2024人教版八年级英语下册Unit4 The Wonders of Nature单元教学设计

【新教材】人教版（2024）八年级下册英语Unit4TheWondersofNature

单元教学设计

单元教材分析

UnitThemeAnalysis（单元主题分析）

Ihcthemeofthisunitis"1heWondersofNature”.’1hroughaseriesoflistening,speaking,reading,

andwritingtasks,itguidesstudentstotalkaboutgeographicalfactsrelatedtonaturalwonders,compare

thecharacteristicsanddataofdifferentfamousnaturallandscapes,uselargenumberstoexpress

geographicalfactsandexplorehowandwhypeopleconnectwithnature.

OverviewofUnitEmphasisandDifficulties（单元重雄点一览）

1.Mastervocabularyandsentencepatternsrelatedtonatural

wonders.

2.Correctlyusecomparativesandsuperlativesof

adjcctives/adverbstodescribethecharacteristicsofnatural

KeyPointslandscapes.

3.Skillfullyuselargenumberstoexpressgeographicaldata.

4.Fluenllycommunicateaboutthecharacteristics,importance

ofnaturalwondersandhumanachievementsinexploring

nature.

1.Accuratelydistinguishandusecomparativesand

superlativesofadjectives/adverbs.

2.Correctlyreadandwritelargenumbers,andexpressthe

measurementdataofnaturallandscapesincontext.

KeyDifficulties3.Organizelanguagetodescribenaturalwondersclearlyand

logically,andillustratetheconnectionbetweenhumansand

naturewithexamples.

4.Understandandexpressthesignificanceofhuman

explorationofnature,anddeepentheunderstandingof"the

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valueofnalure”.

单元整体目标

LanguageProficiency

（语言能力）,1.Mastervocabularyrelatedtonaturalwondersandgeographicaldata,aswellas

comparativeandsuperlativesentencepatterns,andusethemcorrectly.

2.Beabletounderstanddialoguesandinterviewsaboutnaturalwonders.

3.Beabletotalkaboutthecharacteristicsandmeasurementdataofnaturalwonders,comparethe

differencesbetweendifferentlandscapes,andsharecasesofhumanexplorationofnature.

4.Beabletowriteintroductions,advertisementsorshortessaysaboutnaturalwonders.

CulturalAwareness

（文化意识》.Understandthegeographicalbackgroundandculturalsignificanceofworld-famous

naturalwonders.

2.Respectthewaysofprotectingandexploringnatureindifferentregions,andrecognizetheglobal

valueofnaturalheritage.

ThinkingQuality

（思维品质）,1.Comparethecharacteristicsofdifferentnaturalwondersandexpresspersonalopinions

logically.

2.Combinecasesofhumanexplorationofnaturetothinkabouttherelationshipbetween

"explorationandrisk"and“protectionandutilization”,andcultivatedialecticalthinking.

3.Givereasonablesuggestionsfornaturalprotectionissuesanddevelopproblem-solvingthinking

skills.

续表

1.StimulateinterestinEnglishlearningthroughgroup

discussionsandproject-basedlearning.

LearningCapability2.Learntocollectandorganizeinformationaboutnatural

（学习能力）wonderstoimproveindependentlearningandcooperative

learning.

3.Reflectonthelearningprocessof“theuseof

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comparatives/superlatives^^and“theexpressionoflarge

numbers”,andsummarizeeffectivelearningmethods.

单元学情分析及教学建议

LearningSituationAnalysis(学情分析)

I.Studentshavebasicknowledgeof^naturalwonders"，butlackvocabularyandsentencepatternsto

describetheircharacteristicsanddatainEnglish.

2.Studentscanunderstandsimplecomparatives,butarenotproficientinusingsuperlativesof

multi-syllabicadjectives/adverbs.

3.Studentshavedifficultyinreadingandwritinglargenumbersandarepronetoconfusingunits.

4.Whendescribingnaturalwonders,theytendtoignoredetails,andtheirlanguageorganizationis

lesslogical.

5.Theirunderstandingof“thesignificanceofhumanexplorationofnature"and"naturalprotection,,

needstobedeepenedwithspecificcases.

TeachingSuggestions(教学建议)

I.Combinelanguagewithgeography.Teachvocabularylike“MountQomolangma"withmapsto

helpstudentslocatesites,andexplainbackground.

2.GuidestudentstomastertheuGroupingRule(thousand,million,billion)first,andthen

practicelargenumbersstepbystep.

3.Groupworkonwondcrs.Groupsresearchonewondertocollectinformation»sharethroughshort

speeches,thenco-createa“NaturalWonderLeaflet”.

4.UseMultisensoryaids.Playnaturalsounds(VictoriaFalls)orshowvideos("Fendouzhe”dive)in

class；assignafter-classobservationoflocalnaturetolinklearningtolife.

5.Designditterentlevelsottaskstomeetdifferentneedsofstudents.

6.LinktoEnvironmentalProtection.Discussdeep-searubbishsolutionsinEnglish；assigna“local

sceneryprotectionproposal“toconnectlanguageandvalues.

单元课时分配

第一课时SectionA(la—2d)

第二课时SectionA(3a—3d)

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第三课时SectionA(GrammarFocus4a—4d)

第四课时SectionB(la—le)

第五课时SectionB(2a—3c)

第六课时SectionB(Project&Reflecting)

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第一课口寸SectionA(la—2d)

TeachingProcedures(教学过程)

Activity1Warm-upandlead-in

T：Let'splaya"NaturalWonderFlashcardGuess"game!I'llshowyousomeflashcardsandyou

guesstheplaces.(77?eteachershowsflashcardswithpartialimagesof\a'swondersfor3seconds

each.Studentsguesstheplacesinpairs,andthenshare1theiranswers.)

设计意图：通过游戏激活学生对自然奇观的已有认知，调动学习兴趣；通过小组讨论导入单元

核心话题，为新课做铺垫。

Activity2Matching(la)

T：Todaywe'lllearnaboutsomeofthemostamazingplacesinnature.Lefsseeifwecanmatchtheir

namestowhattheylooklike.Nowlefsgotolaandmatchtheplaceswiththepictures.(^students

matchthemfirst,andthenchecktheanswers.)

设计意图：通过“地名一图片”匹配，让学生直观了解各自然奇观的视觉特征，熟悉自然奇观

词汇，为后续听力输入做好准备。

Activity3Listening(lb)

T：Now,welllistentoagameshowaboutthesenaturalwondcrs.Thetaskistocompletethetablein

lb.First,readthetabiccarefullyandthenpredictwhatyou'llhcar.(Studentsreadthetable»andthenthe

teacherplaystherecording.)

T：Let'schecktheanswers.ForMountQomolangma,what'sthedescription?Andthemeasurement?

没计意图：通过“读表预测一听音补全一核对答案”三步，训练学生听前预测和捕捉关键数字

与形容词的能力，同时强化最高级表达和大数词汇的听觉识别，为后续口语问答莫定语言基础。

Activity4Listeningforthemeasurementsinlb(lc)

T：Listenagain.Thistime,usethenumbersin1ctocompletethe“Measurement“columninlb.(77?c

teacherplaystherecordingagain)

T：Lei'schecktogether.

MountQomolangmais8,848.86metreshigh.

TheSaharaDesertisabout9.000,000squarekilometresinsize.

TheDeadSeais416metresbelowsealevel.

TheMarianaTrenchisabout11,000metresdeep.

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设计意图：专项训练大数字的听力识别能力，巩固自然奇观的核心数据，为后续口语交流铺垫。

Activity5Pairwork(ld)

T：Now,talkabouttheplacesin1bwithyourpartner.Usethedialoguetemplate：

S1：Whafsthelowestplaceonearth?

S2:lt*stheDeadSea.

S1：Howlowisit?

S2：Itssurfaceis416metresbelowsealevel.

S1：Now,what'sthedeepestplaceintheocean?

(Studentspracticeinpairsandtheteachergoesaroundtoofferguidance.Thentheteacherinvites

2~3pairstoshowtheirdialoguesinfrontoftheclass.)

设计意图：利用固定对话模板进行模拟操练，帮助学生内化最高级句型与大数表达；通过同伴

互问互答提升口语流利度，教师巡视及时纠错，最后公开展示增强自信与课堂参与度。

Activity6Discussingthedeepsea(2a)

T：LookattheuOceanDepths^picturein2a.Whaldoyouknowaboutthedeepsea?Forexample：

“Isitdarkinthedeepsea?”“Arethereanimalsinthedeepsea?”Shareyourideasingroupsof

4.(Studentshaveadiscussionandsharetheirideas.)

T：Greatideas!Now,let'slearnmoreaboutthedeepseabywatchingadocumentary.

沿计意图：围绕“深海”展开讨论，激活学生对深海的好奇；为后续听力(深海研究访谈)做话

题预热，降低理解难度。

Activity7Listening(2b)

T：Listentoaconversationbetweenaclassandadeep-searesearcher.Tickthetopicsthey

discuss.(77?eteacherplaystherecording,andthestudentslistenandtick)

T：Let'scheck.

没计意图：培养“整体把握听力主旨”的能力，通过勾选话题，梳理访谈逻辑，理解“深海探

索”的核心内容。

Activity8Listeningandcompleting(2c)

T：Listenagain.Completethesentencesin2cwithfactsfromtheconversation]77?eteacherplaysthe

recordingandstudentswriter

T：Lei'schecktheanswerstogether.

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没计意图：在理解主旨的基础上，提取听力细节信息；同时感知“自然探索”相关表达(如dived

into,explored),为后续阅读铺垫。

Activity9Askingandanswering(2d)

T：Readthequestionsin2dandthinkofI〜2morequestionsyouwanttoasktheresearcher.Then

researchtheanswersandpracticeaskingandansweringwithapartner.(Studentsworkinpairs.The

teacherinvitessomestudentstosharetheirquestionsandanswers.)

设计意图：鼓励学生主动探究深海知识，培养”提出问题一解决问题”的能力；通过问答练习，

深化对深海的理解，提升口语表达灵活性。

Homework

I.Recitethenamesofthesixnaturalwondersinlaandmaster(hecoredatainlb.

2.Describeyourfavoritenaturalwonderin3to5sentences,includingitsfeaturesanddata.

BlackboardDesign(板书设计J

第一课时SectionA(la—2d)

KeyWords:naturalwonders,measurements,metre,squarekilometre,

below,sealevel,depth,research,diveinto,unusual

KeySentencePatterns：

—WhaCsIhc十最高级+pluccinllicworld/uucailli?—Il'slhc+自

然奇观名称.

•—How+形容词(high/low/deep)+isit?—It's+数字+单位+形

容词.

TeachingReflection(教学反思)

Throughthislesson,studentscannamenaturalwondersandsayimportantnumbers.Butthereare

stillsomeproblems.First,somestudentsstrugglewithbignumberslike9,()00,OOO.Second,some

studentscan'texpressthemselvesfreely.Third,somestudentsdon'tknowenoughaboutdeep-sea

explorationandthe“Fendouzhe”,somorehelpshouldbegiven.

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第二课时SectionA(3a—3d)

TeachingProcedures，教学过程)

Activity1Warm-upandrevision

T：Let'sreview!I'llshowanaturalwonder,andyousayitskeyfacts.

Forexample：

T：TheSaharaDesert!

Ss：It'sthelargestdesertintheworld,about9,()0(),(X)()squarekilometres.

(Theteachershowspicturesandstudentssaythekeyfacts.)

T：Goodjob!Todaywelllearnaboutrivers-anotherkindofnaturalwonder.

没计意图：通过抢答游戏复习上节课核心知识，激活记忆；自然过渡到“河流”主题，为新课

导入。

Activity2Readingandunderlining(3a)

T：ReadtheconversationbetweenYarningandElla.Underlinethethreeriversmentioned.Doit

d\ox\c.(Studentsreadandunderline.)

T：Lei'scheck.Whichriversarementioned?

设计意图：训练“快速定位文本关键信息”的能力，明确对话核心话题(河流)，为后续细节理

解铺垫。

Activity3Practice(3b)

T：Readtheconversationagain.Completethetablein3b：fillin“Country""Length"and"Importance”

forYellowRiverandNilereadandfillinthetable.)

T：Let'ssharetheanswers.

ForYellowRiver：Country-China,Length-5,464km,

ForNileRiver：Country-Egypt,Length-6,671km,

Importance-helpedinthedevelopmentofancientcivilizations

设计意图：通过表格梳理河流信息，培养”提取细节、归纳整理”的阅读能力；同时强化“国

家、长度、重要性”相关表达，为口语练习铺垫。

Activity4Practice(3c)

T：Listentotherecordingoftheconversationin3a.Thenrole-playitwithyourparlner.Trytoimitate

thetoneandpronunciation.(77zeteacherplaystherecordingaridthenstudentsrole-playJ)

T：Invite2pairstoperforminfrontoftheclass.Let'sseewhoactsthemostnaturally!(Theteacher

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givesfeedback.)

没计意图：通过角色扮演，熟悉对话句型与表达；模仿语音语调，提升口语表达的准确性与流

利度。

Activity5Readingextension(3d)

T：ImagineyouareYarningorElla.ContinuetheconversationaboutotherChinesegeographical

features.Usethetemplate：

Ella:CouldyoutellmemoreaboutChina»Yarning?

Yarning：Sure!Whatwouldyouliketoknow?

Ella：What'sthebiggestdesertinChina?

Yarning：It'stheTaklimakanDesert.

Ella：Doyouknowhowlargeitis?

Yarning：It'sabout***

(Twostudentsworkinpairsanddorole-play^}

T：Shareyourconversationswiththeclass.

设计意图：基于已有对话模板，拓展到“中国其他地理特征”，鼓励学生运用所学句型自主表

达；结合中国本土知识，增强文化认同感。

Homework

I.Copyandmemorizethekeysentencepatternsin3a.

2.ChooseageographicalfeatureinChina(suchasQinghaiLakeortheQinghai-TibetPlateau),and

describeitslocation,sizeandsignificanceinthreesentences.

BlackboardDesign(板书设计)

第二课时SectionA(3a—3d)

KeyWords：development,desert,means,importance

UsefulExpressions：

IsthatthelongestriverinChina?

Ittravelsthefarthestandisabout6,300kilometreslong.

Bytheway,doyouknowwhyit'scalledtheYellowRiver?

BoththeNileandtheYellowRiverhelpedancientcivilizationsto

develop.

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What'sthebiggestdesertinChina?

TeachingReflection（教学反思）

Throughthislesson,studentslearntaboutriversandtalkedaboutthemusingChinesegeography.However,

somestudentsstillhaddifficultyexplainingwhyriversareimportant.Besides,afewstudentsdidn'tknow

EnglishnamesforChinesegeographytermsandcouldn'tusecomparativesandsuperlativeswell,somore

practicewillbedesignedinfutureteaching.

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第三课时SectionA(GrammarFocus4a—4d)

TeachingProcedures，教学过程)

Activity1Warm-upandrevision

T：Let'splaya^SuperlativeCompetition^^game!I'llsayacategory,andyouneedtopairthe

superlativeformwithacorrespondingnaturalwonder.Forexample,ifIsay“thehighestmountain",you

shouldanswer4tMountQomolangma”!

T：Thelargestdesert.

SI：TheSaharaDesert.

T：ThelongestriverinChina

S2：TheYangtzeRiver.

T：Todaywe'llfocusonthegrammarbehindtheseexpressions：comparativesandsuperlativesof

adjectivesandadverbs.

没计意图：通过竞赛复习巩固上节课所学的信息，同时激活学生对“最高级”的已有认知，自

然导入语法主题，提升学习兴趣。

Activity2Presentation(4a)

T：Lookatthesentencesin4a.Let'sanalyzethem.

First,circletheadjectivesthatcomparethings(e.g.,biggest,deepest)—thesearesuperlativesof

adjectives；

Second,underlinetheadverbsthatcompareactions(e.g.,farthest)fthisisthesuperlativeof

adverbs.

(StudentscirclethewordsandtheteachertelltherulesJ)

设计意图：通过图出表比较的形容词和副词，引导学会自主观察语法规则，培养“归纳总结”

的思维能力；明确比较级/最高级的构成与句型，为后续练习作铺垫。

Activity3Practice(4b)

T:Complete4b：Writeorspelloutthenumbers.Forexample:"fivethousand,eighthundredand

ninety-fivev->5>895.

T：Let'spracticereadingthenumbersaloud.

没计意图：专项训练“大数字的读写”，解决学生对大数字的认知难点；结合自然奇观数据，

强化“语法一话题”的关联。

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Activity4Practice(4c)

T：Completethepassagein4cwiththecoiTectformsofthewordsinthebox.Payattentionto

comparativesandsupcrlativcs.(Sf〃de〃fscompletetheexercisesfirst,andthenchecktheanswers

together^)

没计意图：在语篇语境中运用比较级/最高级，培养“结合语境选择语法形式”的能力；同时

了解自然奇观(维多利亚瀑布)的相关表达。

Activity5Practice(4d)

T：Writesomequestionstocompareplaces,usingcomparativesorsuperlatives.Thenyoucanask

andanswerquestionswithaparlner.(77zeteachercaninvitesomestudentstosharetheirquestionsand

ansioers.)

设计意图：通过编写问题，自主运用比较级/最高级句型；互动问答中，强化语法的实际运用

能力，提升口语流利度。

Homework

I.Makeavocabularycardforcomparativeandsuperlativeforms,andexchangeandfillinthe

comparativeformswithyourclassmates.Thencheckit.

2.Describethedifferencesbetweentwonaturalwondersinfivesentences,usingatleastthree

superlativeadjectives.

BlackboardDesign(板书设计)

第三课时SectionA(GrammarFocus4a—4d)

KeyGrammar：

1.Comparativeandsuperlativeformsofadjectivesandadverbs.

2.Spellingrulesforlargenumbers.

SentenceExamples：

Whatisthebiggestdesertintheworld?

Someblindanimalscan“see"aswellasothers.

Whichparkisbigger,AorB?

NumberSpelling：

8,848.86feightthousand,eighthundredandforty-eightpointeightsix

9,00(),000-ninemillion

5,464-fivethousand,fourhundredandsixty-four

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TeachingReflection（教学反思）

Thislessonhelpedstudentslearnhowtousecomparativesandsuperlatives,andtheycanusethem

insimplesentences.Buttherearestillsomeproblems.First,studentsstruggletorememberirregularforms

like“good-better-best”.Second,somestillmakemistakeswithspellinglargenumbers.Third,in

exercise4c,studentsneedmorehelpmatchinggrammartocontext,likeexplainingwhy“louder"fitsin

“thenoisegrew•”.

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第四课时SectionB(la—le)

TeachingProcedures，教学过程)

Activity1Warm-upandlead-in(la)

T：LookatthepictureofMountQomolangma.Whatdoyouknowaboutit?Sharewithyour

partner.(Studentshaveadiscussionandsharewhattheyknowwiththeirpartners^)

T：Todaywe'llreadastoryaboutChineseteamsclimbingMountQomolangma.Let'slearnabout

theirachievements!

没计意图：围绕“珠峰”展开讨论，激活学生对珠峰的已有知识；自然导入“人类探索珠峰”

的主题，激发阅读兴趣。

Activity2Scanning(lb)

T：Scanthearticle“ReachingNewHeights“andfinishIb.Remember：scanmeansreadingquicklyto

findspecificfacts,suchasnumbers,years,namesand(Studentsscanthetextandlookforsome

information^}

T：Lei'schecktheanswers.

设计意图：训练“快速扫描定位信息”的阅读技能；提取珠峰探索的关键事实(名称、时间、

数据〕，为后续深度阅读作铺垫C

Activity3Readingandanswering(lc)

T：Readthearticleagain.Findtheanswerstothequestionsin1c.Writetheparagraphnumbersand

detaik.(S/〃加〃readagainandwritetheiranswers.)

T：It'stimetoshareyouranswers.

设计意图：通过问题引导，深入理解文章细节与主旨；培养“定位段落、提取要点”的阅读

能力，帮助学生在结构上更好地理解文章。同时感知“人类探索精神”的主题。

Activity4Trueorfalse(ld)

T：Readthearticleathirdtime.CircleT(true)orF(false)forthesentencesinId.Iffalse,correct

them.(Studentsreadthetextandcheckwhetherthesepiecesofinformationarecorrect.)

T：Let'scheck.

没计意图：通过正误判断，强化对文章细节的精准理解；纠正错误信息，培养“批判性阅读”

的思维能力。

Activity5Groupdiscussion(le)

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T：Discussthequestionsinleingroupsof4andthenshareyourgroup'sideas.(S〃，de，"shavea

discussioninagroupandtheteachergivessomeadvicetoguidethestudentstothinkdeeply.)

T：Hereisanexample：TheyfeltproudandexcitedbecausetheymadehistoryforChina.

没计意图：围绕“情感、观点、品质”展开讨论，引导学生深入思考“探索精神”的内涵；培

养“逻辑表达、团队协作”的能力，深化对单元主题的理解。

Homework

Shareanexperienceofyourswhenyouexploredanaturalwonderorafamoushistoricalsite.Share

yourfeelings.

BlackboardDesign(板书设计)

第四课时SectionB(la—le)

KeyWords:climber,survive,condition,changeable,death,above

KeyFacts：

1960：FirstChineseteamreachedthetop(northernside)

1975：Secondteambrought"ChineseLadder”

2020：Measuredheight—8,848.86m

Difficulties：—30℃,thinair,highcliffs,changeableweather

UsefulExpressions：survivetheterribleconditions；bedeterminedtodo

sth；makeitpast***；riskone*slifetodosth；humancuriosityand

ambition

TeachingReflection(教学反思)

ThislessonhelpedstudentsunderstandQomolangmaclimbingstoriesandthemeaningof

explorationthroughreadinganddiscussion.However,somestudentsstruggledwithlongsentences,sowe

needtoexplainsentencestructures.Besides,somestudentslackwordstotalkaboutclimbers'qualities,

soweshouldgivevocabularylistsbeforehand.

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第五课时SectionB(2a—3c)

TeachingProcedures，教学过程)

Part1Vocabularyinuse(2a—2c)

Activity1Warmingupandvocabularyreview(2a)

T：Nowlet'slookatexercise2a.Wchavewordsontheleftandtheiroppositesontheright.Iwantyou

tomatchthemindividually\\vst.(Studentsmatchthewordsindividually^

T：Let'schecktheanswers.

没计意图：通过反义词配对，复习自然探索相关词汇；强化词汇记忆，为后续阅读与写作铺垫。

Activity2Sentencemaking(2b)

T：Readtheexamplesin2b.Use“how+oneofthewordsfromthebox”tomakequestions.Lefs

dothefirstonetogether."Howlong---".(Studentsmakesentencesandcheckthemwitheachothers

T：Asksomestudentstosharetheirsentences.

设计意图：通过编写“how+形容词”问句，强化“询问自然奇观特征”的句型；让学生在实

践中掌握“how”疑问句的用法，同时培养创新思维，提升刍主造句能力，为口语与写作积累表达。

Activity3Readingandcompleting(2c)

T：ReadthepassageaboutLakeBaikalin2c.Compieteitwiththecorrectformsofthewordsinthe

box.(Sf“de〃玄readthetextandcompleteit.)

T；Let'scheck.

没计意图：通过语篇填空，巩固自然奇观(贝加尔湖)的相关词汇与表达；培养“结合语境选择

词汇”的能力，同时了解贝加尔沏的特征。

Part2Readingandwriting(3a—3c)

Activity1Readingandmarking(3a)

T：ReadtheadvertisementabouttheGreatBarrierReefin3a.Circlethenumbersandunderlinethe

adjectivesandadverbsusedtodescribe[1.(Studentsreadandcircleandunderline^

T：Let'sshare.

没计意图：训练”提取数字与描述性词汇”的阅读能力；分析广告的语言特点(用数字、形容

词增强说服力)，为后续写作(自然奇观广告)作铺垫。

Activity2Rewritingnotes(3b)

T：Readastudent'snotesonQinghaiLakein3b.Rewritethemintofullsentences.⑸〃rewriteit

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andcheckitwiththeirpartner.)

T：Let'scheck.

设计意图：将笔记改写为完整句子，培养“组织语言、规范表达”的写作能力；结合青海湖知

识，强化“自然奇观描述”的句型。

Activity3Writinganadvertisement(3c)

T：WriteanadvertisementforQinghaiLakeoranothernaturalwonder.ltmustincludelocation,

features(size,specialfacts),thingstodo,andreasonstovisit.Ihcnusenumbersandadjectivestomake

itpersuasive.(5r«4/^nAywriteandtheteachergivessomeadviceandexamples.)

T：Exchangeyouradvertisementwithapartner.(77?^teachergivesfeedback：Isitclear?Arethere

numbersandadjectives?)

没计意图：通过广告写作，综合运用所学词汇、句型与写作技巧；培养“说服性写作”的能力，

同时深化对自然奇观价值的认知。

Homework

I.Reviseandimproveyouradvertisementfornaturalwonders,withnolessthan80words.

2.Collectinformationaboutanaturalwonderyouareinterestedin(location,data,specialfacts)to

preparefortheprojectinthenextclass.

BlackboardDesign(板书设计)

第五课时SectionB(2a—3c)

AdvertisementforaNaturalWonder

1.Hook(吸引读者)：Doyoulovenature?Doyouwanttovisita

wonderfulnaturalwonder?

2.Introduction:Visit[Name]!Itisin[Location].

3.Features:Itisthe[superlative][noun](e.g.,largestlake).Itis[number]

[unit](e.g.,4,340km).

4.Thingstodo:Youcan[activity](e.g.,photographwildlife,swim).

5.Calltoaction:Don'tmissit!It'sthedreamofalifetime!

TeachingReflection(教学反思)

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Throughthislesson,studentscoulddescribenaturalwondersandwritesimpleads.Buttherearestill

someproblems.First,somestudentsstruggledtousenumbersandadjectivesinads.Second,studentsdon't

knowenoughaboutQinghaiLakc.Third,whenstudentsgivefeedbacktoeachother,theyaren'tspecific

enough(justsayingttgood,,insteadof“addmorenumbers"),soweneedtoofferstudentsmorehelp.

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