Unit 4 The Wonders of Nature Section B Reading说课课件2025-2026学年人教版八年级英语下册

该初中英语课件围绕“Unit4 The Wonders of Nature”主题，聚焦珠穆朗玛峰地理事实、中国登山队成就及精神，通过图片视频导入开展free talk激活学生已知，结合预读问题预测文本内容，搭建从自然兴趣到深度探究的学习支架。 其亮点在于采用活动型教学与PWP流程，融入AI生成视频情境及角色扮演采访活动，以语篇结构分析、数字事实梳理培养语言能力，通过登山精神探讨提升文化意识与思维品质。教学方法含合作学习，小结设自评作业与道德lesson，助学生提升语言运用与家国情怀，为教师提供系统教学流程与多元评价工具。

Teaching Material CONTENTS 1 Teaching Principles 5 Teaching Reflection 2 Teaching Analysis 3 Teaching Procedures 4 Blackboard Design English Subject Core Competencies English Curriculum Standards Activity-Based English Learning Approach Learning and Understanding Applying and Practicing Transferring and Creating English Subject Core Competencies Language Ability Cultural Awareness Thinking Capacity Learning Ability Teaching Analysis Teaching Procedures Blackboard Design Teaching Reflection Teaching Principles Teaching Principles Teaching Analysis Teaching Procedures Teaching Reflection Blackboard Design Analysis of “Big Ideas” Teaching Principles Teaching Analysis Teaching Procedures Teaching Reflection Analysis of “Big Ideas” Blackboard Design Unit4 The Wonders of Nature单元整体教学及课时安排 Analysis of the Unit Teaching Principles Teaching Analysis Teaching Procedures Teaching Reflection 单元教学目标 语言能力目标 能够通过听、说、读、看、写等活动，获取世界自然奇观的地理事实与数据，掌握大数字（如 8,848.86 米、9,000,000 平方公里等）的正确表达方式，并能运用比较级和最高级对自然奇观进行比较与描述。 文化意识目标 通过了解珠穆朗玛峰、深海、黄河、长江、尼罗河等自然奇观，理解人类探索自然的勇气与智慧，增强对自然环境的敬畏与保护意识，树立人与自然和谐共处的价值观。 思维品质目标 能够通过扫读策略快速获取文本中的数字、年份、专有名词等关键信息；能够分析中国登山队登顶珠峰的奋斗精神，探讨“人为什么要攀登”等深层问题，培养批判性思维与探究精神。 学习能力目标 能够自主运用形容词和副词的比较级、最高级以及大数字结构，撰写自然奇观的宣传文案或海报，并能进行小组合作研究与口头汇报，提升信息整合、合作交流与创造性表达的能力。 Blackboard Design Unit4 The Wonders of Nature单元整体教学及课时安排 Analysis of the Unit Teaching Principles Teaching Analysis Teaching Procedures Teaching Reflection 课时安排 课时教学目标 Section A 1a-2d Listening (听) (1课时) 能听懂关于世界之最和深海研究的对话，快速捕捉核心信息（地名、测量数据、探索成就），并运用最高级和较大数字准确描述自然奇观，提升对未知自然世界的认知。 Section A 3a-3d Speaking (说) (1课时) 能熟练掌握与自然奇观相关的词汇；能够通过角色扮演和对话分析，比较黄河、长江、尼罗河的长度与历史意义，理解河流对人类文明发展的影响，增强保护河流的意识。 Section A 4a-4d Grammar Focus (语法) (1课时） 理解并掌握形容词和副词比较级与最高级的构成和用法，能够识别并运用形容词和副词的比较级、最高级，正确书写和朗读大数字，完成自然奇观的比较与描述任务。 Section B 1a-1e Reading (读) (1课时) 能读懂关于人类探索自然，如攀登珠峰的记叙文，梳理事件脉络，提炼关键信息；能够通过扫读策略获取珠穆朗玛峰的关键信息，分析中国登山队的成就与精神，讨论人类探索自然的动机与品质。 Section B 2a-3c Vocabulary (词汇运用) +Writing (句型运用) (1课时) 能够掌握反义词、how引导的疑问句以及描述湖泊等自然奇观的词汇，完成语篇填空和造句任务，提升语言运用能力。能灵活运用本单元的词汇和句型；能参照范例，撰写介绍自然奇观的说明文或有说服力的广告，做到语言准确、逻辑清晰。 Reading Plus 拓展阅读 (以读促写） (1课时) 阅读拓展阅读篇的说明文，了解撒哈拉沙漠，探讨气候变化对自然的影响，能够阅读并分析宣传广告的结构与语言，以读促写，模仿撰写关于其他自然奇观的宣传文案。 Project 项目式学习 (1课时) 学生能以小组为单位选择自然奇观，查阅信息并运用大数字、比较级与最高级制作海报；能进行2-3分钟口头汇报，回答提问；能完成单元反思，总结所学事实与表达方式，提升语言的综合运用能力，培养合作能力。 Blackboard Design Analysis of Teaching Material Teaching Principles Teaching Analysis Teaching Procedures Teaching Reflection Theme：Man and Nature Theme group：Natural ecology Sub-theme：Ecological features and natural landscapes in different regions; love and reverence for nature; living in harmony with nature To help students understand key facts about Qomolangma, deepen students’ understanding of Chinese climbing teams’ achievements and spirit and develop their thinking ability at the same time. To inspire students’ national pride, curiosity and awe for nature, and help build their courage and perseverance in the face of difficulties. This article explains why Qomolangma is so difficult to climb, introduces Chinese climbing teams’ achievements , and explores why people risk their lives to reach the top. Through reading, students will appreciate the spirit of the Chinese climbing teams and their firm belief in winning honor for the country, as well as people’s courage to challenge themselves and explore nature. Text type: Expository writing Structure: General-Specific-General Language features:Expository expressions By listing facts and numbers By using hyperbole and contrast By using the comparatives and superlatives By using a quotation Blackboard Design Analysis of Students Students Teaching Principles Teaching Analysis Teaching Procedures Teaching Reflection What they know 1.Students have the basic geographical knowledge about natural wonders. 2.They have a basic foundation of the target language, like “What is the highest mountain in the world?” to talk about geography and nature. What they wonder What they will learn 1.The geographical facts about Qomolangma. 2.The achievements of Chinese climbing teams. 3.The national pride and the great spirit of climbers and have the courage to face difficulties bravely and reach new heights. The pictures and videos involved are attractive, so students want to learn more about Qomolangma and the stories about Chinese climbing teams by applying different reading skills. Blackboard Design Teaching Objectives Teaching Principles Teaching Analysis Teaching Procedures Teaching Reflection By the end of the class,students will be able to: 1.acquire and sort out the specific information about Qomolangma and the achievements of Chinese climbing teams. 2.identify the structure and the writing skills of this passage and distinguish between facts and opinions. (Into the text) 3.explore the deeper meaning and values of the text, appreciate the spirit of the Chinese climbing teams and think about the relationship between man and nature. 4.use what they have learned in this class to have an interview based on the given situation. Key points Difficult points Learning and understanding Learning and understanding Applying and practicing Transferring and creating Blackboard Design Teaching Methods Communicative Teaching Method Activity-Based Language Teaching Method PWP Teaching Method Learning Methods Cooperative Learning Method Inquiry-Based Learning Method Teaching Principles Teaching Analysis Teaching Procedures Teaching Reflection Computer, slides, AI-generated videos and pictures, blackboard Guided learning plans for students Evaluation cards to provide reflection from different perspectives Teaching Resources Blackboard Design Teaching Principles Teaching Analysis Teaching Procedures Teaching Reflection Blackboard Design Learning and understanding Lead in Activity 1: Free talk (perceiving and noticing) Purpose: To lead in the topic with pictures and a video, activate students’ background information and arouse their learning interest. Evaluation: Students can tell their feelings about Himalayas and the relationship between Himalayas and Qomolangma. Learning and understanding Pre-reading Activity 2: Answer the questions and then predict the content(perceiving and noticing) Purpose: To lead students’ thinking and prepare them for the reading task; to improve students’ viewing and prediction skills. Evaluation: Students can describe what they see in the video and predict the content of the passage. Learning and understanding While-reading Activity 3: Read for the main ideas and structure (acquiring and sorting) Purpose: To lead students to make clear the main ideas of each paragraph through underlining the key sentences and get the structure of the passage. Evaluation: Students can locate the key sentences in each paragraph and get the main ideas and the structure. Learning and understanding While-reading Activity 4: Scan for numbers and facts (perceiving and noticing) Purpose: To train students’ scanning skills by asking them to pay attention to arabic numerals and capital letters in order to find numbers, years, names and places. Evaluation: Students can scan the passage to find the specific information and fill in the blanks in 1b. Learning and understanding Transferring and creating While-reading Activity 5: Face the danger (Paras.1-2)(acquiring and sorting/reasoning and arguing) Purpose: To help students identify the difficulties and dangers of climbing Qomolangma, and to analyze the use of hyperbole and contrast as writing skills for a better understanding of the passage. Evaluation: Students can locate the specific information and share their understanding of difficulties and dangers of climbing Qomolangma. Learning and understanding Applying and practising While-reading Activity 6: Climb the steps (Paras.3-4) (acquiring and sorting/analyzing and judging) Purpose: To help students make clear Chinese climbing teams’ climbing route by using mind maps and deepen their understanding of national pride. Evaluation: Students can describe the climbing route, judge whether the sentences in 1d are true or false and try to correct the mistakes. Learning and understanding Applying and practising Transferring and creating While-reading Activity 7: Admire the spirit (Paras.3-4) (acquiring and sorting/describing and interpreting/critiquing and evaluating) Purpose: To guide students to read between the lines in order to develop their thinking ability and better understand Chinese teams’ spirit and national pride. Evaluation: Students can locate the specific information and try to summarize the spirit that Chinese climbing teams showed. Transferring and creating While-reading Activity 8: Think and relate (Para.5) (reasoning and arguing/critiquing and evaluating) Purpose: To lead students to analyze the reasons why Chinese teams risk their lives to climb Qomolangma and think deeply about why people explore nature. Evaluation: Students can relate this passage to the reality and share their ideas freely about reasons for exploring nature. Transferring and creating Post-reading Activity 9: Create a situation (imagining and creating) Purpose: To create a situation with AI-generated videos and ask students to have a role-play by putting what they have learned into practice by interviewing the climbers. Evaluation: Students can be inspired and get ready for the interview. Transferring and creating Post-reading Activity 9: Group work (imagining and creating) Purpose: To deepen students’ understanding of Chinese climbing teams’ spirit and cultivate students’ national pride and love for the motherland. Evaluation: Students can use their imagination, actively take part in the interview and have peer-evaluation. Learning and understanding Applying and practising Transferring and creating Moral Lesson Purpose: To encourage students to face difficulties in life bravely and try their best to reach their new heights and achieve their dreams. Evaluation: Students can be motivated and inspired. Learning and understanding Applying and practising Transferring and creating Homework Purpose: To consolidate what students have learned in class. Evaluation: Students can finish the homework actively and properly. Teaching Principles Teaching Analysis Teaching Reflection Blackboard Design Teaching Procedures Blackboard Design Highlights Create a student-centered class Promote a learning activity-based approach Integrate teaching, learning and evaluation Gradually explore the theme and the stylistic features Use AI-generated pictures and videos to provide background information and scaffolding Teaching Principles Teaching Analysis Teaching Procedures Teacher evaluation Timely feedback Peer-evaluation Group cooperation Comments on others’ works Self-evaluation Independent study Self-reflection Homework Improvements Give students enough guidance in group work Insufficient time for students to share their interview in class. After class, collect students’ works and give feedback Teaching Reflection Blackboard Design THANK YOU! 小红书：深耕教学的金老师｜关注我，获取更多精美课件～ $