Unit 2 全单元教学设计-译林版初中英语八年级下册（新教材）

这是一份Unit 2 全单元教学设计-译林版初中英语八年级下册（新教材），共11页。
8B Unit2 Amazing China第1课时 Welcome to the unit一、教学目标通过本课时的学习，学生能够：1.识记和理解描述中国著名景点的词汇和表达。2.获取和梳理对话中关于中国景点的信息，提取并归纳询问他人旅游经历、表达喜好的词汇和语言表达。3.运用相关词汇和语言表达，就中国的著名景点与同伴进行交流，并分享自己的旅游经历，初步感知中国的自然和人文之美。二、教学重难点教学重点：1.识记和理解描述中国著名景点的词汇。2.获取和梳理对话中关于中国景点的信息。3.在对话中提取并归纳询问他人旅游经历、表达喜好的词汇和语言表达。教学难点：1.运用相关词汇和语言表达，就中国的著名景点与同伴进行交流。2.分享自己的旅游经历并表达个人感受。三、教学过程  教学反思：  8B Unit2 Amazing China 第2课时 Reading 1一、教学目标通过本课时的学习，学生能够：1.获取和梳理南京和洛阳两个古都的历史文化、著名景点等关键信息，形成语篇的结构化知识。2.分析与归纳旅游宣传册的文本特点，包括标题、图片、语言风格等。3.运用所学的相关词汇和表达，初步介绍自己熟悉的城市或景点，加深对中国历史文化的理解。二、教学重难点教学重点：1.获取和梳理南京和洛阳两个古都的关键信息，形成语篇的结构化知识。2.运用所学的相关词汇和表达，初步介绍自己熟悉的城市或景点。教学难点：1.分析与归纳旅游宣传册的文本特点和写作手法。三、教学过程教学反思：     8B Unit2 Amazing China 第3课时 Reading 2一、教学目标通过本课时的学习，学生能够：1.深入理解文章细节，分析旅游宣传册的语言特点和写作手法，巩固语篇的结构化知识。2.分析与归纳文章中的关键语言点，包括描述性词汇、句型结构和修辞手法。3.综合运用所学的相关词汇和表达，撰写简单的旅游介绍，提升语言运用能力。二、教学重难点教学重点：1.深入分析旅游宣传册的语言特点和写作手法，巩固语篇的结构化知识。2.综合运用所学的相关词汇和表达，撰写简单的旅游介绍。教学难点：1.分析与归纳文章中的关键语言点和修辞手法。2.将所学知识迁移到撰写旅游介绍中。三、教学过程教学反思：     8B Unit2 Amazing China 第4课时 Grammar一、教学目标通过本课时的学习，学生能够：1.在谈论旅游经历的语境中，获取和梳理have/has been与have/has gone的区别，以及for和since的用法，归纳和总结其使用规则。2.借助例句和练习的分层联系，深入理解和体会have/has been与have/has gone的表意功能，巩固和内化其用法。3.在描述旅游经历和计划的情境中，正确运用have/has been, have/has gone, for和since，深入理解旅游文化的内涵。二、教学重难点教学重点：1.在谈论旅游经历的语境中，获取和梳理have/has been与have/has gone的区别，以及for和since的用法。2.借助例句和练习的分层联系，深入理解和体会这些语法项目的表意功能，巩固和内化其用法。3.在描述旅游经历和计划的情境中，正确运用这些语法项目。教学难点：1.学生能够归纳和总结have/has been与have/has gone的区别。2.学生能够正确使用for和since表示时间段。3.学生能够模拟真实语境，运用这些语法项目来描述旅游经历。三、教学过程教学反思：      8B Unit2 Amazing China 第5课时 Integration一、教学目标通过本板块的学习，学生能够：1.通过听力获取关于中国不同旅游景点类型的信息，理解各类景点的特点；2.在同伴对话活动中运用相关表达谈论旅游偏好，并阐释原因，形成对旅游文化的理性认识；3.阅读并分析关于中国旅游景点的文章，理解其内容结构和语言特点；4.在写作活动中综合运用本单元介绍旅游景点的词汇知识与表达以及语篇结构知识与表达，撰写一篇介绍中国著名景点的文章，内容涵盖景点的位置、历史、特色和推荐理由，准确表达个人感受，展现中国自然和人文之美，认识旅游的重要作用，形成热爱祖国山河的积极人生态度。二、教学重难点教学重点：1.梳理中国不同旅游景点类型的特点；2.通过听力，获取景点分类和特点的具体信息；3.表达对旅游偏好的看法并阐述自己的理由。教学难点：1.综合运用本单元的词汇知识和语篇知识，撰写一篇介绍中国著名景点的文章；2.了解旅游文化的本质内涵，形成对旅游的理性认识，学会欣赏和介绍中国美景，逐渐形成热爱祖国、保护文化遗产的积极的人生态度。三、教学过程 教学反思：Step 1 Lead-inHave students look at the picture on page 16 and answer the following questions.1.What can you see in the picture?2.Have you been to any of these places?3.Which place would you like to visit most? Why?Step 2 Getting to know learning objectivesHave students read the unit overview on page 15 and answer the following question.What's the topic of this unit?What will we learn in this unit?Step 3 Talking about attractionsHave students talk about the attractions they know.1.What famous attractions in China do you know?2.Which attraction have you visited?3.What makes it special?Step 4 Learning about attractions vocabulary1. Have students listen to the introductions in Part A on page 16 and put the places in the correct order.2. Have students talk about the attractions in Part A using complete sentences.e.g. The Bund is in Shanghai. It is famous for its beautiful buildings and night view.Step 5 Discussing preferences1. Have students answer the following questions.Which type of attraction do you prefer, natural or cultural? Why?What's the main attraction in your hometown?Step 6 Listening and fillingHave students listen to the conversation in Part B on Page 16 and complete the table below.PersonPlace mentionedOpinion/DescriptionSimon(1) Xinjiang (Kanas Lake)(2) The colour of the water changes; amazingMillie(3) Xinjiang (Kanas Lake)(4) Really amazingSimon(5) Ocean Park, Hong Kong(6) Penguins cute, rides excitingMillie(7) Ocean Park, Hong Kong(8) Fast rides scare meStep 7 Reading and thinking1. Have students read the conversation in Part B and answer the following question.How does Simon ask about Millie's travel experience?2. Have students read the conversation and answer the following questions.How do Simon and Millie express their preferences?What expressions do they use to describe the attractions?Step 8 Listening and readingHave students listen to the conversation and read along, and then read aloud in different roles.Step 9 PractisingHave students work in pairs and talk about attractions in China using the conversation in Part B on page 16 as a model.A: Have you been to...?B: Yes/No,...A: What's it like?B: It's... What about you?A: I have/haven't been there. I prefer...Step 10 DiscussionHave students discuss in groups of four and answer the following question.Why is it important to travel and see different places?Step 11 ProverbsHave students read the proverbs about travel.He who has never been to the Great Wall is not a true man.Travel broadens the mind.Step 12 Self-reflectionHave students finish the following task.What Chinese attraction would you recommend to foreign friends? Why?Step 13 SummaryHave students summarize what they have learnt in this lesson.Step 14 HomeworkCompulsory homework:Make a poster about one famous attraction in China, including its location, features and why it's worth visiting.Optional homework:Search online for more information about one UNESCO World Heritage site in China and prepare to share it with your classmate next class.Step 1 Warm-up and lead-in1. Play and review.Review the vocabulary of attractions by playing a game of matching pictures with names.2. View and guess.View pictures of Nanjing and Luoyang and guess which cities they are, leading to the reading passages.Step 2 Pre-reading1. Have students look at the titles and pictures on pages 17-18 and predict:What will the passages talk about?2. Brainstorm: What do you know about Nanjing and Luoyang?Step 3 Reading Nanjing passage1. Read the passage "Explore beautiful Nanjing" on page 17 and answer.(1) Read and find out: What are the main attractions in Nanjing?(2) Guess the meaning of "eye-catching" from the context to master a reading skill.2. Have students complete the following table for Nanjing:AspectInformationLocation History Main attractions Special features Step 4 Reading Luoyang passage1. Read the passage "Welcome to Luoyang" on page 18 and answer.(1) Read and find out: What makes Luoyang special?(2) What is Luoyang famous for?2. Have students complete the following table for Luoyang:AspectInformationLocation History Main attractions Special features Step 5 Comprehension check1. Have students compare Nanjing and Luoyang:What do they have in common?How are they different?2. Have students answer the questions on page 20 (Part D).Step 6 Homework1. (Compulsory) Read the passages again and underline all the adjectives used to describe the cities.2. (Optional) Search for more information about another ancient capital city in China and prepare to share in the next class. Step 1 Review1. Review the main content of the passages about Nanjing and Luoyang.2. Have students share the adjectives they underlined for homework.Step 2 Language focus1. Have students find and analyze descriptive language in the passages:·Rich in history and culture·The best-protected and longest city wall·A must-see·One of the finest examples·The dreamlike sea of clouds2. Analyze sentence patterns used in travel writing:·Nanjing, one of the ancient capitals of China, rests in...·Here, the Longmen Grottoes are a must-see.·Why not take a boat trip along...?·Be sure to make your way to...Step 3 Text structure analysis1. Analyze the structure of a travel brochure:PartContentExample from passagesIntroductionGeneral information about the placeNanjing, one of the ancient capitals...Main attractionsDescription of key places to visitAround Nanjing City, there is a wall...Special featuresUnique aspects of the placeLuoyang is also the perfect choice for nature lovers.RecommendationsSuggestions for visitorsWhy not take a boat trip...?Step 4 Thinking and production1. Think and talk.Talk with partners about: Which city would you prefer to visit, Nanjing or Luoyang? Why?2. Think and write.(1) Complete the following sentences, then share with each other.If I visit Nanjing, I would like to see ____________ because ____________.Luoyang is special because ____________.(2) Further think and discuss: What makes a city worth visiting?Step 5 Application1. Have students write a short paragraph (50-60 words) introducing their hometown or a city they know well, using the language and structure from the passages.2. Peer review: Exchange paragraphs and give feedback.Step 6 Homework1. (Compulsory) Complete the travel log about Xi'an on page 20 (Part C).2. (Optional) Write a travel brochure for your hometown (80-100 words).Step 1 Introduction1. Have students read the sentences about travel experiences.I have been to Beijing three times. (experience)My parents have gone to Shanghai. They will be back next week. (away now)2. Make a summary: Have/has been and have/has gone are often used to talk about travel experiences.Step 2 Presentation1. Have students read the conversation on page 21 and pay attention to the use of have/has been and have/has gone.Ask and answer: (1) What's the difference between "have been" and "have gone"?2. Have students read the grammar rules on page 21 and answer the following questions.When do we use "have/has been"?When do we use "have/has gone"?3. Have students complete Part A1 and A2 on pages 21-22.Step 3 For and since1. Have students read the text on page 22 and pay attention to the use of for and since.2. Explain the difference:·for + a period of time (for ten years, for a long time)·since + a point in time (since 1995, since last year)3. Have students read the table on page 22 about verbs with for and since.4. Complete Part B1 and B2 on pages 22-23.Step 4 Practice1. Have students work in pairs and ask each other about travel experiences using have/has been and have/has gone.2. Have students write sentences about their travel experiences using for and since.3. Have students complete the exercises in the workbook.Step 5 Production1. Have students create a travel diary entry using have/has been, have/has gone, for and since.2. Have students interview each other about their travel experiences and report to the class.3. Have students discuss the following question in groups: Why do people like to travel to different places?Step 6 HomeworkCompulsory homework:1. Write about your travel experiences using have/has been and have/has gone (at least 5 sentences).2. Complete the grammar exercises in the workbook.Optional homework:Create a travel plan for your next holiday, using have/has been to talk about places you've visited and have/has gone to talk about where you might go.Step 1 Listening1. Have students listen to the conversation in Part A1 on page 24 and match the students with the places.2. Have students listen to the radio programme in Part A2 on page 24 and complete the table.3. Have students complete Part A3 on page 25 with the information from Parts A1 and A2.Step 2 Reading1. Have students read Daniel's blog post about Yan'an on page 25 and answer the questions.What is special about Yan'an?Do you know other tourist attractions similar to Yan'an?2. Have students think further about the following questions.Why is it important to visit historical places like Yan'an?What can we learn from such visits?Step 3 Speaking1. Have students have a discussion about travel preferences.What type of attractions do you prefer? Why?Which is more important when traveling, learning about history or enjoying natural beauty?2. Have students work in pairs and talk about holiday plans using the conversation on page 26 as a model.Step 4 Writing preparation1. Have students brainstorm the following question.What information should we include when introducing a tourist attraction?2. Have students complete the survey in Part D1 on page 26 about an attraction they want to write about.3. Have students read Daniel's article about classical gardens of Suzhou in Part D2 on page 27 and analyze its structure.ParagraphsContentStructureParagraph 1Introduction - popularity and importanceIntroductionParagraph 2Special features and designParagraph 3Detailed description of elementsMain bodyParagraph 4Cultural significanceParagraph 5Conclusion - importance and recommendationConclusion4. Have students find useful expressions in the article and come up with more from "Useful expressions" on page 27.Step 5 Writing1. Have students write an article about a popular attraction in China based on their survey answers. They can refer to Daniel's article for structure, content and expressions.2. Remind students to use:·Descriptive adjectives·Appropriate tenses (mainly present tense for descriptions)·Connecting words to make the writing flow smoothly3. Have students check their writing after they finish, focusing on content, organization, language and grammar.Step 6 Peer review and editing1. Have students exchange their articles with partners for peer review.2. Provide a checklist for peer review:·Does the article have a clear structure?·Are there enough descriptive details?·Is the language accurate and appropriate?·Are there any grammar or spelling mistakes?3. Have students revise their articles based on the feedback.Step 7 Homework1. Complete your article and make final revisions.2. Prepare a short presentation about the attraction you wrote about to share with the class next lesson.