人教版（2024）八年级上册英语Unit 4 SectionB（1a-1f）教案

第第页人教版（2024）八年级上册英语Unit4SectionB（1a-1f）教案课题Unit4AmazingPlantsandAnimalsSectionB(1a-1f)学段初中年级八课型阅读课课时4学科English单元主题分析本单元的主题属于“人与自然”范畴，涉及“自然生态”主题群中的“热爱与敬畏自然，与自然和谐共生”子主题内容。本单元以“神奇的动植物”为主题，围绕植物和动物的独特之处展开探究，深入理解自然生物的奇妙特性及其与人类生活的密切关联。学生不仅能掌握形容词最高级的用法，还能培养对自然界的敬畏之心，进而思考人类与动植物和谐共生的意义。文本解读What:本课是人教版(2024)八年级上册第四单元AmazingPlantsandAnimals的第四课时的阅读课，本文以蜜蜂为例，探讨了动植物与人类的共生关系，属于科普类说明文。文章从蜜蜂的生态价值、辛勤工作、现存问题与呼吁三个维度展开，采用“现象引入→核心功能→补充细节→问题反思”的递进逻辑，辅以数据（如“50-100朵花”）和拟人化表达（如“勤劳的动物”），兼具科学性与可读性。Why:本文的核心价值在于将生物学（授粉机制）、生态学（物种关联）与语言学（形容词用法）结合，实现跨学科学习；通过“假设-实证-行动”链条，引导学生从认知（蜜蜂功能）到共情（危机担忧），最终落实责任（保护措施），培养批判性思维与问题解决能力；破除“人类中心主义”，通过“我们需要彼此”的论述，建立生命共同体意识。从课标视角看，文本完美契合“人与自然”主题，同时提供丰富的语言输入，为后续写作奠定基础。How:本文教学可采取“三阶递进”策略：感知→探究→行动。首先，通过讨论神奇的动植物引出蜜蜂，播放其相关视频引导学生关注蜜蜂的生态价值，完成思维导图梳理核心信息；其次，聚焦语言特色，通过“形容词分类墙”活动（如情感类/评价类）和小组讨论，深化对最高级表达和生态链的理解；最后，迁移至真实问题解决，如分组设计“校园护蜂方案”将文本中的科学知识、语言表（hard-working,themostimportant）和情感呼吁转化为创造性输出，实现从“读懂”到“用活”的跨越，同时渗透生命教育。学情分析1.学生基本情况授课对象为初中生（八年级），已具备基础的英语阅读能力，能理解简单说明文的主旨和细节，但对长难句和隐含逻辑关系的分析仍需指导。2.已有知识经验学生对蜜蜂、授粉等生态概念有一定了解（如小学科学课涉及），但对具体数据和生态链的深层联系（如人类食物系统依赖昆虫）认知较模糊。学生已学过形容词原级和比较级，但对最高级（themostimportant,themostamazing）的准确使用，尤其是多音节词变形（如interesting→themostinteresting）可能不熟练。3.学习难点预测若文本中的科学术语（如pollination,ecosystem）解释不足，部分学生可能因理解困难而失去兴趣。4.教学对策通过头脑风暴激活已有知识，预教关键术语；结合本土案例增强现实关联性，避免文本停留于理论。教学目标语言能力1.Studentswillbeabletoidentifyandunderstanddescriptiveadjectivesandsuperlativeformsinthetext.2.Studentswillextractkeydetails(eg,pollination,honeycomb,beecommunication)tosummarizetheecologicalroleofbees.文化意识1.Studentswillrecognizetheglobalsignificanceofbeesinagricultureandecosystems,fosteringrespectfornature.2.Cultivatestudents'awarenessofbiologicalconservationandstimulatetheirinterestinprotectingbees.思维品质1.Analyzecause-effectrelationships(eg,"Whatifbeesdisappeared?")andproposesolutionstoprotectbees.2.Usethemindmaptoorganizeinformationhierarchically.学习能力1.Masterkeyinformationaboutbeesdescribedinthearticlethroughreadingskillssuchasskimmingandscanning,andimprovereadingability.2.Throughautonomousexplorationandgroupdiscussion,completethewritingoutputaboutbees.教学重难点教学重点Guidestudentstofindandunderstandtheadjectivesandsuperlativeformsusedtodescribebees.教学难点Helpstudentsunderstandtheimportanceofbeesandtheirconnectiontootherlivingthings.教学过程设计教学环节教师活动学生活动设计意图Step1Lead-inT:Wehavelearnedsomeamazingplantsandanimals,suchasbamboo,ginkgotrees,bluewhales,elephants.Theyallplayimportantrolesinourworld.Whatotherplantsandanimalsdoyouknow?Studentshaveafreetalkandanswerthequestion.通过问题导入，帮助学生了解自然界中的神奇动物，唤起学生热爱自然、探索自然的好奇心和求知欲。Step2Pre-readingWorkon1a1.Teacherleadsstudentstolookatthetitleandpictureof1b,topredictthegeneralcontentofthearticle,andasks:Whatisthetextabout?Ss:Bees!2.Teacherplaysashortvideoofbeescollectingnectarandpollinatingflowers.3.Afterwatchingthevideo,teacherorganizesstudentstohavea“BeeKnowledgeQuickQuiz”.Teacherpreparessimplequestionsaboutbees,suchas:①Howdobeeshelpplants?②Whatdoesabee'shomelooklike?③Howdobeescommunicate?Afterstudentsanswer,theteachersummarizestheirresponses,andguidesthemtothinkabouttheimportanceofbeesinnature,leadingintothetextin1b.1.Studentshaveapredictionaboutthetextof1b.2.Studentswatchavideoaboutbees.3.Studentshavea“BeeKnowledgeQuickQuiz”.根据标题和图片预测文本内容，激发学生的兴趣，降低阅读焦虑。通过播放蜜蜂相关的视频，为学生提供背景知识，有助于学生更好地理解文本。通过快问快答的形式，激活学生对蜜蜂的已有知识，激发其学习兴趣，通过总结和引导.帮助学生建立蜜蜂与自然界重要性的联系.为深入学习课文内容做好铺垫。Step3While-readingWorkon1bSkimming1.Lookthroughthepassageandunderlinetheadjectivesthewriterusestodescribebees.2.Askstudentstoreadthetextquicklyandfindthemainideaofeachparagraph.Paral:Theconnectionbetweenpeople,plantsandanimals,andtheimportanceofbees.Para2:Beesarehard-workingandplayaroleinpollination.Para3:Beesareinterestingandhowtheycommunicate.Para4:Theimportanceofbeesintheecosystemandtheneedforprotection.Scanning1.Askstudentstoreadthetextcarefullyandfindtheanswerstosomespecificquestions.①Howmanyflowersdobeesoftenvisitononetrip?②Howdobeescommunicatewitheachotherwhentheyfindnewfood?③What'stheproblemwithbees?2.Inviteseveralstudentstofindtheanswersinthetextbook.Workon1c1.Teacherasksstudentstoreadthetextagainandcompletethemindmapwiththeinformationfromthetext.Iftherearedifficulties,theycandiscussbetweencompanions.2.Teacherinvitesseveralstudentstosharetheanswersofthemindmapandgivestimelyfeedback.3.Teacherencouragesstudentstotrytoretellthetextwiththemindmap,andinvitesoneortwostudentstopresent,givessometipsifnecessary.LanguagepointsStudentsreadthepassageagain,circletheknowledgepointstheydon'tunderstandinposts,andteachergivesadetailedexplanation,andthenletstudentsgivesomeexamples.Atthismomentyourealizepeople,plants,andanimalsareallconnected.Astheyflyfromoneflowertoanother,theytakepollenwiththem.Forthisreason,manyscientistsbelievethatbeesarethemostimportantanimalsonthisplanet.1.Studentslookthroughthetextquicklyandunderlinetheadjectivestodescribebees.2.Studentsreadthepassagequicklyandsummarizeordrawoutthemainpointsofeachparagraphinthepassage.3.Studentsreadthetextcarefullyandfindtheanswers.4.Shareanswers.5.Studentsreadthetextagainandcompletethemindmap.6.Shareanswers.7.Studentstrytoretellthetextwiththemindmap.8.Studentsfindthelanguagepointstheydon’tunderstandandtakenotes.观察学生是否能快速画出描述蜜蜂的形容词和准确总结出每段的大意，训练学生的速读能力以及对文章细节的捕捉和整体理解。教师观察学生回答具体问题的表现，评估他们对文章内容的理解;通过深入挖掘文本细节，培养学生分析问题的能力，强化对文章内容的理解。通过小组合作完成思维导图并回答问题，帮助学生梳理文章结构,加深对蜜蜂重要性的理解，同时培养其团队合作和信息整合能力。教师让学生再次整体阅读文本，勾画出亟待解决的知识点并给予细致的讲解，之后让学生给出相关例子，帮助学生准确理解和应用。Step4Post-readingWorkon1d1.Teacherleadsstudentstohaveadiscussion:①Canyougiveanothertitleforthetext?②Whatanotherinterestingfactsdoyouknowaboutbees?③Whatdoyouknowabouttheconnectionbetweenhumansandotherinsects,suchasantsandbutterflies?2.Teacherletsstudentsthinkaboutthesequestionsindependently,andwritedowntheirownthoughts.3.Thenstudentsgroupfordiscussion,daretoexpresstheirviews.4.Onememberofeachgroupsharestheirviews,teachergivesfeedbackandsummary.Workon1e1.Teachershowsthewritingtaskof1e:Imagineyouarethewriter.Writeonemoreparagraphaboutbeesandaddittothetext.2.Teacherleadsstudentstoanalyzethelastsentenceofparagraph4andasks:Whatshouldwewrite?Ss:Whatwecandotoprotectbees.3.Teachergivesstudentstimetowrite,whileteacherwalksaroundandgivesstudentsguidancewhennecessary.Afterstudentshavecompletedtheirwriting,inviteoneortwostudentstoshare.Forexample:Therearemanywayswecando.First,wecanplantbee-friendlyflowersandplantsinourgardensorbalconies.Theseprovidebeeswithnectarandpollen.Second,avoidusingpesticidesastheycanharmbees.Instead,trynaturalpest-controlmethods.Finally,spreadtheword!Letmorepeopleknowtheimportanceofbeesandencouragethemtojoininprotectionefforts.1.Thinkaboutthesequestionsin1eindependentlyandwritedownthethoughts.2.Studentshaveadiscussioningroups.3.Onememberofeachgroupsharestheirideas.4.Studentsclarifythewritingtaskof1e.5.Studentsconceiveandwrite.6.Studentssharetheirwriting.教师首先让学生独立思考问题并记录他们的想法，接着进行分组讨论，勇于发表自己的想法，通过讨论与汇报检查学生是否能够清晰表达关于蜜蜂的相关事实和人类与其他动植物之间的联系。通过续写活动,培养学生的创造力和语言运用能力：通过分享和讨论，帮助学生将所学知识与实际生活联系起来，加深对生态系统的理解，并提升其表达和写作能力。Step5Discussion1.Askthemtodiscussthequestion:Howdoyouunderstandtheconnectionbetweenpeople,plants,andanimals?Thinkofsomeexamplesandthensharethemwithapartner.A:Weallknowpeopleandnatureareconnected.Butcanyougivemeanexampleofhowtheyareconnected?B:Sure.IvisitedasmalltowninGuangdongonce.Therearemanylargetreesinthetown.Theyarehometomanybirds.Alotoftouristscometoseethetreesandthebirds...2.TeacherinvitesstudentstoengageinQ&Atosharetheirviewsandprovidefeedbackandevaluation.Studentshaveadiscussionaboutthequestion.S1:Weallknowpeopleandnatureareconnected.Butcanyougivemeanexampleofhowtheyareconnected?S2:Inmyhometown,there'sabiglake.Thelakeishometolotsoffish.Theplantsaroundthelakeprovideoxygenandfoodforthefish.Peoplegofishingthere...通过讨论人类与动植物之间的联系并举例，让学生进行口语输出，锻炼学生口语表达能力和逻辑思维能力，深化本课的主题。Step6SummaryTheteachershowsthemindmapofthissectionaboutbeesthroughPPT,andleadsthestudentstoreviewthekeypoints.Followteacher’ssteptoreviewwhattheylearnedtoday.教师带领学生回顾本节关于蜜蜂的阅读课的内容，帮助学生构建知识框架，便于复述和记忆。Step7HomeworkLevelA:Expandthemindmap,addthereasonsandsolutionsforthedecreaseinthenumberofb