新外研版初中英语八下Unit6 Living with nature第四课时阅读办表格式教学设计

这是一份新外研版初中英语八下Unit6 Living with nature第四课时阅读办表格式教学设计，共9页。
Unit 6 Living with nature第四课时：Developing ideas (阅读) 教学设计授课教材外研版（2024）八年级下册授课题目Unit 6 Living with natureDeveloping ideas (Reading)课时第 4 课时主题情境人与自然——改造自然的智慧：吐鲁番坎儿井系统课型阅读课语篇研读 What-Why-How分析维度内容阐释单元子话题本课时属于单元第3个子话题“合理改造自然”，在前两课时学习了24节气（遵循自然规律）和太阳能利用（合理利用自然资源）的基础上，引导学生理解人类如何通过智慧改造自然以更好地生存，同时体现人与自然和谐共生的理念 。 What语篇内容本课语篇“A river of life”介绍了吐鲁番的坎儿井系统。文章从《西游记》中的火焰山引入，描述了吐鲁番地区极端干旱的自然环境（夏季沙漠温度高达80℃，年降水量仅16毫米），然后详细介绍了坎儿井系统的工作原理——利用竖井和地下暗渠，将天山雪水引到农田，避免了沙漠高温下的蒸发，解决了当地的水资源短缺问题。文章还提到坎儿井被誉为中国古代三大工程之一，并讨论了它面临的挑战和未来保护的必要性 。 Why语篇目的引导学生理解人类可以通过智慧和科技改造自然以适应生存，但这种改造必须是可持续的、尊重自然规律的。通过坎儿井的案例，让学生感受到中国古代劳动人民的智慧，增强民族自豪感，同时培养保护文化遗产和可持续发展的意识 。 How语篇形式语篇为说明文，结构清晰：开头以《西游记》火焰山引入（吸引兴趣）—介绍吐鲁番恶劣环境（提出问题）—介绍坎儿井工作原理（解决方案）—评价坎儿井的价值（意义）—讨论面临的挑战和未来（展望）。语言上包含大量描述性词汇和科学术语，如wells, underground canals, water shortage, survive, climate等，同时运用了事实与观点相结合的写作手法 。 学情分析分析维度具体描述已有基础八年级学生对吐鲁番和火焰山有一定了解（可能从《西游记》或地理课中知晓），对坎儿井系统可能有初步印象。学生在之前课时学习了24节气、太阳能利用等内容，对“人与自然”主题有较深的理解。 存在问题1. 对坎儿井的具体工作原理缺乏了解，需要借助图示理解；2. 对说明文中“事实与观点”的区分能力有待提升；3. 对文中专业词汇（如wells, underground canals, water shortage）的掌握不足；4. 在表达对坎儿井价值的理解时，语言组织能力需要加强 。 发展需求需要学习与坎儿井相关的核心词汇；需要掌握说明文的阅读策略（理解工作原理）；需要区分事实与观点；需要将阅读内容与文化遗产保护相结合，表达对古人智慧的敬佩 。 核心素养目标 Teaching Aims1. 语言能力 掌握核心词汇和短语：below, west, east, desert, crazy, rainfall, survive, climate, lie in, system, well, underground, canal, heat, difficult, environment, hand tools, no wonder, project, water shortage, increase, play an important role, take action, protect等 。 理解核心句型：“The desert sand can be as hot as 80°C in midsummer.” “That’s nearly as long as the Yellow River!” 能读懂坎儿井系统的说明文，梳理其工作原理、价值和面临的挑战。 能区分文本中的事实与观点，并运用所学语言复述坎儿井的故事 。2. 文化意识 了解坎儿井作为中国古代三大工程之一的伟大成就，增强民族自豪感。 感悟古人改造自然的智慧，理解可持续利用自然资源的重要性。 增强保护文化遗产的意识。3. 思维品质 通过梳理坎儿井的工作原理，培养逻辑思维和信息整合能力。 通过区分事实与观点，培养批判性阅读能力 。 通过讨论“是否应该保护坎儿井”，培养价值判断和批判性思维能力。4. 学习能力 掌握通过图示理解工作原理的阅读策略。 学会用表格梳理文本信息，提高信息处理能力。 通过小组讨论和分享，提升合作学习和口语表达能力 。 教学重点 Key Points理解坎儿井系统的工作原理及其在吐鲁番地区的重要性。掌握本课核心词汇和短语，理解关键句型的含义。区分文本中的事实与观点 。教学难点 Difficult Points理解坎儿井“利用地下暗渠减少蒸发”的工作原理。区分事实（客观描述）与观点（主观判断）。将阅读内容与文化遗产保护相结合，表达对古人智慧的感悟 。 教学方法 Teaching MethodsPWP阅读教学模式、任务型教学法、情境教学法、合作学习法、图示法教学工具 Teaching Aids多媒体课件（含火焰山图片/视频、坎儿井工作原理图、课文音频）、阅读任务单、小组讨论提示卡教学过程 Teaching ProceduresStep 1: Warm-up & Lead-in 热身导入 (5 mins)Activity: 《西游记》火焰山导入1. 图片呈现：展示《西游记》火焰山的剧照或插图，提问学生 ： A/B/C层学生回答问题：“What’s the environment like in the Flaming Mountains from Journey to the West?” (hot, dry, no water, difficult to survive) 引导学生用关键词描述：bad, hot, dry, a shortage of water, in poor condition2. 背景引入：介绍真实的火焰山位于吐鲁番，提问： “How can people live in such an environment?” 3. 提供语言支架：C层学生可借助以下词汇表达 ： changing nature, using water wisely, building systems4. 揭示主题：“Today we’re going to read about an amazing system in Turpan called the karez. It’s like a hidden river that brings life to the desert. Let’s find out how it works!” 设计意图：通过学生熟悉的《西游记》火焰山引入，激发兴趣，自然导入吐鲁番恶劣环境的讨论，为理解坎儿井的价值做好情感铺垫 。Step 2: Pre-reading 读前准备 (5 mins)Activity: 观察图片，预测内容 1. 观察图片：展示教材中坎儿井的示意图（竖井和地下暗渠），提问学生 ： A/B/C层学生回答问题：“What’s the environment like?” (The environment is a desert, so it has a hot and dry climate. There is little rainfall, so the area faces a water shortage. It is difficult to survive here.)2. 词汇教学：呈现本课核心词汇，用图片和语境帮助学生理解 ：词汇/短语含义语境示例desert沙漠Turpan is in a desert area.rainfall降雨量The rainfall here is very low.survive生存How do people survive in such heatsystem系统The karez is a water system.well井Water comes from wells.underground地下的Water runs through underground canals.canal运河；水渠The canals keep water cool.water shortage水资源短缺The area faces a water shortage.protect保护We need to protect this ancient system.3. 预测内容：引导学生根据图片和标题“A river of life”预测： “How does the system work?” “What’s the passage mainly about?” (The passage introduces the karez system.) 设计意图：通过图片观察和词汇铺垫，降低阅读难度；预测培养学生读前预判能力，为阅读做好准备 。Step 3: While-reading 读中理解 (18 mins)Step 1 – 略读：匹配段落主旨 1. 明确任务：学生快速浏览课文，将段落与主旨进行匹配 ：段落主旨Paragraph 1The climate of the areaParagraph 2The way the karez system works and its importanceParagraph 3The challenge and future of the systemParagraph 4The location of the Flaming Mountains2. 核对答案：邀请学生分享，教师确认。Step 2 – 寻读：回答问题，梳理细节 1. 明确任务：学生再次阅读课文，回答以下问题 ： “In which famous literary work is the Flaming Mountains described?” (Journey to the West) “Where are the real Flaming Mountains?” (They are in Turpan, in the east of the Xinjiang Uygur Autonomous Region.) “How hot is it there?” (The desert sand can be as hot as 80°C in midsummer.) “How is the rainfall there?” (Rainfall in Turpan is only 16 mm a year.) “How does the karez system work?” (It includes more than 1,000 wells and large underground canals. Water from the mountains falls into the wells and then runs underground in the canals. It is kept cool and safe from the desert heat.) “How long are the underground canals?” (They are over 5,000 km long, nearly as long as the Yellow River!) “What problem does the area face now?” (The area faces a water shortage.) “What is the future of the system?” (It will surely be carried into the future with more and more young people taking action to protect it.)2. 分层指导： A/B/C层学生独立寻找答案 教师引导学生在文中划出关键句子Step 3 – 精读：完成信息图填空 1. 呈现信息图：学生再次阅读课文，完成信息图填空 ： Turpan is one of the (1)__________ places and one of the hottest (2)__________ in China. The karez system uses (3)__________ and (4)__________ canals to keep water cool. Water from the mountains (5)__________ and is kept (6)__________ from the desert heat. This allows people to (7)__________ in the desert. The system is among the (8)__________ of ancient China. The area now faces a (9)__________, so we must (10)__________ it.2. 分层完成： A/B层学生独立完成 C层学生在教师引导下完成3. 核对答案： (1) driest (2) areas (3) wells (4) underground (5) runs underground (6) cool and safe (7) grow plants for food (8) top three projects (9) water shortage (10) protect Step 4 – 复述课文 (分层任务) 1. 分层任务： A/B层学生借助信息图复述课文 C层学生借助信息图和教师引导复述课文 Step 5 – 区分事实与观点 1. 明确任务：引导学生阅读句子，区分事实和观点 ：句子事实/观点The desert sand can be as hot as 80°C in midsummer.事实That’s enough to make your feet burn!观点They are in Turpan, in the east of the Xinjiang Uygur Autonomous Region.事实Rainfall in Turpan is only 16 mm a year.事实There are over 5,000 km of underground canals in the area.事实It may sound crazy, but the locals can cook an egg on the desert sand.观点That’s nearly as long as the Yellow River!观点The centuries-old water system will surely be carried into the future.观点2. 总结规律： 事实：可以验证的客观信息（数据、地点、名称） 观点：个人感受、评价、预测（surely, may sound crazy, enough to...）Step 6 – 深度理解标题含义 1. 引导思考：学生思考并回答问题 ： “What’s the meaning of the title?” 引导学生理解：The title means the karez system is like a hidden “river” that brings life to Turpan’s desert. It quietly carries water underground so people can survive and grow food in the terrible climate.Step 7 – 思考文章开头的作用 1. 引导思考：学生思考并回答问题 ： “Why does the writer mention ‘the Flaming Mountains’ at the beginning?” 引导学生理解：By mentioning this well-known place from Journey to the West, the writer connects with readers, attracts their attention and makes them interested in reading on.设计意图：通过“略读—寻读—精读—信息图—复述—区分事实观点—深度理解”的分层阅读任务，帮助学生逐步深入理解语篇内容、结构和写作手法。信息图帮助学生直观理解坎儿井工作原理，区分事实与观点培养批判性阅读能力 。Step 4: Post-reading 读后拓展 (10 mins)Step 1 – 小组讨论：坎儿井的价值与保护1. 明确任务：学生4人一组，讨论以下问题 ： “What fact from the passage do you find the most interesting? Why?” “With modern technology, do you think it is still necessary to keep the karez system? Why or why not?”2. 提供句型支架：功能句型表达观点I think it is necessary because... / In my opinion, we should...陈述事实The most interesting fact is that...说明原因It shows that... / This is important because...3. 小组交流：学生轮流分享观点，教师巡视指导。4. 全班分享：每组派代表分享讨论结果，教师引导学生总结：虽然现代技术可以解决部分问题，但坎儿井作为文化遗产仍然重要，它展现了古人的智慧，我们应将其与现代科技相结合，共同改善环境。Step 2 – 情感升华1. 教师引导：“The karez system is not just a way to get water – it’s a symbol of human wisdom and perseverance. Thousands of years ago, without modern machines, people built this amazing system using only hand tools. They turned a lifeless desert into farmland where people could live and thrive. Today, as we face new challenges like climate change and water shortage, we can still learn from their wisdom: work with nature, use resources wisely, and never give up. The karez is truly a ‘river of life’ – not just for Turpan, but for all of us who believe in the power of human spirit.” 设计意图：通过讨论深化对坎儿井价值的理解，将阅读主题与文化遗产保护相结合，培养批判性思维和价值观。Step 5: Summary 总结归纳 (5 mins)1. 知识总结：引导学生回顾本节课所学内容： “What is the karez system?” (a water system in Turpan) “How does it work?” (wells + underground canals keep water cool) “Why is it important?” (helps people survive in the desert) “What new words and phrases did we learn?” (desert, rainfall, survive, system, wells, underground canals, water shortage, protect)2. 学生分享收获：让学生用1-2句话分享本节课的收获。3. 作业布置：明确分层作业要求 。板书设计 Blackboard DesignUnit 6 Living with natureDeveloping ideas (Reading) —— A river of life (Karez System)一、Karez System in Turpan方面信息LocationTurpan, XinjiangClimatedesert, as hot as 80°C, rainfall only 16mm/yearHow it workswells + underground canals → water stays coolLengthover 5,000 km (as long as Yellow River)Importancehelps people survive and grow foodChallengewater shortageFutureyoung people will protect it二、Key Words & Phrases desert 沙漠 rainfall 降雨量 survive 生存 system 系统 well 井 underground 地下的 canal 水渠 water shortage 水资源短缺 protect 保护三、Facts vs Opinions Fact: data, places, things that can be proven Opinion: feelings, guesses, evaluations四、ThemeWisdom of ancient people – working with nature.作业设计 Homework Design分层作业内容设计意图基础作业 (C层)Introduce the karez system to your partner with the words and expressions from the passage. 借助课堂所学，培养口语复述能力。拓展作业 (A/B层)Find information about another system showing how people adapt to and make good use of nature. Then write a short paragraph to introduce it. 将课堂所学迁移到真实信息搜集和写作，培养综合语言运用能力。选做作业 (A层)查找坎儿井或类似水利工程的更多信息（如都江堰、郑国渠等），用英文制作一张介绍海报。 拓展课外学习渠道，培养信息素养和文化传承意识。教学反思 Teaching Reflection反思维度记录要点亮点《西游记》火焰山导入有效激发兴趣；信息图帮助学生直观理解坎儿井工作原理；区分事实与观点培养批判性阅读能力；讨论环节引导学生思考文化遗产保护的意义。 不足部分学生对“wells”“underground canals”等专业词汇的理解不够深入；少数学生在复述时语言表达不够流畅。 改进增加更多图示辅助理解工作原理；在复述前提供更多句型支架。 教学评价 Teaching Evaluation评价维度评价标准课堂观察85%的学生能正确认读核心词汇；80%的学生能完成信息图填空；小组讨论中多数学生能运用目标语言表达对坎儿井价值的理解。 任务完成度信息图填空准确性；对坎儿井工作原理的理解程度；区分事实与观点的准确性；复述的语言表达质量。 作业反馈通过拓展作业评估学生对古人智慧的感悟和语言运用能力。