Unit4 Section A（3a-3d）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 (3a-3d)

学段

初中

年级

八

课型

阅读＆听说课

课时

2

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的第二课时，通过一段对话引导学生认识世界著名河流的基本信息。主要内容包括介绍中国的长江、黄河以及非洲的尼罗河，涉及它们的长度、地理特征、文化意义及别称；通过表格填写的形式，帮助学生提取、整理并归纳关键信息；最后通过角色扮演和拓展对话，迁移运用所学语言，谈论中国其他地理特征，如沙漠等。

Why:本课时的设计旨在帮助学生从实际对话中学习地理知识，培养信息提取与整合能力。通过对比不同河流的长度、位置及文化意义，引导学生理解河流与文明发展的关系，增强文化认同与环境保护意识。角色扮演和拓展对话环节则鼓励学生主动运用所学语言进行表达，提升口语交际能力与知识迁移能力。

How:本课时以对话文本为载体，结合阅读、听力与口语任务展开教学。学生通过阅读对话找出河流信息、完成表格归纳，训练信息定位与逻辑整理能力；听力与角色扮演活动强化语音语调模仿和对话复现；最后的拓展对话则创设真实交际情境，引导学生围绕中国地理特征进行问答交流，实现语言知识与文化知识的融合运用。

学情分析

1.已有知识经验

学生在小学阶段已接触过部分中外地理常识，对河流、沙漠等自然地理概念有初步认知。部分学生可能通过课外阅读或纪录片，对长江、黄河、尼罗河等世界著名河流的名称和基本特点有所了解。

2.潜在学习难点

学生可能不熟悉河流长度、重要性等抽象信息的英文表达方式，在组织句子时容易混淆数字与单位，或难以流畅表达河流的历史文化意义。

3.教学支持建议

搭建语言支架，提前呈现并操练关键句型（如“It is... kilometres long.” “It is important because...”），提供常用形容词和地理术语词汇表，帮助学生组织语言。

教学目标

语言

能力

Students will be able to understand, identify, and extract key information (names, lengths, countries, significance) about major rivers (the Yangtze River, the Yellow River, the Nile River) from a dialogue.

文化意识

Students will understand the cultural and historical importance of the Yellow River as China's "mother river" and its role in the development of ancient Chinese civilization.

思维品质

 Students will exercise logical thinking by understanding cause-and-effect relationships, such as why the Yellow River is yellow and how rivers contributed to ancient civilizations.

学习能力

Students will develop strategies for expanding topic-related vocabulary and using language scaffolds to support communication in a new but related context.

教学

重难点

教学重点

Students will be able to use comparative and descriptive language to talk about geographical features.

教学难点

Students will be able to conduct a simple dialogue about geographical features in China, using learned vocabulary and sentence patterns.

教学过程设计

教学环节

教师活动

学生活动

设计意图

Step 1

Lead-in

1.Teacher shows a short, captivating video clip featuring powerful aerial shots of 2-3 famous world rivers (eg, the Amazon, the Nile, the Yangtze) without any labels or narration.

Asks: "What natural feature are we watching? What comes to your mind when you see these?

2.Teacher writes key student answers (eg, "river," "long," "big," "blue," "important") on the board in a mind map format.

1.Students  watch the video attentively.

2.Respond to the teacher's questions with words or short phrases.

通过视频导入，能迅速吸引学生注意力，激发他们对本课主题的兴趣和已有图式。开放式提问和思维导图旨在激活学生已有的相关词汇和背景知识，为接下来的语言输入做好铺垫，并营造轻松、积极参与的课堂氛围。

Step 2

Pre-reading

1.Teacher presents key proper nouns and numbers: "Yellow River (Hukou Waterfall), Yangtze River, Nile River, 6,300 km,5,464 km, 6,671 km." Uses world

Students listen, repeat the key names and

在进入主文本前，有目的地输入关键专有名词、数字和核心句型，能有效

map or simple icons on the board to locate them roughly.

2.Teacher presents key sentence structures: "It is... kilometres long. It is the longest/second longest... in... It helped... develop. We call it..."

numbers.Try to locate the rivers on the mental map.

扫除学生的阅读障碍。结合地图的视觉支持帮助学生建立地理概念。

Step 3

While-reading

Work on 3a

Fast reading

1.Teacher asks students to read the conversation silently for the first time and underline the three river names.

2.Teacher leads students to check answers quickly.

Work on 3b

Careful reading

1.Teacher guides students to read again carefully. Then asks students to complete the table individually or in pairs.

2.Teacher projects the table on the screen and invites one student to complete it, then leads students to correct together.

3.Teacher asks deeper questions:"Why is it called the Yellow River? Why do we call the Yellow River our 'mother river'? What is similar between the Nile and the Yellow River?"

Language points

Teacher lets students read the conversation as a whole, then asks them to come up the points they don’t understand, teacher explains the important knowledge points and gives examples to them:

①It travels the farthest and

1.Students read   and underline the three rivers.

2.Students check answers quickly.

3.Students read  again and fill in the table.

4.Students correct answers together.

5.Students  answer the comprehension questions by referring back to the conversation.

6.Take notes about the knowledge points.

采用任务型阅读模式，分层次处理文本。第一次阅读完成简单查找任务，获取主旨信息，建立信心。第二次阅读进行细节信息提取与归纳，通过表格整理训练学生的信息筛选与逻辑加工能力。最后的理解性问题引导学生深入文本，思考文化内涵与河流的共性，将语言学习与内容理解、思维训练相结合。

教师通过向学生讲解对话里的知识点，增加学生的语法储备，为做题铺路。