Unit4 SectionB（Progect）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围绕“神奇的动植物”主题，聚焦形容词最高级运用，通过“制作动植物海报”项目活动整合语言与跨学科实践。课堂导入复习单元学过的猎豹、红杉树等，引导学生用最高级句型描述，激活知识并为海报准备素材，辅以句型框架、分级阅读等支架，衔接词汇与综合运用。 特色在于跨学科融合与项目式学习，培养语言能力、思维品质与文化意识。学生小组经历选题、资料整合、创作、展示的项目流程，合作中提升信息筛选与创意表达（思维品质），展示时自然输出最高级句型（语言能力）。反思环节结合熊猫保护等实例，深化“人与自然共生”意识（文化意识）。分层作业满足差异需求，为教师提供清晰实施步骤与评价策略，助力学生综合能力提升与核心素养落地。

课题 Unit 4 Amazing Plants and Animals Section B (Project) 学段 初中 年级 八 课型 项目活动课 课时 6 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的第六课时，该项目课题是“Make a poster about a plant or an animal”，要求学生以小组为单位制作一张关于动植物主题的海报，内容涵盖选定动植物的名称、栖息地、选择理由及趣味知识。学生需从给定的标题模板中选择或自创标题，通过收集图片和资料完成海报设计，并进行课堂展示与投票。项目最后通过反思问题引导学生回顾单元所学，强化对自然世界的认知。 Why:该项目旨在通过跨学科实践（融合生物、艺术与英语）培养学生的综合能力：在资料收集中锻炼信息筛选能力，在合作制作时提升团队协作与创意表达，在展示环节发展口语交际能力。同时，通过探索动植物的奇妙特性，深化"人与自然共生"的生态意识。 How:本项目实施分为四阶段：选题策划（4a）注重激发兴趣；资料整合（4b）强调事实准确性；视觉创作（4c）平衡美学与信息呈现；展示评价（4d）培养表达能力与批判性思维。反思环节（Reflecting）通过四个引导性问题，将项目经验与语言知识（如形容词最高级运用）、生态观念有机联结，形成"探究-创造-反思"的完整学习闭环。 学情分析 1.学生基本情况 本课面向初中阶段学生，他们正处于形象思维向抽象思维过渡的关键期，对生动直观的学习内容（如动物主题、视觉化海报制作）兴趣浓厚。但部分学生仍存在信息归纳能力较弱、高阶词汇运用不足的问题，需要在项目中进行针对性指导。 2.已有知识经验 学生已掌握基础动植物词汇和形容词比较级/最高级，但灵活运用能力参差不齐；通过科学课已了解生态系统基本概念，但英语表达相关术语仍需强化。 3.学习难点预测 语言输出单一，海报文字描述易陷入模板化，缺乏细节拓展。 4.教学对策 提供句型框架，要求添加对比数据，提供分级阅读材料和权威科普 网站链接，辅助信息检索。 教学目标 语言 能力 1.Accurately use superlative adjectives(eg, the strangest, the most amazing) to describe chosen plants/animals. 2.Apply topic-related terms (eg, habitat, species, ecosystem) in poster descriptions. 文化意识 1.Recognize the uniqueness of species worldwide(eg, kangaroos in Australia, baobab trees in Africa). 2.Discuss how cultural symbols reflect human-nature connections. 思维品质 1.Compare species traits using evidence-based statements. 2.Design eye-catching visuals to highlight key facts. 学习能力 1.Students complete group tasks via role assignment (researcher, designer, presenter). 2.Designing posters through group cooperation to enhance students' aesthetic and creative abilities. 教学 重难点 教学重点 Students can use the most advanced expressions and appropriate adjectives to describe the chosen animals and plants. 教学难点 Students enhance their personal aesthetic and creative abilities through the design of posters. 教学过程设计 教学环节 教师活动 学生活动 设计意图 Step 1 Revision The teacher leads students to review some amazing animals and plants in this unit, such as cheetahs, redwood trees, bamboo, blue whales, etc,and invites some students to state interesting facts about these animals and plants. S1:The cheetah runs the fastest. S2:The redwood tree is the tallest in the world. S3:The blue whale is the largest and heaviest animal on earth. ... Students review some interesting animals and plants in this unit,and describe them. 教师通过带领学生回顾本单元所涉及到的一些神奇的动植物，激活学生已有的知识，巩固所学的重点句型，为接下来选择动植物制作海报提供素材。 Step 2 Work in group Work on 4a 1.Introduce the project:Today we’ll learn the project “Make a poster about a plant or an animal”. 2.The teacher presents the task of 4a, and asks students to group into fours and discuss the titles of their posters, such as the strangest animal, the cutest animal, or a self-created title. 3.Teacher invites some groups to share the titles of their posters and explain the reasons for their choices. For example: Group 1:We choose “The Cutest Animal” as the title of our poster,because we all think pandas are lovely,and we know that they are endangered,so we want to learn more about how to protect them. 1.Listen to the project instructions and clarify tasks. 2.Students have a discussion to choose or create the titles of their posters. 3.Share the titles and explain the reasons for their choices. 通过介绍项目活动，使学生明确任务:制作关于动植物的海报。 学生四人一组，通过分组讨论确定海报标题，体现了他们的合作意识；通过分享标题和原因，锻炼了学生的口语表达能力和逻辑思维能力。 Step 3 Collecting Work on 4b 1.Teacher shows the requirement and questions of 4b, has students prepare and research the necessary information, such as photos of the animals and plants, where they live, interesting facts, etc. 2.Teacher organizes students to clarify their division of labor, and through consulting relevant textbooks and books, online search, cooperative discussion and other means, to complete the requirements 4b. For example: ①What is its name? Its name is the panda. ②Where does it live/grow? It lives in Chengdu,Sichuan. ③Why did you choose it? Because we all think pandas are lovely,and we know that they are endangered,so we want to learn more about how to protect them. ④What are some interesting facts about it? First,pandas are the national treasures of our country, and their main food is bamboo. Second,pandas eat for 12 hours a day and defecate about 40 times. Third,newborn panda cubs weigh only about 100 grams. 1.Students clarify the requirements and questions of 4b. 2.Students work together to collect the necessary materials and information for making the poster. 教师出示4b的要求和问题，组织学生明确分工，利用一切资源如查阅资料、在线搜索、合作讨论等去筹备他们所需要的材料和信息，在这个过程中教师巡视观察各组的准备情况和配合程度，确保每位学生都能参与其中。 Step 4 Creating Work on 4c 1.Teacher organizes students to summarize the information they collected, preparing to make a poster. 2.Teacher records the time and asks all group members to participate in the creation of the poster, teacher patrols and guides, reminding students to pay attention to integrity and logic of the content, the beauty of the picture and the depth expressed by the poster, etc. 3.After students completing the poster making, the teacher asks each group to select a representative to practice and prepare for the presentation. 1.Students summarize the information they have collected. 2.Group members participates in the production of the poster. 3.Group representatives practice and prepare for the presentation. 在进行创作海报之前让学生汇总所收集的资料，然后小组成员参与海报的创作，教师巡视指导，提醒学生注意内容的完整性和逻辑性、画面的美观性及海报所要表达的深度等，确保海报的创作有序进行。 Step 5 Sharing＆Voting Work on 4d 1.Teacher records the time, organizing each group's representative to take turns presenting and introducing their posters. For example: Let me tell you about . Its name is .It lives in/ grows in .We chose it because .Some interesting facts?Well,first, .Second, . Third, ... 2.While the representatives are reporting, the teacher shows the evaluation form through PPT, asking the students to evaluate and score each group's poster according to the standards the evaluation form. 3.After each group has presented, tally the students' scores, select the best poster, and display it on the class bulletin board. 1.Group representatives present and introduce their posters. 2.Students evaluate and score the posters based on the evaluation form. 3.Students select the best poster and display it. 教师为学生计时，组织学生代表轮流上台展示并介绍他们组的海报，然后出示评价表让学生进行评价和打分，待各组展示完毕后选出最佳海报并贴到公示栏向全班展示。 此环节锻炼了小组代表的口语表达的能力和上台发言的勇气，培养了学生的合作意识和审美能力。 Step 6 Reflecting 1.Lead students to discuss on reflecting questions: -What amazing plants and animals did you learn about in the unit? -When do you use the superlative forms of adjectives and adverbs? -Can you describe some amazing plants or animals in the world? -How are we connected with plants and animals? 2.T summarizes:Take care of animals and plants because we cannot live without them. Answer reflecting questions in pairs,and share with the whole class. 学生就自我反思中的四个问题进行自查，检验本单元的学习情况并分享;教师再次强化本单元的主题:爱护动植物,我们的生活离不开它们。 Step 7 Summary Summarize the content learned in this class, including new expressions, questions, and the process of the project. Review the knowledge with teacher. 回顾本节课所学知识，加深理解和记忆，帮助学生梳理知识脉络。 Step 8 Homework Level A:Choose one from the given titles (eg, "The Cutest Animal"), and make an ID card.(Fill in the basic information name, habitat/growth place, food, etc.Paste 1 ready-made picture and add simple labels.) Level B:Research the causes of endangerment or conservation measures (eg, "How can we save pandas?"), add to the poster. Level C:Write a 2-minute speech, combined with a poster to call for the protection of the species, using the super sentence pattern: "The most surprising fact... We must protect them because..." 本分层作业以动植物海报为载体，结合语言目标和跨学科能力,通过差异化任务满足不同学生需求，同时强化人与自然共生的价值观,进一步促进学生的生态意识。 板书设计 Unit 4 Amazing Plants and Animals Section B (Project) 教学反思 1、 成功之处: 1.语言目标与跨学科能力结合:学生熟练运用最高级（The strangest /cutest...）描述动植物，并在展示中自然输出;部分小组结合科学知识（如光合作用、动物习性），体现学科融合。 2.生态意识有效渗透:反思环节中，学生能联系实际讨论“人类与动植物的关系”，如“熊猫保护需要森林”“减少塑料帮助海洋生物”。 二、存在问题: 1.部分学生依赖网络，缺乏深度思考:个别小组直接复制网络信息，未用自己的语言总结，导致展示内容雷同。 2.评价标准不够清晰:学生打分时更关注“画面美观”而非内容深度，导致部分信息丰富的海报未获认可。 三、改进措施: 1. 加强思维深度训练:要求每个小组提出一个开放性问题并尝试解答;各小组需提出具体行动（如“在学校组织熊猫募捐”），而非泛泛而谈。 2.细化评价标准:从内容、语言、创意、合作四个维度评分;采取多元评价方式，结合教师评分、小组互评和学生自评。 学科网（北京）股份有限公司 $$