Unit5 课时8 Project&Review （教学设计）【趣味课堂】英语仁爱版2024八年级上册vvv

该初中英语教学设计聚焦世界地标主题的项目实践与单元复习，整合核心词汇、句型及不定式语法。通过泰姬陵案例分析引导学生提取关键信息，搭建从输入到输出的学习支架，助力小组合作创作地标海报，梳理单元知识脉络。 特色在于项目式学习与分层复习结合，采用案例教学法和合作学习法。小组合作制作海报并汇报提升语言能力与思维品质，中美茶文化听力、平遥古城等文本阅读培养文化意识，既让学生在实践中运用知识激发兴趣，又帮助教师系统巩固重难点，提高教学效率。

基于课程标准的“教-学-评”一致性课堂教学设计 科目 英语 授课教材 仁爱版（2024） 八年级上册 授课题目 Unit 5 Amazing Places Lesson 8 Project & Review 课时 课型 1课时 项目实践 + 复习课 主题情境 制作世界著名地标海报及单元知识复习 授课教师 语篇研读 【What】 本课围绕 “制作世界著名地标海报” 项目及单元知识复习展开，包含两部分核心内容。一是项目活动，通过分析泰姬陵案例、小组合作制作地标海报、班级汇报海报内容等活动；二是复习环节，通过听力练习（中美茶文化对比）、词汇语法练习（单词填空、不定式运用）、阅读理解（平遥古城、哈德良长城、黄石国家公园相关文本）及综合练习，涵盖世界地标、文化对比、旅行体验等主题，涉及丰富核心词汇、句型及语法知识。 【Why】 项目实践旨在让学生整合本单元地标与文化主题知识，通过案例分析、合作创作与汇报展示，提升语言运用和信息整合能力；复习环节巩固单元词汇、语法（如不定式 to do 用法）、交际表达等，深化对世界地标及多元文化的认知，培养跨文化理解和综合语言技能。 【How】 项目部分以 “案例分析 - 合作创作 - 班级汇报” 的流程推进，从借鉴范例到自主创作，层层递进锻炼表达与合作能力；复习部分通过 “听 - 练 - 读 - 用” 多种形式，围绕地标与文化主题巩固知识，各活动相互关联，服务于单元知识总结与能力提升。 学情分析 学生经过本单元学习，对世界著名地标和不同文化有一定认知储备，通过图片、视频等渠道了解过部分地标概况，掌握了少量相关词汇和句型，但在知识运用和能力转化上存在不足。如分析地标案例时对关键信息（历史、特色、用途等）提取不全面，制作海报时信息呈现逻辑不清晰，语法练习中不定式的固定搭配易混淆，阅读理解时对文本细节和主旨的把控能力较弱，汇报海报时语言表达的流畅性和信息传递的准确性有待提升。 课标要求 ·能参与世界著名地标案例分析、海报制作与班级汇报，运用英语交流地标相关信息，提升口语表达和合作能力。 ·能通过听力练习，捕捉中西方茶文化的差异信息，提升听力理解能力；借助词汇语法练习，正确运用核心知识，巩固语言基础。 ·能阅读并理解地标、旅行相关文本，提取关键信息回答问题、整合核心内容，提升阅读技能；通过综合练习，强化知识迁移运用能力。 教学目标 通过本节课学习，学生能够： 1. 准确分析泰姬陵案例，掌握相关核心词汇（如 site, emperor, government 等）和句型（如描述地标特征、用途的表达），明确地标海报的核心要素。(学习理解) 1. 能准确完成听力填空和词汇语法练习，正确运用不定式 to do 等知识点；读懂地标相关文本并精准回答问题，小组合作制作逻辑清晰、信息完整的地标海报并完成班级汇报。(应用实践) 1. 能运用所学知识介绍世界地标、对比不同文化，培养跨文化认知能力；激发对世界旅行和文化探索的兴趣，树立文化尊重与保护意识。(迁移创新) 教学 重难点 重点：世界著名地标海报的创作与汇报，准确完成复习环节各练习，掌握单元核心词汇、 语法和句型。 难点：海报创作的信息完整性与逻辑清晰度，听力中文化差异细节的捕捉，语法 （如不定式 to do 用法）的准确运用，阅读理解中文本细节信息的提取与整合。 核心语言 【核心词汇】 名词：site, emperor, government, landmark, culture, view, landscape, soldier, park 动词：protect, build, cover, choose, prefer, visit, book, finish 形容词：ancient, famous, amazing, natural, traditional 副词：around, mostly 【核心短语】 be famous for, protect against, be popular with, at any time, choose from, under the orders of, keep...safe 【核心句型】 描述地标：It has a history of about...years./ It is famous for its.../ It covers about...square kilometers. 说明用途：Emperor Shah Jahan built it to remember his wife. / The Romans built Hadrian’s Wall to protect against the enemy. 文化对比：Chinese people drink tea at any time of the day, while Britons prefer tea with milk in the afternoon. 【语法点】 不定式 to do：表示目的、动作倾向等（如 want to do, help sb. (to) do, take sb. some time to do 等固定搭配）。 教学工具 PPT，教材 教学策略 案例教学法、合作学习法、任务型教学法、复习巩固法 教学过程 教学环节 教学活动 学生活动 设计意图 Step 1 项目活动：Making a poster about a world-famous landmark（15min） Activity 1: Case Analysis 1. Show the text about the Taj Mahal and ask: "What are the key facts about the Taj Mahal?" 2. Guide students to fill in the blanks to sort out "builder, purpose, cost, time, materials, visitors" of the Taj Mahal. Activity 2: Poster Creation Distribute poster templates and ask groups to work together to make a 1-page poster about a world-famous landmark, fill in key information (history, features, etc.) and paste pictures. Activity 3: Class Report Ask each group to select a representative to report the poster content, introducing the landmark in a logical order, and select "Best Poster Group". Activity 1: Case Analysis Discuss the Taj Mahal text in groups, extract key information to complete the blanks, and summarize the core elements of landmark introduction. Activity 2: Poster Creation Divide labor to collect information, design poster layout, fill in content with learned words and sentences, and ensure information integrity Activity 3: Class Report Representatives report the poster according to the logical structure, listen to other groups' sharing and participate in the selection. Realize the transformation from input to output through the process of "case analysis - cooperative creation - class report", and exercise students' cooperative ability, information integration ability and oral expression ability. 效果评价：互评 + 师评。小组内评价海报的信息完整性和 layout 合理性，师评汇报时的语言准确性与表达流畅度。 Step 2 单元复习（Review）（18min） Activity 1: Listening Review 1. Play the recording of Chinese and British tea culture, guide students to predict: "What will Meimei and Steve talk about?" 2. Play the recording twice, ask students to complete the blanks and discuss the differences between Chinese and British tea culture in pairs. Activity 2: Vocabulary and Grammar Practice 1. Provide exercise sheets, ask students to complete vocabulary filling (with correct forms of site, protect, etc.) and infinitive exercises independently. 2. Explain difficulties (such as the usage of infinitive to do, the difference between be popular with/among) and organize students to correct mistakes. Activity 3: Reading Comprehension Show texts about the Ancient City of Pingyao, Hadrian’s Wall and Yellowstone National Park, ask students to complete filling in the blanks and answering questions, and share their understanding in groups. Activity 1: Listening Review Predict the listening content, complete exercises after listening, and discuss cultural differences in pairs. Activity 2: Vocabulary and Grammar Practice Finish exercises independently, record difficult points, and strengthen memory through teacher's explanation and error correction. Activity 3: Reading Comprehension Read texts and complete tasks, discuss key information in groups, and integrate the core content of each text. Systematically consolidate the unit's core vocabulary, grammar and reading skills through hierarchical exercises of "listening - practicing - reading", and strengthen the flexible application of knowledge. 效果评价：师评。检查听力填空正确率、语法练习准确性，关注 infinitive to do 和 key phrases 的运用情况。 Step 3 语法点、练习与自评（Language points & Practice & Self-assessment）（12min） 1. Carry out "Landmark Knowledge Challenge" activity: Raise questions about landmark-related vocabulary, sentences and grammar, and organize students to answer in groups. 2. Explain key language points and complete immediate exercises. 3. Assign comprehensive exercises, including word filling, sentence translation and multiple-choice questions, to consolidate the key knowledge of the unit. 1. Participate in the challenge activity actively, and answer questions using the learned knowledge. 2. Take notes on language points, complete immediate exercises, and consolidate difficult knowledge. 3. Finish comprehensive exercises independently and check answers with classmates. Focus on the practical application of language, help students convert knowledge into problem-solving ability; through comprehensive exercises, further consolidate the unit knowledge and improve the accuracy of knowledge application. 效果评价：自评 + 师评。Students self-evaluate based on exercise performance, and teachers count the overall mastery and pay attention to the flexibility of language application. Part 4： 作业布置(Homework) 1. 基础作业：运用新词造句，描述一个著名地标（5句话）。 2. 提高作业：用 3 句话描述你最喜欢的地标（如 “长城很长”）。 3. 拓展作业：准备 1 分钟关于某世界著名地标的英文口头报告（下节课分享）。 记录作业，按要求完成。 分层作业巩固项目成果，延伸语言运用场景。 板书设计 教学反思 ·本节课通过 “案例分析 + 海报创作” 的项目式学习整合单元知识，学生参与热情高，多数能完成信息完整的地标海报，口头汇报时对地标核心信息的呈现较为清晰。复习环节的 “茶文化听力”“文本阅读” 和语法练习有效巩固了不定式和地标相关句型。 ·但存在不足：部分学生制作海报时信息排版逻辑混乱，语法练习中不定式的固定搭配运用仍有错误，阅读理解时对长难句的理解存在障碍。 ·未来教学中，需提供更多海报排版范例参考；设计 “不定式搭配小游戏” 强化语法运用；增加长难句分析的专项训练，提升文本解读能力。 2 学科网（北京）股份有限公司 $