Unit 3 教学设计 2025-2026学年译林版八年级英语下册

教学设计 课程基本信息 学科 英语 年级 八年级 学期 春季 课题 8B Unit 3 The world at one click (Integration Ⅰ) 教科书 书 名：《义务教育教科书·英语》八年级下册 出版社：译林出版社 出版日期：2025年 12月 教学目标 通过本课时的学习，学生能够： 1. 在读、看活动中获取线上旅游项目的基础信息，深入理解线上旅游的作用和价值； 2. 在听、看活动中借助音频和图片，获取分享线上旅游经历的表达方式，丰富对线上旅游体验的认知； 3. 在同伴对话活动中运用相关表达谈论对线上旅游和现实旅游的见解，学会得体地表达不同观点； 4. 在写作活动中，学生将综合运用本单元所学的景点描述词汇、线上旅游经历介绍的语篇知识及相关表达，撰写一篇关于个人线上旅游经历的文章。文章内容需涵盖线上旅游的地点、游览原因、过程中的所见所感，以及对线上旅游的个人感受，并体现对其意义与价值的理解。 教学内容 教学重点 1. 掌握“数字敦煌”项目的基础信息（莫高窟的构成、文化价值、数字化意义），理解线上旅游在文化遗产保护中的作用。 2. 熟练运用听力策略（预测、抓取关键词），准确获取Amy线上游览大堡礁和加拿大景点时的所见所感及相关表达。 3. 梳理Amy与David对话中关于线上旅游与现实旅游的观点差异，运用“fast, easy and free”“isn’t the same if you aren’t there in person”等核心表达谈论两种旅游方式的利弊。 教学难点 1. 灵活运用本单元所学的景点描述词汇和线上旅游经历表达方式，得体地陈述个人对两种旅游方式的见解，做到观点明确、论据充分。 2. 准确理解和运用对话中的辩证表达（如“I see your point, although I ...”），在交流中既尊重对方观点又清晰表达自身立场。 3. 结合音频、图片等多模态信息，整合线上旅游的活动内容、个人感受及意义评价，形成结构化的口头或书面输出。 教学过程 （一）读 1. Have students read the article in Part A on page 43 and answer the following questions. (1) What is Digital Dunhuang? (2) What do the Mogao Caves include? (3) Why is Digital Dunhuang called “a window into the past” according to the article? 2. Have students answer the two questions on page 43. （二）听 1. Have students read the rubrics and the notes in Part B1 on page 43, then answer the following questions. (1) What does Amy think of this online travel? (2) Can you guess what the Great Barrier Reef is? How do you know that? 2. Have students read the notes in Part B1 on page 43 again and predict the answers. 3. Have students listen to the recording and finish Part B1 on page 43. 4. Have students read the rubrics and the conversation in Part B2 on page 44, and then answer the following questions. (1) Do you know what a vlog is? (2) How many places are mentioned in the vlog? What are they? 5. Have students follow the tip in Part B2 on page 44 to read the questions and predict the answers. 6. Have students listen to the recording and finish Part B2 on page 44. 7. Have students finish Part B3 on page 44. （三）说 1. Have students listen to the conversation between Amy and David in Part C on page 45 and answer the following questions. Which does Amy like, online travel or real travel? What about David? 2. Have students read the conversation in Part C again and complete the table. 3. Have students listen to the recording of the conversation and read along, and then read aloud in different roles. 4. Have students work in pairs and talk about the advantages and disadvantages of online travel using the conversation in Part C on page 45 as a model. Homework • Compulsory: Compare online travel with real travel orally. • Optional: Create a one-minute screen-recorded vlog that gives a 360° tour of a place you like. 学科网（北京）股份有限公司 $ 教学设计 课程基本信息 学科 英语 年级 八年级 学期 春季 课题 8B Unit 3 The world at one click (Integration Ⅱ) 教科书 书 名：《义务教育教科书·英语》八年级下册 出版社：译林出版社 出版日期：2025年12 月 教学目标 通过本课时的学习，学生能够： 1. 在读、看活动中获取线上旅游项目的基础信息，深入理解线上旅游的作用和价值； 2. 在听、看活动中借助音频和图片，获取分享线上旅游经历的表达方式，丰富对线上旅游体验的认知； 3. 在同伴对话活动中运用相关表达谈论对线上旅游和现实旅游的见解，学会得体地表达不同观点； 4. 在写作活动中，学生将综合运用本单元所学的景点描述词汇、线上旅游经历介绍的语篇知识及相关表达，撰写一篇关于个人线上旅游经历的文章。文章内容需涵盖线上旅游的地点、游览原因、过程中的所见所感，以及对线上旅游的个人感受，并体现对其意义与价值的理解。 教学内容 教学重点： 1. 复习Integration A-C中关于线上旅游经历的核心信息，通过回顾Simon的范文和写作框架，梳理线上旅游经历文章的基本要素（地点、原因、过程、感受）。 2. 学习撰写线上旅游经历文章的四个维度及相关核心语言：游览缘由：说明选择该线上旅游的原因（兴趣来源、学习动机）；景点介绍：描述地点的位置、历史背景、特色亮点；游览过程：分享具体所见、所做、互动体验；个人感受：总结收获、评价体验价值。 3. 运用所学语言，从四个维度撰写个人线上旅游经历。学生基于自己的线上旅游体验，综合运用本单元词汇和句型，完成一篇结构完整的文章。 教学难点： 1. 掌握撰写线上旅游经历文章的四个维度及相关核心语言，理解并内化四个维度的写作框架，学会使用相应表达组织文章内容。 2. 熟练运用三种时态进行准确表达：一般过去时：描述游览原因、过程及感受； 一般现在时：介绍景点基本信息；现在完成时：分享线上旅游的收获与影响。 3. 完成写作任务，准确运用所学句型和表达描述线上旅游体验。参考“Useful expressions”中的语言支持（如 I learnt about ... I got very interested ... and decided ... / ... is a great way to ... / I felt like ... 等），准确运用所学句型，使文章内容丰富、语言得体。 教学过程 1. Have students discuss and answer the following question. - When introducing our online travel experiences, what can we talk about? 2. Have students read the rubrics and Simon’s writing plan in D1 on page 45, then complete the table with their own ideas. 3. Have students read Simon’s article about his online tour of the Louvre Museum in Part D2 on page 46 and finish the table. 4. Have students find details in the article and come up with more expressions. Then have students finish the chart below. Possible answer: (1) I learnt about ... I got very interested ... and decided ... (2) ... lies ... It used to be ... It is well known for ... (3) I toured ... and saw ... I could zoom in ... There are also ... to learn more about ... (4) ... is a great way to ... The ... were excellent. I felt like ... Moreover, ... I really had an amazing time. Use the simple past tense to describe why you visited the place, what you saw and did there, and how you felt. Use the simple present tense to introduce the information about the place. Use the present perfect tense to share what you have got from the online tour. 5. Have students write an article about their online tour experiences based on their answers to the information in Part D1 on page 45. They can refer to Part D2 and “Useful expressions” on page 46 for ideas about structure, content and language. 6. Have students check their writing after they finish and exchange drafts with their partners for review. Then have students revise their writing. 7. Have students share their articles in class, evaluate which one is the best and learn from each other. Sample After learning about the Grand Canal in a History lesson, I wanted to know more. So I explored the China Grand Canal Museum website. This new museum in Yangzhou opened its doors to the public in 2021. It tells the 2,500-year story of China’s “golden waterway”—the world’s longest man-made canal. The building looks like a big boat! On the website, I saw many interesting things: old maps, small boat models and tools people used long ago. I could click to see everything clearly. My favourite part was the “virtual ship”—it felt like I was really standing on an ancient boat! I loved this online visit! It was fast, easy and free. I learnt a lot. The pictures were very clear, and I didn’t need to wait in line. Technology makes learning fun! Homework • Compulsory: Polish your writing. • Optional: Share your writing with your friends and family. 学科网（北京）股份有限公司 $ 教学设计 课程基本信息 学科 英语 年级 八年级 学期 春季 课题 8B Unit 3 The world at one click (Reading 1) 教科书 书 名：《义务教育教科书·英语》八年级下册 出版社：译林出版社 出版日期：2025年12 月 教学目标 通过本课时的学习，学生能够： 1. 获取、梳理、概括两座城市的著名景点、特色活动、文化现象以及作者对它们的评价等基本信息，形成语篇的结构化知识。 2. 运用语篇中介绍和描述城市、景点、活动、文化的词汇和表达，以及网络旅游宣传文章的结构，介绍其他城市。 3. 谈论自己对三座城市的印象，比较中国城市与外国城市之间的不同，感受不同的自然景观和人文环境，激发尝试线上旅游的热情。 教学内容 教学重点 1. 掌握利物浦和纽约两座城市的核心信息（地理位置、著名景点、特色活动、文化现象）及作者评价，形成语篇结构化知识。 2. 熟练运用旅游宣传类文章的核心语言，如“A visit to... is a must”“second to none” “a bit of everything”等，描述城市特色并进行推荐。 3. 理解“总—分”结构的写作特点，完成阅读任务，准确提取文章中的关键信息和评价性语句。 教学难点 1. 灵活运用所学词汇和句型，自然地介绍其他城市（如伦敦），做到内容完整、语言生动、具有感染力。 2. 清晰表达个人对三座城市的偏好及理由，比较中外城市差异，做到观点明确、逻辑清晰、言之有据。 3. 结合网络资源获取的信息，运用旅游宣传文体结构，撰写或口头介绍一座城市的旅游亮点，满足语篇表达的完整性和准确性要求。 教学过程 （1） 学习理解 1. Have students answer the two questions on page 36 before reading the text. 2. Have students read the title and the rubrics on page 36, look at the five pictures on page 36 and page 37, and answer the following questions. (1) Where are the two articles from? (2) What are the two articles about? (3) What do you expect to read about in the articles? 3. Have students skim the two articles and answer the following question. - What does each article mainly talk about? 4. Have students scan the two articles and finish Part A on page 38. 5. Have students read the two articles and finish Part B on page 38. 6. Have students read the two articles again and answer the following questions. (1) What does the writer think of the two cities in general? (2) How does the writer evaluate the music scene, Anfield Stadium and Central Park in the article? Find out the related sentences. (3) What do you think of these sentences? 7. Have students answer the following questions. (1) What do you think is the purpose of the two articles? (2) What do you think of the titles of the two articles? Why? 8. Have students answer the following question. When you describe a famous city, what can you talk about? （2） 应用实践 1. Have students retell the two articles according to the charts in Part A on page 38. 2. Have students answer question 2 in Part D on page 39. 3. Have students finish Part C on page 39. 4. Have students answer the following question. Which title is suitable for the article about London in Part C? （3） 迁移创新 1. Have students answer question 1 in Part D on page 39. 2. Have students discuss question 3 in Part D on page 39 in groups and take notes if necessary. Then have them report the results of their discussion to the whole class. Summary & Homework Summary: Review the key vocabulary and the key sentence structure. Homework: Compulsory: Introduce the two cities, using the language we learned today. Optional: Make a poster of the two cities to attract more people to learn more about them. 学科网（北京）股份有限公司 $ 教学设计 课程基本信息 学科 英语 年级 八年级 学期 春季 课题 8B Unit 3 The world at one click (Grammar) 教科书 书 名：《义务教育教科书·英语》八年级下册 出版社：译林出版社 出版日期：2025年 12 月 教学目标 通过本课时的学习，学生能够： 1. 了解一般过去时和现在完成时在形式特征上的区别； 2. 借助时间轴表、用法提示和例句，梳理、归纳一般过去时和现在完成时在表意功能上的区别； 3. 准确使用一般过去时和现在完成时介绍线上旅游经历，深入了解线上旅游的优势。 教学内容 教学重点 1. 掌握一般过去时和现在完成时在形式特征上的区别，能够准确识别两种时态的动词形式（过去式与过去分词）。 2. 熟练运用时间轴、用法提示和例句，梳理并归纳两种时态在表意功能上的三大区别（动作是否持续、是否强调结果、是否说明次数）。 3. 完成教材Part A、B、C的练习任务，准确运用两种时态描述线上旅游经历或真实旅行经历。 教学难点 1. 灵活运用两种时态描述线上旅游经历，根据语境准确判断何时使用一般过去时（单纯叙述过去事件）、何时使用现在完成时（强调对现在的影响或结果）。 2. 准确理解并运用现在完成时表示“动作从过去持续到现在”和“强调过去动作对现在的结果”这两种易混淆的用法，做到概念清晰、运用得当。 3. 结合真实语境（如Mark一家的旅行计划），自主创编包含两种时态的语篇，满足语法准确性和语篇连贯性的双重要求。 教学过程 1. Presentation 1. Have students read Mark’s message on page 40 and answer the following questions. (1) What are the parts of speech of the words in bold? (2) What are the forms of these verbs? And which tense are they used in? 2. Have students read the differences between the simple past tense and the present perfect tense on pages 40–41 and finish some tasks. (1) Have students read the first difference and answer the following questions. What does the first sentence tell us? What does the second sentence tell us? (2) Have students make two sentences according to the first difference. (3) Have students read the second difference and answer the following questions. What does the first sentence tell us? What does the second sentence tell us? (4) Have students make two sentences according to the second difference. (5) Have students read the third difference and answer the following questions. What does the first sentence tell us? What does the second sentence tell us? (6) Have students make two sentences according to the third difference. 3. Have students read the tips on page 40. 4. Have students finish “Work out the rule!” on page 41. Practice 1. Have students finish Part A on page 41. 2. Have students finish Part B on page 41. 3. Have students finish Part C on page 42. 4. Have students read the following sentence in Part C and answer the following question. - Dad has explored different tourist attractions online to plan our family trip to China. What is the reason for not using the simple past tense here? Production 1. Have students answer the following questions. (1) According to Part A, Part B and Part C, what can we do during the online visits? (2) Will Mark’s family go on a visit online or travel to China in person? 2. Have students write some sentences about an online trip or a real trip, using the simple past tense and the present perfect tense. Assign homework: Compulsory homework: Write down your online or real trip, using the right tense; Optional homework: Polish your writing work and share it with your friends. 学科网（北京）股份有限公司 $ 教学设计 课程基本信息 学科 英语 年级 八年级 学期 春季 课题 8B Unit 3 The world at one click (Welcome to the unit) 教科书 书 名：《义务教育教科书·英语》八年级下册 出版社：译林出版社 出版日期：2025年 12 月 教学目标 通过本课时的学习，学生能够： 1. 借助音频和图片，认识和了解六个世界著名景点的名称、位置及核心特征； 2. 获取和梳理对话中 Daniel 和 Millie 足不出户了解世界的方式及对线上旅游的观点，提取并归纳表达个人观点的词汇和语言形式； 3. 运用与景点及线上旅游相关的词汇和语言表达，分享自己通过互联网了解到的景点信息，初步感知线上旅游的优势，培养积极探索世界的态度。 教学内容 教学重点 1. 掌握 6 个核心景点（武陵源、悉尼歌剧院、吉萨金字塔、马丘比丘、埃菲尔铁塔、黄石国家公园）的名称、位置及核心特色。 2. 熟练运用对话中的核心句型，如 “I visited ... online!”“It’s more convenient to ...” 等，围绕 “线上旅游” 展开简单对话。 3. 完成听力任务，准确捕捉对话中关于了解世界方式及线上旅游评价的关键信息。 教学难点 1. 灵活运用所学词汇和句型，自然地分享自己了解景点的方式及对线上旅游的看法。 2. 清晰表达线上旅游与传统了解方式（如读书）的差异，做到表达流畅、逻辑清晰。 3. 结合互联网查询的信息，简洁明了地介绍心仪景点，满足口语表达的完整性和准确性要求。 教学过程 Step 1 Free Talk & Lead-in 1. Have students look at the picture on page 34 and answer the following questions. (1) Do you know what the picture shows? (2) How much do you know about it? (3) If you want to know more about it, what can you do? 2. Have students read the unit overview on page 34 and answer the following question. - What will we do in this unit? Step 2 Presentation of Attractions & Key Vocabulary 1. Have students look at the six pictures on page 35 and answer the following question. - Do you recognize any of the tourist attractions in these pictures, or have you ever visited any of them? Please share your experiences or any interesting facts about these places with your classmates. 2. Have students finish Part A on page 35, and then listen to the introductions to them and learn more. Step 3 Read and answer 1. Have students read the conversation in Part B on page 35 and answer the following questions. (1) What did Daniel do to learn about the Pyramids of Giza? (2) What does Daniel think of online tour? (3) What does Millie like to do to learn about a place? (4) What does Millie think of visiting a place online? 2. Have students discuss in pairs and answer the following questions. (1) What do you like to do to learn about a place? Why? (2) What do you think of online tour? Step 4 Role-play & Ask and Answer Have students work in pairs and talk about ways to learn about the world without leaving home, using the conversation in Part B on page 35 as a model. A: I visited ... this morning/yesterday ... B: What? No way!/Really? A: Online, of course!/I visited it online! I found a lot of videos and photos about ... There are even online tour guides .../I watched a vlog about ... and the vlogger told us a lot about ... B: That’s an interesting way to learn about places. Hmm ... I like to ... if I want to know about a place. A: Oh, it’s more convenient to visit a place online. Just one click away, you can ... B: Sounds nice. I'd like to have a try. Step 5 Research & Share Have students finish Part C on page 35. Use the internet to learn about different places around the world. Share one with your classmates. Summary & Homework Summary: Review the six core attractions, key vocabulary and the key sentence structure. Homework: Compulsory: Share some new ways to learn about new places with classmates. Optional: Search for more information about your favourite places from books or the internet and make a brief introduction. 学科网（北京）股份有限公司 $ 教学设计 课程基本信息 学科 英语 年级 八年级 学期 春季 课题 8B Unit 3 The world at one click (Reading 2) 教科书 书 名：《义务教育教科书·英语》八年级下册 出版社：译林出版社 出版日期：2025年12月 教学目标 通过本课时的学习，学生能够： 1. 巩固利物浦和纽约两座城市的核心信息（地理位置、著名景点、特色活动、文化现象）及作者评价，深化对语篇结构化知识的理解。 2. 掌握旅游宣传类文章描述城市的四个维度（印象推荐、位置地位、特色亮点、活动体验）及相关核心语言，如“a must”“second to none”“a visit to remember” 等。 3. 运用所学词汇和句型，从四个维度介绍一座中国城市，做到内容完整、语言生动、具有感染力。 教学内容 教学重点 1. 复习Reading 1中关于利物浦和纽约两篇文章的核心信息（填空练习、正误判断）。 2. 学习描述城市的四个维度及相关核心语言（印象推荐、位置地位、特色亮点、活动体验）。 3. 运用所学语言，从四个维度介绍杭州或其他中国城市。 教学难点 1. 掌握描述城市的四个维度（印象推荐、位置地位、特色亮点、活动体验）及相关核心语言。 2. 熟练运用“a must” “second to none” “a bit of everything” “a visit to remember" “would not be complete without”等表达进行城市介绍和推荐。 3. 完成语言练习，准确运用所学句型描述城市特色和活动体验。 教学过程 Step 1 Revision: Fill in the blanks Have students complete the blanks about Liverpool and New York to review the key information from Reading 1. Step 2 Revision: T or F questions Have students judge the following statements and correct the false ones. 1. Liverpool is located on the north-west coast of England. (T) 2. The music scene in Liverpool is not as good as other British cities now. (F — still second to none) 3. Liverpool has more museums and cultural buildings than London in the UK. (F — fewer) 4. New York is home to about nine million people and hundreds of languages. (T) 5. The tradition of watching the glass ball drop in Times Square started after 1910. (F — 1907) 6. Central Park is a great place for people to relax with lakes, hills and green grass. (T) Step 3 Language focus: Describing cities Guide students to learn the four dimensions of describing cities and the key language for each dimension. Dimension 1: Overall Impression & Strong Recommendation 印象推荐 Key sentences: • A visit to this lively city is a must if you love music, sport and culture. (a must 作为名词，表示“必做之事”，语气强烈，用于强力推荐。) • From famous buildings and bridges to museums and theatres to malls and restaurants, there is no doubt this city has a bit of everything. (There is no doubt 表达绝对肯定；has a bit of everything 形容城市功能齐全、丰富多彩。) Practice: • 用 ... is a must if you love ... 推荐你家乡的一个活动。 • 用 There is no doubt that ... 评价你所在的城市。 Dimension 2: Location & Status 位置地位 Key sentences: • Liverpool is an amazing city on the north-west coast of England. (on the ... coast of 描述沿海位置；也可以用 ... lie(s) in ...) • New York is truly the biggest city in the USA. (truly 加强语气，强调其地位。) • Liverpool only comes after London in the UK. (表示“仅次于”，用于描述排名或地位。) Practice: • 上海位于中国的东海岸/中国东南部。 Shanghai is ______ the east ______ of China. / Shanghai lies ... • 在美食方面，我家乡可能仅次于广州。 In terms of food, my hometown ______ only ______ Guangzhou. Dimension 3: Features & Highlights 特色亮点 Key sentences: • As the birthplace of the Beatles, the city has always had a special place in British music history. (As the birthplace of 引出独特文化渊源；has a special place in 表示具有重要历史/文化地位。) • Today, the music scene in Liverpool is still second to none. (“无与伦比，是最好的”的地道表达。) • From famous buildings and bridges to museums and theatres to malls and restaurants, ... (from A to B to C 的结构列举不同类别的亮点，体现多样性。) Practice: Feature matching • Suzhou-gardens: As a famous ... • Guilin-landscapes: Today, the landscapes in ... Dimension 4: Activities & Experiences 活动体验 Key sentences: • A trip to Anfield Stadium will be a visit to remember. (a visit to remember 表示“一次难忘的游览”，是强烈的正面评价。) • You can enjoy live music there. (enjoy 后接体验类名词，是介绍活动的万能句。) • A trip to New York would not be complete without a walk through Central Park. (双重否定表强烈肯定，“没有……的……是不完整的”是经典的推荐句式。) Practice: Activity recommendation A trip to _______ would not be complete without ______ because you can enjoy ________. Step 4 Summary: Language focus Have students summarize the four dimensions and key language in a table. Step 5 Introduce a city: Hangzhou Present a model introduction of Hangzhou using the four dimensions. A trip to the vibrant city of Hangzhou is a must for any traveler to China. Located on the beautiful east coast, it truly holds a special place in the country's heart. As the home of the breathtaking West Lake, its natural scenery is second to none. From ancient temples and pagodas to peaceful tea plantations, there's a bit of everything for culture lovers. A visit to Hangzhou would not be complete without a boat ride on the lake. You can also enjoy the finest Longjing tea and feel the charm of this poetic city. It's a visit to remember. Step 6 Group work: Introduce your city Have students work in groups to introduce a Chinese city using the four dimensions and key language. Step 7 Presentation Invite several groups to present their introductions. Encourage peer evaluation based on content completeness, language accuracy, and vividness of expression. Summary & Homework Summary: Review the four dimensions of describing cities (Overall Impression & Strong Recommendation, Location & Status, Features & Highlights, Activities & Experiences) and the key sentence structures. Homework: • Compulsory: Introduce one city in China, using the key sentences in four aspects. • Optional: Record a 2-minute English introduction audio. 学科网（北京）股份有限公司 $