初中英语牛津译林版（2024）八年级下册（2024）Integration表格教案设计

这是一份初中英语牛津译林版（2024）八年级下册（2024）Integration表格教案设计，共3页。
课程基本信息
学科
英语
年级
八年级
学期
春季
课题
8B Unit 3 The wrld at ne click (Integratin Ⅰ)
教学目标
通过本课时的学习，学生能够：
1. 在读、看活动中获取线上旅游项目的基础信息，深入理解线上旅游的作用和价值；
2. 在听、看活动中借助音频和图片，获取分享线上旅游经历的表达方式，丰富对线上旅游体验的认知；
3. 在同伴对话活动中运用相关表达谈论对线上旅游和现实旅游的见解，学会得体地表达不同观点；
4. 在写作活动中，学生将综合运用本单元所学的景点描述词汇、线上旅游经历介绍的语篇知识及相关表达，撰写一篇关于个人线上旅游经历的文章。文章内容需涵盖线上旅游的地点、游览原因、过程中的所见所感，以及对线上旅游的个人感受，并体现对其意义与价值的理解。
教学内容
教学重点
掌握“数字敦煌”项目的基础信息（莫高窟的构成、文化价值、数字化意义），理解线上旅游在文化遗产保护中的作用。
熟练运用听力策略（预测、抓取关键词），准确获取Amy线上游览大堡礁和加拿大景点时的所见所感及相关表达。
梳理Amy与David对话中关于线上旅游与现实旅游的观点差异，运用“fast, easy and free”“isn’t the same if yu aren’t there in persn”等核心表达谈论两种旅游方式的利弊。
教学难点
1. 灵活运用本单元所学的景点描述词汇和线上旅游经历表达方式，得体地陈述个人对两种旅游方式的见解，做到观点明确、论据充分。
2. 准确理解和运用对话中的辩证表达（如“I see yur pint, althugh I ...”），在交流中既尊重对方观点又清晰表达自身立场。
3. 结合音频、图片等多模态信息，整合线上旅游的活动内容、个人感受及意义评价，形成结构化的口头或书面输出。
教学过程
（一）读
1. Have students read the article in Part A n page 43 and answer the fllwing questins.
(1) What is Digital Dunhuang?
(2) What d the Mga Caves include?
(3) Why is Digital Dunhuang called “a windw int the past” accrding t the article?
2. Have students answer the tw questins n page 43.
（二）听
1. Have students read the rubrics and the ntes in Part B1 n page 43, then answer the fllwing questins.
(1) What des Amy think f this nline travel?
(2) Can yu guess what the Great Barrier Reef is? Hw d yu knw that?
2. Have students read the ntes in Part B1 n page 43 again and predict the answers.
3. Have students listen t the recrding and finish Part B1 n page 43.
4. Have students read the rubrics and the cnversatin in Part B2 n page 44, and then answer the fllwing questins.
(1) D yu knw what a vlg is?
(2) Hw many places are mentined in the vlg? What are they?
5. Have students fllw the tip in Part B2 n page 44 t read the questins and predict the answers.
6. Have students listen t the recrding and finish Part B2 n page 44.
7. Have students finish Part B3 n page 44.
（三）说
1. Have students listen t the cnversatin between Amy and David in Part C n page 45 and answer the fllwing questins.
Which des Amy like, nline travel r real travel? What abut David?
2. Have students read the cnversatin in Part C again and cmplete the table.
3. Have students listen t the recrding f the cnversatin and read alng, and then read alud in different rles.
4. Have students wrk in pairs and talk abut the advantages and disadvantages f nline travel using the cnversatin in Part C n page 45 as a mdel.
Hmewrk
• Cmpulsry: Cmpare nline travel with real travel rally.
• Optinal: Create a ne-minute screen-recrded vlg that gives a 360° tur f a place yu like.