Unit4 Section A 3a-3d教学设计 2025-2026学年人教版八年级英语下册

该初中英语教学设计围绕“自然奇观与自然的关系”主题，聚焦黄河、长江、尼罗河三条河流的基本信息及文明、文化、保护意义。通过教师兰州黄河边真实经历照片导入，结合数字人Geo创设“Teen Nature Forum”情境，以River Cards、Forum Message Builder任务单为支架，引导学生从事实梳理走向意义理解。 资料亮点在于AI赋能与多模态资源整合，运用智慧教育平台精品课切片、大禹治水英文动画、《黄河大合唱》音频等，培养文化意识与思维品质，如通过“母亲河”及诗句感受文化记忆，借助九章大模型优化表达。助力学生提升综合语言能力与文化认同，为教师提供丰富资源与学情分析工具。

Unit 4 The Wonders of Nature Section A 3a—3d AI-enabled Teaching Design 一、语篇研读 本课语篇选自新人教版八年级下册 Unit 4 The Wonders of Nature Section A 3a—3d，主题围绕“自然奇观与人与自然的关系”展开。语篇以 Yaming 和 Ella 的对话为载体，从 Ella 参观壶口瀑布的经历切入，依次谈到 the Yellow River, the Yangtze River 和 the Nile 三条河流，引导学生获取河流名称、所在国家、长度、地位等基本事实，并进一步理解河流与文明发展、历史文化和生态保护之间的联系。 从 What 看，语篇表层内容是介绍三条河流的基本信息，如 the Yangtze River 是中国最长河，the Yellow River 是中国第二长河，the Nile 是世界最长河。更深层的内容是通过 “Both the Nile and the Yellow River helped ancient civilizations to develop.” 和 “mother river” 等表达，引导学生认识河流在人类文明中的重要作用。 从 Why 看，语篇并不只是让学生记住地理事实，而是引导学生思考自然奇观与人类生活、历史文明、文化记忆之间的关系。特别是 “We should protect them at all costs.” 将话题进一步引向责任意识，帮助学生形成尊重自然、理解文化、保护环境的价值观。 从 How 看，语篇以真实对话展开，语言简洁，信息层次清晰，适合通过预测、扫读、证据定位、信息整理和角色对话等方式开展教学。3a—3d 的活动链由阅读理解逐步走向听读模仿和口语迁移，具备明显的综合语言实践价值。本课可依托 “Teen Nature Forum” 情境，引导学生从 facts 走向 meaning，再走向 action，最终用英语介绍中国自然地理特征，讲好自然背后的中国故事。 二、学情分析 八年级学生已经具备一定的英语阅读基础，能够借助图片、标题和关键词预测语篇内容，也能够在教师引导下提取人物、地点、数字等显性信息。本课话题中的 river, waterfall, long, important, China, Egypt 等词汇对学生来说较易理解，三条河流也具备一定的生活和学科认知基础。 但从实际学习情况看，学生容易停留在对河流长度、位置等事实信息的获取上，对 “civilization, mother river, protect at all costs” 等意义层面的表达理解不够深入。部分学生能说出 “The Yellow River is long.” “It is important.”，但难以进一步解释为什么重要，不能自然表达河流与文明、文化和保护之间的关系。 因此，本课需要借助任务单、表格、板书、平台资源、精品课切片、音频、投屏展示和九章大模型等工具，帮助学生把零散事实整理为表达框架。教学中应突出 reading strategies，如 predicting, scanning, finding evidence，并通过 fact—meaning—action 的语言支架，帮助学生完成从文本理解到真实表达的迁移。 三、教学目标 Language Ability Students will be able to get and organize key information about the three rivers, and use simple English to introduce a geographical feature in China. Cultural Awareness Students will be able to understand why the Yellow River is called the “mother river”, and feel the connection between rivers, Chinese culture and national memory. Thinking Quality Students will be able to move from facts to meaning, and explain why rivers are important to nature, people and civilization. Learning Ability Students will be able to use reading strategies such as predicting, scanning and finding evidence, and complete speaking tasks with the help of multimodal resources. 四、教学重难点 Teaching Focus Guide students to move from reading geography facts to understanding the deeper meaning of rivers, and then use English to introduce a geographical feature in China. Teaching Difficulty Help students go beyond isolated facts and express why a river or another natural wonder matters in terms of civilization, culture and protection. 五、教学过程 教学环节 教师活动 学生活动 平台、AI赋能 设计意图 Lead in Teacher: Hello, everyone. Before we open the book, I want to show you a photo. 【插入图片：教师在兰州中山桥、黄河边喝茶的照片】 Teacher: This photo was taken last year in Lanzhou. I stayed there for two days. One afternoon, I sat near Zhongshan Bridge, beside the Yellow River, and had tea there. At first, I was just enjoying the view. The river was wide and powerful. But the longer I sat there, the more I felt that I was sitting beside more than water. There were stories in it. There was history in it. Somehow, it felt very close to us. So today, let’s start from this river. We will read a conversation, learn some facts about rivers, and then think about one bigger question: what can a river carry besides water? 【课件出示：Unit 4 The Wonders of Nature Section A 3a—3d】 Geo: Hello, everyone! Welcome to the Teen Nature Forum. This year’s topic is China’s Rivers, China’s Stories. Ella wants to know more about China. Yaming wants to tell her more, but he needs your help. Teacher: So today, we have a real task. 【课件出示：Final Task: Help Yaming prepare a short introduction for Ella at the Teen Nature Forum.】 Teacher: To do that well, we need to read carefully first. While reading, keep this question in mind: 【板贴：How do rivers connect nature, people and civilization?】 1. 观看教师在兰州黄河边的照片，进入真实情境。 2. 听取数字人 Geo 的任务说明，明确 Teen Nature Forum 情境。 3. 明确本节课最终任务：帮助 Yaming 为 Ella 准备介绍。 4. 带着主问题进入阅读：How do rivers connect nature, people and civilization? 1. 教师进入国家中小学智慧教育平台“课程教学”栏目，按“初中—英语—人教版—八年级下册”检索 Unit 4 The Wonders of Nature 相关资源，筛选与自然奇观、河流地理事实、大数字读法、比较级最高级表达、听说对话示范相关的精品课切片、课件、音频和任务单。 2. 教师将适合本课的资源加入个人资源包，供课堂“双师共学”使用。 3. 教师通过平台班级群发布预习任务单：1. Find one fact about a famous river. 2. Write one sentence about why rivers are important. 4. 平台回收后，教师查看完成率和典型答案，再将学生作答输入 DeepSeek，生成学情图谱，发现学生能写出 river name 和 length，但在 civilization, culture, protect 等意义表达上较弱，因此本课重点确定为从 facts 走向 meaning。 5. 使用数字人 Geo 或教师自制短视频导入 Teen Nature Forum 情境。 以教师个人真实经历导入黄河话题，使学生感受到河流与生活、记忆和文化之间的联系。通过 Teen Nature Forum 情境和最终任务，建立明确的学习目的，让学生带着主问题进入语篇学习。 Step 1 Open the Map Activity 1 Look and predict Teacher: Please look at the picture in 3a. What can we see? We can see a waterfall and a river. This is Hukou Waterfall on the Yellow River. Before reading, let’s predict. What may Yaming and Ella talk about? Maybe Ella’s trip, maybe the Yellow River, maybe some other rivers. Good readers predict with evidence: the picture, the place, and the title. 【平台精品课切片】 Teacher: The platform teacher also reminds us to look at the picture first. Now let’s read quickly and check our prediction. 【课件出示任务】 What rivers are mentioned? What basic facts do they talk about? Teacher: Read quickly and underline the rivers. One minute. Teacher: Time’s up. Three rivers are mentioned: the Yellow River, the Yangtze River, and the Nile. 【板书】 Yellow River Yangtze River Nile Teacher: The conversation begins with Ella’s trip to Hukou Waterfall. Then it moves to rivers in China. Finally, it reaches a river in the world. The talk is getting wider. 1. 观察 3a 插图，预测对话内容。 2. 快速阅读对话，圈画文中提到的三条河流。 3. 回答三条河流名称：the Yellow River, the Yangtze River, the Nile。 4. 初步感知对话内容由一次旅行逐步拓展到中国和世界。 1. 打开智慧教育平台课本电子资源，放大 3a 插图。 2. 使用授课模式中的标注工具圈出 Hukou Waterfall 和 Yellow River。 3. 播放平台精品课切片，辅助学生学习读前观察图片、预测对话内容的方法。 4. 使用平台计时器设置 1 minute，帮助学生完成快速阅读任务。 借助图片预测和快速阅读，引导学生从整体上进入对话内容，初步获取三条河流这一关键信息，同时训练学生根据图片、地点和标题进行有依据预测的阅读策略。 Step 1 Open the Map Activity 2 Make river cards Teacher: Now let’s read again. This time, we are making River Cards for the forum. We need four kinds of information: river, country, length, and importance. The Yangtze River is in China. It is about 6,300 kilometres long. It is the longest river in China. The Yellow River is in China. It is 5,464 kilometres long. It is the second longest river in China. The Nile is in Egypt. It is 6,671 kilometres long. It is the longest river in the world, and it is very important in Egypt’s history. 【平台精品课切片】 Teacher: When we read large numbers, we should be clear and slow. Let’s read them again: 6,300 kilometres, 5,464 kilometres, 6,671 kilometres. 【希沃投屏：展示学生完成的 River Cards，教师用标注工具圈出 country、length、importance。】 Teacher: Good. Now we have the facts. But facts are only the beginning. Ella may know the rivers, but she may not understand them yet. Let’s move deeper. 1. 再读对话，完成 River Cards。 2. 提取 river, country, length, importance 四类信息。 3. 跟读并练习大数字读法。 4. 通过同伴核对和投屏展示，修正信息。 1. 出示 River Cards 学习任务单。 2. 学生在纸质任务单或平台任务单上完成 River / Country / Length / Importance。 3. 教师巡视后用希沃投屏展示一份学生答案。 4. 播放平台精品课切片，辅助学生巩固大数字读法。 5. 教师用标注工具圈出 country、length、importance。 通过制作 River Cards，帮助学生将零散文本信息结构化，掌握介绍河流时需要的基本事实。由 facts 过渡到 deeper meaning，为后续理解河流与文明、文化和保护之间的关系做好铺垫。 Step 2 Follow the Clues Activity 1 Evidence hunt Teacher: Please scan the conversation again and find the lines that show why these rivers are important. The first line is: “It’s very important in Egypt’s history.” The second line is: “Both the Nile and the Yellow River helped ancient civilizations to develop.” The third line is: “In China, we even call the Yellow River our ‘mother river’.” Teacher: These are our evidence lines. They help us move from facts to importance. Teacher: Why can a river help a civilization develop? Think of these words: water, farming, travel, people, cities. A river gives people water. People can farm near the river. A river helps people travel. People live near rivers and build cities. So when the text says rivers helped ancient civilizations develop, it means rivers helped people live, work, move, and build. A river is never just a line on the map. 1. 扫读对话，寻找说明河流重要性的关键句。 2. 圈画与 history、civilizations、mother river 相关的句子。 3. 借助 water, farming, travel, people, cities 等关键词理解河流与文明发展的关系。 4. 认识到河流不仅是地图上的地理对象，也与人类生活和文明发展有关。 1. 打开课本电子页面。 2. 使用平台授课标注功能，用下划线标出关键句。 3. 将 evidence lines 可视化呈现，帮助学生从事实信息转向意义理解。 通过 Evidence hunt，引导学生用文本证据支撑理解，推动阅读从“找事实”走向“找意义”。关键词支架帮助学生理解河流为什么能促进文明发展，提升思维深度。 Step 2 Follow the Clues Activity 2 Follow one word Teacher: Now let’s follow one word in the text: Yellow. Why is it called the Yellow River? Because some parts of the river carry brown and yellow earth. This is a geography answer. The name comes from a natural feature. But the conversation does not stop at colour. It moves to another expression: mother river. Teacher: “Yellow River” tells us about nature. “Mother river” tells us about people. When Chinese people say “mother river”, they are not only naming a river. They are showing a feeling. That feeling has lived in Chinese language for a very long time. 【课件出示诗句：君不见黄河之水天上来，奔流到海不复回。】 Teacher: Listen to this line. You do not need to translate every word. Just feel it. In this line, the Yellow River is huge, strong, and full of life. So a river can live in geography, and it can also live in poetry. 1. 聚焦 Yellow River 中 Yellow 一词，理解其地理来源。 2. 对比 Yellow River 和 mother river 两种表达。 3. 感受“母亲河”背后的情感意义。 4. 通过诗句初步体会黄河在文学中的形象。 1. 课件出示关键词 Yellow 和 mother river。 2. 课件出示诗句“君不见黄河之水天上来，奔流到海不复回”。 3. 利用图文结合方式帮助学生从地理概念走向文学感受。 通过追踪 Yellow 一词，引导学生发现文本从自然特征走向文化情感的表达路径。诗句融入使学生意识到黄河不仅存在于地理中，也存在于中国文学和民族记忆中。 Step 3 Walk into the Story Activity 1 Watch and think Teacher: If a river can live in poetry, can it also live in stories? Let’s watch a short video about Yu the Great. 【播放大禹治水英文短动画核心片段】 Teacher: While watching, think about one question: Why has the Yellow River mattered so much to Chinese people for such a long time? The Yellow River gives life, but it can also bring floods. People needed wisdom and courage to live with it. Yu worked hard to control the water. So the Yellow River is not only beautiful. It also tests people. That is why it enters Chinese stories. 1. 观看大禹治水英文短动画。 2. 思考黄河为什么长期影响中国人。 3. 理解黄河既给人生命，也带来挑战。 4. 感受中国故事中人与自然相处的智慧和勇气。 1. 教师从平台资源包中调用或插入“大禹治水”英文短动画。 2. 如平台无对应资源，可使用教师自备合法资源并嵌入课件，不写成平台自动生成。 借助大禹治水故事，将黄河从地理对象进一步拓展为中国历史文化故事中的重要符号，引导学生理解人与自然相处需要智慧、勇气和责任。 Step 3 Walk into the Story Activity 2 Mini gallery Teacher: And the Yellow River does not stop in stories. Let’s walk into a small gallery. 【插入黄河题材绘画】 【播放《黄河大合唱》片段】 Teacher: The poem shows power. The story shows wisdom. The music shows strong feelings. The painting shows greatness and energy. So today, as we read this conversation, we are not only meeting geography. We are also meeting history, literature, music, and art. That is why “mother river” is such a strong expression. It carries land, people, memory, and feeling. 1. 观看黄河题材绘画。 2. 聆听《黄河大合唱》片段。 3. 感受诗歌、故事、音乐、美术中不同的黄河形象。 4. 理解 mother river 承载 land, people, memory, feeling。 1. 教师在课件中整合诗句图片、黄河题材美术作品、《黄河大合唱》音频片段。 2. 利用多模态资源支持学生进行跨学科理解。 通过诗歌、故事、音乐、美术的多模态资源，构建跨学科语篇研读场景，帮助学生理解“母亲河”的文化厚度，提升文化意识和审美感受。 Step 3 Walk into the Story Activity 3 Read the last line Teacher: Now listen to the last line of the conversation. 【出示并标注：We should protect them at all costs.】 Teacher: This sentence brings us to responsibility. The conversation begins with a trip, moves to facts, then to history and culture, and finally arrives at protection. Teacher: Why do Chinese people call the Yellow River our mother river? Because it helped Chinese civilization develop. Because it gave life to many people. Because it carries Chinese history and memory. Now we are ready to turn reading into speaking. 1. 听 3a 对话最后一轮内容。 2. 跟读并理解 We should protect them at all costs.。 3. 归纳对话从 trip 到 facts，再到 history and culture，最后到 protection 的推进。 4. 准备将阅读理解转化为口语表达。 1. 播放 3a 对话音频。 2. 学生听最后一轮对话，感知语音语调。 3. 出示并标注 We should protect them at all costs.。 通过回到课本最后一句，将语篇意义落到责任意识上，帮助学生理解自然奇观不仅值得了解、欣赏和讲述，也需要保护。 Step 4 Build the Forum Message Teacher: Please complete this small task card. You need one fact, one meaning, and one action. For example: Fact: The Yellow River is the second longest river in China. Meaning: It helped ancient Chinese civilization develop. Action: We should protect it carefully. Teacher: You have two minutes. Write your forum message. 【手机投屏：展示一两份学生任务单，圈画 fact / meaning / action。】 Teacher: This one has a clear fact. Good. This one has a good meaning, but we can make the action clearer. Instead of saying “We should protect it”, we can say “We should keep it clean and reduce pollution.” Teacher: Now let’s ask the English assistant to help us polish one sentence. Student version: The Yellow River is important. We should protect it. The assistant suggests: The Yellow River is important because it helped ancient Chinese civilization develop. We should protect it by keeping the river clean. Teacher: This is better. It gives a reason and a clear action. AI can help us improve language, but the ideas must come from our reading and thinking. 1. 完成 Forum Message Builder 任务单。 2. 围绕 fact、meaning、action 三个要素组织表达。 3. 观看同伴任务单投屏展示，学习如何优化表达。 4. 理解英语学科助手的修改建议，并关注表达是否有事实、有意义、有行动。 1. 平台任务单：Forum Message Builder。 Fact: ____________________ Meaning: __________________ Action: ____________________ 2. 使用平台计时器：2 minutes。 3. 手机投屏展示一两份学生任务单，圈画 fact / meaning / action。 4. 使用九章大模型/英语学科助手，输入一段学生表达，请其从 fact / meaning / action 三方面给出修改建议。 本环节将前面阅读获得的 facts、importance、responsibility 转化为口语输出支架。通过任务单、投屏反馈和英语学科助手修改建议，帮助学生提升表达的完整性、准确性和逻辑性。 Step 5 Rehearse for the Forum Activity 1 Go back to 3d Teacher: Now let’s return to 3d. Ella says, “Could you tell me more about China, Yaming?” Yaming says, “Sure! What would you like to know?” This is our speaking frame. But today, we can do better than a short answer. We should include one fact, one meaning, and one action. 【课件出示】 one fact one meaning one action 1. 回到教材 3d 对话框架。 2. 明确对话输出不只是回答事实。 3. 理解本节课输出要求：one fact, one meaning, one action。 1. 课件出示 3d 对话句式。 2. 课件出示输出要求：one fact, one meaning, one action。 回扣教材 3d，使学生明确本课输出任务来源于教材，又高于教材，推动学生从简单问答走向有内容、有意义、有责任感的口语表达。 Step 5 Rehearse for the Forum Activity 2 Model first Geo: Could you tell me more about China? Teacher: Sure. What would you like to know? Geo: What’s special about the Yellow River? Teacher: The Yellow River is the second longest river in China. Some parts of it carry brown and yellow earth, so people call it the Yellow River. It is important because it helped ancient Chinese civilization develop. We call it our mother river, so we should protect it carefully. Geo: That sounds like more than a river. Teacher: Yes. It is part of Chinese memory. 1. 观看 Geo 与教师的对话示范。 2. 理解如何围绕 Yellow River 进行较完整介绍。 3. 感知 fact、meaning、action 在口语表达中的组合方式。 1. 数字人 Geo 对话示范。 2. 教师自制或平台资源辅助，不写作平台自动生成游戏。 通过教师与数字人示范，为学生后续 pair work 提供清晰范例，降低学生输出难度，同时展示如何把地理事实、文化意义和保护意识自然融合到对话中。 Step 5 Rehearse for the Forum Activity 3 Pair work Teacher: Now work in pairs. One is Ella. The other is Yaming. Choose one geographical feature in China. It can be a river, a mountain, a desert, a lake, or a waterfall. Use this frame: It is… It is in… It is about… It is important because… People… We should… Teacher: You have three minutes. Keep your talk clear and natural. Teacher: Time’s up. Let’s use random name picking to choose one pair. Teacher: Good. If your answer sounds too short, add because. If it only has a fact, add one meaning. If it ends too quickly, add one action. Teacher: For example, the Yangtze River is the longest river in China. It gives water to many places and helps people live and work. We should keep it clean. Or: The Taklimakan Desert is in western China. It is very large and dry. It helps us understand China’s natural environment. We should protect the plants and animals there. Geo: Wonderful. You did not just answer Ella’s question. You helped her understand China a little better. Teacher: Exactly. That is what good communication does. 1. 两人一组分角色扮演 Ella 和 Yaming。 2. 选择一个中国地理特征，如 river, mountain, desert, lake, waterfall。 3. 借助句式支架进行对话准备。 4. 根据随机点名结果进行展示，并根据教师反馈完善表达。 1. 平台计时器：3 分钟。 2. 平台随机点名抽取展示小组。 3. 学生可用手机投屏展示关键词卡或任务单。 通过 pair work 将阅读内容迁移到真实交际场景中，帮助学生用英语介绍中国自然地理特征，并尝试说明其意义和保护价值，实现从输入到输出的转化。 Summary Teacher: At the beginning of the class, I showed you my photo from Lanzhou. At that moment, I only felt the Yellow River was powerful. Now, after reading, watching, listening, and speaking together, we can say more. A river gives us facts: names, places, and numbers. But it also gives us life, stories, music, paintings, and memory. That is why people study it in geography, write it in poetry, sing it in music, and remember it in history. And that is why we should protect it. So how do rivers connect nature, people, and civilization? They help people live. They help civilizations grow. They carry culture and memory. They make us want to protect nature. Teacher: That is our answer.Rivers connect nature, people and civilization. 1. 回顾本节课从兰州黄河照片出发的学习过程。 2. 复盘 facts、life、stories、music、paintings、memory 等关键词。 3. 回答主问题：How do rivers connect nature, people, and civilization? 4. 齐读或内化本课核心观点：Rivers connect nature, people and civilization. 1. 课件回到主问题。 2. 可结合板书或课件呈现 facts—meaning—action 的课堂路径。 课堂总结回扣开头个人经历与核心问题，形成首尾呼应。通过概括河流与自然、文明、文化和责任的关系，帮助学生完成主题意义建构。 Homework Teacher: Before we finish, I want to leave you with one more idea from our forum. Today, we read rivers, stories, culture, and responsibility. After class, I hope you can use your own voice to tell a story well. I will record a short video in my own voice as an example. 【作业示范视频：教师介绍家乡黄山或黄河故事】 Teacher: Now choose one task. Task 1: Tell your hometown story well. Introduce one natural wonder, river, mountain, lake, or special place in your hometown. Task 2: Tell China’s story well. Introduce one Chinese natural wonder, or tell a Chinese story about nature to the world. Task 3: Tell the world’s story well. Choose one river or natural wonder in the world and tell why it matters to people, culture, or civilization. You may write a short passage, make a voice recording, or record a short video. That’s all for today. Thank you, everyone. 1. 观看或参考教师作业示范视频。 2. 从三项作业中选择一项完成。 3. 以文字、音频或短视频形式讲述一个自然奇观及其意义。 4. 课后提交作业，等待教师反馈。 1. 教师在智慧教育平台发布分层作业。 2. 学生可提交文字、音频或短视频。 3. 平台回收后，教师查看提交率和典型作品。 4. 教师将学生作品中的典型问题输入 DeepSeek，生成课后学情反馈，如：事实表达是否准确、意义表达是否充分、保护建议是否具体、语言是否需要补充支架。 作业延续课堂论坛任务，引导学生从文本中的河流走向家乡、中国和世界的自然奇观表达，实现“读懂自然—理解文化—讲好故事”的迁移。 学科网（北京）股份有限公司 $