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

Unit 1 Section A (3a - 3c)教学设计 I. Teaching Aims 1. Knowledge Aims Students can master the following key words and phrases: hit, passenger, off, get off, to one's surprise, onto, trouble, hit, right away, get into. Students can understand and use the key sentence patterns in the passage, such as “The bus driver, 24 - year - old Wang Ping, stopped the bus without thinking twice.” “But to his surprise, they all agreed to go with him.” “Thanks to Mr. Wang and the passengers, the doctors saved the man in time.” Students can review and further understand the usage of the past tense, especially the simple past tense and past continuous tense in narrative contexts. 2. Ability Aims Students can improve their reading skills, including skimming, scanning and detailed reading, to accurately understand the story in the passage and extract key information. Students can use the learned vocabulary and sentence patterns to retell the story, express their opinions on the actions of the characters in the story, and discuss similar real - life situations. Students can write a short summary of the story or a paragraph expressing their feelings about the story, using correct tenses and appropriate words. 3. Emotional Aims Through learning the story, students can be inspired by the kind - hearted actions of Wang Ping and the passengers, and cultivate a sense of responsibility and the willingness to help others in their daily lives. Students can understand the importance of making quick and correct decisions in emergencies and the positive impact of unity and cooperation. II. Teaching Key Points and Difficult Points 1. Teaching Key Points Master the new words, phrases and key sentence patterns related to the story of helping others in an emergency. Grasp the reading skills of getting main ideas, key information and understanding the plot development from a narrative text. Review and reinforce the usage of the past tense in narrative writing. 2. Teaching Difficult Points How to use the past tense correctly and flexibly to describe past events, especially when combining the simple past tense and past continuous tense. How to guide students to deeply understand the values reflected in the story and internalize them into their own moral concepts. How to help students write a clear and concise summary or opinion - expressing paragraph, organizing their thoughts and using language accurately. III. Teaching Methods Task - based Teaching Method: Design various reading, speaking and writing tasks to let students actively participate in the learning process and complete learning goals. For example, reading tasks like finding specific details, summarizing the story, and speaking tasks such as role - playing and group discussions. Cooperative Learning Method: Organize students to work in pairs or groups to discuss, share ideas and complete tasks, so as to cultivate their cooperation ability and communication skills. They can discuss the actions and feelings of the characters in the story in groups. Situational Teaching Method: Create real - life - like situations related to emergencies and helping others, making students feel the practical application of English. For instance, simulate an emergency scene where students need to use the learned vocabulary and sentence patterns to describe the situation and take actions. IV. Teaching Aids Multimedia (including PPT, videos), blackboard, handouts PPT will be used to display pictures of bus scenes, emergency situations, and key words and sentences. Videos about real - life rescue stories can also be shown to enhance students' understanding and interest. Handouts will contain exercises for vocabulary, grammar, and reading comprehension. V. Teaching Procedures Step 1 Warming - up Greet the students as usual. Show some pictures of different emergency situations on the PPT, such as a traffic accident, a person falling down, and a fire. Ask students some questions, such as “What do you see in the pictures? What would you do if you were in these situations?” Let students share their thoughts freely. This step can arouse students' interest and attention, and lead to the topic of helping others in emergencies smoothly. Step 2 Pre - reading New Words Teaching: Present the new words one by one on the PPT. For example, when teaching “hit”, show a picture of a car hitting a tree, and explain the meaning “to strike someone or something forcefully”. For “get off”, use a short video of people getting off a bus to help students understand. Let students read the words aloud, pay attention to the pronunciation, and then do some simple word - pronunciation checking exercises, such as the teacher reads the word, and students quickly repeat it. Do a word - matching game. Write the new words on one side of the blackboard and their Chinese meanings on the other side in a disordered way. Ask students to come to the blackboard and connect the words with their correct meanings. Prediction: Show the title “Bus Driver and Passengers Save an Old Man” and the picture in 3a on the PPT. Let students predict: “What happened to the old man? How did the bus driver and passengers save him?” Ask students to discuss in pairs and then share their predictions with the class. This can activate students' prior knowledge and curiosity, preparing them for reading. Step 3 While - reading Skimming: Ask students to read the passage quickly (within 3 - 4 minutes) without getting stuck on every word. Then answer two questions: “What is the main idea of the passage? Who are the main characters?” Let students find the key sentences to get the general idea of the passage. Check the answers with the whole class. The answers are: The main idea is about a bus driver and passengers saving an old man who was ill on the bus. The main characters are the bus driver Wang Ping, the old man, and the passengers. Scanning: Let students read the passage again, this time more carefully, and find the answers to the questions in 3b. They need to find out the correct order of the events. After students finish reading and finding the answers, have a group discussion. Each group exchanges their answers and makes sure everyone in the group understands. Then invite some groups to report their answers. Detailed Reading: Analyze the passage paragraph by paragraph. In paragraph 1, focus on the sentence “The bus driver, 24 - year - old Wang Ping, stopped the bus without thinking twice.” to explain the phrase “without thinking twice” and the use of the simple past tense. In paragraph 2, explain the passengers' reactions, such as “But to his surprise, they all agreed to go with him.”, and point out the phrase “to one's surprise”. In paragraph 3, introduce the result of the rescue, like “Thanks to Mr. Wang and the passengers, the doctors saved the man in time.”, and the phrase “thanks to”. Let students take notes of the important language points and give them some time to read and understand these sentences carefully. Also, explain the use of past continuous tense in some sentences, for example, “When the bus driver saw an old man lying on the side of the road.”, comparing it with the simple past tense to show the difference in expressing past actions. Step 4 Post - reading Retelling: Give students some key words and phrases on the PPT, such as “Wang Ping, bus driver, old man, ill, passengers, hospital, save”. Let students use these key words to retell the story of saving the old man in their own words. First, they can practice retelling in pairs, and then some students can retell it in front of the class. This can help students better understand and remember the content of the passage, and also improve their oral expression ability. Group Discussion: Divide students into groups of four or five. Pose the following discussion topics: What do you think of Wang Ping's actions? If you were a passenger on the bus, what would you do? Why do you think the passengers agreed to help? Let each group discuss the topics actively. The teacher walks around the classroom, listening to their discussions and giving necessary guidance and help. After the discussion, each group selects a representative to report their group's opinions to the whole class. The rest of the students can ask questions or make comments. This can not only let students express their own ideas, but also let them learn from others' opinions. Step 5 Language Focus Consolidation Let students complete the exercise in 3c. They need to fill in the blanks with the correct forms of the verbs given. After students finish, check the answers together. Explain the reasons for each verb form, emphasizing the correct usage of the past tense. For example, for “When the driver saw an old man ______ (lie) on the side of the road, he stopped the bus at once.”, the answer is “lying” because it shows an action that was in progress when another action happened. Step 6Summary Summarize the main content of this class with students, including the new words, phrases, sentence patterns and the story in the passage. Emphasize the important language points, especially the usage of the past tense. Review the positive values reflected in the story, such as responsibility, kindness and cooperation. Encourage students to be ready to help others in their daily lives. Step 7Homework Ask students to write a short summary of the story in about 80 - 100 words. They should use the correct tenses and include the key events. Let students think about other real - life examples of helping others and be ready to share them in the next class. 1 学科网（北京）股份有限公司 $$