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

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。

do you know?

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

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。