Unit 1 第2课时Section A(3a～3c)（教学设计） 2024-2025学年人教版英语八年级下册

授课教材 人教版八年级下册 授课题目 Unit 1 What’s the matter? Section A (3a-3c) 课时 课型 第 2 课时 阅读课 主题情境 人与自我 教学目标Teaching Aims (基于英语学科核心素养) 1. Language Competence 1) Students will master new words and expressions in the text, like “get off”, “to one's surprise”, etc., and use them accurately in context. 2) Students can understand and analyze the narrative text, and use appropriate sentence structures to retell the story. 2. Cultural Awareness 1) Recognize the value of kindness, responsibility and helping othersin emergencies through the story. 2) Compare different cultural attitudes towards helping others in similar situations. 3. Thinking Ability 1) Develop logical thinking by analyzing the sequence of events in the story. 2) Cultivate critical thinking when discussing the bus-driver's decision and expressing personal opinions 4. Learning Ability 1) Improve reading skills such as skimming and scanning to extractkey information from the text. 2) Enhance self-learning ability by summarizing language points and narrative patterns. 教学重点 Key Points 1. Comprehend the text and learn new vocabulary and expressions. 2. Grasp the narrative structure and features of the story. 教学难点 Difficult Points 1. Use the learned language and narrative structure to create new stories orexpress complex ideas. 2. Deeply understand the cultural connotations and moral values in the text. 教学方法 Teaching Methods PWP (Pre-reading,While-reading, Post-reading) Model, CommunicativeApproach, Task-based Language Teaching Method 教学工具 Teaching Aids Multimedia projector, blackboard, handouts 教学过程 Teaching Procedures 1. Warm-up (3 minutes): Show a short video about an unexpected rescue event. After watching, ask students, “What did you see in the video? How do you feel about it?” This helps arouse their interest and leads to the topic of the text. 3. Pre-reading(10 minutes): (1) Present new words and phrases through pictures, examples, and simple explanations. For instance, show a picture of someone getting off a bus to explain “get off” (2) Let students look at the title and pictures in 3a, and then predict what the story is about. 3. While -reading(15 minutes): (1) Skimming: Ask students to read the text quickly to find the main idea and answer “What happened in the story? ” (2) Scanning: Have students read again to find specific details, such as who the main characters are, when and where the event took place. (3) In-depth Reading: Analyze the text paragraph by paragraph, focusing on language points, sentence structures, and the development of the plot. 4. Post -reading (10 minutes): (1) Retelling: Ask students to retell the story in groups using the key words and phrases on the blackboard. (2) Discussion: Pose questions like “Do you think the bus driver did the right thing? Why or why not?” and let students discuss in pairs or groups. 5. Summary (2 minutes): 1. Review the new vocabulary, narrative structure, and the main moral of the story. 2. Highlight the importance of being responsible and helpful in daily life. 作业设计 Homework Design 1. Write a short passage about a real or imagined rescue event using the learned vocabulary and narrative pattern. 2. Find a similar story in English and share it with the class next time. 板书设计 Blackboard Design 教学反思 Teaching Reflection and Evaluation Teaching Reflection: (1) Evaluate whether the teaching objectives related to corecompetencies are achieved. (2) Check students’ performance in language use, cultural understanding, thinking development, and learning ability improvement. (3) Reflect on the effectiveness of teaching methods. Decide if the activities in each stage help students better understand the text and master knowledge. (4) Analyze students’ difficulties and adjust teaching strategies accordingly. Teaching Evaluation 1. Formative Evaluation (1) Observe students’ participation in class discussions, retelling, andreading activities. (2) Check their understanding ofnew words and phrases through inclass quizzes. 2. Summative Evaluation (1) Assess students’ written homework for language accuracy, narrative logic, and the expression of ideas. (2) Evaluate their sharing of the English story in the next class for language skills and cultural awareness. 学科网（北京）股份有限公司 $$