Unit4 SectionB（1a-1f）教学设计 2025-2026学年人教版（2024）八年级英语上册

课题 Unit 4 Amazing Plants and Animals Section B (1a-1f) 学段 初中 年级 八 课型 阅读课 课时 4 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的第四课时的阅读课，本文以蜜蜂为例，探讨了动植物与人类的共生关系，属于科普类说明文。文章从蜜蜂的生态价值、辛勤工作、现存问题与呼吁三个维度展开，采用“现象引入→核心功能→补充细节→问题反思”的递进逻辑，辅以数据（如“50-100朵花”）和拟人化表达（如“勤劳的动物”），兼具科学性与可读性。 Why:本文的核心价值在于将生物学（授粉机制）、生态学（物种关联）与语言学（形容词用法）结合，实现跨学科学习；通过“假设-实证-行动”链条，引导学生从认知（蜜蜂功能）到共情（危机担忧），最终落实责任（保护措施），培养批判性思维与问题解决能力；破除“人类中心主义”，通过“我们需要彼此”的论述，建立生命共同体意识。从课标视角看，文本完美契合“人与自然”主题，同时提供丰富的语言输入，为后续写作奠定基础。 How:本文教学可采取“三阶递进”策略：感知→探究→行动。首先，通过讨论神奇的动植物引出蜜蜂，播放其相关视频引导学生关注蜜蜂的生态价值，完成思维导图梳理核心信息；其次，聚焦语言特色，通过“形容词分类墙”活动（如情感类/评价类）和小组讨论，深化对最高级表达和生态链的理解；最后，迁移至真实问题解决，如分组设计“校园护蜂方案”将文本中的科学知识、语言表（hard-working, the most important）和情感呼吁转化为创造性输出，实现从“读懂”到“用活”的跨越，同时渗透生命教育。 学情分析 1.学生基本情况 授课对象为初中生（八年级），已具备基础的英语阅读能力，能理解简单说明文的主旨和细节，但对长难句和隐含逻辑关系的分析仍需指导。 2.已有知识经验 学生对蜜蜂、授粉等生态概念有一定了解（如小学科学课涉及），但对具体数据和生态链的深层联系（如人类食物系统依赖昆虫）认知较模糊。学生已学过形容词原级和比较级，但对最高级（the most important, the most amazing）的准确使用，尤其是多音节词变形（如interesting → the most interesting）可能不熟练。 3.学习难点预测 若文本中的科学术语（如pollination, ecosystem）解释不足，部分学生可能因理解困难而失去兴趣。 4.教学对策 通过头脑风暴激活已有知识，预教关键术语；结合本土案例增强现实关联性，避免文本停留于理论。 教学目标 语言 能力 1.Students will be able to identify and understand descriptive adjectives and superlative forms in the text. 2.Students will extract key details (eg, pollination, honeycomb, bee communication) to summarize the ecological role of bees. 文化意识 1.Students will recognize the global significance of bees in agriculture and ecosystems, fostering respect for nature. 2.Cultivate students' awareness of biological conservation and stimulate their interest in protecting bees. 思维品质 1.Analyze cause-effect relationships (eg, "What if bees disappeared?") and propose solutions to protect bees. 2.Use the mind map to organize information hierarchically. 学习能力 1.Master key information about bees described in the article through reading skills such as skimming and scanning, and improve reading ability. 2.Through autonomous exploration and group discussion, complete the writing output about bees. 教学 重难点 教学重点 Guide students to find and understand the adjectives and superlative forms used to describe bees. 教学难点 Help students understand the importance of bees and their connection to other living things. 教学过程设计 教学环节 教师活动 学生活动 设计意图 Step 1 Lead-in T:We have learned some amazing plants and animals, such as bamboo,ginkgo trees, blue whales, elephants. They all play important roles in our world. What other plants and animals do you know? Students have a free talk and answer the question. 通过问题导入，帮助学生了解自然界中的神奇动物，唤起学生热爱自然、探索自然的好奇心和求知欲。 Step 2 Pre-reading Work on 1a 1.Teacher leads students to look at the title and picture of 1b, to predict the general content of the article, and asks:What is the text about? Ss:Bees! 2.Teacher plays a short video of bees collecting nectar and pollinating flowers. 3.After watching the video,teacher organizes students to have a “Bee Knowledge Quick Quiz”.Teacher prepares simple questions about bees,such as: ①How do bees help plants? ②What does a bee's home look like? ③How do bees communicate? After students answer,the teacher summarizes their responses, and guides them to think about the importance of bees in nature, leading into the text in 1b. 1.Students have a prediction about the text of 1b. 2.Students watch a video about bees. 3.Students have a “Bee Knowledge Quick Quiz”. 根据标题和图片预测文本内容，激发学生的兴趣，降低阅读焦虑。 通过播放蜜蜂相关的视频，为学生提供背景知识，有助于学生更好地理解文本。 通过快问快答的形式，激活学生对蜜蜂的已有知识，激发其学习兴趣，通过总结和引导.帮助学生建立蜜蜂与自然界重要性的联系.为深入学习课文内容做好铺垫。 Step 3 While-reading Work on 1b Skimming 1.Look through the passage and underline the adjectives the writer uses to describe bees. 2.Ask students to read the text quickly and find the main idea of each paragraph. Para l:The connection between people,plants and animals, and the importance of bees. Para 2:Bees are hard-working and play a role in pollination. Para 3:Bees are interesting and how they communicate. Para 4:The importance of bees in the ecosystem and the need for protection. Scanning 1.Ask students to read the text carefully and find the answers to some specific questions. ①How many flowers do bees often visit on one trip? ②How do bees communicate with each other when they find new food? ③What's the problem with bees? 2.Invite several students to find the answers in the textbook. Work on 1c 1.Teacher asks students to read the text again and complete the mind map with the information from the text. If there are difficulties, they can discuss between companions. 2.Teacher invites several students to share the answers of the mind map and gives timely feedback. 3.Teacher encourages students to try to retell the text with the mind map,and invites one or two students to present, gives some tips if necessary. Language points Students read the passage again,circle the knowledge points they don't understand in posts, and teacher gives a detailed explanation,and then let students give some examples. At this moment you realize people, plants, and animals are all connected. As they fly from one flower to another, they take pollen with them. For this reason, many scientists believe that bees are the most important animals on this planet. 1.Students look through the text quickly and underline the adjectives to describe bees. 2.Students read the passage quickly and summarize or draw out the main points of each paragraph in the passage. 3.Students read the text carefully and find the answers. 4.Share answers. 5.Students read the text again and complete the mind map. 6.Share answers. 7.Students try to retell the text with the mind map. 8.Students find the language points they don’t understand and take notes. 观察学生是否能快速画出描述蜜蜂的形容词和准确总结出每段的大意，训练学生的速读能力以及对文章细节的捕捉和整体理解。 教师观察学生回答具体问题的表现，评估他们对文章内容的理解;通过深入挖掘文本细节，培养学生分析问题的能力，强化对文章内容的理解。 通过小组合作完成思维导图并回答问题，帮助学生梳理文章结构,加深对蜜蜂重要性的理解，同时培养其团队合作和信息整合能力。 教师让学生再次整体阅读文本，勾画出亟待解决的知识点并给予细致的讲解，之后让学生给出相关例子，帮助学生准确理解和应用。 Step 4 Post-reading Work on 1d 1.Teacher leads students to have a discussion: ①Can you give another title for the text? ②What another interesting facts do you know about bees? ③What do you know about the connection between humans and other insects,such as ants and butterflies? 2.Teacher lets students think about these questions independently, and write down their own thoughts. 3.Then students group for discussion,dare to express their views. 4.One member of each group shares their views,teacher gives feedback and summary. Work on 1e 1.Teacher shows the writing task of 1e:Imagine you are the writer.Write one more paragraph about bees and add it to the text. 2.Teacher leads students to analyze the last sentence of paragraph 4 and asks: What should we write? Ss:What we can do to protect bees. 3.Teacher gives students time to write, while teacher walks around and gives students guidance when necessary. After students have completed their writing, invite one or two students to share. For example: There are many ways we can do. First, we can plant bee-friendly flowers and plants in our gardens or balconies. These provide bees with nectar and pollen. Second, avoid using pesticides as they can harm bees. Instead, try natural pest-control methods. Finally, spread the word! Let more people know the importance of bees and encourage them to join in protection efforts. 1.Think about these questions in 1e independently and write down the thoughts. 2.Students have a discussion in groups. 3.One member of each group shares their ideas. 4.Students clarify the writing task of 1e. 5.Students conceive and write. 6.Students share their writing. 教师首先让学生独立思考问题并记录他们的想法，接着进行分组讨论，勇于发表自己的想法，通过讨论与汇报检查学生是否能够清晰表达关于蜜蜂的相关事实和人类与其他动植物之间的联系。 通过续写活动,培养学生的创造力和语言运用能力：通过分享和讨论，帮助学生将所学知识与实际生活联系起来，加深对生态系统的理解，并提升其表达和写作能力。 Step 5 Discussion 1.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. A:We all know people and nature are connected. But can you give me an example of how they are connected? B: Sure. I visited a small town in Guangdong once. There are many large trees in the town. They are home to many birds. A lot of tourists come to see the trees and the birds... 2.Teacher invites students to engage in Q&A to share their views and provide feedback and evaluation. Students have a discussion about the question. S1:We all know people and nature are connected. But can you give me an example of how they are connected? S2:In my hometown, there's a big lake. The lake is home to lots of fish. The plants around the lake provide oxygen and food for the fish. People go fishing there... 通过讨论人类与动植物之间的联系并举例，让学生进行口语输出，锻炼学生口语表达能力和逻辑思维能力，深化本课的主题。 Step 6 Summary The teacher shows the mind map of this section about bees through PPT, and leads the students to review the key points. Follow teacher’s step to review what they learned today. 教师带领学生回顾本节关于蜜蜂的阅读课的内容，帮助学生构建知识框架，便于复述和记忆。 Step 7 Homework Level A:Expand the mind map, add the reasons and solutions for the decrease in the number of bees under the "problem" branch, and retell it to your partner. Level B:Design an English promotional poster themed "Protect the Bees", which must include the importance of bees, the current situation, and the call to action. Level C:Consult materials, write a short paragraph about the relationship between other insects (such as butterflies) and humans, and compare the role of bees. 本作业设计遵循分层教学理念，整体紧扣单元主题“人与自然”，引导学生从知识积累转向实践行动，如保护蜜蜂的倡议，培养环保意识与社会责任感，同时提升语言综合能力。 板书设计 Unit 4 Amazing Plants and Animals Section B (1a-1f) 教学反思 1、 成功之处: 1.学科融合与价值观渗透:通过讨论蜜蜂与生态系统的关系，学生不仅学习了语言知识，还增强了环保意识。在1f的对话活动中，学生联系实际生活，理解“人与自然共生”的理念，体现了英语学科的育人价值。 2.合作学习促进互动:同伴结对和小组讨论等活动，鼓励学生用英语交流观点。部分小组在讨论中自发补充课外知识，说明互动设计有效激发了学生的自主探究欲望。 二、存在问题: 1.语言输出机会不均衡:尽管设计了对话活动，但性格内向的学生仍倾向于被动倾听。教师未能及时介入引导，导致部分讨论由少数活跃学生主导,需设计更强制性的分工（如轮流发言角色）。 2.高阶思维引导不足:在分析蜜蜂数量下降的原因时，学生多依赖课文信息，缺乏深度思考（如农药、气候变化的关联）,教师应提供补充资料或提问框架，推动批判性思维。 三、改进措施: 1.增强学生参与公平性:在小组活动中分配明确角色并要求组内轮流担任;引入“沉默讨论”环节（如先书面写下观点，再口头交流），给内向学生缓冲时间。 2.深化思维训练:在阅读后增加“问题链”提问;提供补充阅读材料，引导学生多角度分析问题。 学科网（北京）股份有限公司 $$