Unit 4 Amazing Plants and Animals-Section B 1a-1f 教学设计 2025-2026学年人教版英语八年级上册

Unit 4 Amazing Plants and Animals-Section B 1a-1f This section focuses on the theme of amazing plants and animals, with a specific emphasis on bees. It consists of a reading passage that elaborates on the connection between people, plants, and animals, taking bees as a prime example. The text details the hard - working nature of bees in pollination, their interesting behaviors such as communication through dancing and building honeycombs, and the crucial role they play in the ecosystem. Additionally, it raises awareness about the declining number of bees and the need for protection. The accompanying exercises, from 1a to 1f, are designed to help students understand the text, master key language points, and stimulate discussions on the relationship between humans, plants, and animals. 教学目标 Students will be able to understand the main idea of the passage about bees, including their importance in pollination, interesting characteristics, and their role in the ecosystem. Master the following key vocabulary: connect, connected, without, imagine, honey, disappointed, connection, action, percent, planet, store, communicate, protect, importance, human, ant; and phrases like be connected with/to, in fact, for this reason, in order to, play a part (in sth), be home to sb/sth. Grasp the core sentences used to describe bees and the relationship between different elements in the ecosystem, such as “We need each other to live, and bees are one of the best examples of this connection.” and “However, the number of bees is dropping, and scientists are worried.” 教学重难点 1. Key Points Help students understand the significance of bees in the ecosystem and their connection with other organisms. Guide students to master the new vocabulary and phrases related to bees and ecological relationships. Enable students to use the target language to describe bees and discuss the relationship between humans, plants, and animals. 2. Difficult Points Enable students to deeply understand the complex ecological connection between bees and other elements, and be able to express their understanding clearly in English. Encourage students to think critically about the reasons for the decline in the number of bees and come up with practical protection measures. 1. Vocabulary Verb: connect (关联；连接), imagine (想象；猜想), communicate (交流；沟通), protect (保护；防护) Adjective: connected (连接的；相关的), disappointed (失望的；沮丧的) Noun: honey (蜂蜜), connection (联系；连接), pollination (授粉), pollen (花粉), action (行动；行为), percent (百分之……), planet (行星), store (贮存；存储；商店), honeycomb (蜂巢), ecosystem (生态系统), importance (重要性), human (人；人类), ant (蚂蚁) Phrases: be connected with/to (与…… 相连；与…… 有关联), in fact (确切地说；实际上), for this reason (出于这个原因), in order to (为了；以便), play a part (in sth) (参与某事), be home to sb/sth (有…… 栖息；是…… 的家乡) 2. Sentence Patterns “We need each other to live, and bees are one of the best examples of this connection.” “However, the number of bees is dropping, and scientists are worried.” “Think about what you can do to protect one of the most amazing animals on earth.” 教学过程 1. Lead - in (5 minutes) Show students some pictures of various amazing plants and animals, such as bamboo, ginkgo trees, blue whales, and elephants, and ask them to briefly describe these creatures. Then pose the question: “What other amazing plants and animals do you know? And how do they play roles in our world?” Encourage students to share their ideas, which can arouse their curiosity and enthusiasm for exploring the natural world, and also lay a foundation for introducing the topic of bees. 2. Pre - reading (10 minutes) Play a short video of bees collecting nectar and pollinating flowers. While watching, ask students to pay attention to the behaviors of bees. Conduct a Bee Knowledge Quick Quiz. Prepare some simple questions about bees, such as: “How do bees help plants?” “What does a bee's home look like?” “How do bees communicate?” After students answer, summarize their responses and guide them to think about the importance of bees in nature, thus leading into the text in 1b. This activity can activate students' prior knowledge about bees, stimulate their interest in learning, and help them establish the connection between bees and the natural world, making them better prepared for in - depth reading. 3. While - reading (15 minutes) Fast Reading (5 minutes): Ask students to quickly read the text and find the main idea of each paragraph. Paragraph 1: The connection between people, plants, and animals, and the importance of bees. Paragraph 2: Bees are hard - working and play a role in pollination. Paragraph 3: Bees are interesting and how they communicate. Paragraph 4: The importance of bees in the ecosystem and the need for protection. Check students' understanding to train their skimming ability and help them get an overall understanding of the text. Careful Reading (10 minutes): Let students read the text again and answer some specific questions: “How many flowers do bees often visit on one trip?” “How do bees communicate with each other when they find new food?” “What's the problem with bees?” Ask students to underline the adjectives the writer uses to describe bees, such as hard - working, interesting. Then have a brief discussion about why these adjectives are used, which can help students understand the text in detail and master the use of adjectives for description. 4. Post - reading (10 minutes) Work on 1c (5 minutes): Read the text again and ask students to complete the mind - map with the information from the text. Then ask them to try to retell the passage with the help of the mind - map. Divide students into groups. In each group, students take turns to retell. Teachers can walk around the classroom to monitor and provide guidance. This activity can help students sort out the structure of the article, deepen their understanding of the importance of bees, and cultivate their teamwork and information integration abilities. Work on 1d, 1e and 1f (5 minutes): Explain the key words, phrases, and sentences in the article. For example, explain the phrase “be connected with” by giving more examples like “Our health is connected with our lifestyle.” Divide students into groups of four to discuss the questions in 1d. Each group selects a representative to present their answers. Then pose the following questions for further discussion: “What will happen if the number of bees continues to drop?” “What can we do to protect bees?” According to the discussion, ask students to write one more paragraph about bees and add it to the text. Finally, 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.” This series of activities can cultivate students' teamwork, creativity, and language application ability, and help them connect the learned knowledge with real life, deepening their understanding of the ecosystem. 5. Summary and Homework (5 minutes) Summary: Summarize the key points of this class, including the important information about bees, new vocabulary, phrases, and sentence patterns. Emphasize the significance of protecting bees and maintaining ecological balance. Homework: Ask students to memorize the new words, expressions, and sentences in Section B (1a - 1f). Require students to do some research on other animals or plants that are important to the ecosystem and write a short passage about them, introducing their characteristics and importance. 教学反思 After this class, students should have a better understanding of bees and the ecological relationship. The use of videos and quizzes in the pre - reading stage effectively mobilized students' enthusiasm, but in the future, more diverse forms can be considered to meet the needs of different students. During the while - reading process, most students could follow the guidance to find the main idea and details, but a small number of students still had difficulties in understanding long sentences. In the post - reading discussion, students actively participated, but some groups' discussions were not deep enough. In future teaching, more in - depth guidance and more time for group discussions can be provided. The overall teaching goal has been basically achieved, but continuous improvement is needed to enhance students' comprehensive language ability and ecological awareness. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$