Unit 4 Amazing Plants and Animals Section A 1a-1d 教学设计 2025-2026学年人教版（2024）八年级英语上册

Unit 4 Amazing Plants and Animals Section A 1a-1d 教学设计 The subsequent 1b and 1c are listening - based tasks. In 1b, students listen to conversations and number the plants and animals in the order they hear them. This trains their listening comprehension skills in identifying the sequence of information. In 1c, they listen again and match words related to superlative characteristics (e.g., “heaviest”, “largest”, “most beautiful”, “oldest”, “fastest”, “tallest”) with the corresponding plants and animals. This not only reinforces their understanding of the unique features of these living beings but also familiarizes them with the formation and usage of the superlative degree of adjectives. Finally, in 1d, students engage in oral practice by asking and answering questions about the amazing aspects of plants and animals, using the superlative forms they have learned. This promotes their speaking skills and ability to communicate about the topic in English. 教学目标 0. Develop students' listening skills. They should be able to understand conversations about plants and animals, extract specific information such as the sequence of mentioned plants and animals and their superlative characteristics, and answer related questions accurately. 0. Strengthen students' speaking skills. Through pair - work and group discussions in 1d, students are expected to communicate fluently about the amazing features of plants and animals, using correct grammar and vocabulary, especially the superlative forms. 0. Improve students' cognitive ability to observe and describe. They should be able to use appropriate adjectives and superlatives to vividly describe the appearance and characteristics of different plants and animals, both in speaking and writing in the future. 教学重难点 0. The correct pronunciation, spelling, and usage of new words related to plants and animals. For example, ensuring students pronounce “cheetah” correctly and know how to use it in sentences like “The cheetah is a very fast animal.” 0. Mastery of the formation and usage of the superlative degree of adjectives. Teachers need to guide students to practice forming superlatives correctly and using them in context to describe the characteristics of plants and animals. 0. Training students to use key sentence patterns to ask and answer questions about the amazing aspects of plants and animals. For instance, enabling students to ask “What’s the most amazing about the blue whale?” and answer “It’s the largest animal in the world.” 1. Vocabulary 1. moss /mɒs/n. 苔藓. E.g., Moss often grows in damp and shady places. 1. redwood /'redwʊd/n. 红杉；红木. E.g., The redwood tree is very tall and can live for a long time. 1. cheetah /'tʃiːtə(r)/n. 猎豹. E.g., The cheetah is known for its extremely fast speed. 1. blue whale /'bluː weɪl/n. 蓝鲸. E.g., The blue whale is the largest animal on the planet. 1. beautiful /'bjuːtɪfl/adj. 美丽的. E.g., The flower is very beautiful. 1. big /bɪɡ/adj. 大的. E.g., The elephant is a big animal. 1. fast /fɑːst/adj. & adv. 快的；快速地. E.g., The car runs fast. / A cheetah can run at a very fast speed. 1. heavy /'hevi/adj. 重的. E.g., The box is too heavy for me to carry. 1. large /lɑːdʒ/adj. 大的；巨大的. E.g., They live in a large house. 1. long /lɒŋ/adj. 长的. E.g., The river is very long. 1. old /əʊld/adj. 古老的；旧的. E.g., This is an old tree with a long history. 1. small /smɔːl/adj. 小的. E.g., The ant is a small insect. 1. tall /tɔːl/adj. 高的. E.g., The building is very tall. 1. short /ʃɔːt/adj. 短的；矮的. E.g., The pencil is short. / He is short. 1. Grammar - Superlative Degree of Adjectives 2. Regular Forms 1. For one - syllable adjectives, add “-est” to the end. E.g., “tall - tallest”, “fast - fastest”, “small - smallest”. 1. For adjectives ending in “e”, just add “-st”. E.g., “large - largest”, “fine - finest”. 1. For two - syllable adjectives ending in “-y”, change “y” to “i” and add “-est”. E.g., “heavy - heaviest”, “happy - happiest”. 1. For multi - syllable adjectives and some two - syllable adjectives, use “most” + the original adjective. E.g., “beautiful - most beautiful”, “interesting - most interesting”. 2. Irregular Forms 2. “good/well - best”. E.g., This is the best book I have ever read. / She sings best in our class. 2. “bad/badly - worse”. E.g., The weather today is worse than yesterday. / He did worse in the exam than last time. 2. “many/much - most”. E.g., Most students in our class like English. / I have the most apples among us. 2. “little - least”. E.g., This bag has the least weight. 2. “far - farthest/furthest”. E.g., He lives the farthest from school. / This is the furthest place I have ever been to. 教学过程 1. Warming - up and Lead - in (5 minutes) 0. Activity: Start the class by showing the cover page of Unit 4. Encourage students to observe the pictures on it and share their initial thoughts about what they might learn in this unit. Then, play a short video about amazing plants and animals. After the video, ask students to briefly describe what they saw in the video. Finally, present four black cuttings and announce a riddle challenge about the amazing plants and animals. For example, say, “Now, let's start our riddle challenge. I'll describe some plants or animals, and you try to guess what they are.” 0. Purpose: This activity aims to arouse students' interest in the topic of amazing plants and animals, activate their prior knowledge related to the subject, and create an engaging and fun - filled classroom atmosphere, which is beneficial for the following learning. 1. Pre - listening (10 minutes) 0. Activity: 3. Conduct an animal riddle challenge. Describe some animals' characteristics without naming them directly. For example, say, “It's a super giant in the ocean. It has the largest size among all animals in the world and is really heavy.” Let students raise their hands to guess the answer (blue whale). Then, move on to plant riddles. For instance, “It's a ‘living fossil’ plant on Earth. It showed up about 470 million years ago.” (moss) 3. Show the pictures of moss, blue whale, cheetah, and redwood tree from 1a. Ask students to use the words in the box (beautiful, big, fast, heavy, large, long, old, small, tall, short) to talk about these plants and animals. Encourage them to make sentences like “The moss is small and old.” “The blue whale is large and heavy.” 3. Organize students to make conversations with their classmates. One student asks, “What’s amazing about the cheetah?” The other answers, “It’s fast.” 0. Purpose: Through riddle challenges, students' attention can be highly attracted, and they can think actively. Describing plants and animals with adjectives helps them review and expand relevant vocabulary, and the conversation practice prepares them for the subsequent listening task. 1. While - listening (15 minutes) 0. Activity: 5. In 1b, play the recording of the conversations for the first time. Instruct students to listen carefully and number the plants and animals in 1a in the order they hear them. After they finish, check the answers together. 5. Play the recording again for 1c. This time, ask students to match the words related to superlative characteristics (A. heaviest, B. largest, C. most beautiful, D. oldest, E. fastest, F. tallest) with the corresponding plants and animals in 1a. Some may have two answers. Before playing, give them some listening tips, such as “Learn about the listening tasks and look through the words in the box first. Understand the characteristics and the meaning of each option. Pay attention to the keywords while listening.” 5. Do a fill - in - the - blank exercise. Play a part of the conversation again and pause at certain points. Let students fill in the blanks with the missing words. For example, in the conversation “Emma: Hi, Yaming. What are you doing? Yaming: Hi, Emma. I’m starting a quiz about amazing plants and animals. What’s the ______ (largest) animal in the world?” 0. Purpose: These listening activities train students' ability to extract specific information from the listening materials, understand the use of superlative adjectives to describe plants and animals, and improve their listening comprehension skills. 1. Post - listening and Speaking Practice (10 minutes) 0. Activity: 7. In 1d, ask students to work in pairs. They need to ask and answer questions about the plants and animals in 1a using the superlative forms they have learned. For example, “What’s amazing about the redwood tree?” “It’s the tallest tree in the world.” Walk around the classroom to monitor their conversations and offer help if necessary. 7. After the pair - work, select several pairs to come to the front of the class and present their conversations to the whole class. Encourage other students to listen carefully and give feedback. 7. Organize a group discussion. Divide students into groups of 4 - 5. Pose a question like “Why are these plants and animals so amazing? And how do they play important roles in our ecosystem?” Let students discuss in groups for about 3 minutes. Then, each group chooses a representative to share their group's ideas with the class. 0. Purpose: The pair - work and group discussion provide students with opportunities to practice speaking, use the learned vocabulary and sentence patterns in real - life - like communication, and also promote their cooperation and communication skills. 1. Summary and Homework (5 minutes) 0. Summary: Briefly summarize the key points of this class, including the new words of plants and animals (moss, blue whale, cheetah, redwood tree), the adjectives used to describe them (beautiful, big, etc.), and the formation and usage of the superlative degree of adjectives. Also, emphasize the importance of understanding and protecting these amazing plants and animals. 0. Homework: 10. Ask students to make a mind - map about amazing plants and animals. They can write down the names of plants and animals, describe their characteristics using adjectives and superlatives, and add some pictures or simple drawings to make it more vivid. 10. Encourage them to search for more information about an amazing plant or animal they are interested in and write a short passage about it, using at least 5 sentences with superlative forms. 学科网（北京）股份有限公司 $$