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Unit 4 The Wonders of Nature 第1课时 听说课教学设计
教材分析
【What】本课主题是“What is amazing about nature ”，围绕世界上极具代表性的自然地理奇观（如珠穆朗玛峰、撒哈拉沙漠、死海、马里亚纳海沟等）展开。通过图片匹配、听力任务和对话练习，引导学生认识这些自然景观的独特之处，了解其地理数据与显著特征；同时延伸至深海探索主题，介绍深海深度、中国“奋斗者号”深潜成就及深海生物特点，让学生感受自然的神奇与人类探索的勇气。 【Why】本语篇旨在引导学生认识到自然的伟大与神奇，激发对自然地理的好奇心与探索欲;传递“人类不断探索自然、挑战极限”的精神，增强对中国科技成就（如“奋斗者号”深潜）的自豪感;培养学生保护自然、敬畏自然的意识，理解人与自然和谐共生的重要性。 【How】本课以“听说任务链”为核心，采用“图片-听力-对话”的递进式结构。1a通过图片匹配激活背景知识，1b-1c通过听力获取并梳理地理数据，1d通过对话操练语言输出；第二部分则以深海探索为延伸，通过图表标注、听力填空等任务，从“已知自然奇观”过渡到“未知深海世界”，结构清晰且层层深入。以描述性语言为主，大量使用形容词最高级（如 the highest, the deepest, the largest）和数字表达（如 8,848.86 metres, 9,000,000 square kilometres），句式简洁明了，符合初中学生认知水平；同时融入科普性词汇（如 deep sea, vessel, unusual abilities），兼具知识性与实用性;兼具信息获取与语言输出功能，既帮助学生获取自然地理知识，又通过对话、填空等任务，训练学生运用英语描述自然景观、表达观点的能力。
学情分析
K(Know)--已知 W(Wonder)--想知/未知 L(Learn)--能知
学生已掌握基础英语词汇和简单句型，能进行日常对话;对珠穆朗玛峰、撒哈拉沙漠等知名自然景观有初步认知，具备一定的地理常识;接触过形容词最高级的用法，能理解“最……”的表达。 对马里亚纳海沟、死海等景观的具体数据和独特特征了解较少;对深海生态、中国深海探索成就等知识较为陌生;缺乏用英语准确描述自然景观、输出复杂信息的能力。 通过图片、听力和对话，掌握自然景观的英文名称、关键数据及描述性表达;了解深海探索的意义和中国科技成就，拓展地理与科技视野;提升用英语获取信息、整理信息和表达观点的能力。
核心素养教学目标
通过本课学习，学生能够： 语言能力：准确朗读和运用自然景观（如 Mount Qomolangma, Mariana Trench）及深海相关词汇；熟练运用形容词最高级和数字表达，描述自然景观的显著特征（如高度、深度、面积）；完成听力任务，获取关键信息；并能运用所学句型进行对话交流； 2.学习能力：学会通过图片、听力文本等多模态资源获取信息，提升信息筛选与整理能力；主动探究自然地理知识，培养自主学习和合作学习的意识；总结描述自然景观的语言规律，形成有效的学习策略； 3.思维品质：通过对比自然景观的差异，培养比较、分析和归纳的逻辑思维能力；思考人类探索自然的意义，形成对自然与科技关系的辩证认知；基于深海保护话题，提出合理观点，提升批判性思维； 4.文化意识：感受世界自然之美，增强对全球自然遗产的尊重与保护意识；了解中国在深海探索领域的成就，增强民族自豪感和文化自信；树立人与自然和谐共生的理念，培养全球视野。 完成课时目标所需的核心语言如下： 【核心词汇】 square, kilometre, below sea level, measurement, surface, depth, deepest dive of, the lowest place,the deepest point,the biggest desert, the highest mountain, Chinese vessel, research, ocean floor, deep-sea animal, unusual ability, the bottom of 【核心句型】 What's the lowest place on earth It's the Dead Sea. How low is it Its surface is 416 metres below sea level. There is rubbish even at 11,000 metres deep. We should protect the deep sea. In 2020, China's Fendouzhe dived into the deep sea and explored it. People still don't know much about the deep sea. Many deep-sea animals are strange and beautiful. Some are blind but can "see" by using sound. Some can even create light themselves.
教学重难点
教学重点：掌握自然景观和深海探索的核心词汇，以及形容词最高级、数字表达的用法；能通过听力获取自然景观的关键数据，并运用所学语言进行描述和对话；理解语篇传递的“自然神奇”与“人类探索”的主题意义。 教学难点：准确运用英语描述复杂的自然地理信息（如深度、面积、海拔等）；理解深海生态的特殊性，并用英语表达对深海保护的观点；在真实语境中灵活运用所学语言，进行有逻辑的口语输出。
教学过程
教学环节 教师活动 学生活动 设计意图
Lead in 情境导入 1.Greet the students. 2.Set a situation Billy:Hello, everyone. I’m a reporter from the National Geographic. Today I will introduce some amazing natural views to you. 3.Play a video and ask the students to pay attention to the natural views in it. T:What do you think of these natural views 1.Say hello to the teacher. 2.Get known the objects in this period through the stimulated situation. 3. Watch a video and answer the questions Ss: Amazing./Beautiful./ wonderful./ Great... 创设国家地理记者介绍自然奇观的情境，赋予课堂真实的语言运用场景，激发学习兴趣； 播放自然景观相关视频，通过视觉冲击让学生直观感受自然奇观的壮美，引导学生用简单形容词表达感受，既激活学生已有的英语词汇储备，又为后续描述自然景观做好语言铺垫，同时初步引发学生对自然奇观的探究欲。
Presentation 学习理解 Show pictures of natural views.Then ask them to learn the words of the places’ names. T:Do you know these natural views Ask the students to finish 1a--Match the places with the pictures. Then lead the students to read these words together. Look at the pictures and learn words of different natural views. Ss: Nile River, Angel Falls Mount Qomolangma, Dead Sea, Sahara Desert, Mariana Trench. 2.finish 1a--Match the places with the pictures. Then read these words together. 展示自然奇观的图片并搭配中文介绍和英文词汇、音标，将视觉形象与词汇学习结合，帮助学生快速识记自然景观的英文名称，突破词汇认读难点；同时渗透专有名词首字母大写的语法知识，夯实语言基础； 布置 1a 图片匹配任务，让学生在动手操作中巩固刚学的词汇，检验词汇学习效果，同时激活学生对自然景观的背景知识，实现新旧知识的衔接。
Practice 探究应用 1.ListeningⅠ Billy:Do you want to know more about the natural views Provide a listening tip for the students, play the recording and ask them to complete the descriptions of the places. Show the numbers in 1c , explain the reading rules and teach the students how to read these numbers. T: How to read these numbers Provide a listening tip for them to let them pay attention to the key information such as names of natural views and numbers. Play the recording and ask the students to complete the measurements. Then check the answers. Ask the students to read the conversations from the listening script together and have a think to sum up how to make conversations about natural views. Pair work Show a sample conversation with a student and provide some useful expressions. Let the students talk about the places they have learnt about. 3.ListeningⅡ Billy:Have you heard of the deep sea What do you know about it Let my friend, Mr Jones, tell you something about the deep sea. (1)Guide the students to look at the pictures and learn something about the deep sea.Then guide them to label the depths in the picture with the information on the left. (2)Play the recording, guide the students to pay attention to the key words while listening and then tick the topics they discuss. Ask several students to check the answers. (3)Provide a listening tip, play the recording and ask them to finish 2c--complete the sentences with the facts from the conversation. 1.ListeningⅠ (1)Get known the listening tip given by the teacher. Listen to the conversation. Complete the descriptions of the places. (2)Look at the numbers in 1c and learn to read them. Sa:Four hundred and sixteen. Sb:Eight thousand eight hundred and forty-eight point eight six. Sc:Eleven thousand. Sd:Nine million. (3)Listen again. Try to get the key information such as names of natural views and numbers. Then complete the measurements. (4)Read the conversations from the listening script together and have a think to sum up how to make conversations about natural views. 2.Pair work Read the sample conversation given by the teacher. Work in pairs to talk about the places they have learnt about with the help of the useful expressions. ListeningⅡ (1)Look at the pictures and learn something about the deep sea. Then try to label the depths in the picture with the information on the left. (2)Get known the listening tip given by the teacher. A class is asking a deep-sea researcher some questions after his talk. Listen and tick the topics they discuss. (3)Listen again. Complete the sentences with the facts from the conversation. 给出听力技巧指导，培养学生 “听前预判、听中抓关键” 的听力策略，提升学生的听力素养；通过完成自然景观描述和数据填空任务，让学生在听力中获取自然景观的核心特征和地理数据，同时巩固形容词最高级和数字表达的用法； 专门讲解英语数字的朗读规则并让学生练习，突破数字认读和表达的难点，解决学生在描述自然景观数据时的语言障碍； 再次播放听力并核对答案，让学生在复听中查漏补缺，进一步强化关键信息的捕捉能力； 让学生齐读听力脚本并总结描述自然景观的对话方式，引导学生自主梳理语言规律，培养学生的归纳总结能力，为后续的口语对话搭建句式框架。 展示示范对话并提供实用表达，为学生的口语输出提供支架，降低对话难度；让学生以结对形式谈论所学自然景观，将听力中输入的语言知识转化为口语输出，实现 “输入 - 输出” 的衔接，锻炼学生运用所学语言进行日常交流的能力，同时培养学生的合作学习意识。 引导学生观察深海相关图片并标注深度，让学生直观感知深海的深度层级，为后续听力理解搭建背景知识框架，同时引入深海探索相关词汇，拓展学生的词汇量； 给出听力技巧并让学生完成话题勾选任务，培养学生通过关键词捕捉听力话题的能力，提升学生的听力筛选能力； 让学生完成听力填空任务，锻炼学生捕捉听力细节信息的能力，同时让学生在语境中识记深海探索、深海生物的相关词汇和句型，了解中国 “奋斗者号” 的深潜成就，渗透文化自信教育，同时引出深海保护的话题，为后续的迁移创新环节做好铺垫。
Production 迁移创新 Ask the students to work in groups and choose one for the group leader. (2)Explain the questions in 2d to them and guide them to discuss the questions in group and ask them to take notes. (3)Let them work in groups to make the notes into a report and ask the group leader to make a report. (1)Work in groups and choose one for the group leader. (2)Read the questions and think of more you would like to ask the deep-sea researcher. Then ask and answer the questions with a partner. And at the same time, remember to take notes. (3)Work in groups to make the notes into a report and ask the group leader to make a report to show their work. 引导学生讨论 2d 的问题并记录笔记，鼓励学生结合所学知识和已有经验进行思考，培养学生的问题探究能力和信息整理能力，同时让学生进一步深化对深海探索和深海保护的认知； 将口语交流进一步提升为书面 + 口头的综合表达，锻炼学生的语言组织能力，实现语言知识的综合运用和迁移创新；同时培养学生的环保意识和探究精神。
Summary 归纳总结 Have a summary of the new words, grammar and sentences with the T’s help. Ask the students to sum up the new words, grammar and sentences . 引导学生自主梳理重点词汇、句型和语法，构建系统的知识框架；通过师生共同总结，强化核心知识点记忆，帮助学生理清知识脉络，巩固课堂学习成果。
分层作业设计
A层： 基础巩固 绘制思维导图总结本堂课的重点单词、短语和句型。
B层： 能力运用 参照2b的听力原文编写一组采访身边人健康问题的对话。
C层： 拓展挑战 利用网络资源搜寻中国中学生普遍存在的健康问题并收集建议。
板书设计
Unit4 The Wonders of Nature Section A (1a-2d)
教学反思
21世纪教育网 www.21cnjy.com 精品试卷·第 2 页 （共 2 页）

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