Unit 4 Section A（3a-3d） 教学设计2026-2027学年人教版英语八年级上册

该初中英语教学设计聚焦描述地理景观的核心词汇、句型及黄河、长江、尼罗河的地理文化信息。通过尼罗河与金字塔图片导入激活已知，引导学生关联中国河流，搭建从世界河流到中国河流的学习支架，衔接听力预测与阅读扫描环节。 该资料亮点在于融合文化意识与思维品质，利用视频补充黄河“母亲河”文化内涵，小组讨论“保护河流行动”用“We should...”句型强化表达，培养环保意识。角色扮演任务融入新词汇如“Qinghai Lake”提升语言运用，作业“地理景观地图”促进跨学科整合。助力教师落实素养目标，帮助学生构建语言能力与家国情怀。

优秀资源评选 教学设计 课程基本信息 学科 英语 年级 八年级 学期 春季 课题 Unit 4 The Wonders of Nature Section A (3a-3d) 教科书 书 名：人教版英语 教材 出版社：人民教育 出版社 出版日期：2026年1月 教学目标 语言能力: 1.掌握描述地理景观的核心词汇、短语和句型； 2.能提取对话关键信息，流利角色扮演并续写简单对话。 思维品质: 借助问题梳理对话逻辑，分析河流的价值与保护意义； 文化意识: 1.了解中外知名河流的地理与文化内涵，认同黄河“母亲河”意义； 2.树立自然保护意识，增强热爱祖国地理景观的家国情怀。 学习能力: 运用阅读策略自主完成信息梳理，主动解决阅读疑难； 教学内容 教学重点： 1. 词汇：Yellow River, Yangtze River, Nile, civilization, mother river, protect, at all costs 2. 句型：What’s the longest river...? It’s... kilometers long. It is called... because... We should protect... 3. 技能：听力抓取河流数据；阅读理解对话细节；角色扮演与情景表达。 教学难点： 1. 准确区分三条河流的长度、排名、所属国家，并在口语中正确使用最高级。 2. 自然连贯地表达原因、重要性与保护倡议，做到逻辑清晰。 3. 在 3d 拓展任务中，灵活运用新信息完成创编对话。 教学过程 Step I Lead-in (5 minutes) Teacher’s Activities:Display images of the Nile River and pyramids. Ask: What river is this? Where is it located? Do you know the longest river in China? (Expected answer: Nile River, Africa) Students’ Activities: Observe images, answer questions using simple sentences, and activate prior knowledge about world rivers. Step II Prediction & Listening (8 minutes) Teacher’s Activities: 1. Show a picture of Hukou Waterfall on the Yellow River. Ask: What did Ella see during her trip?” (Encourage predictions: waterfall, river). 2. Play the 3a dialogue recording. Guide students to answer questions. (Ella’s trip location: Hukou Waterfall; rivers discussed: Yellow River, Yangtze River, Nile River). Students’ Activities: Listen to the recording, fill in the table, and practice past tense structures (She visited...). Step III Reading & Scanning (10 minutes) Teacher’s Activities: 1. Scan the conversation and complete the chart. 2. Ask and answer the questions to analyse the conversation. (1) Does Ella know much about Chinese rivers at first? How do you know? (Analyze dialogue details). (2) Why is it called the Yellow River? (3) Why is the Yellow River called the “mother river”? (Guide answers: carries yellow earth, nurtures Chinese civilization). Students’ Activities: Read the dialogue, use “Because...” to explain river names, and share your own insights. 3. Watch a video and learn more about Yellow River. Step IV Deep Thinking & Pair Work (10 minutes) Teacher’s Activities: 1. Group task: What actions can students take to protect rivers? (Provide keywords: plant trees, save water, spread awareness). 2. Demonstrate a role-play between Ella and Yaming (introducing Qinghai Lake and Taklimakan Desert). Students’ Activities: Discuss environmental actions using “We should/can...”sentences. Role-play in pairs, incorporating new vocabulary (e.g., Qinghai Lake: the largest inland salt lake) and sentence structures. Step V Show Time (4 minutes) Teacher’s Activities: 1. Invite 1-2 groups to present their role-plays. Provide feedback on grammar and creativity. 2. Guide students to make comments according to their presentation. Step VI Summary（2minutes） Teacher’s Activities: Guide the students to make a summary together. Students’ Activities: Think and answer like this--We have learned three rivers and ... Step VII Homework（1minute） Must do: Create a “China Geographic Landscapes Map,” label 2 landscapes with English descriptions (e.g., Three Gorges, Mount Everest). Choose to do: Write 2-3 sentences about one landscape (include difficult terms with Chinese translations, e.g., Qomolangma: the highest mountain in the world). 学科网（北京）股份有限公司 $