Unit4AmazingPlantsandAnimals（SectionA1a-2）Period1教學(xué)設(shè)計(jì)Unit4AmazingPlantsandAnimalsListeningandPronunciation課題SectionA1a-2Period1單元2025年秋人教版英語年級(jí)課型使用教材八年備課人級(jí)上復(fù)備人本課圍繞“動(dòng)植物的特征及最高級(jí)表達(dá)”展開，以“Whatcanplantsandanimalsdo?”為主題，引導(dǎo)學(xué)生運(yùn)用形容詞描述動(dòng)植物特征并掌握最高級(jí)表達(dá)。1a通過形容詞（如“l(fā)arge”“fast”）描述苔蘚、藍(lán)鯨、紅杉樹、獵豹的特征，激活相關(guān)詞匯儲(chǔ)備；學(xué)習(xí)內(nèi)容分析1b-1c為聽力訓(xùn)練，圍繞動(dòng)植物特征的對(duì)話，捕捉最高級(jí)信息（如“thelargest”“thefastest”）；1d-2a聚焦口語輸出，通過模仿對(duì)話、問答動(dòng)植物的獨(dú)特之處，強(qiáng)化形容詞最高級(jí)的運(yùn)用。此外，語音部分涉及元音音素/e?/（如“whale”“rain”）、/a?/（如“mice”“fly”）等及輔音連綴/bl/（如“black”）、/gr/（如“grass”）的辨析，結(jié)合動(dòng)植物相關(guān)詞匯（如“tallest”“fastest”）提升發(fā)音準(zhǔn)確性。八年級(jí)學(xué)生已掌握基礎(chǔ)形容詞（如“big”“tall”）和比較級(jí)，對(duì)自然界動(dòng)植物有一定認(rèn)知，但對(duì)形容詞最高級(jí)的規(guī)則變化（加-est/most）及不規(guī)則變化（如“fast-fastest”）運(yùn)用不熟練。學(xué)情分析學(xué)生對(duì)動(dòng)植物話題興趣較高，但在聽力中抓取最高級(jí)細(xì)節(jié)（如“哪種動(dòng)物最快”“哪種植物最高”）及連貫使用最高級(jí)對(duì)話方面需強(qiáng)化。部分學(xué)生易混淆形容詞原級(jí)與最高級(jí)結(jié)構(gòu)，且對(duì)/e?/、/a?/等音素及輔音連綴的發(fā)音準(zhǔn)確性不足。語言能力：能運(yùn)用“thelargest”“thefastest”等短語描述動(dòng)植物特征；掌握句型“What'samazingabout...?It'sthe...intheworld.”；理解并區(qū)分形容詞原級(jí)與最高級(jí)及/e?/、/a?/等音素和輔音連綴的發(fā)音。學(xué)習(xí)目標(biāo)學(xué)習(xí)能力：通過聽力訓(xùn)練提升最高級(jí)信息捕捉能力；在對(duì)話練習(xí)中學(xué)會(huì)合作交流，梳理動(dòng)植物特征的獨(dú)特之處。思維品質(zhì)：能分析不同動(dòng)植物的突出特征，理性表達(dá)其“最”突出的特點(diǎn)；通過辨析原級(jí)與最高級(jí)，培養(yǎng)邏輯思維。文化意識(shí)：了解自然界動(dòng)植物的多樣性，認(rèn)識(shí)“每種生物都有獨(dú)特價(jià)值”，培養(yǎng)對(duì)自然的敬畏與保護(hù)意識(shí)。學(xué)習(xí)重點(diǎn)使用含形容詞最高級(jí)的詞組和句子來描述動(dòng)植物的突出特征。如："thelargestanimal","thefastestrunner","What'samazingaboutthecheetah?It'sthefastestanimalintheworld."1.準(zhǔn)確運(yùn)用形容詞最高級(jí)的規(guī)則與不規(guī)則變化（e.g.,"large-largest","fast-fastest","beautiful-mostbeautiful"）；2.區(qū)分并正確發(fā)音含/e?/（如“whale”“rain”）、/a?/（如“mice”“fly”）的單詞及輔音連綴/bl/（“blue”）、/gr/（“grow”）；3.恰當(dāng)使用最高級(jí)句型進(jìn)行連貫對(duì)話（如“What'samazingabouttheredwoodtree?It'sthetallesttreeintheworld.”）。學(xué)習(xí)難點(diǎn)教學(xué)方法Task-basedLanguageTeaching（TBLT）、CooperativeLearning、Audio-lingualMethod教學(xué)工具PPT、textbook、audiorecorder、wordcards（含形容詞、最高級(jí)詞匯與音標(biāo)）、動(dòng)植物圖片（苔蘚、藍(lán)鯨、紅杉樹、獵豹）教學(xué)過程教學(xué)環(huán)節(jié)教師活動(dòng)學(xué)生活動(dòng)1.Showpicturesofmoss,bluewhale,redwoodtreeandcheetah,andask:"Whatdoyouknowabouttheseplantsandanimals?Whatwordscanyouusetodescribethem?"2.Guidestudentstoshareadjectivesandwritekeywordsontheblackboard(e.g.,"small","large").Observethepicturesandsharefeaturesusingadjectives(e.g.,"Thebluewhaleislarge.Themossissmall.").Step1Leadin1.Presenttheadjectivelistin1a(beautiful,studentsplants/animalslong,large,etc.),words"moss-small",leadwith1.Finishtheadjectivematchingtaskin1a.2.Discussthe"most"featuresofplantsandanimalsusingbasicguesses.tomatchStep2Pre-listening(e.g.,"cheetah-fast")andreadaloud.2.Askstudentstodiscusswithpartners:"Whichanimaldoyouthinkisthefastest?Whichtreeisthetallest?"1.Playtherecordingof1b,askstudentstonumbertheplantsandanimalsintheordertheyhear.2.Playagain,guidestudentstomatch1.ListentotherecordingandStep3While-listeningthesuperlativewordswithnumbertheplants/animals."blue2.Listenagain,matchsuperlativeswiththem,andcheckingroups.plants/animalsin1c(e.g.,whale-largest/heaviest").3.Checksuperlative“tallest”).answerswordsand(e.g.,emphasize“fastest”,1.Presenttheexampledialogueaboutbluewhale,demonstratequestionsandanswers(e.g.,"What'samazingabouttheredwoodtree?It'sthetallesttreeintheworld.").Practicedialoguesinpairs,usingsuperlativesentencestodescribethe"most"amazingfeaturesoftheplantsandanimals.Step4Post-listening2.Askstudentstopracticeinpairs,talkingaboutmoss,bluewhale,redwoodtreeandcheetahusing1a-1cinformation.1.Playtherecordingofpronunciationpart,askstudentstolistenandrepeatwordswith/e?/,/a?/,/??/andconsonantclusters(e.g.,"whale","mice","toy","black","grass").2.Guidestudentstoaddmorewordstoeachgroup(e.g.,"day"for/e?/,"sky"for/a?/).3.Playthesentencerecording,askstudentstorepeatandnoticestressdifferences(e.g.,"IvisitedtheredwoodforestsinCaliforniaseveraltimes.").1.Repeatwordsandsentencesaftertherecording.Step5Pronunciation2.Summarizepronunciationrulesfortargetphonemesandpracticestressinsentences.1.Retellkeylanguagepoints.keyStep61.LeadstudentstoreviewSummary&Prsuperlativewordsandsentences.2.Finishexercisestoconsolidatelearning.actice2.Assignworkbookexerciseson1a-2.1.Finishthelisteningandmatchingexercisesin1a-2oftheworkbook.2.Write5sentencesaboutthe"most"amazingfeaturesofplantsoranimals(e.g.,"Thecheetahisthefastestlandanimal.").家庭作業(yè)Unit4（SectionA1a-2）Keyphrases：-Superlativeadjectives:largest,fastest,tallest,heaviest,oldest,mostbeautiful-Adjectives:beautiful,long,large,short,big,fast,heavy,old,small,tallKeysentences：-What'samazingabout...?It'sthe...intheworld.-Whichisthe...?The...isthe...板書設(shè)計(jì)Pronunciation：/e?/:whale,rain,stay,day,say/a?/:mice,fly,high,sky,cry/bl/:black,blow,blue,block,blind/gr/:grass,great,grow,green,ground教學(xué)反思Unit4AmazingPlantsandAnimals（SectionA2a-2e）Period2教學(xué)設(shè)計(jì)Unit4AmazingPlantsandAnimalsListeningandSpeaking課題SectionA2a-2ePeriod2單元課型使用教材八年2025年秋人教版英語年級(jí)備課人級(jí)上復(fù)備人本課圍繞“竹子的特征、用途及文化意義”展開，通過Ella與ChenJie關(guān)于折扇和竹海的對(duì)話，強(qiáng)化形容詞最高級(jí)在真實(shí)語境中的綜合運(yùn)用。2a-2b為對(duì)話補(bǔ)全與信息提取，聚焦核心信息（如“oneofthefastest-growingplants”“themostusefulplants”）；學(xué)習(xí)內(nèi)容分析2c通過閱讀理解梳理細(xì)節(jié)（竹子的用途、文化象征）；2d-2e為口語輸出，通過思維導(dǎo)圖整合竹子多維度特征、角色扮演（導(dǎo)游與游客）及創(chuàng)編對(duì)話，鞏固“oneofthe+最高級(jí)”“beusedto...”等表達(dá)。學(xué)情分析學(xué)生已能使用基礎(chǔ)最高級(jí)句型（如“thefastest”），但在“oneofthe+最高級(jí)+復(fù)數(shù)名詞”結(jié)構(gòu)（e.g.,“oneofthemostusefulplants”）運(yùn)用上不熟練；對(duì)竹子的文化象征（如“symbolofgoodness”）理解較淺，在角色扮演中融入文化信息的能力需提升。語言能力：能運(yùn)用“oneofthefastest-growing”“themostuseful”等短語描述竹子多維度特征；掌握句型“Whatisbamboousedfor?It'susedto...”“Whydopeoplelikebamboo?Becauseit'sasymbolof...”；理解對(duì)話中隱含的最高級(jí)邏輯（如“oneofthemostpopularsubjectsinpaintings”）。學(xué)習(xí)目標(biāo)學(xué)習(xí)能力：通過聽力訓(xùn)練提升最高級(jí)細(xì)節(jié)捕捉能力；在角色扮演中學(xué)會(huì)合作創(chuàng)編對(duì)話，深化文化與語言結(jié)合表達(dá)。思維品質(zhì)：能根據(jù)對(duì)話內(nèi)容歸納竹子的特征與價(jià)值，培養(yǎng)多角度分析能力；通過對(duì)比植物差異，理性看待生物多樣性。文化意識(shí)：理解竹子在中國(guó)文化中的象征意義（美德），體會(huì)“自然與文化融合”的價(jià)值。學(xué)習(xí)重點(diǎn)用核心短語和句子從多維度（生長(zhǎng)、用途、文化）描述竹子：e.g.,“oneofthefastest-growingplants”,“usedtobuildhouses”,“asymbolofgoodness”。1.準(zhǔn)確運(yùn)用“oneofthe+最高級(jí)+復(fù)數(shù)名詞”結(jié)構(gòu)（e.g.,“oneofthemostpopularsubjects”）；2.理解并表達(dá)竹子的文化象征（如“goodness”）；3.角色扮演中自然銜接最高級(jí)表達(dá)與文化信息（如“Bambooisnotonlyuseful學(xué)習(xí)難點(diǎn)butalsoasymbolofvirtue”）。教學(xué)方法ask-basedLanguageTeaching（TBLT）、CommunicativeLanguageTeaching（CLT）、SituationalTeaching教學(xué)工具PPT（含折扇圖片、竹海視頻、竹子用途圖）、audiorecorder、對(duì)話卡片、思維導(dǎo)圖模板（維度：Growth/Usage/Culture）教學(xué)過程教學(xué)環(huán)節(jié)教師活動(dòng)學(xué)生活動(dòng)1.ShowimagesofAmazonRainforestandSaharaDesert,ask:Observeimages,shareguessesStep1"Whatmakesthemamazing?Guesstheir'most'features(e.g.,size,species)".usingsimplesuperlatives(e.g.,"MaybetheAmazonisthelargestrainforest").Leadin2.Introducekeyphrases:"thelargest","oneofthedriest"andwriteontheboard.1.Playtheradiointerviewrecording.Askstudentstofillinblanksin2a(e.g.,"mostbiodiverse","driestplaces").1.Listenandcomplete2a.Step22.Playagain,guidetounderline2.Re-listen,marksuperlativephrases,thendiscussinpairs.superlativestructures(e.g.,"thelargest","oneofthemostfragile").Checkanswers,emphasize"oneofthe+superlative"usage.While-listening1.Presentthecompleteinterview.Askstudentstoreadandanswer2cquestions(e.g.,"WhyistheAmazoncalled'thelungsoftheEarth'?").1.Readquestions.dialogue,answerStep32.Discussingroupsaboutthedotheirwonders'globalroles,shareideas.ReadingComprehension&2.Guideanalysis:"Howfeaturesaffecttheplanet?(Amazon:regulatesoxygen;Sahara:affectsglobalwind)".1.Providemindmaptemplate(Size:"covers...km2";Biodiversity:"home1.Completemindmapin"knowngroups.to...species";as...").Asktofillinfrom2a-2c.Significance:Step4Mind2.Practicedialoguesusingmindmap,comparingthetwowonders.mostMap&2.Demonstratedialogue:"Whichislarger?TheAmazonisthelargest.WhatDialoguePracticeaboutbiodiversity?It'sthebiodiverse...".Studentspracticeinpairs.1.Assignrole-playtask(2e):"Groupsof3(host,Amazonexpert,Saharaexpert).Actoutaninterview,addingenvironmentaltips(e.g.,"Weneedto1.Prepareprotectitsbiodiversity")".environmentalconcerns.role-plays,addStep52.Provideexamples:"Host:Whichis2.Performandobserve,notemorefragile?Expert:TheAmazonisfeedback.oneofthemostfragile...".Invitegroupstoperform,feedbackonsuperlativesandlogic.Role-play1.Reviewkeypoints,finish1.Summarizekeysuperlativestructuresexercises.Step6Summary&Practiceandfactualconnections.2.Notedifficultstructuresfor2.Assignworkbookexerciseson2a-2e.practice.1.Write5sentencescomparingAmazonandSaharausing"oneofthe+superlative";家庭作業(yè)2.FindonenaturalwonderinChina,describeits"most"features.Unit4AmazingPlantsandAnimals（SectionA2a-2e）Keyphrases：-Size:thelargest,oneofthebiggest-Biodiversity:themostbiodiverse,hometothemostspecies-Significance:themostcritical,oneofthemostfragileKeysentences：板書設(shè)計(jì)-Whichis...?The...isthemost...-It'sknownas...forbeingoneofthe+superlative+plural.Eco-tip：Protectnaturalwonders—oursharedtreasure!教學(xué)反思Unit4AmazingPlantsandAnimals（GrammarFocus3a-3c）Period3教學(xué)設(shè)計(jì)SectionAGrammarFocusPeriod3Unit4AmazingPlantsandAnimalsGrammarFocus課題單元課型使用教材八年2025年秋人教版英語年級(jí)備課人級(jí)上復(fù)備人本課圍繞“形容詞和副詞最高級(jí)的規(guī)則與靈活運(yùn)用”展開，通過GrammarFocus的例句解析與針對(duì)性練習(xí)，強(qiáng)化對(duì)最高級(jí)結(jié)構(gòu)（含規(guī)則變化、不規(guī)則變化及“oneofthe+最高級(jí)”結(jié)構(gòu)）的理解與運(yùn)用。學(xué)習(xí)內(nèi)容分析3a為語法聚焦，呈現(xiàn)最高級(jí)的典型用法（如單音節(jié)詞加-est：tallest；多音節(jié)詞加most：mostuseful；不規(guī)則變化：best/worst）；3b通過句子填空練習(xí)，鞏固最高級(jí)在具體語境中的正確形式（如“thecutest”“themostbeautiful”）；3c為語篇補(bǔ)全任務(wù)，結(jié)合植物、動(dòng)物特征等場(chǎng)景訓(xùn)練最高級(jí)在連貫語篇中的靈活使用，深化對(duì)最高級(jí)邏輯（三者及以上比較）的掌握。學(xué)情分析學(xué)生已接觸過基礎(chǔ)最高級(jí)用法，但對(duì)最高級(jí)的規(guī)則變化（單音節(jié)詞與多音節(jié)詞差異）與不規(guī)則變化（如good→best）混淆明顯，且對(duì)“oneofthe+最高級(jí)+復(fù)數(shù)名詞”結(jié)構(gòu)（如“oneoftheoldesttrees”）掌握薄弱。在真實(shí)語境中，易出現(xiàn)“themosttall”“oneofthemostold”等錯(cuò)誤，需通過情境練習(xí)強(qiáng)化規(guī)則應(yīng)用。語言能力：能辨析并使用“the+最高級(jí)”（如thetallest）與“oneofthe+最高級(jí)+復(fù)數(shù)名詞”（如oneoftheoldesttrees）；掌握最高級(jí)的規(guī)則變化（加-est/most）與不規(guī)則變化（good→best,bad→worst）；理解最高級(jí)的范圍限定（如“intheworld”“amongallanimals”）。學(xué)習(xí)能力：通過語法歸納與情境練習(xí)，提升自主總結(jié)語法規(guī)則的能力；在小組合作中共同解決最高級(jí)使用問題，強(qiáng)化應(yīng)用能力。學(xué)習(xí)目標(biāo)思維品質(zhì)：能分析語境（三者及以上比較）選擇合適的最高級(jí)結(jié)構(gòu)，歸納最高級(jí)的構(gòu)成規(guī)律，培養(yǎng)邏輯推理能力。文化意識(shí)：結(jié)合動(dòng)植物、自然現(xiàn)象的全球比較場(chǎng)景，體會(huì)自然界多樣性的神奇，增強(qiáng)對(duì)自然科學(xué)的探索興趣。掌握形容詞和副詞最高級(jí)的用法：例如，“thetallest”用于三者及以上差異比較，“oneoftheoldesttrees”用于突出個(gè)體在群體中的頂級(jí)特征；規(guī)則變化與不規(guī)則變化的正確運(yùn)用。學(xué)習(xí)重點(diǎn)1.準(zhǔn)確區(qū)分最高級(jí)的規(guī)則變化（單音節(jié)詞加-est：fast→fastest；多音節(jié)詞加most：dangerous→mostdangerous）；學(xué)習(xí)難點(diǎn)2.掌握不規(guī)則最高級(jí)的正確形式（如good→best,many→most）；3.根據(jù)語境靈活使用“the+最高級(jí)”與“oneofthe+最高級(jí)+復(fù)數(shù)名詞”（如區(qū)分“Theredwoodisthetallesttree”與“Redwoodsareoneofthetallesttrees”）。教學(xué)方法Grammar-translationMethod、Task-basedLanguageTeaching（TBLT）、SituationalTeaching教學(xué)工具PPT（含最高級(jí)句型對(duì)比表）、sentencecards（最高級(jí)例句卡）、worksheets（3b-3c練習(xí)材料）、動(dòng)植物/自然現(xiàn)象對(duì)比圖片教學(xué)過程教學(xué)環(huán)節(jié)教師活動(dòng)學(xué)生活動(dòng)1.Showapictureofthreeanimals(cheetah,lion,wolf)withspeeddataanddialogues:"Thecheetahisthefastest.""CheetahsareoneoftheObservethepicture,readthefastestlandanimals."Highlight"thedialogue,andtrytodiscussthefastest"and"oneofthefastestlanddifferencebetween"the+最高級(jí)Step1animals"."and"oneofthe+最高級(jí)+復(fù)數(shù)名詞".Leadin2.Ask:"What'sthedifferencebetweenthesetwostructures?Whendoweusethem?"1.Presentthesentencesin3a,askstudentstoreadaloudandclassifytheminto"singletopfeature"(單一頂級(jí)特征)and"topgroupfeature"(群體1.Readandclassifysentencesin頂級(jí)特征).3a.2.Guidestudentstosummarizerules:2.Discussinpairstosummarize"單音節(jié)詞+-est,多音節(jié)詞+most"usagerules,focusingonformandforsuperlatives;"oneofthe+最高級(jí)context.Step2GrammarFocus+復(fù)數(shù)名詞"forgroupfeatures;3.Takenotesonkeyrules(如多音節(jié)詞加most，"oneofthe+最irregularforms(best/worst).3.Emphasizerangemarkers:"inthe高級(jí)"后接復(fù)數(shù)名詞).world","among..."beforesuperlatives(e.g.,"thefastestintheworld","oneoftheoldestamongallplants").1.Explainthesentencesin3bandask1.Complete3bindividually.studentstofillintheblankswithcorrectsuperlativeforms(e.g.,"the2.Checkanswersingroups,thenlargest","oneofthemostbeautiful").explainreasonsforeachchoice.Step3Practice3b2.Checkanswersasaclass,and3.Correctmistakesbasedonexplainchoices(e.g.,why"oneoftheteacher'sexplanation.oldest"fitsinagroupcontext).1.Introducethe3ctask:"Completethepassageaboutnaturalwondersusingsuperlatives".1.Completethepassageinpairs.2.Provideasamplepassagewith2.Readthecompletedpassageblanks(e.g.,"TheAmazonis______aloud,focusingoncorrectuseofrainforestintheworld.It'salsosuperlatives.Step4Practice3c__________________ecosystems.").3.Evaluatepeers'passagesbased3.Guidestudentstopayattentiontoonaccuracyandcontextfit.context(e.g.,"thelargest"forsingletopfeature,"oneofthemostcomplex"forgroupfeature).1.Organizea"SuperlativeChallenge":Showpicturesof5-6naturalwonders,studentsracetosaythecorrect1.Playthegameandpracticesentence(e.g.,"MountEverestisthechoosingappropriatesuperlatives.highestmountain"or"CoralreefsareStep52.Write5sentencesindividually,thenexchangewithapartnertooneofthemostdiverseecosystems").Consolidation2.Askstudentstowrite5sentencescheckforerrors.describingnaturalwondersusingtargetstructures.1.Leadstudentstoreviewkeyrulesofsuperlatives(singletopfeatureandtopgroupfeature).1.Retelltheusagerulesofsuperlativesinsingletopfeatureandtopgroupfeature.Step6Summary&Practice2.Assignadditionalexercisesfromtheworkbook(focusingon3a-3c).2.Finishworkbookexercises.1.Rewritethepassagein3cwithadifferentnaturalwonder(e.g.,theSahara,theGreatBarrierReef).(mustdo)2.Makealistof8sentencesusing"the+最高級(jí)"and"oneofthe+最高級(jí)+復(fù)數(shù)名詞"withappropriatecontexts.(mustdo)家庭作業(yè)3.Recordashortintroductiontoanaturalwonderusing3-4targetsentences.(cando)Unit4AmazingPlantsandAnimals（SectionA3a-3c）SuperlativesforSingle&GroupFeatures：1.SingleTopFeature（單一頂級(jí)特征）：-Shortadjectives:thetallest,thefastest（加-est）-Longadjectives:themostoutgoing,themostuseful（加most）-Irregular:thebest,theworst板書設(shè)計(jì)2.TopGroupFeature（群體頂級(jí)特征）：-oneofthetallesttrees,oneofthemostusefulplants（后接復(fù)數(shù)名詞）3.RangeMarkers：-intheclass,amongall,ofthethree教學(xué)反思Unit4AmazingPlantsandAnimals（SectionB1a-1f）Period4教學(xué)設(shè)計(jì)Unit4AmazingPlantsandAnimals課題SectionB1a-1f單元課型Reading使用教材八年級(jí)上2025年秋人教版英語年級(jí)備課人復(fù)備人本課圍繞“蜜蜂與生態(tài)系統(tǒng)的聯(lián)系”展開，通過介紹蜜蜂的文章，訓(xùn)練學(xué)生提取蜜蜂相關(guān)信息、梳理蜜蜂重要性及面臨問題的能力。學(xué)習(xí)內(nèi)容分析1a通過討論“動(dòng)植物與人類的聯(lián)系”激活生活經(jīng)驗(yàn)；1b-1c為閱讀任務(wù)，閱讀《WeCan'tLiveWithoutBees》回答問題并完成關(guān)于蜜蜂的思維導(dǎo)圖（如蜜蜂的重要工作、有趣事實(shí)等）；1d-1e引導(dǎo)學(xué)生討論蜜蜂相關(guān)問題，結(jié)合文本分享對(duì)動(dòng)植物與人類聯(lián)系的理解，深化對(duì)“生態(tài)系統(tǒng)中萬物相連”的認(rèn)知。學(xué)生已能閱讀簡(jiǎn)單說明文，但對(duì)蜜蜂的生態(tài)作用（如傳粉、維持生態(tài)平衡）了解較少，對(duì)描述蜜蜂的形容詞（如hard-working、interesting）的運(yùn)用不夠熟練。在從蜜蜂的具體行為（如傳粉、跳舞交流）提煉其在生態(tài)系統(tǒng)中的重要性時(shí)，缺乏深度分析能力，需結(jié)合生活實(shí)例引導(dǎo)思考。學(xué)情分析語言能力：能運(yùn)用“pollination”“honeycomb”“communicate”等詞匯描述蜜蜂的行為和特征；掌握句型“Whatdobeesdo?They...”;理解描述蜜蜂的形容詞（hard-working,interesting,important,amazing）。學(xué)習(xí)能力：通過略讀與精讀，提升提取蜜蜂關(guān)鍵信息（工作、特點(diǎn)、問題）的能力；在小組討論中學(xué)會(huì)用英語表達(dá)對(duì)動(dòng)植物與人類聯(lián)系的理解。思維品質(zhì)：能梳理蜜蜂的相關(guān)信息，從具體行為（如傳粉幫助植物生長(zhǎng)）歸納其生態(tài)意義，培養(yǎng)生態(tài)保護(hù)意識(shí)。學(xué)習(xí)目標(biāo)文化意識(shí)：了解蜜蜂在生態(tài)系統(tǒng)中的重要作用，體會(huì)動(dòng)植物與人類在自然中相互依存的關(guān)系，樹立保護(hù)自然的觀念。學(xué)習(xí)重點(diǎn)從說明文中提取蜜蜂的關(guān)鍵信息（重要工作、有趣事實(shí)、面臨問題）；結(jié)合文本討論蜜蜂的重要性及動(dòng)植物與人類的聯(lián)系。1.理解蜜蜂相關(guān)的專業(yè)詞匯（如pollination,honeycomb）及其在文中的含義；2.梳理蜜蜂的各類信息并建立與生態(tài)系統(tǒng)的聯(lián)系；3.將蜜蜂的具體行為（如用舞蹈交流）升華為其在群體中的協(xié)作精神及對(duì)生態(tài)的影響。學(xué)習(xí)難點(diǎn)教學(xué)方法Task-basedLanguageTeaching（TBLT）、InteractiveReading、EcologicalEducationPPT（含蜜蜂圖片、傳粉過程視頻、蜜蜂信息思維導(dǎo)圖模板）、readingworksheets（1b-1c問題與表格）、描述蜜蜂的形容詞卡片、文本《WeCan'tLiveWithoutBees》投影教學(xué)工具教學(xué)過程教學(xué)環(huán)節(jié)教師活動(dòng)學(xué)生活動(dòng)1.Showpicturesofbees,flowers,fruitsandvegetables,andask:Shareideasabouttheconnectionsbetweenbeesandplantsorfood,discusswithpartnersusingsimplewords(e.g.,"Beeshelpflowersgrow.")."Whatconnectionsdoyouthinkexistbetweenbeesandthesethings?Step1LeadinWhyarebeesimportanttous?"2.Writekeyideasontheblackboard(pollination,food).1.Introducethetext:"It'saboutbeesandtheirimportancetous.Let'sfindoutwhatwecanlearnfromit."2.Askpredictionquestions:Step2Predicttextcontentbasedonpicturesandpriorknowledge,shareideasinpairs."Whatmightthetexttellusaboutbees?Pre-readingWhatcanbeesdoforplantsandhumans?"1.Skimming:Askstudentstoreadthetextquicklyandanswerquestionsaboutthemainidea(e.g.,Whatisthetextmainlyabout?).1.Skimtofindthemainideaandanswerrelatedquestions.Step32.Scanforspecificinformation,tofillinthemindmap,anddiscussingroups.2.Scanning:Guidestudentscompletethemindmapin1c(theirgreatestwork,importance,interestingfacts,problemofbees).While-reading3.Notedowndifficultwordsandaskforexplanations.3.Explaindifficultwords:"pollination"(傳粉)、"honeycomb"(蜂巢)。1.Organizegroupdiscussionon1d:"Whyarebeesimportanttotheecosystem?"Providecluesfromthetext(e.g.,"Withouttheirwork,about80percentoftheplantsintheworldcannotgrow").1.Discussingroups,linkdetails(e.g.,pollinationhelpsplantsgrow)toexplainbees'importancetotheecosystem.2.Introducemoreinformationabouttheecosystem,andask:Step42.ShareunderstandingofthePost-readingmutualplants,animalsandhumans.dependencebetween3."Howdoplants,animalsandhumansdependoneachother?"3.Presentprotectingbeesandtheecosystem.groupviewson4.Guidestudentstoconnectthetextandreallife:"Whatcanwedotoprotectbeesandtheecosystem?"1.Highlightadjectivesdescribingbeesinthetext(hard-working,interesting,important,amazing)andpracticewithsentences:"Beesare____animalsbecausetheyworkhard."1.Listandpracticeadjectivesdescribingbeesfromthetext.Step52.Completematchingexercisetoconnectbeebehaviorsandtheirtheirfunctions.LanguageConsolidation2.Matchbeebehaviorstofunctions(e.g.,"dance"→"tellothersaboutfood").1.Retellaboutbees,emphasizingtheirimportance.thekeyinformation1.Leadstudentstoreviewthekeyinformationaboutbeesandtheirimportance.Step6Summary&Practice2.Createposterswithelementslike"bees'work","whyprotectthem","howtoprotectthem".2.Assignashorttask:"Drawaposterabout'ProtectBees'".1.Writeashortparagraphaboutoneinterestingfactofbeesyouknow.(mustdo)家庭作業(yè)2.Thinkofonewaytoprotectbeesandwrite3sentencesaboutit.(mustdo)3.Findavideoaboutbeesandshareitwiththeclassnexttime.(cando)Unit4AmazingPlantsandAnimals（SectionB1a-1e）Keyphrases：-pollination-honeycomb-communicate-ecosystemKeyinformationaboutbees：Greatestwork:pollination(visit50to100flowers,helpplantsgrow)Interestingfacts:worktogether,usedancetocommunicateProblem:numberisdropping板書設(shè)計(jì)Keysentences：-Whatdobeesdo?Theyvisitflowers/pollinate/makehoneycombs.-Whatadjectivesdescribebees?Hard-working,interesting,important,amazing.Connection:plants,animalsandpeopledependoneachother教學(xué)反思Unit4AmazingPlantsandAnimals（SectionB2a-2d）Period5教學(xué)設(shè)計(jì)Unit4AmazingPlantsandAnimals課題SectionB2a-2d單元課型Vocabulary使用教材八年級(jí)上2025年秋人教版英語年級(jí)備課人復(fù)備人本課圍繞“生態(tài)主題詞匯運(yùn)用與轉(zhuǎn)化”展開，通過2a-2d的階梯式練習(xí)，實(shí)現(xiàn)從詞匯辨析到語篇運(yùn)用的遞進(jìn)學(xué)習(xí)。2a通過“異類詞匯辨析”（如從“habit/height/size/weight”中圈出“habit”）訓(xùn)練詞匯分類與含義判斷能力；2b借助名詞后綴添加（如“act→action”“kind→kindness”）強(qiáng)化構(gòu)詞法應(yīng)用能力；學(xué)習(xí)內(nèi)容分析2c通過動(dòng)詞形式填空（涉及“appear/disappoint”等詞的語境變形）提升詞匯語境適配能力；2d通過短文補(bǔ)全（涉及“important→importance”等詞性轉(zhuǎn)換）提升詞匯在生態(tài)主題語篇中的綜合運(yùn)用能力。目標(biāo)詞匯涵蓋生態(tài)行為（protect,store）、情感狀態(tài)（disappoint,joy）、抽象概念（importance,communication）等，助力學(xué)生構(gòu)建生態(tài)主題詞匯網(wǎng)絡(luò)。學(xué)生已掌握“plant”“animal”等基礎(chǔ)詞匯，但在三方面存在不足：一是同類詞匯辨析能力較弱（如混淆“habit”與“height”的詞性及含義）；二是名詞后綴運(yùn)用意識(shí)薄弱（如“important”的名詞形式誤寫為“importantce”）；三是語境中詞匯形式轉(zhuǎn)換能力欠缺（如誤用“appear”與“appeared”）。需通過針對(duì)性練習(xí)強(qiáng)化詞匯在不同語境中的靈活運(yùn)用。學(xué)情分析語言能力：能運(yùn)用“disappoint”“protect”“connect”等動(dòng)詞描述行為與情感；掌握“happiness”“importance”“communication”等名詞的含義及用法；理解并正確使用詞匯的詞形變化（如happy→happiness,important→importance）。學(xué)習(xí)能力：通過詞匯辨析、后綴添加、句子填空、短文補(bǔ)全，提升詞匯分類、構(gòu)詞轉(zhuǎn)換及語境適配能力；在小組活動(dòng)中學(xué)會(huì)分享詞匯運(yùn)用技巧。思維品質(zhì)：能根據(jù)詞匯特征（如詞性、含義）進(jìn)行歸類辨析（如從“habit”“height”“size”中找出“habit”為行為類詞匯），建立詞匯與生態(tài)主題的關(guān)聯(lián)邏輯。文化意識(shí)：在生態(tài)詞匯語境中，感受動(dòng)植物與人類的緊密聯(lián)系，樹立保護(hù)自然生態(tài)的意識(shí)。學(xué)習(xí)目標(biāo)1.掌握目標(biāo)詞匯的詞性及常見搭配（如“protect...from...”“connectwith”學(xué)習(xí)重點(diǎn)“store...in...”）；2.在句子和短文中正確運(yùn)用詞匯（包括根據(jù)詞性、語境進(jìn)行詞形變化及后綴添加）。1.區(qū)分同類易混淆詞匯（如“joy”“happiness”“fun”的細(xì)微語義差異）；2.理解并運(yùn)用名詞后綴（-ance,-(t)ion,-ness,-ity）進(jìn)行詞形轉(zhuǎn)換（如kind→kindness,communicate→communication）；3.把握詞匯在不同語境中的形式變化（如“appear”在過去時(shí)語境中變?yōu)椤癮ppeared”）。學(xué)習(xí)難點(diǎn)教學(xué)方法Task-basedLanguageTeaching（TBLT）、InteractivePractice、Game-basedLearning教學(xué)工具PPT（含詞匯分類圖表、后綴變化示例、語境場(chǎng)景圖）、vocabularyworksheets（2a-2d練習(xí)材料）、wordcards（目標(biāo)詞匯及詞形變化卡片）、詞匯歸類展板教學(xué)過程教學(xué)環(huán)節(jié)教師活動(dòng)學(xué)生活動(dòng)1.Showpicturesofecologicalscenes(e.g.,beespollinating,frogslivinginwater,peopleprotectingtrees)andask:Lookatpictures,sharewordsrelatedtoecologicalactionsandfeelings;tryto"Whatwordscanyouusetodescribethesescenes?Step1formpartners..phraseswithLeadinWhatactionsorfeelingsdotheyshow?"2.Writedownkeywords(protect,happy,connect)andguidestudentstoexpandintophrases(e.g.,"protecttheenvironment").1.Presenttargetwords/phrasesin2a-2d(e.g.,disappoint,importance,communication)withpicturesandexamplesentences(e.g.,"Thebadnewsdisappointedus.").1.Understandmeaningsthroughvisualsandexamples.wordStep22.RepeatandpracticecheckingPre-vocabulary2.Explaincorewordformations:e.g.,形容詞+-ness→名詞（happy→happiness）；動(dòng)詞+-(t)ion→名詞（act→action）。wordforms,pronunciationinpairs.1.Exercise2a（詞匯歸類與辨析）:-Explainclues(e.g.,groupby"feelings","physicalfeatures")andguidestudentstocircleoddwordsandexplainreasons(e.g.,"habit"isaboutbehavior,othersaboutphysicalfeatures).-Highlightkeywords:"joy"（情感）,"height"（特征）.2.Exercise2b（名詞后綴添加）:1.Completeclassification,circlingoddvocabulary-Askstudentstoaddsuffixes(-ance,-(t)ion,-ness,-ity)toformnouns(e.g.,"kind"→words→reasons.andexplaining"kindness";"communicate""communication").2.Addsuffixestoform-Checkanswersandexplainsuffixrules(e.g.,形容詞后加-ness,動(dòng)詞后加-(t)ion).nounsrules.andsummarizeStep33.FillinsentenceswithWhile-vocabulary3.Exercise2c（句子填空）:correctwordforms,focusingoncontext.-Guidestudentstoreadsentencesandchoosecorrectwordformsfromthebox(e.g.,"Ifelt____whenmyfavouriteflowersdied."→"disappointed").4.Completethepassage,focusingonwordformsandecologicalcontext,thencheckwithgroupmembers.-Explaincontext-basedformchanges(e.g.,pasttense,adjectiveform).4.Exercise2d（短文補(bǔ)全）:-Guidestudentstoreadthepassage(aboutfrogs'roleinecosystem)andpredictcontext.-Explainwordformchanges(e.g.,"important"→"importance";"land"在介詞后用原形).-Studentscompletethepassage,thendiscussingroups.1.Organizea"WordFormRelay"game:Teamstaketurnsconvertingwords(e.g.,given"happy",say"happiness";given"act",say"action")forpoints.1.Participateintherelaygametoreinforcewordformconversion.Step42.Makeshare,wordusage.sentencesandPost-vocabulary2.Themesentence-making:Askstudentstomakesentenceswith"importance","protect",and"connect",usingcontextfrom2d.ensuringcorrect1.Leadstudentstosummarizekeywords,suffixrules,andwordforms(e.g.,important1.Reviewandnotekey→importance).vocabularyrules.Step5Summary&Practice2.Assignashortexercise:Fillinblankswith2.Finishtheexercisetohappiness,consolidatelearning.givenwords(happy→communicate→communication).1.Write1phraseand1sentenceforeachofthe10targetwordsin2a-2d.2.Writea50-wordparagraphaboutprotectingbees,usingatleast3wordswithsuffixesfrom2b(e.g.,"Weneedtounderstandtheimportanceofcommunicationwithnature.").家庭作業(yè)Unit4AmazingPlantsandAnimals（SectionB2a-2d）KeyWords&Phrases：Verbs:disappoint,appear,protect,connect,storeNouns:happiness,importance,communication,action,kindnessPhrases:protecttheecosystem,connectwithnature,storefood,feeldisappointedKeySuffixRules：-ance:appear→appearance板書設(shè)計(jì)-(t)ion:act→action;communicate→communication-ness:happy→happiness;kind→kindness-ity:important→importance;real→realityKeySentences：-Theimportanceofprotectingfrogsisclear.-Weshouldconnectplants,animalsandhumansintheecosystem.-Herdisappointmentmadeussad.教學(xué)反思Unit4AmazingPlantsandAnimals（SectionB3a-3c）Period6教學(xué)設(shè)計(jì)Unit4AmazingPlantsandAnimalsReading&Writing課題SectionB3a-3c單元課型使用教材八年2025年秋人教版英語年級(jí)備課人級(jí)上復(fù)備人本課為讀寫課型，圍繞“藍(lán)鯨的特征與生態(tài)價(jià)值”展開，通過“以讀促寫”實(shí)現(xiàn)從輸入到輸出的轉(zhuǎn)化。學(xué)習(xí)內(nèi)容分析3a要求閱讀《TheBlueWhale》短文，提取藍(lán)鯨的關(guān)鍵信息（體重、棲息地、食物、壽命、生態(tài)重要性）并完成表格；3b通過第一人稱改寫任務(wù)梳理短文邏輯（特征介紹→生存狀態(tài)→生態(tài)作用）；3c要求學(xué)生模仿范文結(jié)構(gòu)，結(jié)合自身認(rèn)知寫一篇關(guān)于“藍(lán)鯨”的短文，范文包含“事實(shí)描述→生態(tài)意義→保護(hù)呼吁”的邏輯鏈條，為寫作提供清晰范例。學(xué)生已掌握“big”“l(fā)ive”等基礎(chǔ)詞匯及簡(jiǎn)單說明文格式，但存在三方面不足：一是閱讀時(shí)難以快速關(guān)聯(lián)事實(shí)信息與生態(tài)價(jià)值（如分不清藍(lán)鯨體重與“生態(tài)鏈作用”的聯(lián)系）；二是寫作中內(nèi)容結(jié)構(gòu)松散（如特征描述與保護(hù)建議缺乏銜接）；三是說明表達(dá)單一（如僅用“is”描述特征，缺乏多樣句式）。需通過范文解析和結(jié)構(gòu)化指導(dǎo)，幫助學(xué)生建立“事實(shí)+價(jià)值+行動(dòng)”的寫作邏輯。學(xué)情分析1.語言能力：能讀懂《TheBlueWhale》短文，提取關(guān)鍵信息（體重、棲息地、食物、生態(tài)作用）；學(xué)習(xí)目標(biāo)能正確使用描述性句型（“canweighasmuchas...”“l(fā)ivein...”“playanimportantrolein...”）和建議表達(dá)（“Wemust...toprotect...”）；能模仿范文結(jié)構(gòu)，寫出包含“特征描述+生態(tài)價(jià)值+保護(hù)建議”的短文。2.學(xué)習(xí)能力：通過略讀找關(guān)鍵信息、精讀析生態(tài)意義，提升信息提取能力；通過模仿范文框架，提高說明類短文的條理性。3.思維品質(zhì)：能按“事實(shí)→價(jià)值→行動(dòng)”的邏輯組織內(nèi)容，培養(yǎng)邏輯表達(dá)能力；能結(jié)合文本信息辯證看待“動(dòng)物與生態(tài)系統(tǒng)”的關(guān)系，培養(yǎng)生態(tài)思維能力。4.文化意識(shí)：了解藍(lán)鯨在全球生態(tài)中的獨(dú)特價(jià)值，感受“保護(hù)瀕危動(dòng)物”的跨文化共識(shí)；體會(huì)“人與自然和諧共生”在生態(tài)保護(hù)中的普遍意義。1.閱讀短文，提取并梳理關(guān)鍵信息（藍(lán)鯨的特征、生態(tài)作用、保護(hù)必要性）；2.模仿范文結(jié)構(gòu)（開頭特征→中間價(jià)值→結(jié)尾建議），用描述性句型寫關(guān)于“藍(lán)鯨”的短文。學(xué)習(xí)重點(diǎn)1.如何將藍(lán)鯨的特征信息按“相關(guān)性”組織，支撐其生態(tài)價(jià)值（如用“體重達(dá)200噸卻以微小生物為食”說明“食物鏈平衡作用”）；2.如何根據(jù)信息選擇恰當(dāng)?shù)拿枋鲂跃湫停ㄈ纭癱anliveupto...”描述壽命，“helptocreate...”說明生態(tài)作用）；學(xué)習(xí)難點(diǎn)3.準(zhǔn)確使用過渡詞（如“infact”“so”）銜接特征與價(jià)值?！癲isappointed”）。教學(xué)方法Task-basedLanguageTeaching（TBLT）、InteractiveReading、Model-basedWriting教學(xué)工具PPT（含短文范文、藍(lán)鯨圖片、邏輯結(jié)構(gòu)圖）、readingworksheets（3a-3b問題清單）、writingoutlines（3c寫作提綱）、描述性句型卡片教學(xué)過程教學(xué)環(huán)節(jié)教師活動(dòng)學(xué)生活動(dòng)1.Showpicturesofbluewhales(swimminginoceans,feedingontinyanimals)andask:"Whatdoyouknowaboutbluewhales?Lookknowledgeaboutbluewhales;atpictures,discussStep1practicesentenceswithpartners.simpledescriptiveWhyare