Unit4. Amazing Plants and Animals SectionB Project(教学设计）-2025-2026学年八年级英语上册（人教版）

2026年祁阳市优质教学资源评选活动 ---八年级上册 Unit 4 Amazing Plants and Animals Section B Project教学设计 （注：标题采用四号宋体，正文采用五号宋体，1.5 倍行距。模板可根据需求稍微调整） 课程基本信息 主备人 刘梦姣 课型 新授课 学科 英语 年级 八年级 学段 初中 版本章节 人教版八年级上册unit4 教学目标 在本课结束时，学生能够： 1.识别、理解并正确运用形容词最高级（如 the strangest, the most amazing）来描述和介绍一种动植物。 2.通过小组合作，完成从信息搜集、筛选、整合到海报制作的全过程，培养自主探究和合作学习的能力。 3.在选择和介绍动植物的过程中，发展观察、比较、分析、概括等逻辑思维能力，进而认识到动植物对于人类生存的重要性，树立保护自然、与自然和谐相处的意识。 教学重难点 教学重点： 1. 理解和运用形容词最高级来完成项目任务。 2. 小组协作，共同完成海报的制作与展示。 教学难点： 1. 形容词最高级形式的正确构成（如 happiest vs. most beautiful）。 2. 将搜集到的中文或复杂英文信息转化为准确、地道的简单英文句子。 学情分析 本节课是Unit4 Amazing Plants and Animals的项目输出课，任务为制作并介绍一种动植物的英文海报，侧重语言综合运用、信息整合与书面表达。由于我所教学生为农村学生，学生普遍基础薄弱，两极分化突出，词汇量有限，Unit4 核心动植物类词汇掌握不牢，所以在教学环节，我立足学生学情，优先选用学生身边动植物（猫，树，蝴蝶，向日葵等），降低认知负担。给句型框架，给词汇表，给海报范例，降低语言输出难度，用“做海报”的动手任务，弥补农村学生语言自信不足，实现做中学，用中学的目的。 教学准备 ppt；准备动植物图片，准备彩笔、卡纸、胶水、剪刀等海报制作工具 教学过程 Teaching Stages Teaching Contents Design purpose Stage 1 Lead-in ( 8 mins) 1.Greetings. 2.Activity 1: Superlative Stars-A Journey into Nature's Extremes! The teacher will play a short video of common animals and plants’ (e.g., a "cute" cat, a "tall" tree, a "beautiful" butterfly, and a "popular" sunflower) self-introduction generated by Jimeng and Doubao. Then ask students to answer the following questions: (Video generated by Jimeng and Doubao） Questions: 1.What are their most amazing features? Can you use the "the most..." pattern to describe these amazing creatures again? 2.What do you notice about how the above four words change? Answer: 1.The cat is the cutest animal in the world. The butterfly is the most beautiful. 2.For short adjectives, we add '-est', but for long (or multi-syllable) adjectives, we use 'the most'. Teacher will explain the rules: 1.For monosyllabic adjectives, add -est directly (tall→ tallest); 2.For polysyllabic words, add "the most" before the adjective without changing the ending (beautiful → the most beautiful); In addition, some words might need spelling changes (double letters, y→i). 3. Irregular forms: you need to memorize it (many/much→most). 2. Activity 2: Adjective Superlative Magic’ activity Teacher will invite students to look at the PPT and join in the activity: left ‘Short-word Dwarfs’ (old/tall/strange), right ‘Long-word Giants’ (amazing/dangerous/important), middle ‘Magic Rules’. Volunteers drag words to correct areas. Teacher will add Magic Spell “辅元辅，尾巴翘 (双写); y结尾，变i加est(easy→easiest)”. To activate students' background knowledge about animals and plants, stimulate their interest, and naturally introduce the concept of superlative adjectives. Stage 2 Presentation （20 mins） Activity 1 Deconstruct the Model The teacher will present a high-quality sample poster from past student work or created by the teacher. （Poster designed by past student-Wang Hua） Question: 1. What’s the title? 2. What information can you find? Answer: 1.The title is Protect Wild Animals). 2.We can find the following information: theme, pictures , Message. Activity 2: Group Formation & Topic Selection Teacher will ask students to start a group project to make a poster about ‘Design a World's Best poster for your favorite plant or animal using superlative adjectives to take part in Poster Competition. (Competition From China Biodiversity Conservation and Green Development Foundation) And then get into groups and choose your topic in 4a. And ask representative to answer the questions. Questions: What is its name? And why do you choose it? Answers: Its name is the strangest animal. I chose it because it can catch people’s interest. This stage is designed to enhance students' comprehensive language skills and collaborative learning through a model-based, authentic, task-driven approach. It ensures a seamless transition from language input to output, promoting the development of critical thinking, creative expression, and practical language use. Stage 3 Practice (10 mins) Activity 1 Poster Creation: Studio Time Teacher will ask students to discuss the following questions in 4b and decide on your roles in the group. Roles: Designer: Layout/drawing. Writer: Neat handwriting. Editor: Summarizes facts. Activity：Making a poster Teacher will ask students to make a poster according to the following requirement. Include: 1 title + 2 images + answers of 4 questions facts (such as short phrases). This stage is designed to develop students’ collaborative skills and language use through role-based tasks. Students synthesize information creatively to produce a poster with visual and textual elements, applying target grammar and vocabulary in an authentic, competition-focused context. Stage 4 Production （5 mins） Activity: Gallery Walk & Vote 1. Gallery Walk: Teacher will ask students to display posters on the wall then do a 'Gallery Walk' to admire everyone's work. Quick Vote: Teacher will distribute a sticker to each student and vote for the best poster (not their own) ( Most Creative & Most Beautiful & Most Informative). 2. Awards and Wrap-up: The teacher will play a short video generated by Jimeng and Doubao featuring familiar animated characters to announce the winning group and award an electric medal. This stage is designed to boost engagement through peer interaction and authentic feedback. It encourages appreciation of others' work while reinforcing learning objectives through recognition of creativity, beauty, and informational value. Stage 5 Summary & Homework (2 mins) Activity: Teacher instructs students to create a mind map of the key points learned in this lesson and invites one or two students to share their mind map and using the adjective superlative sentence pattern, for example: 1.In my opinion, [specific content] is the + 形容词最高级 + (noun) we learned today; 2. Among all [related things], I think [something] is the + 形容词最高级 + because [reason]. (Mind map designed by students) Homework: 1. The No. 1 group should refine their posters and advance to the national competition hosted by the China Biodiversity Conservation and Green Development Foundation (CBCGDF). 2. Practice speaking about the poster. Each member should be ready to explain a part. To reinforce in-class learning, clarify follow-up tasks, and ensure project continuity. 板书设计/课堂小结 教学反思 In the group work,there were some cases where the division of the labour was not very reasonable. Pay more attention to guiding students on effective group cooperation in future classes.Also, consider adding more cross-disciplinary elements,such as integrating art and science knowledge related to plants and animals, in future teaching to make the learning more comprehensive and meaningful. — - 1 - — 学科网（北京）股份有限公司 $