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

Unit 1 Past and present Welcome to the unit 教学设计 I. Teaching Objectives 1. Knowledge Objectives Students will identify different forms of transport (bus, coach, plane, taxi, train, underground) and understand their names. Students will master expressions to discuss transport changes over time, using the model conversation. 2. Ability Objectives Improve reading skills by matching transport pictures to their names. Enhance speaking skills through pair discussions about past and present transport experiences. 3. Affective Objectives Foster awareness of transport development over time, appreciating changes in daily life. Encourage students to reflect on how transport evolution affects their own travel experiences. II. Language Knowledge 1. Key Words & Phrases Transport types: bus, coach, plane, taxi, train, underground; Time expressions: past, present; Descriptive words: on foot, by bike; Expressions: “How did you go to school...? I used to... Now I...” 2. Key Sentences “Daniel wants to know about the different forms of transport in Beijing. Help him write the correct names under the pictures.” “How did you go to school when you were a student, Dad? I used to go to school by bike.” 3. Key and Challenging Points Key Points: Identify transport types and use target expressions to discuss past - present changes. Challenging Points: Distinguishing similar transport (e.g., bus vs. coach); accurately recalling past transport experiences. III. Teaching Procedures (Total Duration: 45 Minutes) Step 1 Introduction to Transport (7 Minutes) Show the unit title “Past and present—Welcome to the unit (Transport)” and ask: “What transport do you use daily? How was transport different in the past?” Introduce the task: “Today, we’ll learn transport types and discuss how they’ve changed—exploring past and present travel!” Step 2 Reading & Classifying—Activity A (12 Minutes) Pre - reading: Explain transport terms (e.g., “underground”—subway; “coach”—long - distance bus). While - reading: Students match transport pictures to names (Activity A), identifying each type. Post - reading: Check answers together, discussing differences (e.g., “bus” for city, “coach” for long trips). Step 3 Pair Discussion—Activity B (15 Minutes) Model Conversation: Read the sample dialogue (Millie & Dad) with students. Highlight phrases like “How did you go to school...? I used to... Now I...” Group Task: Students work in pairs. Discuss past and present transport (Activity B), using the table. Prompts: “I used to go to school on foot. Now I take the bus.” Share - out: Invite 2–3 pairs to present their conversations. Provide feedback on expression use and clarity of changes. Step 4 Reflection & Summary (8 Minutes) Class Discussion: Ask: “How has transport changed in your hometown? What’s the best change?” Summary: Recap transport types, target expressions, and the importance of transport evolution. Step 5 Homework (3 Minutes) Writing: List 3 transport changes in your life, using “used to” and “now”. Research: Find one old - style transport photo (e.g., bicycle from the past) and describe it. IV. Assessment of Teaching Effectiveness Check Activity A answers for accurate transport identification. Observe pair discussions (Activity B) for use of target expressions and clear comparison of past - present transport. Review homework for reflection on transport changes. V. Design Purpose Introduction: Connect to students’ daily transport experiences, building relevance to past - present comparison. Reading/Classifying: Deepen understanding of transport types, improving reading skills. Discussion: Practice speaking with structured expressions, encouraging reflection on lifestyle changes. VI. Blackboard Design Unit 1 Welcome to the unit—Transport Changes Transport Types: bus, coach, plane, taxi, train, underground Key Expressions: “How did you go to school...? I used to... Now I...” Homework: Write about transport changes! VII. Teaching Reflection Strengths: Transport theme is relatable, activities balance skills and personal reflection. Weaknesses: Some students may struggle to recall past transport details. Improvements: Add a “transport timeline” activity: Have students draw a timeline of their transport experiences (past → present). This visualizes changes and reinforces memory. 学科网（北京）股份有限公司 $$