Unit10 SectionB3a-self check教学设计2024-2025学年人教版英语八年级下册

Unit 10 I have had this bike for three years. Section B (3a - Self Check) 教学设计 I. Teaching Aims 1. Knowledge Aims 1. Review and consolidate the key words and phrases learned in this unit, such as search, among, crayon, shame, regard... as, according to, etc. 1. Strengthen students' understanding and correct usage of the Present Perfect Tense, especially when expressing the duration of an action or state with “for” and “since”. 2. Ability Aims 1. Enable students to write a well - structured passage about their favorite things from childhood, including details like how long they have had them, how they got them, and why they are special. 1. Improve students' ability to self - check and peer - check their writing, and to revise and edit their work based on the feedback. 3. Emotional Aims 1. Evoke students' precious childhood memories and cultivate their awareness of cherishing the past and the things that carry emotional value. 1. Foster students' positive attitude towards sharing their personal stories and experiences with others. II. TeachingKey Points and Difficult Points 1. Teaching Key Points 1. Guide students to organize their thoughts and write a complete passage about their favorite childhood items using the Present Perfect Tense correctly. 1. Help students master the key words, phrases, and sentence patterns related to the topic, and use them appropriately in writing. 2. Teaching Difficult Points 1. Assist students in expressing their deep - seated emotions and unique experiences associated with the items in a vivid and accurate way. 1. Teach students how to effectively self - check and peer - check their writing to improve the quality of their compositions. III. Teaching Methods 1. Task - based Teaching Method: Design writing tasks, self - check tasks, and peer - check tasks to engage students actively in the learning process and enhance their writing and self - assessment abilities. 1. Cooperative Learning Method: Arrange students to work in pairs or groups for peer - checking and discussion, promoting teamwork and communication skills. 1. Model - writing Method: Provide model passages for students to analyze and imitate, so as to help them understand the structure and language features of a good composition. IV. Teaching Aids Multimedia, writing worksheets, blackboard V. Teaching Procedures Step 1: Warming - up (5 minutes) 1. Show some pictures of various childhood items on the multimedia, such as a teddy bear, a storybook, a toy car, etc. 1. Ask students: “Do you still have any of these things? What memories do they bring back to you?” Let students share their thoughts briefly, which can arouse their interest in the topic and create a relaxed classroom atmosphere. Step 2: Pre - writing (10 minutes) 1. 3a Activity 12. Let students look at the questions in 3a: “What is your favorite thing from childhood? How long have you had it? Who gave it to you? Why do you like it? Is it still special to you?” 12. Ask students to think about these questions and take notes about their answers. Give them 3 - 5 minutes to write down their ideas. 12. Then, ask students to share their notes with their partners in pairs. Each student listens to their partner's answers and gives some simple feedback or asks further questions. Step 3: While - writing (15 minutes) 1. Model - writing Analysis 13. Show a model passage on the multimedia, for example: “My favorite thing from childhood is a music box. I've had it since I was six years old. My grandfather gave it to me as a birthday present. It is a beautiful music box with a dancing ballerina inside. Every time I open it, it plays a sweet melody. It is special to me because my grandfather passed away a few years ago, and this music box is the only thing that can remind me of him. Whenever I feel sad or lonely, I open the music box, and the beautiful music makes me feel warm and comforted.” 13. Analyze the structure of the passage with students: 2. Introduction: State the favorite thing. 2. Body: Include details such as how long they have had it, who gave it, why they like it, and its special meaning. 2. Conclusion: Briefly summarize the importance of the item. 1. Writing Task 14. Ask students to write their own passages based on their notes in 3a, following the structure of the model passage. Give them about 10 minutes to write. Walk around the classroom, offer help and guidance when students have difficulties, such as grammar, vocabulary, or organization problems. Step 4: Post - writing (15 minutes) 1. Self - check 15. Hand out a self - check checklist to each student. The checklist may include items like: 1. Check if the passage has a clear introduction, body, and conclusion. 1. Check for correct usage of the Present Perfect Tense. 1. Check for spelling, punctuation, and grammar mistakes. 1. Check if all the questions in 3a are answered in the passage. 15. Let students self - check their own writing according to the checklist. They mark the mistakes they find and try to correct them. 1. Peer - check 16. Pair up the students. Each student exchanges their writing with their partner. 16. Students read their partner's passage and fill in the peer - check form, which can include comments on the content, language, and organization. For example: 2. “The content is very rich. I can clearly understand why the item is special to you.” 2. “There are a few grammar mistakes. For example, in this sentence... you can correct it like this...” 2. “The organization of the passage is quite good, but you can add some transition words to make it more coherent.” 16. After peer - checking, students discuss the comments with their partners, ask questions if they don't understand, and make further revisions to their writing. 1. Class Sharing 17. Invite several students to share their revised passages with the whole class. After each student's sharing, other students can ask questions or give positive feedback. The teacher also gives overall comments, emphasizing the good points and areas for improvement of the shared passages. Step 5: Self - Check (10 minutes) 1. Self - Check 1 18. Let students do Self - Check 1 on page 78. In this part, they need to fill in the blanks with the correct forms of the verbs given, using the Present Perfect Tense. Give them 3 - 5 minutes to complete the exercise. 18. Check the answers together. Explain the reasons for each answer, especially focusing on the correct usage of non - continuous verbs in the Present Perfect Tense. For example, for the sentence “I ______ (buy) a new bike. I'm going to ride it to school tomorrow.”, the correct answer is “have bought” because the action of buying a bike has just been completed and has an impact on the present (the speaker will ride it to school tomorrow). 1. Self - Check 2 19. For Self - Check 2, students are required to write sentences using the given words and phrases with the Present Perfect Tense. Let them work individually for 3 - 5 minutes. 19. Then, ask several students to read their sentences aloud. Check if the sentences are grammatically correct and if the words and phrases are used appropriately. Encourage students to come up with creative and meaningful sentences. Step 6: Summary and Homework (5 minutes) 1. Summary 20. Summarize the key points of this class with students, including the writing skills for describing favorite childhood items, the usage of the Present Perfect Tense, and the importance of self - checking and peer - checking in writing. 1. Homework 21. Ask students to rewrite their passages based on the feedback they received in class, and make sure to correct all the mistakes and improve the quality of their writing. 21. Let students review all the words, phrases, and grammar points in this unit to prepare for the unit test. VI. Teaching Reflection After this class, students have a better understanding of how to write about their favorite childhood items and have improved their ability to use the Present Perfect Tense in writing. However, some students still have problems in expressing complex emotions and using a rich variety of vocabulary. In future teaching, more writing exercises and vocabulary - building activities should be provided to help students enhance their writing skills. Also, more time can be allocated to the peer - checking and class - sharing parts to further stimulate students' thinking and communication. 1 学科网（北京）股份有限公司 $$