Unit 2 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 Unit2 Amazing China (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 通过本板块的学习，学生能够： 1借助图表获取和梳理南京和洛阳的地理位置、旅游资源和历史文化价值等关键信息，形成语篇的结构化知识； 2赏析旅游手册中介绍类短文的行文特征，运用语篇中描述旅游景点的词汇和表达，从具体事实性信息和生动形象的描述等方面介绍景点的主要特征和价值； 3谈论古都文化的重要性，感受中华文化的深厚与博大，增进对传统文化的理解和尊重，增强文化认同感和民族自豪感。 教学内容 教学重点 1. 梳理并掌握南京和洛阳的地理位置、核心景点及特色。 2. 熟练运用略读、扫读策略捕捉关键信息，完成文本相关的信息填空和问题解答。 3. 掌握描述城市的核心词汇、短语及句型，能仿照文本结构介绍城市。 教学难点 1. 灵活运用阅读策略精准提取文本细节信息。 2. 清晰对比南京与洛阳的共性与差异，结合所学语言知识连贯介绍城市。 3. 结合个人思考参与讨论，用英语有条理地表达“城市值得游览的关键因素”等观点，实现语言输出的自然流畅。 教学过程 1. Revision (1) Start the class with a quick revision of the previous lesson. (2) Show pictures of the six core attractions on the screen and ask students to recall their names and basic features. (3) Use the key sentence pattern to interact with students, helping them activate prior knowledge and arouse interest in the topic of Chinese attractions. 2. Pre-reading (1) Raise two questions to guide students to think: “Which ancient capital cities in China do you know?” and “What do you know about Nanjing and Luoyang?” (2) Show pictures of Nanjing and Luoyang, and ask students to predict the content of the articles. “Where are the two articles from?” “What are the two articles about?” (3) Summarize students’ answers to clarify the text type. (4) Continue to ask:“What do you expect to read about in the articles?” and list students’ answers (history, places of interest, food, people) on the blackboard. (5) Let students observe the pictures in the text and ask:“What can you see in the pictures?” to help them get familiar with visual clues related to the core content of the text. 3. While-reading Step 1: Scanning (1) Ask students to read the two articles quickly and complete the information table about Nanjing and Luoyang, including “Location” and “What to enjoy”. (2) After students finish, check the answers with the whole class, emphasizing the skill of locating key information through signal words. Step 2: Detailed reading Ask students to read the articles again carefully and answer the following questions: (1) What is special about the city wall in Nanjing? (2) Why is Nanjing a centre of knowledge and learning? (3) What can you see at the Longmen Grottoes in Luoyang? (4) Why is Luoyang a good place for nature lovers? (5) What makes Luoyang similar to Nanjing? (Give at least one point.) 4. Further thinking (1) Work in pairs to discuss:“What can we learn about the two cities from the two articles?” and guide them to summarize from aspects like location, history, activities and value. (2) Focus on the language features of the text and ask:“Which words, phrases or sentences does the writer use to describe the beauty of the two cities?” (3) Help students conclude that the writer uses adjectives and facts to enhance the persuasiveness and vividness of the description. 5. Post-reading Step 1: Introduction practice (1) Provide students with mind maps of Nanjing and Luoyang. (2) Ask students to choose one city and introduce it orally using the language learned in the class. (3) Invite 2-3 students to present their introductions in front of the class, and give positive feedback and suggestions on their pronunciation, intonation and language use. Step 2: Discussion (1) Organize students to discuss two topics in groups: “Which city would you like to visit, Nanjing or Luoyang? Why?” and “Is your city similar to or different from any of these cities? In what way(s)?” (2) After the group discussion, invite representatives from each group to share their ideas. (3) Expand the discussion to “In your opinion, what are the key things that make a city worth visiting?” and encourage students to list factors. Step 3: Exercise completion (1) Ask students to finish part C on page 25 independently, filling in the blanks with the correct words. (2) Check the answers together to consolidate the core vocabulary and phrases learned in the lesson. 6. Summary and Homework (1) Summarize the key content of the lesson with students: the core information of Nanjing and Luoyang, reading strategies and key words and phrases for describing cities. (2) Assign homework: Must do: Introduce Nanjing and Luoyang using the language learned today. Choose to do: Make a poster about your city, including its location, what to enjoy, food and people. 备注：教学设计应至少含教学目标、教学内容、教学过程等三个部分，如有其它内容，可自行补充增加。 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 Unit2 Amazing China (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，认识和了解六个中国旅游景点及其基本特征； 2获取和梳理对话中两名学生谈论的新疆喀纳斯湖和香港海洋公园的基本信息，提取并归纳用于询问，描述和评价景点主要特征的词汇和语言表达； 3运用与景点相关的词汇和语言表达，介绍自己熟悉的家乡主要景点，初步表达对家乡和自然的热爱之情。 教学内容 教学重点 1. 掌握6个核心景点（外滩、日月潭、喀纳斯国家地质公园等）的名称、位置及核心特色。 2. 熟练运用重点句型“Have you been to ...?”及应答“ Yes, I have./No, I haven’t.”，并结合景点特征进行简单对话。 3. 完成听力任务，准确捕捉听力材料中的关键信息。 教学难点 1. 灵活运用所学词汇和句型，描述景点特征并开展自然的口语互动。 2. 区分自然景点与人文景点的核心差异，并用简洁语言表达。 3. 结合家乡景点进行个性化介绍，做到内容完整、表达流畅。 教学过程 1. Free Talk & Lead-in Begin with two questions: “Do you like travelling?” and “Where have you been in China?” Invite 2-3 students to share their travel experiences briefly. Show pictures of the six core attractions on PPT, ask students: “Have you been to ...?” and “Where is ...?”. Guide students to get familiar with the attraction names and arouse their interest in the topic “Amazing China”. Introduce the unit learning goals: find out more about China’s history and culture, describe places of interest, learn about popular attractions, and read about ancient capitals. 2. Presentation of Attractions & Key Vocabulary Present each attraction with PPT pictures and brief introductions. Explain the location and core features of the Bund, Sun Moon Lake, Kanas National Geopark , Hongcun Village , Ocean Park Hong Kong, and the Potala Palace. Teach key vocabulary by linking them to the attractions. Ask students to read aloud and repeat to master pronunciation. 3. Listening Practice First listening task: Ask students to listen to the introductions of the six attractions and put them in the correct order. Play the recording twice, then check answers with the whole class. Second listening task: guide students to fill in blanks. Check the blank-filling answers together, emphasizing key information capture skills. 4. Role-play & Ask and Answer Play the recording of Simon and Millie’s conversation. Ask students to read along with the recording, paying attention to pronunciation and intonation. Explain key words in the conversation: “ride” and “scare”. Organize students to work in pairs for role-play. Ask them to talk about the six attractions using the conversation as a model. Invite 2-3 pairs to perform their dialogues in front of the class. Then ask the whole class to answer two questions: “What does Millie think of Kanas Lake?” and “Why does Simon like Ocean Park Hong Kong?” to consolidate the conversation content. 5. Further Thinking & Discussion Put forward the question:“What are the differences between natural attractions and man-made attractions?”. Guide students to discuss in small groups and summarize the differences. Expand the discussion: “What are the main attractions in your hometown?”. Provide a sentence template: “My hometown is ... and the main attraction here is ... It looks ... It is famous for ... It’s really an amazing place to relax and have fun!” Encourage students to share their introductions in groups. 6. Summary & Homework Summary: Review the six core attractions, key vocabulary and the key sentence structure. Homework: Compulsory: Share some tourist attractions learned today with friends and family. Optional: (1) Search for more information about the main attractions in your hometown. (2)Write a vlog-style passage about one attraction in your hometown and share it with friends. 备注：教学设计应至少含教学目标、教学内容、教学过程等三个部分，如有其它内容，可自行补充增加。 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 2 Amazing China (Integration 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 通过本板块的学习，学生能够： 1掌握介绍中国热门旅游景点的核心信息点，熟练运用相关实用表达； 2能够通过对话交流假期旅行计划，能根据调查信息，仿照范文完成一篇结构清晰、内容充实的旅游景点介绍文章，提升听说写综合语言运用能力； 3感受中国旅游景点的独特魅力，增强民族自豪感，培养对传统文化和自然景观的热爱与保护意识。 教学内容 教学重点 1. 梳理并掌握介绍旅游景点的关键信息维度，能准确运用相关实用句型进行表达。 2. 理解范文结构，学会按照“介绍景点基本信息—阐述景点特色—说明景点价值”的逻辑撰写文章。 3. 能开展关于假期旅行计划的双人对话练习，灵活运用计划类表达交流想法。 教学难点 1. 如何运用生动的语言描述景点特色，使文章更具感染力。 2. 合理组织文章内容，确保各部分过渡自然，准确呈现景点的重要性与价值，符合英文写作逻辑。 3. 在真实语境中灵活运用所学句型进行听说写综合输出，做到表达准确、流畅。 教学过程 Step 1: Warm-up and Review (1) Show pictures of tourist attractions like the Palace Museum, Jiuzhaigou Valley, Yalong Bay and Window of the World. (2) Ask students to briefly talk about what they know about these places. (3) Then, guide students to review the key points of introducing a tourist attraction, such as name, type, location, special features, things to see and things to do, so as to lay a foundation for the following study. Step 2: Speaking Practice (1) Present the model conversation between Daniel and Millie about their May Day holiday plans. (2) Ask students to read it aloud and underline the useful expressions for talking about plans, such as “I’m going to ...”, “I’d like to ...”, “I plan to ...”, “I’ve decided to ...”. (3) Then, organize students to work in pairs. Let them take turns to ask and answer about their holiday plans, using the model conversation and the useful expressions. (4) After the pair work, invite several groups to present their conversations in front of the class. Step 3: Pre-writing (1) Inform students that Mr Wu asks them to write an article about a popular attraction in China. (2) Ask students to complete the survey individually, which includes questions about the name, type, location, special features, things to see and do of the attraction they choose. (3) After finishing the survey, introduce Daniel's article about the Classical Gardens of Suzhou. (4) Guide students to read the article and match each paragraph with its main content: Paragraph 1 is the introduction (what the gardens are) Paragraph 2 is the main body (what makes them special) Paragraph 3 is the conclusion (why they are important). (5) Then, ask students to find out the useful expressions in the article and classify them according to different aspects like introducing location, describing special features and talking about things to do. (6) Finally, share some creative expressions for each part of the article, such as using adjectives, similes to describe landscapes in the main body. Step 4: Writing Practice Ask students to write their own articles based on the survey results and the model article. Remind them to follow the three-part structure and use the useful expressions they have learned. Encourage them to use vivid language and proper transitions to make the article coherent and interesting. Step 5: Evaluate and Improve (1) Introduce the evaluation criteria to students, which includes clear structure (4 points), rich contents (6 points), beautiful language (8 points) and neat handwriting (2 points). (2) Then, organize students to do peer-evaluation. They exchange their compositions with partners and give useful advice according to the evaluation criteria. (3) After peer-evaluation, students revise and polish their own compositions based on the advice they receive. (4) Invite one or two students to share their revised compositions and make comments on them. Step 6: Summary and Homework (1) Summarize the key points of this class: the key information for introducing a tourist attraction, the structure of the introduction article and the useful expressions. (2) Then, assign the homework: Must do: Polish the composition again and exchange it with another partner for further advice. Choose to do: Make a vlog to show the tourist attraction they wrote about. 备注：教学设计应至少含教学目标、教学内容、教学过程等三个部分，如有其它内容，可自行补充增加。 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 2 Amazing China (Integration 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 通过本板块的学习，学生能够： 1借助音频，为不同游客匹配其喜爱的旅游景点并获取典型景点主要特征、游览项目和游览体验等基本信息； 2获取和梳理革命圣地延安的地理位置、历史和文化价值等信息，传承先烈精神； 3在同伴对话活动中运用相关表达谈论双方的旅行计划和体验，同时尊重对方的观点和选择； 4在写作活动中综合运用本单元词汇知识与语篇结构知识和表达，撰写一篇介绍热门旅游景点的文章，内容包含景点的名称、类型、地理位置、特别之处及游览项目，表达对祖国壮丽山河的热爱之情，积极宣传祖国的大好河山。 教学内容 教学重点 1. 掌握不同类型景点的代表地点、特色及相关描述词汇，能完成听力信息匹配与填空。 2. 熟练运用谈论旅行偏好和假期计划的句型，开展自然、连贯的口语交流。 3. 能结合特定人群需求，设计旅行推荐方案并进行英文展示。 教学难点 1. 准确捕捉听力材料中的关键信息，完成相应任务。 2. 灵活运用所学词汇和句型，针对不同人群的需求，设计合理且有针对性的旅行推荐方案。 3. 深入理解延安的红色文化内涵，并用简洁的英语表达“永不放弃”的精神对自身的影响。 教学过程 1. View and Talk (1) Show pictures of Mount Huangshan, Suzhou classical gardens and Sanya beaches. (2) Ask students to describe these places using adjectives like attractive, amazing and fantastic. (3) Raise two questions: “How many kinds of places for travelling are mentioned here? And what are they?” and “What other kinds of places for travelling do you know?” (4) Guide students to summarize five types of travel places and expand more types. 2. Listening Practice (1) Present Part A1: The Class 1, Grade 8 students are talking about their favourite travel places. (2) Ask students to listen to the conversation carefully and match the students with the corresponding places. (3) Play the recording twice, then check the answers with the whole class. (4) Based on the same conversation, ask three key questions: “Why does Simon like theme parks best?”, “Why does Daniel like classical gardens?” and “Why does Amy like beaches?” (5) Invite students to answer and summarize the reasons. (6) Introduce Part A2. Ask students to listen to the programme and complete the table with the correct words. 3. Reading and Consolidation (1) Ask students to complete Daniel’s article (Part A3) using the information from Parts A1 and A2. (2) Check the answers with the whole class, consolidating the core vocabulary and key information of different types of attractions. (3) Present Daniel’s blog post about Yan’an. First, ask students to look at the picture and answer: “What can you see in the picture? Where is it?” (4) Then guide students to read the blog post carefully and answer two questions: “What is special about Yan’an?” and “Do you know other tourist attractions similar to Yan’an? What are they?” (5) Summarize the answers, helping students understand Yan’an’s historical status as the base of the Communist Party of China and its symbolic spirit of “never giving up”. 4. Further Thinking and Discussion 5. Speaking Practice: Talk about Holiday Plans 6. Group Work: Become a China Travel Recommender 7. Summary and Homework (1) Summarize the key content of the lesson with students: different types of travel places and their features, expressions for talking about travel preferences and holiday plans, the historical significance of Yan’an and the spirit of “never giving up”, and the skills of designing travel recommendations. (2) Then assign homework: Compulsory homework： Find more information about Chinese attractions and write a short passage to show their beauty. Optional homework: Make a vlog to introduce their favourite Chinese attraction. 备注：教学设计应至少含教学目标、教学内容、教学过程等三个部分，如有其它内容，可自行补充增加。 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 2 Amazing China (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 通过本板块的学习，学生能够： 1梳理南京、洛阳、西安三座城市的地理位置、历史遗迹、自然景观及特色，形成系统的知识框架。 2能完成短文填空、信息表格填写、句型重组等巩固练习，提升语言运用准确性；能运用所学语言点和城市相关信息，清晰复述城市核心内容；能参与小组讨论，运用常用表达有条理地阐述观点，提升逻辑思维和口语表达能力；能按照指定结构和词汇要求，撰写介绍城市的短文，提升书面表达能力。 3进一步感受中国历史文化名城的魅力，深化民族自豪感；培养对城市旅游资源的理性思考，学会辩证看待自然景观与历史遗迹的价值；乐于分享个人对城市旅游的见解，增强英语表达的自信心和积极性。 教学内容 教学重点 1. 巩固南京、洛阳、西安三座城市的核心信息，能准确完成相关信息匹配和梳理任务。 2. 掌握4个重点语言点的含义、用法及例句，能在语境中正确运用。 3. 熟练完成句型重组、短文填空等练习，能按照指定结构和词汇撰写介绍城市的短文。 教学难点 1. 灵活运用4个重点语言点进行口语表达和书面写作。 2. 参与讨论时，能运用常用表达清晰、有条理地阐述“旅游城市应具备的要素”“自然景观与历史遗迹哪个更重要”等观点，实现语言输出的流畅性和逻辑性。 3. 结合所学知识和指定要求，个性化撰写介绍城市的短文，做到内容完整、结构清晰、语言规范。 教学过程 1. Revision (1) Ask students to complete Daniel’s article about Xi’an by filling in the blanks with the given words. (2) Check the answers together to consolidate the core vocabulary from the previous lesson. (3) Present five multiple-choice questions about Nanjing, Luoyang and Xi’an. (4) Invite students to answer and explain briefly, helping them review the key content of Reading 1 and connect to the new lesson. 2. Retelling (1) Show two mind maps about Nanjing and Luoyang on the screen, with blanks for key information. (2) Ask students to work in pairs, recalling the content of Reading 1, and retell the two cities based on the mind maps. (3) Encourage them to use the learned vocabulary and phrases. (4) Invite 2-3 pairs to present their retellings in class, and give positive feedback on their accuracy and fluency. 3. Practice (1) Organize two practice activities to strengthen students’ understanding and application of key information and basic sentence patterns. (2) Check the answers with the whole class. (3) Present five groups of jumbled words and ask students to rearrange them into correct sentences (4) Invite students to share their answers. 4. Learning Language Points (1) Focus on teaching four key language points based on the text. (2) Ask students to make their own sentences with each language point to check their understanding. 5. Further Discussion (1) Organize students to discuss two topics in groups of four. The first topic is “What are the three most important things a tourist city should have?” and the second is “Is natural beauty or historic sites more important? Why?”. (2) Provide useful expressions for students. (3) Give students 5 minutes to discuss, and then invite representatives from each group to share their ideas. (4) Make a brief comment to affirm students’ creative ideas and correct inappropriate language expressions. 6. Summary and Homework (1) Summarize the key content of the lesson with students. (2) Assign homework: Must do: Write a short passage (80-90 words) introducing their hometown or a city they would like to visit, following the given structure (introduction of name and location, 2-3 main attractions, special features, conclusion) and using at least 5 specified words. Choose to do: Create a travel poster for their favourite Chinese city, including an eye-catching title, 3-4 attractions with pictures or drawings, brief descriptions, a slogan and their name and class. 备注：教学设计应至少含教学目标、教学内容、教学过程等三个部分，如有其它内容，可自行补充增加。 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 Unit2 Amazing China (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 观察和探究have/has been和have/has gone用来谈论去某地时的语义特征及用法，并以表格总结归纳常用的短暂性动词在与for或since 连用时转化为延续性动词的规则、句式特点和表达的含义。 2 在分享旅行经历等具体语境中正确使用have/has been和have/has gone谈论去某地参观，根据不同的语境巩固和内化短暂性动词和延续性动词的用法。 3 正确运用have/has been、have/has gone、for和since,写出四个句子描写自己的旅游经历，提升对知识的综合运用能力，深化对旅游体验的理解和感悟。 教学内容 教学重点 1. 区分 “have/has been to”（去过某地已返回）与 “have/has gone to”（去了某地未返回）的用法，能在语境中正确选择。 2. 掌握 “for + 一段时间” 与 “since + 时间起点/一般过去时从句” 的用法差异，能准确填空。 3. 牢记核心短暂性动词与延续性动词的转换形式，能在现在完成时中正确运用延续性动词与 “for/since” 连用。 教学难点 1. 灵活区分 “have/has been to” 与 “have/has gone to” 的语境差异。 2. 熟练掌握短暂性动词与延续性动词的转换，尤其在肯定句中正确运用延续性动词与 “for/since” 搭配，避免语法错误。 3. 能在口语交流和书面写作中自然、准确地整合运用所学语法，表达完整的旅行相关信息。 教学过程 1. Warm up (1) Start the class with two interactive questions: “Have you ever been to Xiamen?” and “Where did you go last holiday?” (2) Invite several students to share their answers. (3) Present two sentences: “Some of my friends have gone to Xiamen. They are not here now.” and “Some of my friends have been to Xiamen. They are back now.” (4) Ask students to observe the differences between the two sentences and guess the meanings of “have gone to” and “have been to”, leading naturally to the first grammar topic. 2. Presentation: have/has been to vs. have/has gone to (1) Show Daniel and Millie’s conversation about Xiamen. (2) Ask students to read it aloud and pay attention to the use of “have been to” and “have gone to”. (3) Guide students to summarize the rules: We use “have/has been to” when someone went to a place and has come back; we use “have/has gone to” when someone went to a place and is still there. (4) Introduce extended structures: “have/has gone + adv.” “have/has been + adv.” and “have/has been in sp.”. (5) Ask students to complete Exercise A1 by filling in the blanks with the correct forms of “have been/gone”. (6) Check the answers together. 3. Practice: have/has been to vs. have/has gone to (1) Assign Exercise A2 (Millie’s diary entry) to students, asking them to complete it independently with the correct forms of “have been/gone”. (2) Invite students to share their answers and explain their choices. (3) Organize Exercise A3: Ask students to work in pairs, talk about their travel experiences using “have been to” and “have gone to”, and invite 2-3 pairs to present their dialogues in class. 4. Presentation: for vs. since and verb transformation (1) Show the text about the teacher’s uncle living in Nanjing. (2) Ask students to read it and pay attention to the use of “for” and “since”. (3) Guide students to summarize the rules: “for” is used with a period of time, while “since” is used with the starting point of a period. (4) Present the key point. 5. Practice: for vs. since and verb transformation 6. Production (1) Organize group work: Divide students into groups of 4-5. Each group member shares their travel experiences by filling in the information: “Where have you been?”, “When did you go/return?”, “How many days have you been there?”, “What did you do?”. (2) Encourage students to use the grammar learned in the class. (3) Invite one representative from each group to share the group’s travel stories with the whole class. (4) Assign the task of writing a short travel diary: Ask students to choose one city, use “have/has been (to)”, “for/since” and the learned vocabulary to write a diary. 7. Summary and Homework (1) Summarize the key content of the lesson with students. (2) Assign homework: Compulsory homework includes completing and polishing the travel diary, and reviewing the grammar points learned today; Optional homework is to share the travel diary with classmates or family members in English. 备注：教学设计应至少含教学目标、教学内容、教学过程等三个部分，如有其它内容，可自行补充增加。 学科网（北京）股份有限公司 $