Unit4 Amazing Plants and Animals period2 SectionA 2a-2e教学设计-2025-2026学年人教版英语八年级上册

该初中英语教学设计聚焦形容词最高级（尤其是“one of the + 最高级 + 复数名词”结构）及竹子的生长、用途、文化多维度描述。通过亚马逊雨林与撒哈拉沙漠图片导入，引导学生用基础最高级猜测特征，搭建从已知到复杂结构的学习支架。 特色融合TBLT与CLT教学法，借助竹海视频、折扇图片及思维导图模板（生长/用途/文化维度）整合信息，通过导游与游客角色扮演自然衔接语言与文化。既提升学生语言运用能力和文化意识，又为教师提供结构化活动设计，高效落实核心素养。

2025年秋基于英语核心素养教学设计 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 1. Play the radio interview recording. Ask students to fill in blanks in 2a (e.g., "most biodiverse", "driest places"). 2. Play again, guide to underline superlative structures (e.g., "the largest", "one of the most fragile"). Check answers, emphasize "one of the + superlative" usage. 1. Listen and complete 2a. 2. Re-listen, mark superlative phrases, then discuss in pairs. Step 3 Reading & Comprehension 1. Present the complete interview. Ask students to read and answer 2c questions (e.g., "Why is the Amazon called 'the lungs of the Earth'?"). 2. Guide analysis: "How do their features affect the planet? (Amazon: regulates oxygen; Sahara: affects global wind)". 1. Read dialogue, answer questions. 2. Discuss in groups about the wonders' global roles, share ideas. Step 4 Mind Map & Dialogue Practice 1. Provide mind map template (Size: "covers...km²"; Biodiversity: "home to...species"; Significance: "known as..."). Ask to fill in from 2a-2c. 2. Demonstrate dialogue: "Which is larger? The Amazon is the largest. What about biodiversity? It's the most biodiverse...". Students practice in pairs. 1. Complete mind map in groups. 2. Practice dialogues using mind map, comparing the two wonders. Step 5 Role-play 1. 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")". 2. 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. 1. Prepare role-plays, add environmental concerns. 2. Perform and observe, note feedback. Step 6 Summary & Practice 1. Summarize key superlative structures and factual connections. 2. Assign workbook exercises on 2a-2e. 1. Review key points, finish exercises. 2. 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! 教学反思 学科网（北京）股份有限公司 $$