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

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:

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。

【板贴：How do rivers connect nature, people and civilization?】

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.

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。

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

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。