人教版八年级下册英语全册教学设计（配2026年春改版教材）

1(配2026年春改版教材)单元总览单元主题分析的生活”这一子话题。本单元侧重拓展与休闲活动相关的内容，旨在引导学生探索不同休闲活动的意义，帮助学生学会借助课外活动丰盈自我、助力成长。同时，鼓励学生在面对活动中的挑战时，养成坚韧专注的良好品格。本单元大问题“Whyarefree-timeactivitiesimportant?”贯穿始终，驱动学生深入思考休闲活动对生活及个人品格塑造的积极作用。SectionA通过听力活动和对话学习，引导学生交流休闲活动及背后的目的，同时聚焦活动中的意义。SectionB借助阅读文本，引导学生区分事实与观点，并用思维导图梳理信息。该部分的阅读语篇通过讲述Luca和Maya的兴趣爱好，展现爱好对个人理想追求如助力开发应用、推动旅行梦想的切实影响，深化学生对“休闲活动如何赋能生活”的理解。写作部分围绕介绍自己最喜爱的休闲活动展开，让学生完整表达对休闲活动的认知。识技能的同时明白休闲时光是自我成长、放松身心的重要契机，应积极且合理地规划利用，拥抱健康多彩的生活。单元学习目标通过本单元的学习，学生能够：1.自然得体地向他人介绍自己喜爱的休闲活动，并根据日常交流需要询问或回答有关休闲活动的相关信息。思维导图梳理信息，写出关于自己休闲活动的完整介绍，表达对所喜爱活动的热情。3.理解并区分动词不定式作目的状语和作宾语补足语的用法并能在具体语境中正确运用。4.总结并归纳描述休闲活动的常用句型并结合语境灵活运用这些句型介绍自己的爱好与活动经历。5.了解不同文化背景下人们休闲活动的多样性，体会休闲活动对个人身心健康、品格塑造的积极作用，树立健康积极的生活态度。单元学习重难点1.熟练运用与休闲活动相关的词汇和常用句型，能自然介绍自己的休闲活动及相关信息。2.清晰区分动词不定式作目的状语和作宾语补足语的用法，并在具体语境中准确运用这两种结构。3.借助思维导图梳理休闲活动信息，完成关于自身休闲活动的介绍写作，准确表达对活动的热情。2.面对复杂语境时，仍能准确判断动词不定式是作目的状语还是宾语补足语。3.结合不同文化背景下休闲活动的特点，深入体会其对个人成长的意义，并将这种理解融入语言表达中。单元课时划分第一课时Section第二课时Section第三课时Section第四课时GrammarA(2a-2d)第五课时SectionB(la-le)&VocabularyinUse第六课时SectionB(3a-3c)一、TeachingObjectivesInthisclass,studentswil1.learnwordsandex2.practisethelisteningstrategyofcirc4.talkabouttheirfree-theirwinterholiday◆Whatwasyourmostenjoyablewinteracwithsomehints:Beingoutmindcalm./It'snotacompetition,soyoucastudentstodescribetheactivitiesusingtheirow2.TeachthepronunciationandmeaningofthewordsskUsegesturesorgiveexamplestoreinforcetheunderstanding.3.Askstudentstomatchtheactivitieswiththepictures.Ifthestudentsareteachercanextendthetaskbyasking:Whichactivitylooksthemo2.Guidestudentstocirclethetimemarkers“afterschool”and"attheweekend"themnottoconfusethesetwotimeswhilelistening.3.Havestudentslistentotheinterviewsandfill1.Playtheaudioagain.Askstudents2.Checktheanswerswiththest1.Presentsomekeysentencesoftheinterviewsbyusingatableormindmap.2.HavestudentslistenagainandretelltheinterviewsaThislessonachieveditsobjectiveswinterholidaysandidentifyingvarioushobbies,andththemfocusonkeydetails.Theretelling3.applypre-listeningstrategiesbyidentifyingandcirclingkeypoin4.sharepersonalexperience3.Remindstudents:Duringlistening,theaudiomayrephraHowdoesFuXingencourageEmmainthecoTeachingTip:Theteachercansummarizethethematicmeaning1.Havestudentsrecallchallengesactivitiesandhowtheyg2.LetstudentssharetheirexpAskstudentstosummarizehowtotalkaboutaholidFinishtherelatedexercisesinthebooksproducedby.Writethelanguagepointsandusefulexpressionsontheblackboard.practisinglisteningstrincorporatemoreguidedpracticeinfuturadjustmentswereneededforsmootherlis1.understandtheconvmotivations,andanalyzingtheir2.role-playthedialoguetopractisefluencyandhobby-relatedexpression3.discusspersonalhobbyexperiencesusingthetargetlWhenyouhear“traditionalChinesehobbiE.g.Calligraphy,papercutting,Beijingopera,Wush1.Havestudentsreadthec3.TheteachercanaskonemorequestWhenYamingmentionedsthatfeels!”Doyouknowwhatthatfeelingwas?(E.g.tired,bored,outofpatience..)Letstudentslistentotheconversation,andthenrole-plWhatdoyoulearnfromYaming'sandPeter'sexperienceswheE.g.It'snormaltofacedifficultieswhenstartingsomethingnew./Notgivgetbetteratnewthings./Tryingnewthingsbringsnice1.AskstudentstothinkabouttheirhobbiesandRemindthemtousetheexpressi2.EncouragestudentstomakeadialoguebAskstudentstosummarizewhattheylearnediFinishtherelatedexercisesinthebooksproducedby.Drawthetableorwritethelanguagepointsontheblackboard.Thislessonwentwellovwithgoodemotions.Thethemeof"overcomingchallenges"helpedthemconnecttheirownexperiences.However,somestillneedefluentlyinconversations.For2.usetheinfinitivetoshAskstudentstocompletethesentencesaccordingtothepictures.(见配套教Askstudentstocomparethesentencesandthin1.Havestudentsreadthesentewithout“to”)functionsasanobjectcomple不定式作宾语补足语◆在英语中，有些句子只有宾语并不能表达完整的意思，还必须在宾语后面加上宾语补足语才能表达完整的意思。宾语补足语通常位于宾语之后。我们把“宾语十宾语补足语”称为复合宾语。◆当不定式作宾语补足语时，分带to的不定式作宾补和不带to的不定式作宾补两种情况。常见的用带to的不定式作宾补的动词(短语)有：ask,advise,allow,encourage,get,order,require,teach,tell,want,wish,expect,warn,force等。常见的用不带to的不定式不定式作状语状语用来修饰动词、形容词或副词，它表示行为发生的时间、地点、目的、方式、原因、程度等，一般由副词、介词、介词短语、不定式、从句或其他相当于副词的词或短语来担任。inorderto)可放在句首。如何区分不定式是作宾语补足语还是状语?作用宾语补足语宾语做某事说明谓语动词的了达成某个目标Writethegrammarrulesontheblackboard.usesimplertermslike"actionperformer"an1.identifyandsummarizeLuca'saandexplainhowthesehobbiesimprovetheirl3.describepersonalhobbiesandtheirbenefitsbyusinginfinitivestructures.theirunderstandingbyaskingthemtoprovideexamplesofeach.2.Letstudentsreadthetextandunderlinethetwostudents'opinionstow1.Havestudentsreadthet2.Checktheanswerswiththest3.Asasupplementtothemindmap,theteachercanhavethemwriteaboutthemselves.2.Invitesomestudentst3.Askthequestion,"WhyandMaya'sstories.Thefactvs.opinionactinfinitiveswhendescribingtheiroOverall,themindmaphelpedvisualizeconnectionsef第六课时SectionB(3a—3c)Inthisclass,stude3.Showthemasamplewritingbeforetheystar2.Ifthereisenoughtime,askstudentstopeer-cFinishtherelatedexercintheirwriting.Nexttime,I'llhighlightmoreexamplesAlso,peer-checkingwasrushed.I'llplanthetimebetter.Somestudentsneededmoreguidanceon单元主题分析命的意识”子话题高度契合。其核心旨在引导学生习得保持身体健康与应对常见健康问题的方法，树立自我健康管理与安全防范意识，从而全面深入地回答单元大问题“Howdowetakecareofourselves?”。SectionA的引导性问题是“Whatshouldwedowhenwedon'tfeelwell?”。该部分通过多组对话(如胃痛、背痛、牙痛、喉咙痛等)呈现日常生活中常见的健康问题，并探讨其成因及应对方法。学生将学习如何用英语描述症状(Ihaveastomachache/Mythroathurts/.)并给出建议(You士建议做X光、避免碳酸饮料)帮助学生理解专业医疗建议，培养健康管理意识，学习在健康问题发生时如何正确寻求帮助(如就医、服药、调整饮食)。器(融合科学知识);食物过敏需立即就医，并注意食品成分(培养社会责任意识)。从而培养学生的风险防范意识，识别生活中的安全隐患(如厨房操作、过敏原),学会预防事故。并学会应急处理方法，掌握基本急救措施(如止血、灭火),培养冷静应对突发事件的能力。方面内容。通过多样化的学习活动与丰富的语料，引导学生成为有健康意识、安全知识和责任感的个体。单元学习目标通过本单元的学习，学生能够：1.在日常交际中听懂有关健康问题或急救事件的相关对话，并能够用英语进行相关场景中的对话交流。2.理解与健康问题或急救事件等主题相关的阅读材料，并能提取文章中的健康建议和急救措施。3.学会用反身代词及情态动词should/could描述相关的问题并给出对应的建议。康负责的态度。单元学习重难点1.掌握有关健康问题及建议的词汇句型表达，并根据情境进行相应的沟通与交流。3.理解“健康需要主动管理”,掌握常见健康问题的预防与应对原则。1.相关近义病痛词汇、句型表达的辨析与准确使用。3.复杂事件的逻辑梳理并复述。单元课时划分第一课时SectionA(la—1d)第二课时SectionA(2a-2d)第三课时SectionA(3a-3d)第四课时GrammarFocus(4a-4d)第五课时SectionB(la—1e)&VocabularyinUse第六课时SectionB(3a-3c)2.identifywhathealthproblemsDavid,Ben,NancyandJudyhaveandthecausesoftheproblems.3.summarizetherelatedsentencepatternsaboutaskingaboutanddescri4.makeupaconversationtotalkabouthealthproblemsusingthetargetlanguaHavestudentslookatthethemepictureontheTeachingTip:SomestudentsmayhaveandmayspeakChinese.TheteachercanencouragethemtoparaphraexpressionsineasierEnglish.Forexample,studentsdon'tknowtheword“ftheycanbeguidedtosay“feelhot”or"thetemperatureishigh".Then,thetepresentthetargetvocabulary(E.g.,“fever”)totheclass.2.Guidestudentstorealizethetopicoftheunitisabouthealth.Askstudentstobrainstormmorehealthproblemsindailylife.Theteachercanpresentsomerelatedpicturestohelpstudents.Pre-teachtherelatednewwordsandexpress2.AskstudentstodothematchexercisLanguageTip:Guidestudentstopayattentiontothecommonfeatureofthesew(stomachache,headache,toothache,backache):Theyallcontain"bodypart+ache".Thenteachercanintroducesimilarwords.ForexamFortheword“cut”,theteachercanremindsteachercanusethetwosentencestohelpstudentstogetth1.Havestudentsreadtheinstructiona2.Havestudentslistentotheconversationsandwritethehealthproblemfocusongraspingthek3.Checktheanswerswiththewho1.AskstudentstoreadthethirdcolumStudentscanbeencouragedtofill2.Playtherecordingagainandhavestudentscompletethese3.InvitesomestudentstosharetheiranDavidhasastomachachebecauseheatetoomuchatafriend'sbirthdaypartyyesterday.2.Remindstudentstopayattentiontothetensewhilerete1.HavestudentsworkinAskstudentstosummarizetheholidayactivitiestheFinishtherelatedexercisesinthebooksproducedby.languagepointsWritetheandusefulontheblackboarlanguagepointsThelessononhealthproblemsworkedwellineache”quicklythroughexamples,andtheexpressionsflexibly.Yet,afewstudentsspeechintherecording.Nexttime,I'llslowdowntheaudioorpauseat1.identifywhathealthproblemsDavid,NancyandJeffhaveandthesc2.learnsomebasicknowledgeabouthowtodealwiththecommonhealthproble3.askforandgiveadviceondifferenthealthproblemsusiWhenbloodcomesoutfrom…canusethefollowingquestionsa2.Havestudentslistentotheconversationsandcircleandfigureoutwhogotsome3.Checktheanswerswiththewho1.Askstudentstoreadthetablewhilelistening.Studentscanbeencouragedtofillinthe2.Playtherecordingagainand3.Invitesomestudentstoshareth2.Remindstudentstopayattentiontothemodalverbswhileretelling.1.Presenteachpicturein2dandg2.Presentthehealthproblemsandtheactionsontheblackboard.Forthenewworexpressions,theteachercanexplainthemeaningsandtheusage.Forexamnoseiswhenliquidcomesoutofyournose,oftenwhenyouhaveacol3.Havestudentsworkinpairsandtaproblems.Duringtheprocess,theteachercanwalkaroundtomakesureeacengagedintheactivity.Correctpronunciation/grammargentlyandprovidepromptsifneeded.4.Invite1-2pairstorole-playtheirconversationsinclAskstudentstosummarizehowtotalkaboutaholidFinishtherelatedexercisesinthebooksproducedby.Writethelanguagepointsandusefulexpressionsontheblackboard.Thislessonwentsmoothlyowhicheffectivelyactivatedtheirpriorknimprovement.Duringtheretellingpart,afewweakstudentsstruggledwithusing“should/shouldn't"correctly,evenwithsentencefr2.learnhowtodescribehealthproblemsa3.makeupaconversationbetweenadoctorandapatientusontheblackboardtohelpstudentsrevivideotohelpthemunderstandthedifferencesifnecessary.◆What'stherelations2.Askstudentstopredictwhattheconversationisaboutaccordingtothesequest1.Letstudentsreadtheconversationquicklya2.Askstudentstofindoutwhat'sthematterwithHelen,andthench1.Askstudentstoreadthegraspwhilereading.Explainthenewword“description”ifnecessary.2.Havestudentsreadtheconversationagainandcomplet3.Invitesomestudentstosharetheir◆Whatdoyouthinkthesentence“yoimpactmightgoingtoschoolwithaseri2.Guidestudentstosummarizethemainideaofthecon1.Havestudentslistentotheconversationintonationandfeelingsofthespeakers.2.Letstudentsworkinpairstorole-playtheconversatio3.Invite1-2pairstorole1.Guidestudentstoreadtheco2.Summarizetherelatedsentencepatternsandpresentthemontheblackboard.3.Letstudentsworkinpairstomakeupaconverusingthesentencepatte4.Invite1-2pairstorole-playtheirconversationAskstudentstosummarizewhattheylearnediFinishtherelatedexercisesinthebooksproducedby.Writethelanguagepointsontheblackboard.Thisclassfocusedsomeexpressionstodescribehealth1.summarizetheusageofthereflexivepronouns.2.mastertheusageofthemodalverb“should”and“could”foradvice.3.talkabouthealthpusethereflexivep反身代词(ReflexivePronouns)是一类用来表示动作的承受者与执行者是同一人或物的代词。其形式通常是在相应人称代词后加self(单数)或selves(复数)。Shecutherselfwhilecooking.她做饭的时候割伤了自己。Takegoodcareofyourself.照顾好你自己。You'dbetteraskthedriverhimself.你最好问问司机本人。体Ithinkyoushouldliedow1.Askstudentstocompletethesentencesusingthe3.Explainthedifficul1.Letstudentsreadthepa2.Askstudentstocomplete3.Explainthelanguagepointsifnecessary.1.Havestudentsreadtheinstructiontomakesureth2.Theteachercanactoutanillnessorinjuthesentencestructurestoaskformore3.AfterstudentsguesstheillnessoAskstudentstosummarizewhattheylearnediFinishtherelatedexercisesinthebooksproducedby.Writethegrammarrulesontheblackboard.Thislessonfocusedonreflexivepronounsandadvisingwith“shouldespeciallydistinguishing"However,somestudentsstruggledwithre3.learnwhattodoand1.Presentapictureofabusybrainstormbasedonthe2.PresentalistofcommonkitchenaccAskstudentstoreadthestory2.Sharetheanswerwiththewholword“suffix”ifnecesssafetyawareness.Thepre-readingpicturehelpedthempredictth1.figureoutwhathappenedt2.writeresponsestoDrCoo(见配套教学课件)conceptofallergy.The2.Askstudentstoreadthestoryquicklytochecktheirpredi3.HavestudentsreadthestoryagainandcDuringtheprocess,theteachercanexplaintheimportantlanguagepointstosmonitorandofferhelpinneed.Fortheweakgroups,theteachercanprovidetheout2.Invitesomestudentstosharetheirrespo3.Presentthecorrectresponsesandaskstudentstomak1.Havestudentswriteaconver2.Remindstudentstousethenotesthey2.Basedonthefeedbackfromtheirpartners,studentsrevisetheirwritingsAskstudentstosummarizewhattheylearnediFinishtherelatedexercisesinthebooksproducedby.Writethechecklistontheblackboard.pre-writing,retellingviapictustory.However,someweakstudentspractisedretellingandwritingskillswell,butscaffoldingforweakerlearnersneede单元总览单元主题分析两个子话题。本单元聚焦青少年成长过程中的情绪管理，旨在帮助学生认识和处理各种复杂情绪，培养积极健康的心理品质。本单元核心问题“Howdowedealwithouremotions?”贯穿始入思考情绪管理在个人成长中的重要作用。SectionA通过听力活动和情景对话，让学生学习识别和表达不同情绪，重点分析人际冲突中的情绪反应，探讨如何运用沟通技巧化解矛盾。学生将通过真实案例理解“有效沟通”在情绪管理中的关键作用。SectionB借助阅读文本，引导学生探索情绪与成长的关系。通过Matt的篮球故事，分析挫折中的情绪反应及应对策略，理解“积极心态”对个人成长的意义。培养学生感恩意识，教会学生用语言表达情感。表达相关语言技能的同时，理解正确处理情绪是成长过程中的重要课题，从而培养积极健康的生活态度和人际关系处理能力。单元学习目标通过本单元的学习，学生能够：1.准确识别并自然运用如excited、afraid等描述情绪的词汇，清晰表达自身及他人在成长中情绪状态，并能运用恰当的情感词汇进行有效沟通。2.听懂并理解涉及朋友冲突、家庭沟通等成长场景的材料，捕捉关键情绪信息与事件发展脉络。3.读懂关于成长中情绪处理的文本，梳理情节、提取情绪管理及人际交往的方法；归纳总结表达情感、提出建议和道歉的常用句型，并能在角色扮演和书面表达中灵活运用这些句型处理人际关系问题。4.正确运用although,until,sothat等引导的状语从句，描述成长中情绪产生的情境、处理方式及结果，提升语法运用的准确性与表意丰富性。5.撰写感谢信，结合自身经历并运用本单元语言知识，有条理地表达感恩、反思及情绪管理思路，强化写作技能。单元学习重难点1.熟练掌握excited、afraid等情绪类词汇，以及although、until等引导状语从句的连词，能准确理解、运用，描述成长中情绪与事件的内在联系。2.分析单元阅读文本的内容结构，准确提炼情绪处理方式、事件发展脉络等关键信息。3.牢记并灵活运用与情绪表达、问题解决相关的句型，并应用于口语交流和书面表达。第一课时Section第二课时Section第三课时Section第四课时GrammarFocus(4a-4d)第五课时SectionB(la-1f)&Vocab第六课时SectionB(3a-3c)第三课时SectionA(1a-1d)2.practiselisteningskillsbyunderstandingPeter'sproblemandElla'3.EncouragestudentstobrainstorLetstudentsreadHarry'san2.LetstudentsworkinpaiThislessonwentwelloverall.Studentsactivelyparrole-playingtheconversation.However,somesprovidemoreguided1.understandtheconversationandgraspthekeydetailsof3.reflectonpersonal4.understandtheimportanceofcommunicatiReviewtheconversationoflastclassandletstudentspredictwhatwillhappennext.4.Summarizecommonemotions.Writeusefulsentenpersonalexperienceswiththedialogue.Timemanagementforpair-sha2.masterexpressionsrelatedtotalkingaboutprobl3.reflectontheimportanceofeffectivecommunicationwithinfamiliesandlearntoparents'intentionsfromdif◆DoyouthinkJudyandherparentsco1.Letstudentsreadtheconvers2.DoJudy'sparentsreallynotcareabouther?Whyorwhynot?AskstudentstounderliJudy:Myparentsaren'thappywithmy.../Myparentshaveveryhighstandards./TheyoftI'llcryifwetalk.Lily:I'msorrytohearthat./I'msureyourparentsjustwantyoutodowell,althoughtheymaynot2.Remindthemtouseproperintonationtoconveytheemotionsintheconve2.Askstudentstoworkinpairs,withonestudentplayingtheroleofJudyandtheotherplroleofherparent.Havethemrole-playtheconversationthathappensafterJudy'sparen3.Inviteseveralpairsofstudentstoperformtheirconversationsforthewholeclass.AskstudentstosummarizewhattheylearnFinishtherelatedexercisesinthebooksproducedby.Drawtheexpressionsandlanguagepointsontheblackboard.Today'slessonwentsmooshowinggoodunderstandingofJudy'sfeelings.Thelanguaalsosharesimplereal-lifeexamplestomaketheconceptpurpose.在句中作状语的从句叫状语从句。状语从句可修饰谓语、非谓语动词、定语、状语或整个句子。状语从句一般由从属连词引导，它可以表示地点、时间、原因、条件、目的、结果、让从句不能独立成句，必须依附于主句才能表达完整的意义。从属连词有though,although,when,until,after,sothat,inorderthat,if,unless,because,since等。构成介词短语，在句中作状语。until和till的语义是相同的，但tillLiMingwillwaittill/untilhisfathercomesback.LiMingwon'tleavehereuntilhisfathercomesback.◆if的用法Ifyouuseyourhead,you'llfindaway.=Useyourhead,andyou'llfindaway.Ifyoudon'thurryup,you'llmissthetrain.=Hurryup,oryou'llmissthetrain.2.Checktheanswersbyaskingstudentsto1.Letstudentsreadthepassageandmakesureth2.Askstudentstocompletethesentencesaccordingtothep3.ChecktheanswersbyinvitingsomestudeAskstudentstosummarizewhattheylearnediFinishtherelatedexercisesinthebooksproducedby.Writethegrammarrulesontheblackboard.Thelessonwentsmoothlyoveraunderstandbetter.1.understandthecorrectuseoftheidiomsrelatedtofeelingsfr2.analyzethestorytounderstandMatt'smistakes,hisemotions,andTom'ss3.practisesolvingproblemsbyrole-playingtheconversationbetweenMatt4.learnhowtostaypositivewhenfacingfailuresormitheirmeanings.(见配套教学课◆undertheweather身体不舒服，心情也受影响◆Whatmight“YouCan'tWinThemA3.Letstudentsrole-play Thislessoneffectivelyengagedstudentsinunderstandincomprehensionofthsomorepracticeactivities1.identifythestructureandk2.writeathank-youletterwithc3.developasenseofgratitudeandbemorewillingtoexpressappreciation◆HowdoesKellytha1.Havestudentsreadtheletttabletohelpstudentssummarizethekeypoin3.Askstudentstounderlinethesentencesthatcanb1.Letstudentsthinkaboutapersontheywantwhytheywanttothankhimorher.3.Showstudentsasamplewritingfirst.(见配套教学课件)FinishtherelatedexercThiswritinglessonsuccessfullyguidedThiswritinglessonsuccessfullyguidedstudentsinwritingmeaningfulthanshowedgoodunderstandingoftheletterstletterscontainedsinceregratitude,thoughhelped.Overall,studentsdevelopedbothwritingskillsandappreciationforothers'kindn单元主题分析界著名的自然奇观，理解它们的独特价值及其在生态系统中的重要性，培养学生探索自然的科学精神，同时树立保护自然、维护生态平衡的责任意识，最终形成人与自然和谐共生的可持续发展理念。B分别设置了两个引导性问题来承接并统领各版块的学习。SectionA在“What'samazingaboutnature?”这一问题的引导下，通过地理知识竞赛的形式介绍了世界之最的自然奇观(如珠穆朗玛峰、撒哈拉沙漠、马里亚纳海沟等),让学生掌握这些自然奇观的基本特征和科学数据；流文明的讨论，帮助学生理解自然与人类文明的密切关系。这些内容让学生在学习描述自然特征的语言的同时，直观感受自然的多样性与重要性，为理解“与自然联结”奠定认知基础。则以生动的语言描绘自然之美，鼓励人们亲近与体验自然。两者共同揭示了人类探索自然的多重动机一既有对未知的好奇，也有对美好的向往总而言之，本单元以“自然奇观”为切入点，融合了自然知识、语言技能与价值引导。通过多样化语篇，引导学生从认知自然、探索自然到守护自然，逐步构建对“人与自然联结”的完整理解，培养尊重自然、和谐共生的意识。单元学习目标通过本单元的学习，学生能够：1.掌握与自然奇观相关的词汇和表达，运用英语描述自然景观的特征并进行数字的准确读写。2.阐述世界著名自然奇观的基本信息、地理特征及科学数据，并说明自然与人类文明的关联。3.运用形容词和副词的比较级和最高级对自然景观进行对比描述，熟练掌握相关语法规则及运用场景。4.培养对自然的探索精神，理解人类探索自然的动机与意义，树立保护自然、维护生态平衡的责任意识。5.撰写具有说服力的自然景观广告，掌握广告的结构、语言特点及写作技巧。6.通过听说读写等活动，提升用英语交流自然奇观相关话题的能力，能在对话中清晰表达观点、分享信息。单元学习重难点1.掌握与自然奇观相关的核心词汇及表达，能运用英语描述自然景观的特征和相关数字的读写。2.理解世界著名自然奇观的基本信息、地理特征及科学数据，了解自然与人类文明的关联。3.熟练运用比较级和最高级对自然景观进行对比描述，掌握相关语法规则。4.学会撰写具有说服力的自然景观广告，掌握其结构和语言特点。。1.大数字的英文读写及在描述中的准确运用。2.听力和阅读中快速捕捉并梳理关键信息，并转化为连贯的英语表达。恰当运用说服性语言增强表达效果。。单元课时划分第一课时Section第二课时Section第三课时Section第四课时Grammar第五课时SectionB(la-1e)&VocabularyinUse第六课时SectionB(3a-3c)1.learnthewordsandexpressions2.getthegeographyfactsaboutthenaturalwondersthroughlistening.3.talkabouttheseplacesusingthesuperlativesandlargen1.Havestudentslookatt2.Encouragestudentstobrainstormmorenaturalwonders.Theteachercanpresenttherelatedpicturestohelpthem.Andofferthepronunciationoftheirnamestohelpstudentstalk..1.Havestudentsreadthenamesofplacesinlaandmakewordscorrectly.Presentthepronunciationforthedifficulto2.Askstudentstodothematchingexer3.Checktheanswerswiththewholec4.Playsomevideosaboutthesewondersifnecessarysothatstudentsca1.Havestudentsreadtheinstructishowisforstudents.Thete2.Havestudentslistentothegameshowandcompletethedescriptionsoftheplaces.3.Checktheanswerswiththewho1.Askstudentstoreadthenumbereadingrulesandmodelthepronunciationforstudentstorepeat.2.Playtherecordingagainandh3.Checktheanswerswiththewholeclass..Thislessonfocusedonnaturalwonders.Studentsgraspaudioengagedthem.However,some第二课时SectionA(2a-2d)1.identifywhattop3.talkaboutwhattheyhavelea2.Askstudentstocompletethesentenceswiththeinformationfromthepicanexplainthemeaningofeachiteminadvance.PresentthepicturesoftheChinesevFendouzheandtheTitani3.Checktheanswerswiththewholeclass.Ifnecessary,addmorerelateddetailsandinformation1.Havestudentsreadtheinstructionandunderstandtheba2.Askstudentstoreadthetopicsandpredictwhatmaybediscussed.4.Checktheanswerswiththewholeclass.2.Playtherecordingagainandhavestudentscompl3.Invitesomestudentstoshareth4.Havestudentslistedeepseapollutionanditssolutionstodeepentheirucorrectanswerstogethteachercanencouragestudentstosha3.ThestudentscanalsobeencoknowandotherstalkaboutthesequestionstogivetheantheteachercanaskstudentstoresearchtheAskstudentstosummarizehowtotalkaboutaholidFinishtherelatedexercisesinthebooksproducedby.Writethelanguagepointsandusefulexpressionsontheblackboard.ThisThislessoneffectivelyintroduceddeep-seaexplsparkedstudents'interestfoundation.However,somestruggledwithdepth-relatedterms,needingmores2.explainhowrivershelpcivilizationsdevelopandsuggestwaystoprotectth3.makeupnewconversation