Unit 2 Getting along -Presenting ideas 教案-2024-2025学年外研版（2024）八年级英语上册

Unit 2 Getting along -Presenting ideas 【教学目标】 Language Competence: Use oral presentation skills (intonation, gestures) to deliver speeches on relationship tips, and master phrases like "in conclusion", "to sum up" for coherent delivery. Cultural Awareness: Analyze how cultural contexts influence presentation styles (e.g., direct vs. indirect communication in different cultures). Thinking Ability: Organize ideas logically (problem-solution structure) and justify opinions with real-life examples during presentations. Learning Ability: Reflect on peer feedback to improve presentation techniques and apply multimedia tools (slides, videos) to enhance communication. 【教学重难点】 Key Points: Public speaking strategies (eye contact, voice projection) and functional language for persuading ("I strongly believe that...", "It's crucial to..."). Difficult Points: Balancing language accuracy with fluency in impromptu speaking and using visual aids effectively. Strengthen through mock presentations and peer evaluation. 【教学过程】 Teacher: Good morning, dear students! Welcome back to our English class. In the previous classes of Unit 2 “Getting along”, we have explored various aspects of how to build and maintain good relationships with others through listening and reading activities. Today, it's time for our Presenting ideas part, where you will have the chance to shine and show what you've learned. Let's start with a quick review. Who can tell me some key words or phrases we learned when talking about getting along with friends? [Call on a student] Student: We learned “let sb. down”, “be afraid of”, “reach an agreement”, and “give up”. Teacher: Excellent! You have a good memory. These words and phrases are really important in expressing our feelings and actions in relationships. Now, let's move on to the new content. First, look at the pictures on the screen. There are several scenarios. In the first picture, you can see two friends are having an argument because one borrowed the other's book without asking. In the second picture, a group of classmates are working together on a project happily. In the third picture, a student is helping a new classmate who seems lost. Talk to your partner and describe what's happening in these pictures using the language we've learned. (Give students a few minutes to discuss) Teacher: Okay, let's share. [Call on a pair of students] Student A: In the first picture, two friends are arguing. One friend borrowed the other's book without permission, and the owner is angry. Maybe the borrower should have asked first and said “I'm sorry” when found out. Student B: In the second picture, a group of classmates are working on a project. They are getting along well. They are sharing ideas, and everyone is contributing. They reach an agreement on how to do the project. Teacher: Very good descriptions. You both used the relevant language accurately. Now, let's focus on the first picture. Suppose you are one of the friends in that situation. How would you solve the problem? Discuss in your pairs and come up with some solutions. You can use expressions like “You could...”, “Why not...”, “Maybe you should...”. (Students discuss again) Teacher: Time's up. Let's hear your solutions. [Call on a student] Student: If I were the one who borrowed the book without asking, I would say “I'm really sorry. I should have asked you first. I will be more careful next time.” And if I were the owner, I could say “It's okay this time, but please ask me in the future.” Teacher: That's a great solution. It shows good communication and forgiveness, which are very important in getting along with friends. Now, let's look at a short video. This video is about a group of students organizing a school event. While watching, pay attention to how they communicate with each other, how they solve problems, and what kind of relationship they have. (Play the video) Teacher: Alright, class. Now, let's answer some questions based on the video. First question, what was the school event they were organizing? [Call on a student] Student: They were organizing a charity sale. Teacher: Correct. Second question, did they have any problems during the process? What were they? [Call on a student] Student: Yes, they had problems. Some of them couldn't decide on the price of the items, and they also had a disagreement about the location of the sale. Teacher: Good. Third question, how did they solve these problems? [Call on a student] Student: They discussed together. They listened to each other's opinions. For the price problem, they did some research on similar items. And for the location, they voted and reached an agreement. Teacher: Well done. Now, let's analyze some language used in the video. They said “We need to come up with a plan for the charity sale.” Here, “come up with” means to think of or produce an idea, plan, etc. Can you give me another sentence using “come up with”? [Call on a student] Student: We need to come up with a way to solve this math problem. Teacher: Great example. Another sentence in the video was “Let's divide the tasks among us.” “Divide... among...” means to separate something and give parts of it to different people. Now, it's your turn to make a sentence with this phrase. Work with your partner. (Students make sentences and share) Teacher: Now, we are going to do a group activity. I will divide you into groups of four. Each group will be given a situation related to getting along. Situation 1: Your group has to prepare a performance for the school talent show, but you have different ideas about the type of performance. Situation 2: You and your group members are planning a weekend trip, but you can't decide on the destination. Situation 3: Your group is responsible for cleaning the classroom, but some members are lazy and don't want to do their part. In your groups, you need to act out the situation first, showing the problem. Then, discuss and solve the problem using the language we've learned. You have about 15 minutes to prepare. (Teacher divides students into groups and distributes the situation cards. Walk around to monitor and offer help during the preparation) Teacher: Time's up. Now, let's invite each group to come to the front and show us their performance and solution. Group 1, you can start. (Group 1 performs and explains their solution) Teacher: Very creative performance and good solution. Group 2, it's your turn. (After all groups have performed) Teacher: You all did an amazing job. Through these performances, you really showed that you understand how to use the language to deal with different relationship problems. Now, let's move on to the writing part. I want you to write a short passage about a time when you had a problem with your friend and how you solved it. You can follow the steps on the screen. First, describe the problem briefly. Then, write about how you felt at that time. Next, explain what you did to solve the problem. Finally, talk about how your relationship is now. You can use the words and phrases we've learned in this unit. Start writing. (Students start writing. Teacher walks around to provide guidance and answer questions) Teacher: Time's almost up. Finish your writing. When everyone is done, we will share some of the passages in class. (After students finish writing) Teacher: Okay, let's start sharing. Who wants to be the first to share their passage? Raise your hands. [Call on students to share one by one and give positive feedback and suggestions for improvement] Teacher: Today, in the Presenting ideas part of Unit 2, we have further explored the topic of getting along through various activities like picture description, video watching, group performance, and writing. Remember, good communication, understanding, and respect are the keys to building and maintaining healthy relationships. I hope you can apply what you've learned today not only in your English study but also in your daily life. That's all for today's class. See you next time! 学科网（北京）股份有限公司 学科网（北京）股份有限公司 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$