Unit 1 Past and present Task 教学设计-2024-2025学年译林版八年级英语下册

Unit 1 Past and present Task 教学设计 I. Teaching Objectives 1. Knowledge Objectives Students will consolidate unit content: hometown changes (environment, life, transport), new vocabulary, present perfect tense, and fact - opinion use. Students will apply this knowledge to write a structured report on their hometown’s changes. 2. Ability Objectives Improve writing skills by organizing ideas into a coherent report, using Amy’s model. Enhance research and reflection skills by analyzing old/new photos of their hometown. 3. Affective Objectives Deepen appreciation for hometown development and personal connection to community changes. Encourage pride in sharing hometown stories, fostering a sense of place. II. Language Knowledge 1. Key Words & Phrases Hometown change vocabulary: environment (roads, rubbish, trees), life (houses, Internet), transport (bicycle, bus, car); Report structure: past vs. present facts, opinion conclusion; Expressions: “... has changed a lot over the years,” “People used to... now...” 2. Key Sentences “Many changes have taken place in Moonlight Town over the years. In the past, there were only (1) ______ roads... But now the streets are (2) ______, with many (3) ______ on both sides.” “Useful expressions: ... has changed a lot over the years. People used to... now...” 3. Key and Challenging Points Key Points: Structure a report with past - present facts; use unit vocabulary and grammar. Challenging Points: Creating a cohesive narrative with smooth past - present transitions. III. Teaching Procedures (Total Duration: 45 Minutes) Step 1 Pre - writing (10 Minutes) Show Amy’s Moonlight Town report and ask: “How is it structured? What parts (environment, life, transport) does she cover?” Introduce the task: “Today, we’ll write a hometown change report—using unit skills to tell your town’s story!” Step 2 Analyzing Amy’s Model (12 Minutes) Structure Breakdown: Discuss Amy’s fact file: past vs. present facts (environment, life, transport) + opinion. Highlight useful expressions: “has changed a lot,” “People used to... now...” Vocabulary & Grammar Check: Review unit vocabulary (e.g., narrow roads, new flats) and present perfect tense (e.g., “The government has built...”). Step 3 Writing Practice (15 Minutes) Task: Students write their hometown report, using Amy’s model. Steps: Collect old/new photos → analyze changes (environment, life, transport) → organize facts → add opinion. Guided Writing: Walk around to assist with structure (past - present paragraphs) and vocabulary (e.g., describing roads, buildings). Step 4 Peer Review & Self - assessment (8 Minutes) Peer Feedback: Students exchange reports, checking for: Structure (past/present facts, opinion). Vocabulary/grammar use (present perfect, compound words). Self - assessment: Use the self - assessment grid to reflect on learning (changes, vocabulary, tense, fact - opinion). Step 5 Summary & Homework (5 Minutes) Summary: Recap report structure and unit skills applied (vocabulary, tense, fact - opinion). Homework: Polish the report, adding one more “change” detail. Share with family to discuss hometown history. IV. Assessment of Teaching Effectiveness Evaluate reports for structured past - present facts, vocabulary/grammar use. Check self - assessment for reflection on unit learning. V. Design Purpose Pre - writing: Analyze model to understand report structure. Writing Practice: Apply unit knowledge to personal hometown stories. Review: Peer and self - assessment reinforce learning and critical thinking. VI. Blackboard Design Unit 1 Task—Hometown Change Report Structure: 1. Introduction: “... has changed a lot over the years.” 2. Past vs. Present Facts: - Environment: roads, rubbish, trees - Life: houses, Internet - Transport: bicycle, bus, car 3. Opinion: “People are enjoying a ... life.” Useful Expressions: “People used to... now...” “The government has built...” Homework: Polish your report! VII. Teaching Reflection Strengths: Integrates all unit skills (vocabulary, grammar, fact - opinion) into a meaningful writing task. Weaknesses: Some students may struggle to find diverse changes. Improvements: Add a “change brainstorm” activity: List 5 hometown changes in groups. This sparks ideas and collaboration. 学科网（北京）股份有限公司 $$