Unit4 SectionA（2a-2e）教学设计 2025-2026学年人教版（2024）八年级英语上册

该初中英语教学设计聚焦竹子的文化象征、生态特征、实用价值及形容词最高级用法，通过古诗猜植物激活兴趣，结合视频展示竹子多维度信息，预测听力内容搭建学习支架，衔接前后知识。 特色在于文化与语言深度融合，听力填空与思维导图训练信息提取（思维品质），角色扮演（导游与游客对话）促进语言内化（语言能力），小组讨论“竹子文化象征与用途”培养批判性思维（文化意识），分层作业满足不同学生需求（学习能力）。为教师提供完整“输入-加工-输出”闭环，助力提升学生听说能力与跨文化认知。

课题 Unit 4 Amazing Plants and Animals Section A (2a-2e) 学段 初中 年级 八 课型 听读说 课时 2 学科 English 单元 主题分析 本单元的主题属于“人与自然”范畴，涉及“自然生态”主题群中的“热爱与敬畏自然，与自然和谐共生”子主题内容。本单元以“神奇的动植物”为主题，围绕植物和动物的独特之处展开探究，深入理解自然生物的奇妙特性及其与人类生活的密切关联。学生不仅能掌握形容词最高级的用法，还能培养对自然界的敬畏之心，进而思考人类与动植物和谐共生的意义。 文本解读 What:本课是人教版(2024)八年级上册第四单元Amazing Plants and Animals的第二课时，本听力语篇以一段关于竹子的对话为核心，内容涵盖文化、生态和实用价值三个方面。对话中，Ella和Chen Jie围绕一把绘有竹子的折扇展开交流，涉及竹子在中国文化中的象征意义（如goodness）、四川竹海的规模（the ____ and _____ bamboo forest in China），以及竹子的生长速度（fastest-growing plants）和用途（build houses and make tools）。此外，听力填空和思维导图任务要求学生提取关键信息，如竹子的文化地位、生态特征和实用功能，而角色扮演活动则进一步引导学生模拟导游与游客的对话，深化对竹子多重价值的理解。 Why:本课旨在通过真实语境下的听说训练，学习与自然和文化主题相关的词汇及形容词最高级的用法，提升听力理解和口语表达能力；通过填空和思维导图任务，训练信息提取与归纳能力；角色扮演活动则鼓励学生创造性运用语言，将知识转化为实际对话，同时理解竹子在中国文化中的象征意义及其在日常生活和生态中的重要性，培养跨文化认知。 How:首先通过填空任务引导学生捕捉关键词，结合思维导图梳理竹子的多维信息，强化听力细节抓取能力；角色扮演活动模拟真实场景，要求学生灵活运用课文语言并补充个性化内容促进语言内化；通过“输入—加工—输出”的闭环设计，本课将语言技能、文化渗透与思维训练有机结合，最终实现从文本理解到真实场景应用的能力迁移。 学情分析 1.学生基本情况 本课面向初二年级学生，他们具备基础的英语听说能力，能理解简单对话和描述性文本，但对文化背景词汇（如symbol of goodness）和形容词最高级（如the most useful）的灵活运用仍需强化。部分学生可能存在听力抓取细节信息（如数字、比较级）的困难，或在口语表达中因文化知识不足而缺乏深度。 2.已有知识经验 语言基础:学生已掌握常见形容词及其比较级/最高级形式，但对“one of the + 最高级”结构（如one of the fastest-growing plants）的用法不够熟练。 文化认知:对中国传统文化符号（如竹子、折扇）有一定感性认识，但对其象征意义缺乏系统了解。 学科联系:通过科学课了解植物的基本生长特性（如bamboo grows quickly），但跨学科整合能力较弱，需引导其关联地理、生态等内容。 3.学习难点预测 听力中抓取最高级短语（如the largest bamboo forest）并准确填空。 文化词汇的深层理解（如symbol of goodness）及自然运用。 4.教学对策 听力填空提供选项（如largest / oldest / tallest），辅助信息捕捉。 通过图片/短视频展示竹子国的应用，激活背景知识。 教学目标 语言 能力 1.Students will be able to extract key details (eg, superlatives like "the largest bamboo forest") from the conversation and complete fill-in-the-blank tasks accurately. 2.Students will role-play a guided tour dialogue using target structures (eg, "Bamboo is one of the fastest-growing plants...") and express bamboo’s cultural/ecological significance in simple sentences. 文化意识 1.Recognize bamboo as a cultural symbol in China (eg, resilience, moral virtue) and its artistic representations (eg, paintings, fans). 2.Compare bamboo’s utilitarian roles (construction, food) across cultures to foster cross-cultural perspectives. 思维品质 1.Organize bamboo’s features (growth speed, uses) via mind maps, categorizing information logically. 2.Creatively expand dialogue content in role-play (eg, adding eco-friendly uses of bamboo). 学习能力 1.Work in pairs to co-construct dialogues, negotiating meaning and feedback. 2.Cultivate students’ ability to organize and summarize information, and sort out the knowledge system with the help of mind maps. 教学 重难点 教学重点 Mastery of topic-related terms (symbol, fastest-growing, useful plants) and superlative forms (the most popular, the tallest). 教学难点 Use the knowledge you have learned to conduct oral communication on the topic of bamboo, and experience the connotation of bamboo in Chinese culture. 教学过程设计 教学环节 教师活动 学生活动 设计意图 Step 1 Warming-up Teacher shows a poem through PPT. T: Read the poem, and what kind of plant does it talk about? Upright stands the bamboo amid green mountains steep, Its tooth like root in broken rock is planted deep. It's strong and firm though struck and beaten without rest, Careless of the wind from north or south,east or west. Students read the poem and guess the meaning of the poem. 通过这首诗,激活学生的已有知识，激发学习兴趣，实现学科的跨越,同时为新课内容的引入创造自然过渡。 Step 2 Lead-in 1.T:The poem is about bamboo.Bamboo is a common but very useful plant in our lives.Do you know what bamboo can be used for? Ss:chair/basket/fan... 2.Teacher plays a short video about bamboo, including its growth, usages, cultural connotation, etc. Prediction Before proceeding to the next step of listening, teacher guides students to predict the listening text. T:Chen Jie had a folding fan bought in Sichuan, Ella is very interested in it, do you know what they will talk about the fan? 1.Students answer the usages of bamboo. 2.Students watch a video about bamboo. 3.Students have a prediction about the content of the conversation. 观察学生能否说出更多的竹子的用途,做出一些合理的预测，从而为听力任务做好准备。 通过播放关于竹子的短视频介绍，让学生获得相关背景知识，进一步了解竹子，降低听力的难度。 教师引导学生对于Chen Jie和Ella的对话内容进行预测，降低听力焦虑。 Step 3 Listening Work on 2a 1.Play the audio of the conversation for the first time without stopping. Then ask students some simple questions like "What is the main topic of the conversation?" or "What are they talking about in the conversation?"Let several students share their answers, and the teacher gives a brief summary to confirm the main idea. 2.Play the audio for the second time,and ask students to fill in the blanks while listening.The teacher can pause the audio appropriately to give students enough time to write. 3.Give students time to do a peer review, and then the teacher leads students to correct the answers together. 1.Listen and answer the questions. 2.Listen and fill in the blanks. 3.Students do a peer review,and then check answers together. 第一遍听培养学生对听力材料的整体理解能力，让他们对内容有一个基本的感知,大多数学生能够抓住主要话题,例如带有竹子画作的折扇介绍以及一些关于竹子的信息并对对话有初步的理解。 第二遍重点是培养学生捕捉特定信息的能力,同伴互查的过程能够促进学生之间的交流与自我修正。 Step 4 Reading Work on 2b 1.Present the problem of 2b, let students read 2a as a whole with the problems, and find the answers. ①What does Ella see on the folding fan? ②Why does bamboo often appear in Chinese paintings? ③Where is the Bamboo Sea? ④What do people use bamboo for? ⑤Is Ella interested in bamboo?How do you know? 2.Teacher invites several students to share their answers with the whole class. Work on 2c 1.Have students read the dialogue again and complete the concept map with the information from 2a. 2.Invite several students to share their answers. Language points The teacher explains the important knowledge points in this listening passage to 1.Read and Finish 2b. 2.Check the answers together. 3.Read and Finish 2c. 4.Share their answers. 5.Take notes about the knowledge points. 教师观察学生回答问题的准确性和思维导图的完整性，评估学生对对话内容的理解程度以及信息梳理能力，了解学生的思维逻辑和表达能力。 通过回答问题和完成思维导图，帮助学生深入理解对话内容，梳理竹子的相关信息，培养信息归纳和逻辑思维能力,帮助学生系统掌握竹子的特点、用途和文化意义。 教师通过向学生讲解对话里的知识点，增加学生的语法储备，为做题铺路。 the students: ①It’s a symbol of goodness in Chinese culture. ②Well,bamboo is one of the fastest-growing plants. ③People can use it to build houses and make tools and instruments. Step 5 Speaking Work on 2d 1.Teacher plays the recording of 2a again, asks students to follow the reading, paying attention to the intonation and tone. 2.Organize students to pair up at the same desk for role reading and practice dialogue. 3.Invite several groups of students to role-play. Work on 2e 1.Guide students to look at the requirements 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. 2.Pair the students off and give them time to write their dialogues and then practice. 3.Invite several groups of students to the front of the classroom for presentations, reminding students to add body language. 1.Listen and repeat, pay attention to the intonation and tone. 2.Students have a practice with their partners. 3.Students role play with their partners. 4.Learn about the requirements in 2e. 5.Make up a conversation and practice with partners. 6.Students have a show time. 通过跟读、角色扮演和创编对话，帮助学生巩固对话内容，提升语音语调和口语表达能力，同时激发学生的创造力和合作精神。帮助学生在真实情境中运用所学知识，进一步理解竹子的文化意义和生态价值.增强语言实践能力。 Step 6 Group work 1.Divide students into groups of four.Give them discussion topics"Why is bamboo a popular subject in Chinese paintings?" "What other uses of bamboo do you know besides those mentioned in the conversation?" 2.Give students time to discuss in groups and then invite group representatives to report. Students think about the questions and have a discussion with group members. 通过小组讨论，输出本节课的相关内容，同时发散学生的思维，集思广益，进一步了解竹子的重要性和用途。 Step 7 Summary New words and expressions: folding; bamboo; popular; goodness; tool; actually; shoot; appear;folding fan; feel free (to do sth) Functions: Use the superlative form to talk about bamboo. Sentences: It's a symbol of goodness in Chinese culture. Well, bamboo is one of the fastest-growing plants. People can use it to build houses and make tools and instruments. Follow teacher’s steps and review the key points what they have learned in this lesson. 教师带领学生回顾本节课的重点知识，巩固所学，加深记忆。 Step 8 Homework Level A:According to the dialogue, polish the mind map of bamboo's characteristics, uses, and cultural significance. Level B:Write an English essay describing your impressions and feelings about bamboo.(at least 60 words.) Level C: Assuming you are an advertiser of Sichuan Bamboo Sea, design an English promotional poster, combining the dialogue and pictures to introduce the value of bamboo. 本作业遵循因材施教原则，兼顾语言技能与文化意识培养,激发创新思维。分层设计既能确保学困生掌握核心内容，又为能力较强学生提供挑战，实现差异化教学。 板书设计 Unit 4 Amazing Plants and Animals Section A (2a-2e) 教学反思 1、 成功之处: 1.文化渗透与语言学习有机结合:本节课以“竹子”为主题，将中国传统文化元素（如折扇绘画、竹海景观）融入英语教学，学生在学习语言的同时，深入理解了竹子的文化象征通过听力填空、问答互动，学生不仅掌握了关键词汇，还能用英语简单描述竹子的生态价值和文化意义，实现了语言能力与文化意识的双重目标。 2.互动形式激发学生兴趣:学生通过听对话补全信息，再分角色表演，语言输入与输出形成闭环;“导游与游客”对话模拟，学生代入真实场景，积极性显著提高。 二、存在问题: 1.文化深度挖掘不足:虽然介绍了竹子的象征意义，但对中西方文化差异的对比仅停留在表面。例如，未引导学生探讨“为何竹子在中国象征高雅，而在西方更多被视为实用材料”，导致跨文化认知的深度不足。 2.语言输出的结构性欠缺:角色扮演中，部分学生仅机械重复课文句子，缺乏个性化表达;思维导图任务中，少数学生仅罗列课文原句，未尝试用自己的语言总结，反映对语言内化的支持不足。 三、改进措施: 1.深化文化对比，增强批判性思维:增设“文化辩论”环节，例如“Is bamboo more important as a cultural symbol or as an eco-friendly material?” 引导学生结合中西方视角分析;引入短视频展示竹子的全球应用，帮助学生建立跨文化关联。 2.优化语言输出支架:在角色扮演前，提供句型银行（如“In China, bamboo represents…”“People can use it to…”），鼓励学生在框架内自由补充内容。 学科网（北京）股份有限公司 $$