Unit 5 listening课件 2025-2026学年外研版英语八年级下册

Unit 5 Looking into nature 第四课时 Developing ideas(1) (Listening & Speaking) P.73-75 目标P44—课前预习 boiling make tea Ancient heated chemicals found 【设计意图】：通过课前两分钟的词形填空练习，激活学生对本课核心生词及基础词形变化的初步认知，快速切入单元话题。 2 Look and answer the questions 1. What secrets of nature do these pictures show? the black hole 黑洞 the Bigfoot 大脚野人 the Loch Ness Monster 尼斯湖水怪 the beginning of the universe 宇宙起源 Option A 【设计意图】借助图片引出本课话题，激发学生对于自然未解之谜的兴趣。 3 Look and answer the questions 3. Which of the secrets interests you most? 【设计意图】借助图片引出本课话题，激发学生对于自然未解之谜的兴趣。 ... interests me most. Because it is... (unknown / alive / ...) 2. Do you know these natural secrets? Are they all in reality? Yes/No. Option A 4 Look and and match. the black hole 黑洞 the Bigfoot 大脚野人 the Loch Ness Monster 尼斯湖水怪 the beginning of the universe 宇宙起源 1. What secrets of nature do these pictures show? Option B 【设计意图】设置分层任务引导，降低学习难度。 5 Look and and match. the black hole 黑洞 the Bigfoot 大脚野人 the Loch Ness Monster 尼斯湖水怪 the beginning of the universe 宇宙起源 3. Which of the secrets interests you most? ... interests me most. Because it is... (unknown / alive / ...) 2. Do you know these natural secrets? Are they all in reality? Yes/No. Option B 【设计意图】设置分层任务引导，降低学习难度。 6 A group of people are on a guided tour. The guide is talking about an unsolved secret of nature... Look and answer . 【设计意图】引导学生回顾参观过的景观，激发学生对话题的兴趣。 Which rivers have you visited? 7 Look and answer . 【设计意图】引导学生参观图片中河流奇观，激发学生对话题的回忆，引发学生对boiling water的好奇心。 8 跨地理学科探究:沸腾河所处生态环境---形成条件 【设计意图】用亚马逊地理示意图进行地理知识预热，引导学生学习相关基础地理知识的语言英文表达，帮助学生直观感受沸腾河的形成条件。 Climate: hot and wet geographical location： There are many underground geological activities地壳运动 South America 跨地理学科探究:沸腾河所处生态环境---形成条件 【设计意图】通过拓展地壳运动地理知识，引导学生学习相关基础地理知识的语言英文表达，帮助学生直观感受沸腾河的形成条件。 geographical location： South America There are many underground geological activities Word bank: crustal movement 地壳运动 vertical movement 垂直运动 horizontal movement 水平运动 volcanic eruption 火山爆发 earthquake 地震 A group of people are on a guided tour. The guide is talking about an unsolved secret of nature... Listen to the talk and choose the correct topic. 【设计意图】情景导入，引导学生听前圈画关键词。培养审题和预测能力，准确把握听力材料的主旨大意。 11 Phonetics in use 【设计意图】训练学生通过对语音语调的学习, 分辨重音对区分词性的作用。 12 boiling hot make tea in the Amazon rainforest ... What’s special about the river? Remember and answer 【设计意图】训练学生通过关键信息提取, 总结介绍类文本主体特点的能力。 13 What information should you listen for? facts about the river the speaker’s opinion Read and think. people’s activities 【设计意图】帮助学生根据标题问题内容归纳听力文本主要结构和内容，为后续复述做铺垫。 14 What information should you listen for? Prediction 【设计意图】帮助学生根据根据前一次听力和活动2的内容，预测空白处需要填写的内容，完成信息预测。 number v. time/ a phrase n. adj.+n. 15 Listen to the talk again and complete the mind map. 【设计意图】提升学生综合听力技巧，分层训练学生提取信息并整合的能力。树立思维导图意识。 A boiling river Where: ______________ Time: _________________ Events Writer’s opinion: It’s the one of____________________ Temperature: _____________ Activities: 1.____________________________ 2._____________________________ Option A 16 Listen to the talk again and complete the mind map. Option A 【设计意图】提升学生综合听力技巧，分层训练学生提取信息并整合的能力。树立思维导图意识。 17 【设计意图】引导学生听取关键信息,有关于亚马逊沸腾河的温度、居民的使用、作者的观点。 86 cook heavy rain tea amazing wonders Listen to the talk again and complete the profile. Option B 18 Read and learn. What’s the speaker’s opinion? 【设计意图】引导学生在听力中关注表达观点的语句，提升学生推测说话人情感态度的听力技巧和能力。 19 【设计意图】：听录音，模仿并跟读，改善语音语调，内化听力内容。 Read along with the radio. 20 Work in pairs. Introduce the river to your partner. I’ve got some information about the A boiling river... 【设计意图】：可根据学情选择不同的方式，引导学生借助思维导图复述自然景观相关信息。 Option A Option B 21 If you are a tourist, what questions would you ask when visiting the Boiling River? 【设计意图】引导学生设身处地，结合自身情况，思考问题，为下一个听力做铺垫。 Think and share. Let’s listen to the guide and tourists’ talk. 22 What is the conversation mainly about? How the boiling river came into being. Read and think. 【设计意图】引导学生根据表格已有信息，预测对话主题。 23 Prediction. n. a verb phrase a verb phrase number Place v. adj. n. 【设计意图】：训练学生根据前后语境预测所缺信息的能力和提取细节信息的能力。 24 Listen to the conversation and complete the table. sunshine heat the river becomes hot 700 kilometres / 700 km in the water produce research possible 【设计意图】：训练学生预测、听取细节信息和速记的能力，引导学生梳理不同观点及解释的表述。 25 Think and discuss. 1. How many possible reasons are mentioned in the conversation? 2. Whose opinion do you agree with? Why? 3. Are the tourists sure of their ideas? How do you know? Three. I think the last girl’s opinion is reasonable. Because other opinions have their explanations, but her opinion hasn’t been proved. 【设计意图】：引导学生总结整理听力材料信息，引导学生运用所学语言赞同他人观点，并为后续表达可能作铺垫。 26 Listen again. Then talk about how the speakers discuss possibilities. It’s possible, right? Actually, it’s unlikely for the sun to heat the river that much. Perhaps the river passes a volcano and becomes hot? Maybe there are some chemicals in the water. That’s possible. 【设计意图】结合听力文本，及时引导学生总结表达可能性的语言。 27 Work in pairs and act this conversation out 【设计意图】参考听力文本，引导学生与同学合作联系对话并模仿语音语调，内化学生语言。 28 【设计意图】用沸腾河的介绍视频，引导学生学习相关地理、物理知识的语言英文表达，帮助学生直观感受沸腾河的形成过程。 跨地理学科探究:沸腾河的前世今生---形成原因 【设计意图】用沸点示意图，引导学生学习相关地理、物理知识的语言英文表达，帮助学生直观感受沸腾河的形成过程。 跨地理学科探究:沸腾河的前世今生---形成原因 The boiling point of water is 100℃. Underground heat can transfer to the river. Words bank: Amazon rainforest 亚马逊雨林 volcano 火山 geological structure 地质结构 Heat transfer 热传递 geothermal energy 地热 boiling point 沸点 Why does water boil? Geography questions Answers 1. Where is the Boiling River? 2. Where is the Amazon Rainforest? 3. What are the key climatic characteristics of the Amazon rainforest? 4. Why is the water temperature high? 5. Where does the rainwater accumulate? Investigations of Geography and Physics Knowledge: 1.In the Amazon rainforest。 2.In South America。 3.It has a hot and wet climate。 4.The formation of Boiling rivers related to underground magma and crustal fractures.(地下岩浆和地壳断裂). 5.Rainwater accumulates in the porous sedimentary rocks. (雨水积聚在多孔的沉积岩中) 跨地理、物理学科探究学习单 【设计意图】通过跨学科探究任务单，引导学生用英文回答关于沸腾河的地理位置，气候变化，形成原因的重要科研价值，可以鼓励当堂使用工具书进行词汇的查找，小组讨论后再进行展示表达。 结合听力文本、示意图和视频完成任务单 Geography questions Answers 6. What heats the rain? 7. What happened to the magma? Investigations of Geography and Physics Knowledge: 6.This water is heated by the heat of the Earth's core.(地心热量) 7.The magma flowed through the cracks in the crustal rock layers and reach nearby.(岩浆顺着地壳岩层的裂缝流淌到附近) 跨地理、物理学科探究学习单 【设计意图】通过跨学科探究任务单，引导学生用英文回答关于沸腾河的地理位置，气候变化，形成原因的重要科研价值，可以鼓励当堂使用工具书进行词汇的查找，小组讨论后再进行展示表达。 physics questions Answers Why is the boiling river represented by the boiling of water? The boiling temperature is around 100℃, which can kill living animals. 跨学科探究学习单： 评价标准 按星级评分（★/★★/★★★） 1. 能观察图片并获取地理的相关基础知识，并猜测沸腾河的形成原因； 2. 能根据听力材料中的文本结合地理知识解释沸腾河沸腾的原因； 3. 能掌沸腾河的形成条件，完成表格填写 4. 能结合地理知识分析沸腾河的科研价值，用英语完整表达； 5. 能清晰分享小组探究结果，表达流畅。 跨学科学习过程评价标准 【设计意图】以评促学，帮助鼓励学生进行跨学科探究进行自评以及互评，教师可根据具体情况做调整。 What other unsolved secrets of nature do you know? Crop circles Atlantis Look and say. 【设计意图】激活学生已有认知，激发学生探索未知，培养学生探索精神。 34 【设计意图】通过科普视频降低学生对话难度，为学生提供直观的材料。 Crop circles Atlantis 35 Work in pairs. Choose one unsolved secret of nature and talk about possible explanations. P104 【设计意图】：通过语言支撑让学生口头输出关于未解之谜成因的对话的对话。 sentences expressing possibility: 36 【设计意图】：给学生提供模版进行模仿与改进，降低学生对话难度，提供语言支撑。 A: Have you heard of the strange crop circles that appear in fields overnight? B: Yes, it’s very strange. I’m curious about the possible reasons. A: The truth may be that they are made by humans as a kind of art. B: It’s likely that some people create them for fun or to make money. A: Perhaps it’s because of some special weather, like strong winds or unusual storms. B: It’s probably a result of natural forces, but I don’t think wind can make such perfect patterns. A: There’s a strong possibility that they are related to something else, like UFOs. B: It’s possible that aliens are trying to communicate with us through these circles. A: There’s a chance that we will never know the real answer. B: Yeah, it’s one of the most mysterious unsolved secrets of nature. Sample: 37 Evaluation Items Scores Your advice 1.Students can use the expressions of possibility (e.g., The truth may be…, It’s likely that…) correctly and naturally in the discussion. (4') 2. Student A can give different possible explanations for crop circles clearly and logically. (2’) 3. Student B can respond to each explanation reasonably with clear reasons. (2') 4. They can speak confidently, correctly and fluently. (2’) Total:———————— 【设计意图】通过评价量表学生进行互评和自评，相互学习，共同提高。 38 Self reflection. Self Reflection for the Lesson  Standard 1. I can get the correct topic and the detailed information about the talk and conversations.       2. I can retell the guide’s introduce by using mind map.       3. I can express my opinion and talk about possibility with the useful expression. 4. I can talk with my partner about one unsolved secret in nature and its possible explanations.       【设计意图】通过自评量表，学生对这节的学习进行自我评价，自我反思。 39 基础层：结合课上mindmap和对话内容用3-5句话＋简单图画写出亚马逊沸腾河在哪里、为什么水会变热。 提高层：写一段80词左右的英语小短文，介绍“Amazon’s boiling river”，至少，结合2个地理/物理知识点。 Homework 【设计意图】：通过布置作业，巩固课堂所学内容，延伸学生的学习，增强自主学习能力，促进知识的内化和应用。 40 Blues 61152.0 EV录屏5.3.6软件录制 null 45452.684 Blues 147552.0 $