Unit 4 Lesson 19 教学设计 2024-2025学年冀教版八年级英语上册

课题 冀教版八年级上册 Unit 4 Lesson 19教学设计 课型 新授 时间 课时 1 主备人 一、Teaching Objectives 1. Language skills: Students will be able to understand and use the key vocabulary related to neighbourhood, such as "park", "corner store", "bookstore", "market", etc. Students will be able to describe their neighbourhood or an ideal neighbourhood using the target language. Students will improve their listening and reading comprehension skills through various activities. 2. Learning strategies: Students will develop their cooperative learning skills by working in pairs or groups. They will practice skimming and scanning techniques to extract key information from the text. 3. Cultural awareness: Students will have a better understanding of different neighbourhood facilities in English-speaking countries. 4. Emotional attitude and values: Students will be encouraged to think about what makes a good neighbourhood and appreciate the importance of a pleasant living environment. 二、Teaching important and difficult points 1. Key points: Master the key vocabulary and expressions related to neighbourhood. Understand the main idea of the dialogue and be able to answer the related questions. 2. Difficult points: Use the target language to describe a neighbourhood vividly and accurately. Understand and apply the reason for choosing certain facilities in a neighbourhood. 三、Teaching Methods Task-based teaching method, Communicative teaching method, Situational teaching method 四、Teaching Aids Multimedia, blackboard, pictures 五、Teaching Procedures Step 1: Warming up 1. Show some pictures of different neighbourhoods and ask students to describe what they see. 2. Have a free talk with students: Do you like your neighbourhood? Why or why not? Step 2: Presentation 1. Present the new words and phrases through pictures and context. For example, show a picture of a park and introduce the word "park". 2. Have students read the words after the teacher and practice pronunciation. 3. Play a word game to consolidate the new words. For example, flash the words quickly and ask students to say them as fast as possible. Step 3: Reading 1. Ask students to read the dialogue silently and answer the following questions: What are Li Ming and Wang Mei doing? Who drew three bookstores? Did Li Ming draw a corner store? Who needs a big park? What can Wang Mei's mum buy at the market? 2. Check the answers together and explain any difficult points. 3. Have students read the dialogue aloud in pairs and act it out. Step 4: Practice 1. Listen and write down what's in each person's neighbourhood. 2. Fill in the blanks with the words in the box: because, complete, thirsty, perfect Mum, I'm _______. Can you give me a glass of water, please? Let's _______ the work quickly. It's time to go for lunch. She felt cold _______ it was snowing heavily. He spoke _______ English in his speech. Step 5: Project 1. Ask students to draw a map of their perfect neighbourhood and label everything in English. 2. Have students work in groups to share and discuss their maps. 3. Invite some students to present their maps to the class and explain why they designed it like that. Step 6: Summary and Homework 1. Summarize the key points of this lesson. 2. Ask students to write a short passage about their perfect neighbourhood based on the map they drew. 六、Blackboard Design Key words and phrases: park, corner store, bookstore, market, thirsty, because, complete, perfect Questions and answers: 1. What are Li Ming and Wang Mei doing? They are drawing a map of a perfect neighbourhood. 2. Who drew three bookstores? Wang Mei did. ... 七、Teaching Reflection During the teaching process, students were actively involved in various activities and showed great interest in the topic of neighbourhood. However, some students still had difficulty in using the target language accurately when describing their neighbourhood. In the future teaching, more practice and examples should be provided to help them improve. 学科网（北京）股份有限公司 $$