Unit4 Section A（1a-2d）教学设计 2025-2026学年人教版八年级英语下册

课题 Unit 4 The Wonders of Nature Section A (1a-2d) 学段 初中 年级 八 课型 听说课 课时 1 学科 English 单元 主题分析 本单元属于“人与自然”范畴，涉及“世界主要国家的名称、地理位置与自然景观”子主题内容，围绕“自然奇观”这一核心主题展开，引导学生探索人类与自然之间的联系，旨在帮助学生通过学习地理事实、比较著名地点、运用大数字描述自然现象，最终理解并表达人与自然的情感及精神联结，体现了从语言学习到自然意识培养的综合教育目标。 文本解读 What:本课时是人教版新版八年级下册第四单元The Wonders of Nature的第一课时，本课内容分为两大板块。第一部分聚焦世界地理奇观，引导学生通过听力匹配和填空认识喜马拉雅山、撒哈拉沙漠、死海、马里亚纳海沟等地点的世界之最特征。第二部分深入深海主题，通过听力理解、图文标注和对话问答，探讨深海起点、中国深潜器“奋斗者号”、深海生物特性及海洋保护等话题。 Why:本课旨在激发学生对自然世界的好奇心与探索欲，通过对比陆地与海洋的极端环境，理解地球生态的多样性与脆弱性。在认识中国深潜科技成就的同时，引导学生关注海洋污染问题，树立环境保护与科学探究的意识，体现学科育人价值。 How:教学活动以听力输入为基础，通过完成表格、匹配信息、勾选主题、补全句子等任务，训练学生捕捉关键信息的能力。对话练习与拓展性问题则推动语言输出，鼓励学生结合已有知识进行提问、研究与交流，在真实语境中运用所学，提升综合语言运用能力。 学情分析 1.已有知识经验 学生在小学及初中地理、科学课程中，已对世界著名自然景观（如喜马拉雅山、撒哈拉沙漠等）有初步认知，部分学生可能通过纪录片、科普读物了解过深海生物或中国深潜成就。 2.潜在学习难点 听力过程中在处理较长语篇、抓取多重细节（如数字、特征描述）时可能遇到困难。 3.教学支持建议 授课前通过图片、短视频快速回顾相关地理与科学知识，并预教关键术语，降低听力认知负荷。 教学目标 语言 能力 1.Students will understand and extract specific data and descriptive phrases from listening passages about natural wonders and the deep sea. 2.Students will use comparative and superlative structures to ask and answer questions about geographical features and deep-sea facts in structured dialogues. 文化意识 1.Students will learn about and appreciate the diversity and extremes of the natural world, fostering a sense of wonder and respect for the global environment. 2.Students will recognize China's scientific achievements in deep-sea exploration, connecting English learning with national scientific progress and global oceanographic research. 思维品质 1.Students will develop analytical skills by processing, comparing, and categorizing factual information from different sources. 2.Students will apply critical and creative thinking to formulate their own questions about the deep sea and hypothesize answers, practicing inquiry-based learning. 学习能力 1.Students will enhance their ability to complete listening tasks involving note-taking and information transfer. 2.Students will collaborate with peers in research and discussion activities, using English to share findings and ask follow-up questions, thereby building autonomous and cooperative learning skills. 教学 重难点 教学重点 Students will be able to understand and accurately extract key factual information from listening passages about natural wonders and the deep sea. 教学难点 Students can use the superlative form of adjectives to ask and answer questions about the world's geographical extremes and deep-sea characteristics in structured conversations. 教学过程设计 教学环节 教师活动 学生活动 设计意图 Step 1 Warming-up 1.Greeting each other. 2.Explain learning objectives to students. 3.Look at the cover page of this unit and think the questions in Look and share: -Do you know the name of the waterfall in the photo? -Who do you think is special about it? -What other natural wonders do you know? 1.Greeting. 2.Students learn about learning objectives in this unit. 3.Students observe the photo and answer the questions. 通过教师对于本单元学习目标的介绍以及学生对于封面页的观察，学生能够对于本单元的话题有一个初步认知，为后续学习做铺垫。 Step 2 Lead-in 1.Teacher shows a quick, engaging video montage (30 seconds) featuring extreme close-ups of nature. No narration, just ambient sounds. 2.Teacher asks:“Look and feel. What’s one word that comes to your mind? Big? Cold? Strange? Beautiful?” Writes students' adjective suggestions on the board. 3.Teacher points to the title of the unit“What is amazing about nature?”and says: “Today, we go on a journey to find the most amazing places on Earth-the record- breakers! We will find the highest, the largest, the lowest... How do we say that in English? We use the superlative form.” 1.Students watch the video silently, absorbing the visuals and sounds. 2.Students call out single-word adjectives describing what they see/feel. 3.Students listen to the lesson focus and recognize the superlative forms. 通过极具冲击力的无声短片直接刺激感官，快速抓住学生注意力，并自然引出描述性形容词，为后续最高级的学习做铺垫。从学生的即时反应中提取词汇，建立以学生为中心的课堂起点。直接点明本课语法焦点（最高级），目标清晰。 Step 3 Pre-listening Work on 1a 1.Teacher shows pictures of the six places from 1a one by one. For each, asks: “Do you know this place? What do you know?”Elicits brief names or facts in simple English or Chinese. 2.Teacher presents and drills key measurement phrases: ____meters high, ___ square kilometers in size, ____ meters below sea level, ____ meters deep. Uses gestures (hand up for high, arms wide for size, hand down for below/deep) and simple examples (eg, Our building is 20 meters high.). 3.Teacher conducts a quick “Listen and Point” drill: Says a measurement phrase with a random number, students point to the relevant picture. 1.Students identify the places in the pictures and share any prior knowledge. 2.Students repeat the measurement phrases chorally and individually, associating them with gestures. 3.Students participate in the “Listen and Point” game to reinforce the vocabulary. 激活学生关于这些自然奇观的已有知识图式，降低话题陌生感。有意识地预教并操练关键测量短语，这是准确完成后续听力任务的语言基石。通过TPR（全身反应法）游戏巩固短语与意义的连接，使学习过程更生动、记忆更深刻。 Step 4 While-listening Work on 1b 1.Teacher instructs: “Now, let’s join a game show. Listen and complete the descriptions of the places in 1b.What is each place ‘the most’ of?” Plays the audio for 1b. 2.Teacher leads students to check the answers together for the descriptions and writes the superlative adjectives on the board. Work on 1c 1.Teacher instructs: “Great! Now, let’s get the exact numbers. Look at the numbers in 1c. Listen again and write the correct number in the measurement column. 2.After listening, teacher invites several students to share the answers. Teacher plays difficult segments again if needed. Focuses on the challenging number 9,000,000 to ensure comprehension. 1.Students listen for the first time and fill in the blanks for the descriptions. 2.Students confirm answers and note the superlatives. 3.Students listen for the second time, focusing on numbers, and complete the measurement column using the numbers from 1c. 4.Students check and correct their answers. 采用分步听力策略，将任务分解。第一遍听核心描述（最高级），降低认知负荷。第二遍专攻具体数据，引导学生有目的地捕捉关键数字信息。针对大数字进行强化，解决潜在难点。检查环节确保输入信息的准确性。 Step 5 Post-listening Work on 1d 1.Teacher models the dialogue in 1d clearly, using the completed table from 1b. Emphasizes the question forms: “What’s the … place on earth/in the world/in the ocean?” and “How high/low/deep/large is it?” 2.Teacher organizes students to work in pairs:Divides the table into two parts (Student A has info for Mount Qomolangma & Dead Sea; Student B has info for Sahara Desert & Mariana Trench). Instructs them to ask and answer to complete their missing information using the dialogue pattern. 3.Teacher monitors and provides support as needed,then invites several pairs to share their conversations. 1.Students listen to the model and repeat the question-answer patterns. 2.Work in pairs. Take turns asking and answering questions to exchange the missing measurement data, using the target language. 3.Students share their dialogues. 从听力输入自然过渡到口语输出。信息差活动创造真实的交际需求，学生必须运用目标句型进行问答才能完成任务，使语言练习更具意义和趣味性。同伴练习增加了学生的开口率，并在监控下进行控制性输出，巩固句型。 Step 6 Completing Work on 2a 1.Teacher shows a striking image of the deep ocean or a deep-sea creature and asks: “What comes to your mind when you think of the deep sea?” Writes student answers on the board. 2.Teacher introduces: “We’re going to explore how deep the ocean really is, what lives there, and why it matters.” 3.Teacher directs students to exercise 2a in the textbook and explains: “Look at the depths listed on the right. Complete the sentences with the information from the picture.” 4.Teacher allows brief pair discussion.After that,invites some students share their answers. 1.Students respond to the teacher’s question. 2.Students work in pairs to complete 2a. 3..Students share their answers with the class. 通过视觉刺激和开放式问题激活学生已有的海洋知识，激发学习兴趣；利用图表帮助学生直观理解海洋深度层级，同时预习关键专有名词和数字表达，为听力任务做铺垫。 Step 7 Listening Work on 2b 1.Teacher introduces the context: “A class is asking a deep-sea researcher some questions after his talk. First, we’ll listen and tick the topics they discuss.” Plays the audio for 2b once. 2.Teacher invites one or two students to check answers. Work on 2c 1.For 2c, teacher explains: “Now listen again and complete the sentences with exact facts from the conversation.”Plays the audio a second time, pausing if necessary. 2.Teacher leads students to check answers together. 1.Students listen and tick the topic. 2.Students share their answers. 3.Students listen again and complete the sentences in 2c. 4.Students check answers together. 通过两次不同目标的听力训练，培养学生获取关键信息和细节的能力。任务由易到难，符合认知规律。 Step 8 Pair work Work on 2d 1.Teacher organize students into pairs and refers to 2d:“Read the questions and think of more questions you would ask the researcher. For example: How do deep-sea animals survive the pressure? Why is there rubbish so deep?”Encourages creative and scientific questions. 2.Teacher circulates and support groups. 3.Teacher invites some students to share their questions and answers. Role-play 1.Teacher invites volunteer pairs to role-play an interview:one as the researcher, one as the student. Encourages students to use the facts from 2c and their own questions. 2.Teacher provides sentence starters if needed: “Can you tell us about...?” “Why is it important to...?” 1.Students brainstorm additional questions in groups. 2.Students prepare to share questions and answers with the class. 3.Volunteer pairs perform short interviews. 4.Audience listens and gives positive feedback. 引导学生从听力输入转向语言输出和批判性思维。小组合作促进交流，开放式问题培养探究精神。 角色扮演活动增加语言运用的真实性和趣味性，巩固本课所学内容，同时锻炼口语表达和听力理解。 Step 9 Summary Teacher summarizes this lesson by asking: “Today, what did we learn to talk about?”(We talked about the most amazing natural places using superlatives and specific measurements.) Students reflect and respond to the summary question. 教师引导学生自主回顾本课重点，强化记忆，通过反思性问题帮助学生内化知识。 Step 10 Homework Level A:Write each natural wonder from 1a and its superlative description from 1b (eg, Mount Qomolangma - the highest mountain in the world) three times. Level B:Write a short dialogue (6-8 lines) between a tourist and a guide about visiting the Dead Sea or learning about the Sahara Desert. Use superlatives and measurements. Level C:Write a proposal to your classmates: "Why Should We Care About the Deep Sea?" Give at least two reasons based on the lesson and one original idea. 本作业设计遵循分层理念，满足不同学情需求。所有任务均紧扣“自然奇观”单元主题，整合了地理知识与科学探索，并渗透环境保护意识。 板书设计 Unit 4 The Wonders of Nature Section A (1a-2d) A:What’s the lowest place on earth? B:It’s ... A:How low is it? B:Its surface is ... metres below sea level. A:Now,what’s ... 教学反思 一、成功之处: 1.情境创设真实有效:以“自然奇观”为主线，通过无声视频和深海研究员问答等串联教学内容，成功激发了学生的学习兴趣和参与感。学生在模拟情境中自然地运用了最高级、数字描述等目标语言。 2.跨学科融合自然:巧妙地将地理知识、科技成就与生态意识融入语言学习，拓宽了学生视野，体现了英语的工具性和人文性。 二、存在问题: 1.数字听力难点突破不足:部分学生在听取和记录大数字时存在困难，课堂中虽进行了核对，但缺乏针对性的数字听读专项训练，导致少数学生掌握不牢。 2.深层思维活动有待加强:课堂活动多集中于信息获取与复述，对于“为何要保护深海”等问题的讨论深度不够，学生批判性思维和创造性观点的引导可以更充分。 三、改进措施: 1.增补数字专项训练:在下一课时热身环节，设计“数字快听快写”小活动，集中训练年份、高度、深度等复杂数字的英语听记能力，扫清听力障碍。 2.设计问题链引导深度讨论:在讨论环节预设问题链，如“如果深海没有光，动物如何生存？→ 这体现了什么生命智慧？→ 人类的深海垃圾会如何影响它们？→ 我们能做什么？”，逐步引导学生从事实描述转向原因分析与责任思考。 学科网（北京）股份有限公司 $