Unit 4 The Wonders of Nature Section B 1a-1e 教学设计2025-2026学年人教版英语八年级下册

该初中英语教学设计聚焦自然奇观广告的结构（Hook-Details-Experience-Call to action）与语言特征（形容词最高级、数据、条件句），通过视频导入大堡礁创设真实写作情境，基于学生已有描述词汇和句型，以范文分析为支架，实现从阅读输入到写作输出的迁移。 特色在于读写结合的渐进式设计，通过范文分析、信息重构、模仿创作培养学习能力，分层任务（句子改写、小组合作、独立写作）提升语言能力，融入自然保护意识涵养文化意识，如用大堡礁广告引导结构分析，青海湖写作实践，分层作业兼顾巩固与创新，助力学生提升表达与思维，为教师提供清晰教学路径与评价工具。

Unit 4 The Wonders of Nature Section B 1a-1eWhy do we explore nature? 课标分解 This lesson belongs to the "Man and Nature" theme category of the Compulsory Education English Curriculum Standard, focusing on the sub-theme of "Natural Wonders and Advertising Writing", with natural wonder advertisements as the core reading and writing communicative scenario. 语篇分析 What: Through progressive activities such as reading English advertisements about the Great Barrier Reef, extracting key numbers and characteristic adjectives, rewriting notes related to Qinghai Lake, and independently creating personalized promotional copy, the class helps students master descriptive adjectives including amazing, biggest, largest, and colourful as well as superlative sentence patterns of adjectives, understand the expressive features of persuasiveness and appeal in English advertisements, and learn to write promotional advertisements for natural wonders in English. Why: This text aims to develop students’ ability to acquire, analyze and imitate a specific genre (advertisement) through reading, and help them understand the role of descriptive language (adjectives and statistics) in enhancing the persuasiveness and appeal of a text. Through the transfer from reading to writing, students are able to use the linguistic knowledge and text structures they have learned to introduce a natural wonder in a logical and engaging way, so as to improve their written expression skills. Meanwhile, they can deepen their understanding and appreciation of natural wonders, raise awareness of nature conservation, and achieve the comprehensive development of language competence, thinking quality and cultural awareness. How: Advertising texts feature a clear structure. They open with an engaging question as a hook, followed by an introduction to basic information and unique details. Next, they describe available activities and special experiences, and finally end with encouraging sentences as a call to action. In terms of language, these texts make extensive use of superlative adjectives (the biggest, the largest, the most amazing) and specific statistics (345,000 square kilometres). They also adopt "If you..." conditional clauses to stimulate readers’ imagination. The overall teaching design follows the writing pathway of model analysis — information reconstruction — imitative creation, building effective learning scaffolds for students to achieve transition from language input to output. 学情 分析 After studying the previous lessons of this unit, eighth-grade students have accumulated some vocabulary (such as superlative adjectives) and sentence patterns for describing natural landscapes, and have been exposed to many natural wonders around the world. They are able to understand and extract key information from reading materials, and possess the basic ability to connect key points into sentences and paragraphs. However, in terms of creative writing, students may have difficulties in organizing the article structure and using vivid language to enhance expression effects, especially in making an introductory text possess the "persuasiveness" and "appeal" of an advertisement. Teachers need to provide clear text structure analysis and language examples, and guide students to gradually complete the writing process from imitation to innovation through step-by-step tasks (such as filling in the blanks and sentence imitation). 教 学目标 活动 层次 By the end of the class, the students will be able to 核心素养 学习 理解 Acquire and correctly recognize thematic vocabulary related to natural landscapes, travel experiences and more through listening, reading, viewing and other methods (such as amazing, natural, largest, alive, clear, colourful, etc.), and perceive the usage of descriptive adjectives and numerals. 语言能力 应用 实践 Obtain key information about natural landscapes such as the Great Barrier Reef and Qinghai Lake from texts through reading and analysis, and summarize and internalize common expressions for describing location features and offering travel suggestions (e.g., Located on/in...; It is one of the...; It takes up an area of...; If..., you can...). 学习能力 迁移 创新 Through discussions and writing exercises, understand the application of vocabulary describing natural landscapes in real contexts, be able to proactively introduce a favorite natural landscape using the learned vocabulary, and recognize the importance of protecting natural wonders. 语言能力 思维品质 文化意识 重难点 Key points:1. Understand and summarize the textual structure (Hook-Details-Experience-Call to action) and linguistic features of tourism advertisements, such as the use of adjectives, data, conditional sentences, etc. 2. Use the sentence patterns and vocabulary learned to rewrite the note information about Qinghai Lake into complete and coherent sentences. 3. Imitate the example to write an advertisement introducing Qinghai Lake or other natural wonders. Difficult points:1. Use descriptive adjectives and specific data flexibly and appropriately in writing to make the article vivid and persuasive, rather than simply listing information. 2. Design an attractive beginning and ending, and reasonably arrange the details and experiential descriptions in the middle part of the article. 教学过程 教学环节 教师活动 学生活动 设计意图 Part 1： Lead in 1.Ask students:What do you know about the Great Barrier Reef? Then play a short video about Great Barrier Reef. 2. Introduce today's task: "In order to attract more travellers, let’s learn how to write a good travel advertisement first. 1. Watch the video. 2. Answer the teacher's questions and share your own ideas. 3. Clarify the tasks of this lesson. Through audio-visual introduction, students' interest in natural wonders is quickly stimulated, and a real task scenario of "writing advertisements for natural landscapes" is created to clarify the learning objectives. (Perception and Attention) Part 2： Pre-Writing 1. Guide students to read the title and the first two sentences of the text in 3a. Ask: "What kind of text is this? (a story / a news report / an advertisement)" Then discuss the purpose of an advertisement like this. 2. Ask students to read the whole text for content and complete the mind map. 3. Instruct students to complete the 3a task: "Read the advertisement again. Circle the numbers and underline the adjectives." 4. Discuss with students: "Why does the writer use so many adjectives and numbers?" Elicit answers and summarize: Adjectives make descriptions vivid. Numbers make information specific. They make ads attractive and persuasive. 5. Guide students to read the text once more to analyze its structure. 1.Read quickly, determine the text type, and think about the purpose of this 2.advertisement. Read the full text, sort out the advertising content and complete the mind map. 3. Read the advertisement carefully, circle the numbers and underline the adjectives. 4. Think and answer the teacher's questions to understand the functions of adjectives and data. 5. Analyze the text structure under the teacher's guidance and take notes of key sentence patterns. By reading and analyzing model essays, guide students to pay attention to the content arrangement, linguistic features and textual structure of advertising style, so as to lay a solid linguistic and formal foundation for subsequent imitative writing. (Acquisition and Organization, Analysis and Judgment) Part 3： While- writing 1. Show the notes on Qinghai Lake. Instruct students: "Rewrite the notes in full sentences to complete the exercise in 3b." Check answers together. 2.  Show key sentence patterns from the model text (e.g., "Located in..., it is...", "It is the largest...", "If you..., you might..."). Provide examples of how to adapt them for Qinghai Lake. 3. Organize group work. Encourage students to try creating their own sentences using these patterns or "if" clauses to describe more features of Qinghai Lake. Present the writing task: "Now, write an advertisement for Qinghai Lake. Try to make it persuasive." Provide a clear writing framework and language support on the board or slide. Walk around the classroom to offer individual guidance. 1. Reading notes: supplement the information to form four complete sentences. 2. Learn and imitate the examples, and try to write sentences to describe Qinghai Lake. 3.Cooperate and communicate in groups, and try to use if-clauses as well as comparative and superlative degrees of adjectives to write more sentences describing Qinghai Lake and share them. 4. Independently write an advertisement introducing Qinghai Lake according to the framework and language support. By adopting step-by-step writing tasks ranging from sentences to texts, the difficulty of writing is reduced. Task One consolidates information transformation abilities; Task Two focuses on sentence pattern imitation to improve language quality; Task Three involves overall composition to achieve the comprehensive application and output of knowledge. (Internalization and application, imagination and creation) Part 4： Post-writing 1. Introduce the evaluation checklist (Content, Language, Structure) from the slide. Guide students to use it for self-check or peer-check in pairs. 2. Provide overall comments: Praise effective use of adjectives, structure, or creative ideas. Address common issues (e.g., lack of a hook, insufficient details, simple sentences). Give suggestions for improvement. 1. Check your own composition or have a desk mate check it against the evaluation scale. 2.Record the key points of revisions based on feedback from teachers and students. Through evaluation activities, students are guided to focus on key writing points, and develop critical thinking and revision habits. The presentation and comment session provides students with opportunities to learn from the strengths of their peers, identify common problems, and promote reflection and improvement. (Critique and Evaluation) Part 5： Summary Summarize the structure and key sentence patterns of travel advertisement. .Show something about our hometown Hulunburi, and ask students to introduce its unique features, write it as homework. Follow the teacher to review and summarize the key writing points of this lesson. Sort out the core knowledge and skills learned in this lesson to form a clear writing schema, helping students consolidate their memory. (Internalization and Application) .Part 6： Homework Basic Assignment: Rewrite and copy the revised English advertisement for Qinghai Lake tourism. Extended Assignment: Imitate an advertisement: Following the example of the Great Barrier Reef advertisement, choose a natural wonder you like and write an English advertisement of about 80 words, trying to use the vocabulary and sentence patterns learned in this class. Practical Assignment: Introduce a natural landscape you most want to visit to your family or friends in English. Through research, learn about the current environmental problems facing this natural landscape and put forward 1 protection suggestion. Finally, record a 1–2 minute promotional video. Based on students' understanding of this lesson, students are encouraged to apply what they have learned and design diverse assignments. Assign homework in a hierarchical manner to meet the learning needs of different students. Basic homework consolidates what has been learned in class; extended homework enables transfer and innovation; practical homework connects with reality and cultivates comprehensive language application ability and a sense of social responsibility. 1 学科网（北京）股份有限公司 $