Unit4SectionB 1a-1f教学设计2026-2027学年人教版英语八年级上册

该初中英语教学设计聚焦八年级上册Unit4蜜蜂生态主题，涵盖核心词汇（ecosystem, pollinate等）、说明文结构及略读扫读技能。通过蜜蜂授粉短视频导入，结合学生已有基础阅读技能，以任务单为支架衔接从基础词汇到生态链逻辑的学习。 此资料以任务型分层阅读为特色，融合视频、音频及生态关系图等多模态资源，通过略读找主题句、扫读定位细节、小组讨论生态链逻辑提升语言能力与思维品质。读写结合环节引导学生联系生活实例写作，培养生态保护意识，为教师提供可操作分层任务，助力高效教学。

2026年五原县中学优秀教学案例大赛 ---八年级上册Unit4SectionB 1a-1f教学设计 课程基本信息 主备人 刘瑞枝 课型 新授课 学科 英语 年级 八年级 学段 八上 版本章节 unit4 SectionB(1a-1f) 教学目标 1.Knowledge Objectives Master key words and phrases: ecosystem, pollinate, connect, protect, survive, beneficial; Grasp basic expository sentence structures; Master two core reading skills: skimming and scanning. 2. Ability Objectives Students can summarize the main idea of the passage by skimming; Students can locate detailed information about bees’ influence on nature and human beings by scanning; Students can underline descriptive adjectives and analyze their expressive effects; Students can write a short paragraph about bees and list real-life examples independently. 3. Emotional & Value Objectives Realize the close relationship among bees, plants, animals and human beings; Build environmental awareness and the sense of protecting wild insects and natural ecosystems; Develop the awareness of living in harmony with nature. 教学重难点 Key Points 1. Master skimming and scanning reading strategies properly; 2. Figure out the importance of bees and the ecological connection between creatures and humans; 3. Find and understand descriptive adjectives in the text. Difficult Points 1. Comprehend logical relations in popular science expository writing; 2. Finish paragraph writing about bees and explain ecological connections with daily examples in English properly. 学情分析 Grade 8 students have mastered simple skimming and scanning skills in former reading classes. They lack professional vocabulary of ecology and have difficulty understanding long complex sentences in science articles. They know basic common sense of bee pollination in daily life, but cannot express the relationship between creatures and humans with complete standard English sentences. They show great interest in short videos, picture observation and group discussion, so task-based hierarchical reading activities fit their learning characteristics well. 教学准备 PPT with ecological relationship diagrams; short video of bee pollination; original text audio recording; printed reading task sheets; adjective collection worksheet. Student preparation Preview new words of this unit in advance; observe the connection between plants, insects and human life in daily life. 教学过程 1. Skimming (7 mins) Task 1: Read the whole passage quickly, summarize the main importance of bees, and find the topic sentence of the article. Task 2: Underline all adjectives used by the writer to describe bees, plants and natural environment while reading; check answers in groups. 2. Scanning (8 mins) Set targeted detailed questions, let students scan the text quickly to find exact sentences and key information, finish blank-filling and multiple-choice exercises on the task sheet. Teachers walk around to guide slow students. 3. Reading for detailed understanding (7 mins) Students read paragraphs carefully sentence by sentence, grasp detailed logic of ecological chains; discuss given comprehension questions in groups of four, share their opinions in class afterwards. Teacher explains typical long difficult sentences properly. Part 3 Post-reading (10 mins) 1. Writing practice: Ask students to write one extra paragraph about bees, based on the text content and their own understanding. 2. Life connection discussion: Encourage students to think of real-life examples around them showing bees’ influence on human life, share examples in pairs or whole class 板书设计/课堂小结 Central topic: The Importance of Bees Left column: Key words + adjectives from the text Middle column: Bee → pollinate plants → plant growth → food supply for humans & animals Right column: Reading skills: Skimming(main idea) / Scanning(details) Class Summary Teacher summarizes bee’s ecological value, corrects common mistakes in students’ paragraph writing, reviews two practical reading strategies briefly. 教学反思 After class, record students’ performance in skimming and scanning tasks; analyze the obstacle points of vocabulary and long sentences for next targeted supplementary teaching; evaluate the quality of students’ independent paragraph writing, optimize topic discussion questions to fit closer daily life in the next class. Adjust task time arrangement according to students’ actual reading speed properly. — - 1 - — 学科网（北京）股份有限公司 $