【新教材】译林版（2024）八年级下册英语Unit 2 Amazing China教学设计

这是一份【新教材】译林版（2024）八年级下册英语Unit 2 Amazing China教学设计，共25页。
【新教材】译林版（2024）八年级下册英语Unit 2 Amazing China教学设计Welcome to the unit 教学设计【What】：本板块围绕单元话题 “Amazing China”，聚焦中国著名景点。Part A 通过图片、音频介绍六个中国旅游景点，展现中国景点的丰富性和多样性；Part B 呈现 Simon 和 Millie 关于景点的对话，对新疆喀纳斯湖和香港海洋公园，为学生提供用英语谈论景点的语料框架；Part C 是一项开放性活动，引导学生联系自身生活，介绍家乡的主要景点，实现从输入到输出的迁移。【Why】：通过中国各地特色景点的介绍，帮助学生激活话题相关的已有知识经验，并感知中国壮美河山。鼓励学生简单谈论自己熟悉的景点并介绍家乡景点，表达对不同景点的观点和态度，着重培养学生看、听、说的语言技能，培养学生对祖国的热爱之情。【How】：以图片、音频和对话的多模态形式，激发学生兴趣。从 “听辨排序（输入）— 模仿对话（内化）— 介绍家乡（输出）”，遵循 “感知 — 理解 — 运用” 的语言学习规律。对话范本是比较日常的学生对话，涉及景点谈论的相关表达，如 Have you been there?...look beautiful/amazing, ... look like a painting，易于学生搭建交流支架。介绍家乡的创造性表达任务，实现语言知识向语言能力的转化，提升学生运用能力。教学目标通过本课的学习，学生能够：借助音频和图片，认识和了解六个中国旅游景点及其基本特征；获取和梳理对话中两名学生谈论新疆喀纳斯湖和香港海洋公园的基本信息，提取并归纳用于询问、描述和评价景点主要特征的词汇和语言表达；运用与景点相关的词汇和语言表达，介绍自己熟悉的家乡主要景点，初步表达对家乡和自然的热爱之情。Step1 Free talkHave students look at the picture on page 20 and answer the following questions.(1) What can you see in the picture?(2) Have you been there before? What do you know about it?Have students talk about other places they have been to.Have students read the unit overview on page 20 and answer the question.What will we learn in this unit?Step2 PresentationLearn about attractions around China1. Have students look at the six pictures in Part A and answer the following questions.Do you know any of the attractions in these pictures?Have you ever visited any of them?2. Have students listen to the instructions for features of the places and finish Part A.Talk about attractions3. Have students listen to Simon and Millie’s conversation and answer the question.What places are they talking about?4. Have students listen to the conversation and complete the following table.5. Have students listen to the recording of the conversation and read along, and then read aloud in different roles.6. Have students watch a video and discuss with each other.Which one do you prefer? Why?7. Have students work in pairs and talk about other attractions using the conversation in Part B as a model.Step3 ProductionShare attractionsGroup workHave students work in groups and choose a place to introduce.Further thinkingHave students think and answer the following question.What makes China amazing?Step4 HomeworkMust do: Write an introduction to one of the attractions in our hometown.Choose to do: Make a short video about your introduction.教学反思：8B Unit 2 Amazing ChinaReading 教学设计（两课时）What：语篇主题和主要内容本板块的话题为“Cities to remember”，选取旅游手册中介绍南京和洛阳的文章作为语篇材料。两个语篇从地理位置、主要旅游景点、游览活动、历史文化价值等方面介绍了中国两大古都，并配有引人注目的标题和真实的照片，展示了这两座历史悠久、文化底蕴深厚的城市以及其丰富的旅游资源。Why：语篇传递的主题意义本板块通过两篇介绍南京和洛阳的文章，帮助学生探索其历史文化价值。正如板块话题“Cities to remember”所指，两座古都——南京和洛阳，虽各有千秋，却都承载着深厚的中国历史文化底蕴，如同璀璨的瑰宝，值得人们用心珍藏并世代铭记，启发学生走近历史古都，感受中华文明的深刻与丰富，加深学生对于两座城市的认知，坚定学生的文化自信。How：文体结构、语言特点及功能本板块的两个语篇均为介绍类短文，选自旅游手册，每个语篇均由四个段落组成，语篇图文并茂，结构清晰，内容丰富，语言具有真实性与实用性。两篇文章按照“总—分”的结构，均可分为两个部分：第一部分为文章的首段，简要总述了古都的地理位置及历史文化价值。第二部分共有三个段落，分述两座城市的特色旅游资源。作者使用生动有趣的语言详细描写了南京的城墙、钟山风景名胜区、夫子庙、秦淮河和洛阳的龙门石窟、牡丹花、白云山，给读者带来很强的画面感。文章列举了事实性信息，如 with a history of over 600 years、the highest educational body in ancient China、the seat of power of thirteen dynasties、hundreds of caves 等，语言简洁明了，同时也使用了大量具有感染力的语言，如 a good choice for、a must-see、nest、a perfect choice、well known、lovely、dreamlike、amazing、beautiful、a real treat 等，增加了文章的生动性。此外，两篇文章中使用了互动性表达，如“Why not take a boat trip ...?”“Be sure to make your way to ...”，更能引发读者兴趣，增强参与感。Reading1 教学目标通过本课学习，学生能够：1.学生能够理解并掌握与城市介绍、旅游景点描述相关的核心词汇与句型（如地理位置表达、历史事实描述、景点推荐用语等）。学生能够识别两篇介绍性短文“总-分”的结构特点，理解作者如何通过首段总述和后续段落分述来组织信息。学生能够辨识并体会文本中事实性信息（如数字、历史事实）与感染力语言（如形容词、互动性表达）的结合使用，并尝试在口头或书面介绍中模仿运用，增强表达效果。2.学生能够通过阅读，从两篇语篇中提取、梳理和整合关于南京与洛阳的地理位置、主要景点、活动及历史文化价值的关键信息。学生能够借助图片、标题和篇章结构预测和理解文章内容；能够通过小组合作，比较、归纳两座城市的异同，并共同完成一项城市介绍任务。学生能够初步了解旅游手册类文本的特点，并激发利用多种资源（如图书、网络）进一步探索感兴趣的历史文化城市的意愿。3.学生能够分析、比较南京与洛阳两座古都在历史文化价值和旅游资源方面的相同点与不同点，理解“各有千秋”的含义。学生能够基于文本信息，归纳概括出一座历史名城值得被“铭记”的共性要素（如悠久历史、独特文化、标志性景观等）。学生能够评价文本中使用的语言策略（如“must-see”、“Why not...?”等）对读者的影响；能创造性地产出，如为家乡或另一座熟悉的历史城市设计一句吸引人的宣传语或推荐理由。4.学生能够深入了解南京和洛阳作为中国重要古都的历史地位和文化底蕴，认识其代表性的文化遗产（如城墙、石窟、传统文化活动等）。通过探索两座古都的辉煌历史与丰富文化，学生能感受到中华文明的深刻与丰富，增强对中华民族优秀传统文化的认同感与自豪感，坚定文化自信。学生能够认识到用英语介绍中国历史文化名城的意义，初步树立向世界介绍和传播中国优秀文化的意识与责任感。Step1：Lead-in1.Which ancient capital cities in China do you know?2.What do you know about Nanjing and Luoyang?3.Watch the videos about Nanjing and Luoyang.【设计意图】通过提问和视频引起学生学习的兴趣,引导学生尝试了解南京和洛阳，回顾运用所学词汇与表达去回答阅读前的思考问题。Step2:Pre-reading1.Where are the two articles from? What are the two articles about? What can you see in the pictures?【设计意图】通过对文章基础信息的提问，让学生了解本文的文章体裁、基础信息，为后续分析文章做铺垫。2.Fast-reading让学生快速浏览并找出每个城市所提到了哪些名胜古迹.Scan the two passages and find attractions that are mentioned in the passage.【设计意图】通过对文章略读，培养学生的概括能力，为后续分析文章做铺垫。3.Careful-reading1.Listen, scan the two articles and finish Part A on page 24.2.Scan the passage again and finish Part B on page 24Step3：Appreciation1.What can we learn about the two cities from the two articles?2.Which words, phrases or sentences does the writer use to describe the beauty of the two cities? Can you give some examples?【设计意图】通过对文章语言的分析、作者情感的分析，培养学生的文章鉴赏能力，提升学生的语言运用与文化感知能力。Step4：Post-reading1.Introduce Nanjing or luoyang according to the following chart.2.Which city would you like to visit, Nanjing or Luoyang? Why?3.Finish Part C on page25【设计意图】通过对同题材文章的语言分析，提升学生的语言运用与文化感知能力。Step5：Further thinking:1.Is your city similar to or different from any of these cities? In what ways?2.In your opinion, what are the key things that make a city worth visiting?【设计意图】训练提高学生对事情的鉴赏力，引导学生正确表达态度观点。Reading 2教学目标：通过本课学习，学生能够：1.学生能够识别、理解并掌握课文中用于描述历史事实的关键表达（如 with a history of..., the seat of power of... dynasties）和用于增强文章感染力的词汇与句型（如 a must-see, amazing, Why not...?, Be sure to...）。2.学生能够分析并归纳两类语言（客观事实描述 vs. 主观评价推荐）在旅游推介文本中的不同作用与搭配特点。3.学生能够在新的语境中准确运用所学历史事实描述句型，来介绍其他文化遗产或城市。4.学生能够模仿并运用感染力语言和互动性表达，为某个景点或活动设计有吸引力的推荐语或宣传句子。教学过程：Step 1 Lead-in1.Introduce Nanjing or luoyang according to the following chart.【设计意图】教师利用复述文章的方法，让学生对上节课所学内容进行记忆检索，激活学生已有的重要词汇和表达。Step 2 About Nanjing and Luoyang1.Please help Nanjing and luoyang design taglines(宣传语）.【设计意图】帮助学生换个角度思考问题，使知识从课本中变成在生活中。Step 3 Language points教学反思：8B Unit 2 Amazing ChinaGrammar教学设计（1.5~2课时）【What】围绕现在完成时的两大核心用法展开，一是 have/has been 与 have/has gone 的语义及用法辨析，二是 for 和 since 在现在完成时中的搭配规则，同时涵盖短暂性动词与延续性动词的转换应用。【Why】学生已掌握一般过去时等基础时态，现在完成时是对“过去经历与现在关联”表达的补充，能满足学生描述旅行经历、持续状态等实际交流需求，为后续复杂语境下的英语表达奠定语法基础。【How】本语法内容以“旅行”为情境载体，通过对话、例句、练习等形式呈现。先以“厦门旅行”对话引入现在完成时，再通过对比例句总结 have/has been 与 have/has gone 的差异；接着结合“课堂时长”等生活化案例，讲解 for 和 since 的用法；最后聚焦短暂性动词（如leave、borrow）与延续性动词（如be away、keep）的转换规则，逻辑清晰，贴近学生认知。教学目标通过本课学习，学生能够：1. 熟练掌握have/has been 与have/has gone 的用法，准确区分“去过某地（已回）”和“去了某地（未回）”的语义，如“He has been to Xiamen.”（去过厦门，已回）和“He has gone to Xiamen.”（去了厦门，未回）。2. 正确使用for（接一段时间，如for 10 minutes）和 since（接过去时间点或过去时句子，如since 2007、since he came），并能完成两者的句型转换（如“We have had the class for 10 minutes. = We have had the class since 10 minutes ago.”）。3. 识别常见短暂性动词（begin、leave、borrow等），并掌握其对应的延续性动词形式（be on、be away、keep等），避免语法错误（如不使用“He has left for a week.”，改用“He has been away for a week.”）。4. 结合“旅行经历”话题，运用所学语法进行简单对话和写作，感受语法在实际交流中的工具性，增强对中国景点的认知，激发文化自信。教学过程：Step 1: Free talkLook at the map, circle the places you have been to and talk about them.Q1: Do you like travelling?Q2: Where have you been? Please introduce a place which impresses you best.Look at these pictures and talk about your travelling experiences with us!T: Where have I been?S: You have been to Beijing/Xi' an/ Nanjing/Luoyang.T: Where have you been to?S: I have been to…Step 2: Presentation (Part A)1. Observe and work out the ruleLook at the timeline (past-present-future) and the example: "I have been to Nanjing."We use 'have/has been to' to talk about going to a place and coming back.Look at Shirley's example: "She has gone to Qinghai."We use 'have/has gone to' to talk about going to a place and not returning yet.2. Read and thinkRead the dialogue and thinkQ1: Where are the teachers?Q2: Where is Daniel?Read the two dialogues and decideStudents discuss and conclude the differences between 'have been to' and 'have gone to'.Q1: Which one is face-to-face?Q2: Which one implies the person is still away?Step 3: Practice1. Read and fillFill in the blanks with have/has been or have/has gone.Students complete the exercise and check answers together.2. Talk and shareTalk with your partner about your travelling experiences.Step 4: Presentation (Part B)1. View and sayDave has been in Qinghai for nine days.Dave has been in Qinghai Lake since January 1, 2026.2. Observe and work outfor+a period of timesince+a time point in the past3. Fill and thinkFill in the blanks with since or for.Think about when can we use for and since.4. True or falseDecide if the sentences about long actions and short actions are true or false.Students discuss and correct false statements.Examples:He has left Beijing for a long time.→ He has been away from Beijing for a long time. They have bought a car since 2020.→ They have had a car since 2020. 5. Fill and memorizeMemorize the common verb phrases used with for and since, and practice saying.Step 5: PracticeComplete the entry with the correct forms of verbs.Students fill in blanks and check in pairs.Step 6: Production1. Work in groups and make a poster about your "travelling footprint" and then talk about your travelling experiences.2. Share with class Invite some groups to share their conversations with the whole class.Step 7: HomeworkFor all:Write a short travel diary with 5 sentences, must correctly using all the target grammatical structures of this lesson.For some:1. Interview a family member or friend about an impressive travelling experience they had;2. Watch a video of a foreign country travelling experience, and make a brief English note.教学反思：8B Unit 2 Amazing ChinaIntegration 教学设计 (2课时)【What】本课时语篇围绕单元话题，以"学生讨论旅行偏好""中国最受欢迎的景点""红色延安""五一节出行计划""苏州园林"为主要内容，串联起古典园林、博物馆、自然景观、海滩、主题公园五大类中国特色旅游资源，通过多模态语料呈现了从个人旅游计划到国家文化瑰宝的认知过程，内容从学生日常旅游偏好切入，涉及中国自然、人文、红色、休闲等多元旅游资源，既贴合学生真实的生活体验，又融入中国文化元素。【Why】本课时语篇充分体现新课标"立德树人"的根本任务和"学科育人"理念。语篇聚焦描述景点、表达喜好、撰写游记等语用功能，涵盖古典园林、红色文化、自然遗产等中国元素，引导学生感知文化魅力与红色底蕴，学会用英语讲述中国故事，增强对中华文化的认同感与自豪感。通过景点分类、信息提取、对比分析与写作创作，培养学生的逻辑思维与创新思维，树立尊重文化多样性、保护文化遗产的意识。【How】本课时包含两大板块，第一板块以听力匹配、表格填空、短文填空、博客阅读以及对话交流的形式呈现多模态语料，以听力输入为核心，通过音频获取景点地理位置、历史和文化价值等关键信息，交谈旅行计划和体验为语言输出；第二板块以问卷调查的形式激活学生对热门景点的已知信息，呈现一篇关于扬州古典园林的范文，通过主问题帮助学生构思写作框架，引导学生仿写、同伴互评完成输出，让学生在语言实践中实现从"听懂语篇"到"运用语篇"的能力迁移。通过本课学习，学生能够：1.知识获取：识别并掌握描述不同类型旅游资源的核心词汇（theme parks, seaside cities等）及谈论假期计划的功能句型（Do you have any plans...? How long does it take...?）。2.能力提升：通过听力训练，准确获取关于中国景点分类的关键信息，并完成信息转换任务（填空）；能运用所学词汇和句型，模拟真实情境进行关于假期计划的对话。3.迁移创新：结合自身兴趣和实际情况，制定合理的旅行计划，并能向同伴提出建议；在谈论Yan'an的过程中，理解其历史意义，表达爱国情怀。教学目标：通过本课时学习，学生能够：借助音频获取典型景点的主要特征、游览项目和游览体验等基本信息，了解中国不同类型景点的文化内涵与独特价值；获取和梳理革命圣地延安的地理位置、历史和文化价值等信息，体会并传递中国自然与文化遗产的魅力；运用相关语言知识谈论旅行计划和体验，表达自己的观点和喜好；结合个人旅行经历，撰写一篇介绍热门旅游景点的文章，描述景点的特征、独特的文化价值，表达对祖国壮丽山河的热爱之情。教学过程：Step 1 Lead-in1. Free talk: talk about my trip to .... (who, where, when, what, how)2. Be a good tour guide in our country--tell the story of China and spread the voice of China - Know about places in China - Know what people want - Know red tourism bases - Know how to make a plan - Know how to write an attractionStep 2 Know about places in ChinaActivity1: Look and say1. Have you ever travelled any places in China?2. What did you do there?Activity2: Listen and match**1. What is the conversation about?2. Listen to the recording and finish PartA1 on page 29Activity3: Think and share1. What kind of places do you like best and why?Step 3 Know what people wantActivity4: Listen and complete1. What are the students listening to?2. What can we learn about from the programme?3. Predict the answers according to the available information and write down some possible answers.4. Listen to the recording and finish PartA2 on page 29.Activity5: Complete Daniel's writing**1. Finish PartA3 on page 30.2. How do people give advice on travelling? 1) Attractions 2) Places 3) WhyStep 4 Know red tourism basesActivity6: Watch and read1. What can you see in the video? Where is it?2. Have you ever been to this place? What do you know about it?Activity7: Read and complete1. Read the article in PartA on Page 15 and complete the table below.Activity8: Read and answer1. What is special about Yan'an?2. Do you know other tourist attractions similar to Yan'an? What are they?Activity9: Discuss1. What can we learn in Yan'an Revolutionary Memorial Hall?Step 5 Know how to make a planActivity10: Talk and listenDo you think it important to make a holiday plan before the travelling? Why?How do you make holiday plans?Listen and answerWhich holiday are they talking about?Where is Millie going to visit?Why does Millie want to go there?What is Daniel's plan for the coming holiday?Talk about your own planA: Have you made any plans for...?B: Yes. I'm going to visit ...A: That's great.B: Yes....I can't wait to see it. What about your holiday plan?A: I've decided to...B: That's nice. You'll have a ... holiday.A: Yes. That's just what I want.Step 6 Know how to write an attractionActivity11: Before-writingComplete the survey about the attraction you are going to write about in Part D1 and answer the following questions.What is the name of the attraction?Which type of attraction is it?Where is it?What is special about it?What can you see or do there?Read and match each paragraph with its content.Read the tip in Part D2 and answer the following question.What style of language should we use in a proposal?Find useful expressions in the article and come up with more.(1)...is a popular attraction for...(2)...has a long history; a cultural treasure...(3)...is/ rests/lies in...(4)...dates back to... is special because...(5)You can see.../hear.../enjoy.../learn...What's more, it's a must-see for...Activity12: While-writingWrite an article about popular tourist attraction in China like Part D2.First, make a fact file like the one in Part D1 on Page31. Then, write your article and use Daniel's article as a model.Activity13: Post-writingCheck your writing after you finish it.Exchange drafts with your partners for review.Revise your article.Activity14: Enjoy the beauty of ChinaWatch a video and be a good guideShow love for our motherlandStep 7 HomeworkMust-do:Polish the article you've written in today's class. You can ask your classmate, your teacher or AI for the feedback.Finish the Learning Task Sheet.Choose-to-do:Work in a group of four, choose an attraction and make a presentation.教学反思：