【新教材核心素养】人教版英语八下Unit 4 课时5 Section B Vocabulary in use 2a-2c（课件+教学设计）

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基于课程标准的“教-学-评”一致性课堂教学设计
科目英语授课教材人教版八年级下册
授课题目 Unit 4 The Wonders of Nature Section B (2a-2c) 课时课型第 5 课时词汇课
主题情境人与自然 — 自然景观授课教师
语篇研读【What】本课时语篇围绕“自然奇观”主题展开词汇与句型的学习。第一部分（2a）为词汇匹配练习，旨在学习并巩固描述自然特征的形容词及其反义词（如 below/above, common/unusual, low/high, dead/living, top/bottom, northern/southern, risky/safe, survive/die）。第二部分（2b）为句型应用练习，通过示例引导学生运用“How + 形容词/副词”结构（如 how long, how high, how deep, how old, how fast, how soon）对事物特征进行提问。第三部分（2c）为语篇填空，介绍俄罗斯贝加尔湖（Lake Baikal），要求运用所给词汇（deep, survive, wonderful, surface, dive）的正确形式完成短文，巩固词汇在具体语境中的运用。【Why】该语篇旨在帮助学生扩展与自然主题相关的描述性词汇，并掌握询问事物特征的疑问句结构。通过学习，学生能够更精确地描述和比较自然景观，理解反义词在丰富表达中的作用，并能在真实语篇中理解和使用目标词汇。这有助于提升学生在“人与自然” 主题下的语言表达能力、逻辑思维（对比与描述）以及文化视野（了解世界自然遗产），体现了对语言能力、思维品质和文化意识核心素养的培养。【How】语篇以教材练习形式呈现，结构清晰，任务循序渐进。2a 部分以直观的匹配任务激活学生对形容词意义及反义关系的认知。2b 部分提供范例和词汇框，引导学生在模仿基础上进行创造性造句。2c 部分是一篇说明性短文，提供具体语境，要求学生根据上下文和语法知识判断词汇的正确形式，实现从词汇识别到语篇运用的跨越。语篇语言简洁，信息明确，注重语言形式的练习与意义的结合。
学情分析八年级学生已积累了一定数量的形容词，并初步接触过反义词的概念。他们已学习过用“How far/ heavy/large/often”等提问的句型，对“How + 形容词/副词”结构有一定感知，但系统性和熟练度有待加强。学生具备基本的阅读理解能力，能够从短文中提取关键信息。他们需要在本课中系统梳理和扩展描述性词汇（尤其是反义词），并在控制性
和半控制性练习中内化“How”疑问句结构，最终实现在描述自然景观的语篇中准确运用目标词汇。部分学生可能对较长形容词（如 unusual, southern, survive）的拼写和用法不够熟练，在语篇填空时可能面临根据语境判断词形（如 deepest, dive）的挑战。
课标要求在特定语境中，根据不同主题，运用词汇描述事物、行为和特征，说明概念。理解和领悟词汇的基本含义，以及在特定语境和语篇中的意义、词性和功能。围绕相关主题，运用所学语言，与他人进行日常交流，语音、语调、用词基本正确。在书面表达中，能选用不同句式结构和时态，描述和介绍身边的事物或事件。
教学目标通过本节课学习，学生能够： 1.通过匹配、朗读等方式，掌握 below 、common 、risky 、survive 、deep 等词汇及反义词的对应关系，感知 how + 形容词/副词特殊疑问句的用法，准确认读并理解词义。（学习理解） 2.通过造句、短文填空等练习，内化 located 、survive 、deep 等词汇的用法，能正确使用 how long/high/deep 等结构提问，并能在语篇中运用目标词汇完成填空。（应用实践） 3.通过讨论和拓展练习，理解目标词汇在描述自然、环境等主题语境中的表意功能，能够主动用所学词汇描述一处自然景观，并分享自己对探索自然的看法，认同保护自然的理念。（迁移创新）
教学重难点重点： 1. 掌握与主题相关的核心形容词及其反义词的意义与对应关系。 2. 理解并运用“How + 形容词/副词”结构对事物维度、程度等进行提问。 3. 在语篇语境中，根据上下文判断并正确使用目标词汇（如形容词最高级、动词原形等）的形式。难点： 1. 部分多音节反义词（如 unusual, southern）的准确记忆与运用。 2. 在造句和口语交流中，熟练、恰当地运用不同的“How”疑问句结构。 3. 在短文填空中，根据语法和语义线索（如冠词、上下文提示）准确判断所填词汇的正确形式（如 deep -- deepest）。
核心语言【核心词汇】形容词及其反义词：below/above, common/unusual, low/high, dead/living, top/bottom,
northern/southern, risky/safe, survive/die 其他目标词：deep, survive, wonderful, surface, dive, located, curious, natural,freshwater,type, attract,traveller 【核心句型】询问特征：How long/high/deep/old/fast/soon... 描述特征：It is the deepest freshwater lake in the world. Its surface covers... Many animals can survive in...
教学工具 PPT ，教材
教学策略任务型教学法（如匹配、造句、填空）、情境教学法（探险队探索贝加尔湖）、合作学习法（结对问答、小组讨论）
教学过程
教学环节教师活动学生活动设计意图
Part 1： Lead in （2min） 1. Show a part of map. Ask: "What do You know about Lake Baikal Can you locate this lake on the map " 2. Play a short video about Lake Baikal. 3. Introduce the context: "Our adventure team has a new mission. We are going to explore this amazing lake. But first, we need to prepare by learning some useful words and sentences. Would you like to join our adventure team to explore it " 1.根据地图及已有知识尝试回答关于贝加尔湖的问题（如位置、特点等）。 2.观看视频了解贝加尔湖。 3.跟随情景进入学习。利用局部世界地图及贝加尔湖的震撼视频和探险情境迅速吸引学生注意力，激发他们对即将学习内容的好奇心和探索欲。通过提问激活学生已有的地理知识，引导学生进入今天主要内容的学习。
效果评价：自评、师评。观察学生面对图片时的反应和回答问题的积极性，判断其是否被情境吸引并进入学习状态。通过学生的回答，初步了解他们对贝加尔湖的背景知识。
Part 2： Presentation （8min） 1. Show pictures contrasting different natural features (e.g., large-small, high-low, long-short ). Say: "Before the adventure, let's learn some opposite words to describe things better." 2. Guide students to match the words 1. 根据图片写出反义词，并初步感知反义词记忆法。 2.完成 2a 匹配并核对答案，结通过视觉对比（图片）直观呈现反义词概念，帮助学生建立清晰的词义联系。匹配 2a 练习巩固词汇记忆。通过展示例句，引导学生发现和归纳“How”
with their opposites on the right. Check answers together. Show the pictures and teach the new words”risky”and “southern” . 3. Show example sentences: "How large is the Sahara Desert How high is the Mount Qomolangma How long is the Nile River ” Let students pay attention to "How + adjective/adverb" structure and try to answer the questions. 合图片学习新单词 risky”和 “southern” . 3. 根据自然景观图及问题，回顾前几课所学内容回答问提问结构的规律，为下一步的造句练习提供清晰范例，实现语言知识的初步输入。
题，并学习理解"How + adjective/adverb "句型。
效果评价：自评、师评。检查学生匹配练习的完成情况，评估其对核心词义及反义关系的理解。倾听学生尝试说出的“How ”问句，判断其对句型结构的初步掌握程度。
Part 3： Practice （5min） 1.Organize pair work. Instruct: "Now, work with your partner. Use the words in the box to ask and answer questions like the examples. You can ask about rivers, mountains, animals, or anything else." 2.Walk around the classroom, listen to students' conversations, and provide help if needed. 3.Invite a few pairs to demonstrate their questions and answers in front of the class. 1.两人一组，朗读例句，使用所给词汇（long, high, deep, old, fast, soon）和 “How”结构进行问答练习（如： How high is Mount Tai ）。 2.遇到困难可寻求帮助。 3.上前展示。将呈现环节输入的语言知识置于合作交际的情境中进行操练。结对练习降低了学生单独输出的焦虑，增加了语言实践机会。通过创造性地提问关于不同事物的问题，促进学生对句型的理解和内化。展示环节为学生提供了输出成果的机会，并能让全班互相学习。
效果评价：巡视时倾听各组的对话，重点关注“How ”句型使用的正确性、词汇选择的恰当性以及问答的流利度。通过展示环节，评估学生语言输出的准确性和自信程度。
Part 4： Production （10min） 1. Direct students' attention to the passage about Lake Baikal. Say: "Now let's read about our destination, Lake Baikal. First, read quickly to get the main idea." 1.快速阅读 2c短文，了解贝加尔湖的基本信息。 2.扫清部分词将词汇学习提升至语篇理解和运用的层面。短文填空要求学生结合语境进行词形判断，综合考查其词
2. Let students know some words. 3. After a quick reading, instruct: "Now, complete the passage with the correct forms of the words in the box. Pay attention to the context." 4. Check answers as a class. Explain key points if necessary (e.g., "deep" needs to be "deepest" because of "the...lake in the world"; "dive" is a verb in its base form after "must"). 5. Lead the students to complete the mind map about Lake Baikal (location, size, depth, life). Ask: "Can you use the mind map and the passage to introduce Lake Baikal to me " and then organize evaluation. 6. Congratulate students on their learning and play a video about the text. Let students enjoy and read the text again. 7. Pose a discussion question: "Besides Lake Baikal, what other natural wonders do you know or like Can you describe it using some words we learned today, like 'deep', 'high', 'wonderful', or 'survive' " 汇障碍。 3.独立完成短文填空，注意根据上下文判断词汇的正确形式。 4.核对答案，理解词汇在具体语境中的用法。 5.补充完整贝加尔湖的思维导图，尝试组织语言，用完整的句子介绍贝加尔湖。 6.观看贝加尔湖文本视频并再次朗读文本。 7.思考并分享自己知道或喜欢的其他自然景观，尝试运用本课所学词汇进行描述。汇掌握和语法感知能力。思维导图将零散信息结构化，为学生进行连贯的口头描述提供有效支架。将文本变成视频给学生更震撼的感官刺激，同时通过视觉和听觉共同体验再次熟悉文本表达。最后的拓展讨论是迁移创新环节，鼓励学生将本节课所学词汇和表达主动应用于新的、个人感兴趣的主题中，实现知识的个性化运用和创造性表达。
效果评价：师评、互评，检查学生填空的准确性，评估其在语境中灵活运用词汇的能力。观察学生根据思维导图介绍贝加尔湖时的语言组织能力。倾听学生在拓展讨论中的描述，评估其词汇提取的准确性和语言表达的丰富性，判断其迁移应用能力。学生根据评价量表进行互评。
Part 5： Summary（5min） Summarize the key content in this lesson. Open the web link and let the students do interactive summary review. 在互动网页中进行内容总结与复习。总结本课所学内容，巩固加深印象,利用交互式动画网页让学生充分发挥主动性的同时得到及时反馈。
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Part 6： Language points （5min） T explains language points. located 词汇讲解 curious 词汇讲解 natural 词汇讲解将知识点做好笔记进行理解消化，并完成相应练习。将教学落到实处，语言点讲解夯实基础，保证学生在理解的同时能够运用到具体题型中去。
Part 7： Exercises（5min） T assigns the test. 完成课堂练习。让学生在课上练习消化知识点，及时操练重点知识点和目标语言，让教师把握学情。
Part 8： Homework 基础作业：完成本节课词汇相关的填空和匹配练习。拓展作业：使用至少5 个本课词汇，写一段介绍贝加尔湖或者你最喜欢的自然景观的短文。实践作业：上网查询更多关于世界自然景观的资料，阅读后以自己喜欢的方式（如海报、简报、口头报告）在班级分享。将家庭作业做好记录。分层作业满足差异需求，实现学用结合，重视实际场景的交际应用，减轻机械操练。
板书设计
教学反思本次教学围绕“自然奇观”下的词汇与句型学习展开，以“探索贝加尔湖”为情境线索串联各个活动。亮点在于词汇学习通过反义词配对和图片对比变得生动易懂；练习设计从机械匹配到意义造句，再到语篇运用，层次清晰，有效促进了语言知识的内化；最后的拓展讨论为学生提供了将所学应用于个人表达的机会。不足之处在于，部分学生在进行“How”句型问答时，创造的问题内容较为单一；在短文填空中，个别学生对动词原形（dive）的判断出现犹豫；拓展讨论环节，部分学生词
汇提取和运用的主动性有待提高。改进措施：在句型练习环节，可提供更多样化的实物或图片提示，激发学生提出不同问题的灵感。在讲解语篇填空时，可更强调句子结构的分析（如情态动词后跟动词原形）。在拓展活动前，可先以小组为单位进行“词汇头脑风暴” ，汇集可用的形容词和句型，为个人表达搭建更丰富的支架。
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Section B 2a-2c
Unit 4 The Wonders of Nature
人教版英语（新教材）八年级下册
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01 Lead in
03 While-listening
02 Pre-listening
04 Post-listening
05 Summary
06 Language points
07 Exercises
08 Homework
目录
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学习目标
通过匹配、朗读等方式，掌握 below、common、risky、survive、deep 等词汇及反义词的对应关系，感知 how + 形容词/副词特殊疑问句的用法，准确认读并理解词义。（学习理解）
通过造句、短文填空等练习，内化 located、survive、deep 等词汇的用法，能正确使用 how long/high/deep 等结构提问，并能在语篇中运用目标词汇完成填空。（应用实践）
通过讨论和拓展练习，理解目标词汇在描述自然、环境等主题语境中的表意功能，能够主动用所学词汇描述一处自然景观，并分享自己对探索自然的看法，认同保护自然的理念。（迁移创新）
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01
Lead in
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What do you know about Lake Baikal
Lead in
Would you like to join our adventure team to explore it
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02
Presentation
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Before the adventure, let’s learn some opposite words.
Taklimakan Desert塔克拉玛干沙漠
Sahara Desert撒哈拉大沙漠
large
small
Mount Qomolangma珠穆朗玛峰
Mount Tai 泰山
high
long
The Nile 尼罗河
The Yellow River 黄河
low
short
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Match the words on the left with their opposites on the right.
2a
1.____ below　　　5. ____ top
2.____ common　　6. ____ northern
3.____ low　　　　7. ____ risky
4.____ dead　　　 8. ____ survive
A. safe　　　 E. unusual
B. bottom　　 F. living
C. southern　 G. high
D. above　　 H. die
在...下面
常见的
低的
死的
顶部
北部的
存活
north
south
在...上面
安全的
底部
不寻常的
活着的
高的
死去
D
E
G
F
B
C
A
H
adj.有危险的
adj.南部的
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Before the adventure, let’s learn some about “How”.
Sahara Desert撒哈拉大沙漠
Mount Qomolangma珠穆朗玛峰
The Nile 尼罗河
How large is the Sahara Desert
How high is the Mount Qomolangma
How long is the Nile River
It’s about 9,320,000 square kilometres.
It’s about 8,848.86 metres high.
It’s about 6,670 kilometres long.
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03
Practice
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2b
Read the examples and make more sentences using how and the words in the box.
How far is it from your home to school How heavy is a blue whale
How large is your country How often do you exercise
long　high　deep　old　fast　soon
1.
2.
3.
4.
5.
6.
How long is the Yangtze River
How high is the Mount Kilimanjaro
How deep is the Mariana Trench
How old is the Lake Baikal
How fast can you run
How soon can we get there
Work with you partner, ask and answer.
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04
Production
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2c
Complete the passage with the correct forms of the words in the box.
deep　survive　wonderful　surface　dive
Located in Siberia, Russia, Lake Baikal is one of the world's most famous lakes. It is the ______ freshwater lake in the world. To reach the bottom, you must ______ 1,620 metres! It is also larger than most other lakes. Its ______ covers 31,500 square kilometres. That is bigger than the country of Belgium! Lake Baikal is cold most of the year. But over 1,200 different types of animals can still ______ in this environment. Today, the lake still attracts many curious travellers. After all, it is a great natural _______!
deepest
dive
surface
survive
wonder
adj.位于
西伯利亚
贝加尔湖
adj.淡水的
saltwater 咸水的
比利时
n.种类
v.吸引
adj.好奇的
n.旅行者
adj.自然的
artificial 人造的
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Finish the mind map and try to introduce Lake Baikal.
Lake Baikal
deepest
surface
located
animals
How deep
1,620metres
How large
31,500
square kilometres
How many
over 1,200
different types of animals
Siberia, Russia
Evaluation(评价) Complete content (内容完整)
Correct language (语言准确)
Clear voice (自信表达)
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Let’s go to Lake Baikal to explore.
Congratulations. Let’s go!
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05
Summary
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Let’s sum up what we have learned!
Summary
点击下方链接来总结复习吧！
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06
Language Points
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词
讲
练
located /l ke t d/ adj. 位于；坐落在
1. The small village ________ (locate) at the foot of a big mountain is very beautiful.
2. Our new school library is ________ (locate) in the east of our campus.
3. The hotel ________ (locate) by the sea is a popular place for travelers in summer.
Language points
located
动词：locate（v. 定位；找到；使坐落于）名词：location（n. 位置；地点）
常见搭配：be located in/at/on（位于……）
例句：The famous castle is located in Scotland. 这座著名的城堡位于苏格兰。
Our company's new office is located at the foot of the mountain.
我们公司的新办公室坐落在山脚下。
located
located
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词
讲
练
curious / kj ri s/ adj. 好奇的；求知欲强的
Language points
1.The little boy looked at the magic box _________ (curious), wondering what was inside.
2.Her __________ (curious) made her open the door and walk into the room.
3.孩子们总是对自然界的一切事物感到好奇。
Children are always _________ _________ everything in nature.
curiously
curiousity
curious
about
词形变换：curiosity n. 好奇心 curiously adv. 好奇地
固定搭配：be curious about 对……好奇
例句：He is such a curious boy, always asking questions.
他这个孩子好奇心很强，总是爱提问。
As a child, I’m curious about the UFO.作为一个小孩，我对不明飞行物感到好奇。
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词
讲
练
natural / n t r l/ adj. 自然的；天然的；天生的
1._______ (nature) resources are important and we should use them wisely.
2. We should try to protect ______ (natural) and live in harmony with it.
3.She has practiced the piano for years, so she plays it _________ (natural) in
front of the audience.
Language points
natural
自然的；天然的
常见搭配：natural resources/be

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【新教材核心素养】人教版英语八下Unit 4 课时5 Section B Vocabulary in use 2a-2c（课件+教学设计）

【新教材核心素养】人教版英语八下Unit 4 课时5 Section B Vocabulary in use 2a-2c（课件+教学设计）