Unit 8 Section A (1a - 2d)教学设计 2024-2025学年人教版英语八年级下册

新目标人教版Unit 8 Section A (1a - 2d)教学设计 I. Teaching Aims 1. Knowledge Aims Students can master new words and phrases: treasure, island, classic, page, hurry, due, hear of, full of, hurry up. Students can understand and use the key sentences: Have you read Little Women yet? Yes, I have. / No, I haven't. What's it about? It's about four sisters growing up. You should hurry up. The book report is due in two weeks. 2. Ability Aims Improve students' listening skills, especially the ability to catch key information about books. Develop students' speaking skills to talk about books they have read or want to read. Enable students to work in pairs and groups effectively, enhancing their cooperative and communicative abilities. 3. Emotional Aims Foster students' interest in reading classic books. Encourage students to share their reading experiences and respect different opinions. II. Teaching Key Points New vocabulary and expressions. Using the present perfect tense to talk about past experiences of reading. Listening for specific information about books in the conversations. III. Teaching Difficult Points Understanding and correctly using the present perfect tense, especially the usage of “yet” and “already”. Expressing opinions about books fluently and accurately. IV. Teaching Methods Communicative Teaching Method Task - based Teaching Method Audio - lingual Method V. Teaching Aids Multimedia courseware A tape recorder Word cards VI. Teaching Procedures 1. Warming - up (5 minutes) Greet the students and start a conversation: “Do you like reading? What kind of books do you usually read?” Invite several students to share their favorite books briefly. Then, show pictures of the Four Great Classical Novels of China on the PPT, such as “Romance of the Three Kingdoms”, “Journey to the West”, “A Dream of Red Mansions” and “Water Margin”. Ask students: “Have you read any of these books? What do you think of them?” This activity can arouse students' interest in reading and lead to the topic of foreign classic books smoothly. 2. Pre - listening (8 minutes) New words teaching: Show the word cards of “treasure”, “island”, “classic”, “page”, “hurry”, “due” one by one. Pronounce them clearly, for example, / tre (r)/ for “treasure”, / a l nd/ for “island”. Explain the meanings with simple examples. For “treasure”, say “Gold and jewels are treasures.” For “hurry”, give an example “Hurry up, or we'll be late for school.” Let students repeat the words several times. Do a word - spelling game. The teacher reads a word, and students spell it on the blackboard or in their notebooks. 1a activity: Let students look at the pictures and book titles in 1a. Read the instructions to them: “Have you heard of these books? Check (√) the ones you know.” Give students a few minutes to check. Then ask some students to share which books they know and if they have any ideas about the stories. This activity can let students get familiar with the names of foreign classic books and activate their prior knowledge. 3. While - listening (15 minutes) 1b activity: Read the instructions to the students: “Now you will hear a conversation between Tina and Jack. They are talking about the books in 1a. Listen and complete the chart.” Play the recording for the first time. Students only listen. Play the recording again. This time, students listen carefully and complete the chart with the information about the book titles, whether they have read them and what they think of them. Check the answers with the whole class. Ask students to read out their answers and explain how they got them. 1c activity: Read the conversation in 1c with a student as an example. Then let students work in pairs. They should practice the conversation and then talk about the other books in 1a. Walk around the classroom to monitor and offer help if necessary, such as correcting pronunciation or grammar mistakes. After a few minutes, invite some pairs to act out their conversations in front of the class. 4. Extended listening (10 minutes) Prepare an extra short listening passage about a student's reading experience. For example, the passage could be about a student who has read “Robinson Crusoe” and shares his/her feelings and what he/she has learned from the book. Before listening, let students read the questions related to the passage quickly to get a general idea of what they will listen for. The questions could be like “What book has the student read?”, “What does the student think of the book?” Play the recording. Students listen and answer the questions. Check the answers. Then have a brief discussion about the passage, such as asking students if they agree with the student's opinion about the book. This can further improve students' listening ability and their understanding of how to talk about reading experiences. 5. Listening and speaking (12 minutes) 2a and 2b activity: Show the pictures in 2a on the PPT. Ask students to look at the pictures and predict who has read the books. Then read the instructions: “Listen. Who has read these books? Circle the names.” Play the recording for the first time. Students listen and circle the names. For 2b, read the instructions: “Listen again and write T for true and F for false.” Play the recording again. Students listen and mark the statements. Check the answers for both 2a and 2b. Explain some difficult sentences in the listening material, such as “I haven't finished reading it yet.” to help students better understand the usage of “yet” in the present perfect tense. 2c activity: Let students work in pairs. They should use the information in 2a and 2b to talk about the books. For example, “Has Emily read Treasure Island? Yes, she has. What does she think of it? She thinks it's fantastic.” Give students 5 minutes to make conversations. Then invite some pairs to share their conversations with the class. 6. Reading and role - play (10 minutes) 2d activity: Let students read the conversation in 2d silently for the first time and answer the question: “Which books do Steve and Amy choose for the English class book report?” Then, play the recording of 2d. Students listen and follow, paying attention to the pronunciation and intonation. After that, divide students into pairs. One student acts as Steve and the other acts as Amy. They should role - play the conversation. Walk around to check their performance and offer guidance. After pairs finish role - playing, ask some pairs to perform in front of the class. Other students can listen and give comments. 7. Language points explanation (8 minutes) Write some important language points on the blackboard: Present perfect tense: Structure: have/has + past participle. Usage: to talk about an action that started in the past and has a connection to the present. For example, “I have read this book.” (The action of reading started in the past, and now I know the content of the book.) “yet” and “already”: “yet” is usually used in negative sentences and questions, and it means “up to now”. For example, “I haven't finished my homework yet.” “already” is used in affirmative sentences, meaning “before now”. For example, “I have already had breakfast.” “hurry up”: It means to be quick. For example, “Hurry up, or we'll miss the bus.” “due”: When it means “expected to happen, arrive, etc. at a particular time”, we can say “The train is due at 3 o'clock.” or “The book report is due in two weeks.” Do some simple exercises on the PPT to help students practice these language points. For example: I _ (finish) my homework already. (have finished) Have you seen the movie _? (yet) She _ (not start) the project yet. (hasn't started) The plane is _ (due) to arrive at 10:30. (due) 8. Summary (3 minutes) Summarize the new words, phrases, key sentences, and the main content of the listening and reading materials. Write important points on the blackboard, such as the new words, the structure and usage of the present perfect tense, and common expressions for talking about books. Ask students if they have any questions. Answer their questions and clarify any misunderstandings. 9. Homework (2 minutes) Ask students to write a short passage about a book they have read. They should include information like the book title, what it is about, and their opinions. Let students find more information about one of the classic books they are interested in and share it in the next class. VII. Teaching Reflection After this class, students should have a better understanding of the new words, phrases and the usage of the present perfect tense for talking about reading experiences. However, some students may still have difficulties in using the present perfect tense correctly, especially when it comes to irregular past participles. In future teaching, more exercises and real - life examples should be provided to help students master this grammar point. Also, during pair - work and group - work, some students may not be actively involved. Teachers need to encourage them to participate more actively and create a more lively and cooperative learning atmosphere. 1 学科网(北京)股份有限公司 $$