Unit 2 第4课时Section B(1a～1d)（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 2 I’ll help to clean up the city parks? Section B (1a-1d) 课时 课型 第 4 课时 听说课 主题情境 人与社会 教学目标Teaching Aims (基于英语学科核心素养) 1. Language Competence: 1) Master new vocabulary like “take after”, “fix up”. 2) Comprehend listening materials about volunteer stories and use target language to talk about volunteer experiences. 3) Improve listening for key details and speaking to share opinions on volunteering. 2. Cultural Awareness: 1) Recognize how volunteer work is valued and carried out in various cultures. 2) Appreciate cultural differences in helping others through volunteering. 3. Thinking Quality: 1) Analyze the motivation and impact of volunteer work in the listening content. 2) Generate ideas and opinions on volunteering based on logical thinking. 4. Learning Ability: 1) Apply effective listening strategies such as predicting and note-taking. 2) Learn from peer interactions and self-assess progress in listening and speaking. 教学重点 Key Points 1. New vocabulary for volunteer work. 2. Listening skills to understand volunteer-related conversations. 3. Using target language to discuss volunteer experiences. 教学难点 Difficult Points 1. Understanding fast-paced or accented English in listening materials. 2. Expressing complex ideas about volunteer work fluently and accurately. 教学方法 Teaching Methods PWP (Pre-listening， While-listening， Post-listening) model, task-based teaching method, communicative approach 教学工具 Teaching Aids Multimedia projector, blackboard, handouts, recording device 教学过程 Teaching Procedures 1. Lead-in (5 minutes) (1) Review previous knowledge about volunteer work. Show pictures of different volunteer scenes and ask students to recall related words and expressions. (2) Pose questions like “What new volunteer jobs do you think there are besides what we’ve learned?” to engage students. 2. Pre-listening (10 minutes): Vocabulary Introduction (1) Present new words and phrases in 1a, such as “coach”, “take after”, “fix up”. Use pictures, actions, or short examples to explain. For “fix up”, show a picture of someone repairing a bike and say “He is fixing up the bike.” (2) Let students read the words after the teacher and practice in pairs. Write the new words on the blackboard. 3. While-listening (15 minutes) : Listening for Gist (1) Play the recording of 1b for the first time. Ask students to listen and match the people with their volunteer jobs. (2) Check the answers as a class. Listening for Details (1) Play the recording of 1b again. This time, students listen and fill in the blanks about specific information, like what each person does exactly in their volunteer work. (2) After listening, have students share their answers and clarify any misunderstandings. Dialogue Practice (1) Students work in pairs to practice the dialogues in 1c. Encourage them to use the new words. Some pairs can perform the dialogues in front of the class. 4. Post-listening (10 minutes): Group Discussion (1) Divide students into groups. Present discussion topics like “Which volunteer job in the listening do you think is the most meaningful? Why?” or “Share a volunteer experience you or someone you know has had.” (2) Students discuss in groups while the teacher monitors and offers help. Some groups report their discussions. Listening and Speaking Extension (1) Play the recording of 1d. Students listen and answer questions about the details of the volunteer work. (2) Then, students create their own dialogues about a new volunteer idea. They can use the target language and new words learned. 5. Summary (5 minutes): (1) Summarize the new vocabulary, key points from listening, and useful expressions for talking about volunteer work. (2) Ask students to share what they’ve learned in terms of language, culture, thinking, and learning ability. 作业设计 Homework Design 1. Write a short report about a volunteer activity they would like to participate in, including reasons and expected outcomes. 2. Encourage students to find real-life volunteer opportunities around them. 板书设计 Blackboard Design 教学反思 Teaching Reflection Most students were engaged in class, but some struggled with listening comprehension and expressing ideas. Future teaching should include more listening practice with diverse accents and more speaking guidance. Also, more cultural content about volunteer work can be added. 教学评估 Teaching Evaluation Formative Evaluation： 1. Observe students’ participation in class activities, such as group discussions and pair-work. 2. Provide timely feedback on students’ performance, focusing on language use, listening skills, and communication ability. Summative Evaluation： 1. Evaluate students’ written homework to assess their understanding and application of knowledge. 2. Conduct an oral test in the next class to check speaking proficiency. 学科网（北京）股份有限公司 $$