conversation for the first time without stopping. Then ask Ss some simple questions like “What is the main topic of the
conversation ” or “Who are talking in the conversation ”
Let several Ss share their answer, and the teacher gives a brief summary to confirm the main idea.
2. Play the audio for the second time, and ask Ss to fill in the blanks while listening. The teacher can pause the audio appropriately to leave Ss enough time to write.
Step 4 Post-listening
1. Work on 2b Read the conversation and answer the questions
2. Work on 2c Read the conversation and complete the mind map with the information from 2a.
3. Group work
Divide Ss into groups of four. Give them some discussion topics related to the listening material, such as “Why is bamboo a popular subject in
Chinese paintings ” “What other uses of bamboo do you know besides those mentioned in the conversation ”
4. Work on 2d
Listen to the conversation again. The role-play it.
5. Guide Ss to look at the requirement 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.
Assessment of Teaching Effectiveness
1. Observe whether Ss can achieve interdisciplinary connections and understand the spirit of bamboo from this poem.
2. Observe whether Ss can name more uses of bamboo. Make some reasonable predictions to prepare for the listening task.
3. During the first listening, most Ss can grasp the main topic, such as the introduction of the folding fan with bamboo painting and some information about bamboo, and have a preliminary understanding of the conversation. During the second conversation. Ss can accurately fill in most of the blanks, and their ability to listen for details is improved.
4. Observe Ss’ answers and completeness of their mind maps, assesses the degree of Ss’ understanding of the language content and their ability to organize information, and understands Ss’ thinking logic and expression skills.
Design Purpose
1. Activate Ss’ prior knowledge and stimulate their interest in learning through this poem, achieving interdisciplinary connections. Simultaneously, it creates a natural transition for introducing the new
lesson content.
2. Guide Ss to think actively before listening,thereby stimulating their curiosity and making them more focused during the listening process.
3. The first listening aims to cultivate Ss’ overall comprehension of the listening material, allowing them to have a basic perception of the content. The focus of the second listening is to develop Ss’ ability to capture specific information. The process of peer checking promotes communication and self-correction among Ss.
4. These activities help Ss deeply understand the conversation and structure information about bamboo, cultivating logical thinking. Ss systematically master bamboo’s characteristics, uses, and cultural significance. Through reading, role-play, and creating dialogues, they consolidate content, improve oral fluency, and foster creativity and cooperation.This enables applying knowledge in real-life contexts, enhancing understanding of bamboo’s ecological value and strengthening language practice.
IV. Blackboard Design
Unit 4 Amazing Plants and Animals
Period 2 Section A 2a~2e
Cultural Significance
Location
Food Source
Growth
Uses
V. Homework
Required:
1. Recite vocabulary related to bamboo and key
sentences from dialogues.
2. Write an English essay describing your impressions
and feelings about bamboo.
Optional:
Find more English materials about bamboo and
create a handwritten poster introducing its
characteristics, uses, and cultural significance.
VI. Teaching Reflection
During the teaching process, the picture lead-in successfully attracted Ss’ attention and stimulated their interest. In the listening session, some Ss still had difficulty capturing detailed information, possibly due to insufficient vocabulary or lack of proficiency in listening skills; subsequent special training is needed. In the role-playing and dialogue creation sessions, student participation was high, but some Ss’ language expression was not fluent or natural enough, indicating a need for more oral practice opportunities in daily teaching.

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