【课堂无忧】Unit 4 The Wonders of Nature 第7课时 reading plus阅读课教学设计 人教版（新教材）八年级下册

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Unit 4 The Wonders of Nature 第7课时 阅读课教学设计
教材分析
【What】本课时语篇主题为撒哈拉沙漠（The Sahara Desert）的地理特征、生态环境与发展现状。 语篇介绍了撒哈拉沙漠的地理位置（非洲）、面积（约900万平方公里）、年龄（至少460万年）；描述其地貌特征（多岩石地面，也有草地、湖泊、山脉及沙海）与气候特点（干燥炎热，是世界最大的热沙漠）；讲述沙漠中的生命：约200万人在此生活，多为游牧民族；动物（如骆驼、耳廓狐）通过特殊生理结构适应极端环境；说明沙漠正在扩张的现状及原因（气候变化导致气温升高、降水减少），并呼吁采取有效措施应对。 【Why】本课时语篇旨在帮助学生认识撒哈拉沙漠的独特自然风貌与生态系统，理解“适应与生存”的生命智慧；引导学生关注环境问题，意识到气候变化对地貌的影响，树立保护自然、应对全球变暖的环保意识；让学生了解不同地域的生活方式，尊重人类与自然和谐共处的生存智慧。 【How】本课时语篇采用说明文体裁，采用“总—分—总”的说明文结构，依次从地理概况、气候地貌、生命生存、沙漠扩张四个维度展开，逻辑清晰。语篇用词精准客观，大量使用数据（如30%、9 million、4.6 million）增强科学性；运用举例（for example）、对比（both dry and hot / some deserts are very cold）等方式辅助说明；句式以简单句和复合句为主，适合初中阶段学生理解。语篇介绍了沙漠的位置、面积、地貌等客观信息，说明动物适应环境的方式、沙漠扩张的原因；结尾发出“采取有效措施”的倡议，传递环保理念。
学情分析
K(Know)--已知 W(Wonder)--想知/未知 L(Learn)--能知
具备基础的英语阅读能力，能理解简单的说明文；对“沙漠”有初步认知，知道沙漠气候干燥、炎热；了解骆驼等典型沙漠动物的基本特征。 撒哈拉沙漠的具体地理位置、面积、年龄等精确数据；沙漠中除了炎热干燥外，还有多样地貌（如沙海、岩石地面）；气候变化与沙漠扩张之间的因果关系；耳廓狐等特殊沙漠动物的生存适应机制。 通过阅读和课后练习，学生能够掌握描述地理地貌、环境变化的核心词汇与句型；学会梳理说明文的逻辑结构，提取关键信息；理解人类活动与气候变化的关联，形成初步环保思辨能力。
核心素养教学目标
通过本课学习，学生能够： 语言能力：能听懂、认读并运用与沙漠、气候、环保相关的核心词汇（如desert, climate, adapt, survive, climate change等）；能流利朗读课文，准确提取撒哈拉沙漠的位置、面积、生命特征等关键信息；能运用“Not only...but also...”等句型描述事物的多重特征，完成信息转述与简单讨论； 2.学习能力：能通过思维导图、关键词提取等方式梳理文章结构，归纳段落大意；能借助上下文猜测生词含义，培养自主阅读策略；能小组合作完成讨论任务，主动分享观点与信息； 3.思维品质：能分析沙漠动物适应环境的方式，培养逻辑推理能力；能辩证思考沙漠扩张的原因与影响，形成批判性思维；能基于文本信息提出应对沙漠扩张的建议，发展创新思维； 4.文化意识：了解撒哈拉地区的游牧生活方式，尊重不同地域的文化与生存智慧；认识到全球环境问题的关联性，树立全球视野与环保责任意识；感受自然地貌的壮美，培养热爱自然、保护自然的情感。 完成课时目标所需的核心语言如下： 【核心词汇】 located in, spread across, vast desert, be known as, a type of, a sea of sand, move from place to place, all year round, adapt to, survive, climate change, take effective measures, keep growing 【核心句型】 Located in Africa, the Sahara Desert spreads across 30 per cent of the continent. This means that it is one of the oldest places in the world. All deserts are dry, and the Sahara is both dry and hot. Most of the Sahara is rocky ground. They usually move from place to place. Not many animals can live in a place with such a dry and hot climate. If we do not take effective measures to stop climate change, the desert will keep growing.
教学重难点
教学重点：掌握本课核心词汇与句型，能准确复述撒哈拉沙漠的关键信息;学会梳理说明文结构，完成思维导图等信息整理任务;理解气候变化与沙漠扩张的关系，树立环保意识。 教学难点：运用所学语言描述复杂的自然现象与环境问题;辩证分析沙漠扩张的影响，并提出合理的解决方案;在小组讨论中清晰、有条理地表达个人观点。
教学过程
教学环节 教师活动 学生活动 设计意图
Lead in 导入 1.Billy:Hello, everyone! I’m Billy. Today, let’s explore North Africa’s great natural wonder! 2.Play a video about the Sahara Desert and ask the students to watch and answer the questions. T:What is the video about Get to know the objects of this period from Billy’s words. Watch a video about the Sahara Desert and answer the questions. Ss:It’s about the Sahara Desert. 借助视频直观呈现撒哈拉沙漠景观，激活学生已有认知，快速聚焦本课主题，激发学生探索自然奇观的兴趣。 通过简单问答引导学生观察思考，自然引出本课核心语篇，为后续阅读学习做好铺垫。
Presentation 学习理解 Pre-reading:Ask the students to have a free talk about the Sahara. T: What do you know about the Sahara Desert 2.While-reading:(1)Fast reading. Lead the students to identify the text type by key words, such as numbers, tenses, examples and so on. T:What is the type of this passage How do you know it’s a popular science expository text (2)Careful reading. Provide the students with a reading tip. Let them read Paragraph1and have a think to answer the questions. T:Where is the Sahara Desert How large is the Sahara Desert Why is the Sahara one of the oldest places in the world Provide a reading tip and let the students read Paragraph2 and fill in the blanks to find the information about the climate in different places. Then ask several students to check the answers. Let the students read Paragraph 3 and try to use the key words to judge the statements. Ask the students to read paragraphs4&5 carefully to get to know the life in the Sahara. Then answer the questions. T: Why do some people live in the same place all year round What helps fennec foxes’ bodies stay cool Let the students read paragraph 6 and answer the question. T:According to some scientists, why is the desert growing larger Guide the students to have a deep think about the questions. Then share their ideas. T:What do you think will happen if the Sahara keeps getting bigger What should we do about it 1.Have a free talk about the Sahara. Sa: It is in Africa. Sb:It is the biggest desert in the world. Sc:There is... 2.(1)Identify the text type by key words, such as numbers, tenses, examples and so on. Ss: A popular science expository text Ss: Using numbers; Using Simple Present Tense (一般现在时); Using examples;Making a comparison (作对比). (2)Read paragraph 1 answer the question. Sa：It is located in Africa. Sb:It is about 9 million square kilometres in size and spreads across 30 percent of the African continent. Sc:Because it is at least 4.6 million years old. Read paragraph 2 to fill in the blanks to find the information about the climate in different places. Read paragraph 3 and try to use the key words to judge the statements. Read Paragraph 4&5 and answer the questions. Sa：Because there is water in these parts of the Sahara. Sb:Their large ears help their bodies stay cool. Read the paragraph6 together to answer the questions. Then check the answers. Ss:Part of the reason is because climate change. As temperatures rise, summers in Africa grow hotter, less rain falls, water bodies get smaller and the ground gets drier and drier. Have a deep thinking about the questions and share the ideas. Sa:If the Sahara keeps growing, more land will become dry. It will be bad for the climate and environment, and people and animals there may lose their homes. Sb:... 采用 Free Talk 自由讨论形式，以问题 “What do you know about the Sahara Desert ” 为支架，引导学生调动已知信息（位置、大小、气候等），激活背景知识，降低文本阅读的认知门槛。 搭建半开放式表达框架（It is in…/It is the…in the world./There is…），降低口语表达难度，鼓励基础薄弱学生也能参与发言，营造安全、积极的课堂交流氛围。 引导学生通过数据、一般现在时、举例、对比等标识判断文本为科普说明文，教授说明文识别方法，培养文本体裁意识与快速略读能力。 让学生掌握 “抓特征辨文体” 的阅读策略，为后续阅读同类说明文提供可迁移的方法，落实学习能力目标。 分段设计问题、填空、判断正误等梯度任务，遵循 “从整体到局部、从信息提取到细节理解” 的认知规律，引导学生逐层拆解文本，精准抓取地理位置、面积、年龄、气候、地貌、生命、沙漠扩张等核心信息。 渗透转折词定位法、关键词抓取法等阅读技巧，教会学生借助 but, in fact, for example 等信号词快速定位答案，提升信息筛选、处理与推理能力，落实语言能力与学习能力目标。 针对 “沙漠动物适应环境”“人类游牧生活” 等内容，引导学生理解 “适应与生存” 的生命智慧，感受生命韧性，培养逻辑思维与生命意识。 围绕 “沙漠扩张原因、影响与应对” 设计深度追问，将语言学习与环保教育深度融合，引导学生认识气候变化的危害，树立全球视野、环保责任意识与文化意识。 任务形式多样（问答、填空、判断），兼顾不同层次学生，保持课堂参与度，避免阅读疲劳。
Practice and Production 探究应用及 迁移创新 Post-reading:(1)Ask the students to read the text and complete the mind map.Guide them to retell the passage with the help of the mind map. Guide the students to discuss the questions in groups and share their ideas. T:How is life in the desert different from other place where people live Would you like to visit the Sahara Desert or even live there for a while Why or Why not (1)Read the text and complete the mind map. Then retell the passage by the mind map. (2)Discuss in groups and share your ideas about the following questions. Sa:Life in the desert is rather difficult. To begin with, water is very hard to find, so people often have to move around. Besides, the desert weather is very dry and hot. However, people in other places can live in comfortable homes with enough water, and the climate there is much better. /... Sb:Yes, I’d love to. Because I want to see the beautiful sand mountains and experience the special life in the desert. No, I wouldn’t. Because the weather there is too hot and dry. It’s hard to find water, and life is very difficult./... 以思维导图为支架，帮助学生梳理文本总 — 分 — 总结构，整合地理位置、面积、年龄、地貌、生命、扩张等核心信息，将碎片化信息系统化、结构化，强化对文本整体逻辑的把握。 借助思维导图进行课文复述，从 “信息输入” 转向 “语言输出”，巩固核心词汇与句型，提升概括、整合与口头表达能力，落实语言运用目标。 设置真实、开放的讨论问题，创设贴近生活的语言运用情境，引导学生将文本知识与生活经验结合，进行个性化表达与思辨。 对比沙漠生活与普通生活，引导学生理解不同地域的生存方式，尊重多元文化，深化文化意识；讨论是否愿意居住在沙漠，鼓励学生发表真实观点，培养批判性思维与创新思维。
Summary 归纳总结 Ask the students to sum up the new words, sentences and the structure of the text Have a summary of the new words, sentences and the structure of the text with the T’s help. 引导学生自主总结本节课的新单词、句型和文本结构，充分发挥学生的主体作用，培养学生的知识归纳和梳理能力。
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 绘制 "撒哈拉沙漠环保海报"，配英文标语。
C层： 拓展挑战 网上搜索有关中国塔克拉玛干沙漠的纪录片，用2-3句英语描述它与撒哈拉沙漠的区别。
板书设计
Unit4 The Wonders of Nature Reading plus
教学反思
21世纪教育网 www.21cnjy.com 精品试卷·第 2 页 （共 2 页）