Unit 4 Section A 1a～1d, pronunciation 教案 -2025-2026学年 人教版（2024）八年级英语上册

该初中英语教案围绕“Amazing Plants and Animals”主题，聚焦动植物核心词汇（如ostrich、cheetah）与描述词匹配、双元音/辅音连缀发音及核心句型“ What’s the...? It’s the...”。通过1分钟动植物视频导入激活旧知，搭建“视频感知→词汇卡片匹配→听力分层练习（排序、匹配、补全对话）→语音专项训练”的学习支架，衔接词汇、听力与语音技能。 本教案亮点在于融合语言能力与思维品质培养，通过分层听力任务（1b排序、1c匹配）提升信息提取能力，语音练习中示范双元音“whale”的滑动与辅音连缀“blue whale”的连贯发音，强化语言技能。情感升华环节展示濒危物种图片引导学生写保护行动，既巩固语言知识又培养环保意识，助力教师高效实施听说训练，提升学生综合语言运用能力。

Title Unit 4 Amazing Plants and Animals Period Section A What can plants and animals do? 1a~1d, pronunciation Teaching Aims 1. Recognize, read and spell 10 core words (e.g., ostrich /ˈɒstrɪtʃ/, cheetah /ˈtʃiːtə/, blue whale, moss) and match them with descriptive words (e.g., flightless, tallest, heaviest). 2. Identify and imitate the pronunciation of diphthongs /eɪ//aɪ//ɔɪ/ and consonant clusters /bl//kl/, and distinguish stress between content words (nouns, adjectives) and function words (articles, prepositions). 3. Listen to conversations about plants and animals (Emma & Yaming’s dialogue) and complete tasks: 1b (numbering in listening order) and 1c (matching descriptive words) with over 85% accuracy. 4. Use core sentence patterns to describe plants/animals, e.g., “What’s the largest animal in the world? It’s the blue whale.” 5. Understand the global significance of biodiversity protection through endangered species (e.g., blue whale, polar bear) and develop the awareness of “loving nature”. Important Points 1. Mastery and matching of core words (ostrich, cheetah) and descriptive words; 2. Correct pronunciation of diphthongs and consonant clusters; 3. Listening information extraction (1b, 1c);4. Use of core sentence patterns. Difficult Points 1. Fluent pronunciation of consonant clusters (e.g., “blue whale” without adding /ə/); 2. Flexible use of sentence stress (e.g., stress “yesterday” to emphasize time); 3. Natural connection between language learning and environmental protection awareness. Teaching procedures Activities Justification Step 1: Warm-up & Lead-in（热身导入）— 5 mins 1. Play a 1-minute clip of the plant/animal video (from PPT). • Ask students: “What plants or animals did you see in the video? Can you name any of them in English?” 2. Guide students to share simple answers (e.g., “I saw a big whale”) to activate prior knowledge and introduce the topic “Amazing Plants and Animals”. Step 2: Vocabulary Learning（词汇学习）— 10 mins 1. Show pictures of 5 animals (ostrich, African Elephant, Giraffe, Polar Bear, Hummingbird) and 2 plants (moss, redwood) from PPT. 2. Teach their pronunciations (with phonetic symbols) and meanings, e.g., “ostrich /ˈɒstrɪtʃ/ — 鸵鸟”. 3. Group work: Give each group a set of “animal/plant cards” and “descriptive word cards” (e.g., flightless, tall, furry). • Ask students to match them and share: “The ostrich is flightless and tall.” • Add 2 more animals (blue whale, cheetah) and review all 10 core words together. Step 3: Listening Practice（听力练习）— 12 mins Task 1 (1b: Numbering): 1. Play the dialogue audio (Emma & Yaming) for the first time. Ask students to number the 4 organisms (moss, blue whale, redwood, cheetah) in the order they hear. 2. Play the audio again to check answers; pause at key sentences (e.g., “What’s the largest animal? It’s the blue whale”) to confirm. Task 2 (1c: Matching): 1. Show descriptive words (heaviest, largest, oldest, fastest, tallest, most beautiful) on the screen. Ask students to guess which organism matches which word. 2. Play the audio a third time. Students match words with organisms (e.g., blue whale → heaviest/largest) and check answers as a class. Task 3 (Dialogue Completion): 1. Show the blanks of Conversation 1 and 2 from PPT. Ask students to fill in the blanks while listening to the audio again. 2. Invite 2 pairs to read the completed dialogues aloud to practice pronunciation. Step 4: Pronunciation Practice（语音练习）— 8 mins 1. Diphthongs & Consonant Clusters: • Show the phonetic table from PPT (e.g., /eɪ/: whale, rain; /bl/: blue, black). 2. • Model the pronunciation (emphasize “gliding” for diphthongs and “no pause” for consonant clusters) • Students repeat in groups; add 1 more word to each group (e.g., /eɪ/ → cake) to consolidate. 2. Sentence Stress: • Take the sentence “I visited the redwood forests in California several times” as an example. • Explain stress rules (stress content words) and show 3 meanings (emphasize “redwood forests”, “California”, “several times”). • Students practice reading with different stresses; invite 3 students to demonstrate. Step 5: Affective 升华（情感升华）— 5 mins • Show pictures of endangered species (blue whale, polar bear) and simple facts (e.g., “Blue whale numbers are decreasing”). • Ask: “Why are they in danger? What can we do to help them?” • Guide students to share ideas (e.g., “We can stop polluting the sea”) and write 1 personal action on their notebooks (e.g., “I will protect animals”). Step 6: Summary（总结）— 2 mins Review the key points with students: • Core words: ostrich, cheetah, blue whale, etc.; • Sentence pattern: “What’s the...? It’s the...”; • Awareness: Protect nature. Step 7：Assignment 1. Create an English poster with the theme “Amazing Plants and Animals Around Me”: • Include 2-3 plants/animals (from class or outside); • For each, write “English name + phonetic symbol + 3 descriptive words + 1 English sentence” (e.g., “Dog /dɒɡ/ — cute, loyal, small — The dog is a cute and loyal pet”); • Decorate with hand-drawn pictures or cutouts. 2. Read the plant/animal descriptions from PPT (e.g., moss, redwood) aloud 3 times. 板书设计 Unit 3 Same or Different (Section A 1a-1e) Key Words • Describing People: tall, short, outgoing, shy, funny, boring, loud, quiet, hard-working, lazy, fast, slow • Opposites (反义词): tall - short、outgoing - shy、funny - boring、loud - quiet、hard-working - lazy、fast - slow Key sentences： 1. A + is/ does + 比较级 + than + B. • Chen Jie is shyer than Peter. • Emma sings louder than Ella. 2. A + is/does + as + adj.(原级）+ as + B • Emma is as nice as Ella. • Emma works as hard as Ella. 课后反思 优点: • The video and picture-based activities effectively aroused students’ interest in plants and animals; • Listening tasks were designed in 3 steps (numbering → matching → completion), which conformed to students’ listening ability progression. 不足: • Some students struggled with the pronunciation of “hummingbird” and consonant clusters like “cheetah”; • The connection between “endangered species” and “personal actions” was a bit rushed, leading to superficial answers from a few students. 改善之处: • For difficult pronunciations, use “word splitting” (e.g., “hum-ming-bird”) to practice step by step; • Next class, add a “share your poster” session to let students introduce their chosen plants/animals and protection actions, deepening environmental awareness. 学科网（北京）股份有限公司 $