Unit 5 Amazing Places Theme reading教案.- 2025-2026学年仁爱科普版八年级上册英语

本初中英语教案聚焦“哈尼梯田”主题阅读，核心目标为理解landscape等词汇，区分事实与观点，梳理梯田特征。课堂导入通过展示不同季节梯田图片，引导观察色彩变化与特殊性，搭建从视觉感知到文本探究的支架，衔接课前词汇复习与新课主题。 该教案突出新课标核心素养融合，文化意识层面渗透中国传统农耕智慧与本土遗产保护，思维品质通过代词指代推理、事实观点辨析活动培养逻辑思维，学习能力体现在小组合作与图表梳理信息。活动设计具体可操作，如读中代词推理、图表概括特征，助力学生提升语言能力与文化认同，为教师提供清晰教学路径，增强课堂实效。

嵩县第二实验中学八年级英语教案 Unit 5 Amazing Places Lesson 4 Theme Reading 设计:尹兴茹 审核: 执教: 使用时间： 【课程标准依据】 本节课对应的2022版义务教育英语课程标准（新课标）依据主要围绕学科核心素养和课程内容六要素展开，新课标要求学生能“读懂关于自我成长的记叙文，获取、梳理人物经历与情感变化的信息”（对应本课阅读Li Mei的成长故事）；并能“用英语描述个人经历、表达情感，写简单的个人叙事类短文”（对应本课的读写任务）。新课标强调“理解自我认知、人际交往中的积极价值观，形成尊重自我、关爱他人的态度”（本课主题“自我接纳与分享感受”契合这一要求）。新课标要求学生能“梳理语篇的逻辑顺序（如事件发展的时间线），分析问题与解决办法的关联”（对应本课Activity 1的句子排序、Activity 2的信息梳理任务）。新课标鼓励“通过合作探究（Pair work）、自主梳理语篇信息等方式，主动参与语言实践活动”（本课的结对讨论、图表填写等活动符合这一要求）。 【课前反馈】 Check words and sentences. 【新课导入】 1. Show pictures of Honghe Hani Rice Terraces（不同季节的色彩变化：绿色→黄色），ask: “What do you see? How does the landscape change?” 2. Discuss: “What makes these terraces ‘special’?（e.g., shape, color, human wisdom）” 3. Introduce the topic: “Today we’ll read about the amazing Honghe Hani Rice Terraces and learn their secrets. 【教学目标】 1. 能认读并理解核心词汇（landscape, ancient, raise, store, terrace 等）及短语（watering project, rice field 等）；能区分文本中的事实（如 “梯田颜色随季节变化”）与观点（如 “景观像美丽的中国画”）；能梳理哈尼梯田的特征（景观、灌溉、农业、民居），用图表或简短语句概括。 2.了解哈尼梯田的生态农业智慧（“森林 — 水系 — 梯田 — 村落” 共生系统）及哈尼人的生活智慧，感受中国传统农耕文化的独特性；体会自然景观与人文活动的和谐统一，培养对本土文化遗产的保护意识与自豪感。 3.通过推断代词指代，培养 “上下文关联” 的逻辑推理能力；在区分事实与观点、梳理景观特征的过程中，发展分析、归纳与批判性思维。 4. 掌握 “代词指代推理”“图表梳理信息”“事实与观点辨析” 等阅读策略；在小组合作中，能主动分享阅读发现，通过讨论完善对文本的理解，提升合作探究能力。 【教学过程】 Step 1: Pre-reading（读前准备） 1. Activity 1: Look at the pictures of terraces, mountains, and villages，talk about their features using given words（colorful, beautiful, special），e.g., “The terraces look colorful in different seasons.”； 2. Predict: Read the title and first paragraph，guess: “What might the text talk about? Step2:While-reading（读中活动） 1. First reading: Skim the text to find the main topics（landscape, watering project, farming, houses），underline key words； 2. Activity 2: Read carefully and infer underlined pronouns: 3. Activity 3: Match words with meanings（landscape→a view of the countryside; ancient→a time early in history 等），check in pairs； 4. Activity 4: Complete the diagram about features. Step 3:Post-reading（读后活动） 1. Activity 5: Read sentences and tick F (Fact) or O (Opinion)，e.g., “The terraces may be a perfect choice”→O; “Color changes from green to yellow”→F； 【自学指导】 1.Read the text and infer the referents of the underlined pronouns (it/them) in Activity 2. 2.Finish the vocabulary matching in Activity 3 (understand the meanings of words like landscape and ancient). 3.Re-read the text to fill in the information diagram in Activity 4 (organize details about the terraces’ features, watering system, and local house structure). 4.Distinguish facts (F) from opinions (O) in Activity 5, and identify objective information vs. subjective evaluations in the text. 【展示交流】 1.Present what it/them refer to and explain your reasoning. 2.Explain the matched word meanings and illustrate their usage with examples from the text. 3.Show your completed Activity 4 diagram and briefly describe the key features of the Hani Rice Terraces. 4.Explain your judgments for each sentence in Activity 5, clarifying the difference between "objective description" and "subjective feeling." 【合作探究】 1.Use the images and vocabulary to explore "what makes the Hani Rice Terraces special," and share which picture you prefer and why. 2. Discuss "what relationship between humans and nature the terraces’ watering system reflects" or "what lifestyle the local house structure shows." 【检测提升】 完成练习册习题 【课堂小结】 Summary: Review key features of Hani Rice Terraces and reading strategies 【课后反思】 学科网（北京）股份有限公司 $