Unit 2 Travelling Welcome to the unit 教学设计 2024-2025学年译林版（2024）八年级英语下册

Unit 2 Travelling Welcome to the unit 教学设计 I. Teaching Objectives 1. Knowledge Objectives Students will identify global places of interest (e.g., the Great Wall, Sydney Opera House), mastering their names and basic facts. Students will learn to discuss travel experiences and attractions, using the model conversation. 2. Ability Objectives Improve reading skills by matching pictures to place names. Enhance speaking skills through pair discussions about travel destinations. 3. Affective Objectives Foster curiosity about world cultures and landmarks, inspiring interest in travel. Encourage students to share travel stories, building cultural awareness and communication. II. Language Knowledge 1. Key Words & Phrases Places of interest: the Great Wall, the Leaning Tower of Pisa, the Little Mermaid, the Golden Gate Bridge, the Sydney Opera House, Tower Bridge; Travel expressions: “Where have you been on holiday?”, “What’s special about it?” 2. Key Sentences “Daniel and Millie are looking at some pictures of places of interest from around the world. Help them write the correct names under the pictures.” “What’s this, Millie? It’s the Little Mermaid. Where is it? It’s in Copenhagen, the capital of Denmark.” 3. Key and Challenging Points Key Points: Identify global landmarks and use target expressions to discuss them. Challenging Points: Pronouncing complex place names (e.g., Copenhagen); recalling unique facts about landmarks. III. Teaching Procedures (Total Duration: 45 Minutes) Step 1 Introduction to Travel (7 Minutes) Show the unit title “Travelling—Welcome to the unit (Places of interest)” and ask: “What famous places have you heard of? Why are they special?” Introduce the task: “Today, we’ll learn about global landmarks and practice talking about travel—exploring the world from our classroom!” Step 2 Reading & Classifying—Activity A (12 Minutes) Pre - reading: Explain each landmark (e.g., “the Great Wall—China’s ancient defense, symbol of culture”). While - reading: Students match pictures to place names (Activity A), identifying each landmark. Post - reading: Check answers together, discussing unique features (e.g., “the Leaning Tower of Pisa—tilted structure, Italy”). Step 3 Pair Discussion—Activity B (15 Minutes) Model Conversation: Read the sample dialogue (Daniel & Millie) with students. Highlight phrases like “What’s this? Where is it? What’s special about it? Have you ever been there?” Group Task: Students work in pairs. Discuss landmarks from Activity A, using the table. Prompts: “This is the Sydney Opera House. It’s in Australia. It’s famous for its unique shell - like design.” Share - out: Invite 2–3 pairs to present their conversations. Provide feedback on expression use and fact accuracy. Step 4 Reflection & Summary (8 Minutes) Class Discussion: Ask: “Which landmark would you visit? Why?” Summary: Recap landmark names, key facts, and target travel expressions. Step 5 Homework (3 Minutes) Writing: List 3 landmarks and 1 unique fact for each. Research: Find one more global landmark and write a short description (name, location, specialty). IV. Assessment of Teaching Effectiveness Check Activity A answers for accurate landmark identification. Observe pair discussions (Activity B) for use of target expressions and clear landmark descriptions. Review homework for reflection on travel interests and research skills. V. Design Purpose Introduction: Connect to students’ travel curiosity, building relevance to global landmarks. Reading/Classifying: Deepen understanding of world attractions, improving reading skills. Discussion: Practice speaking with structured expressions, encouraging cultural sharing. VI. Blackboard Design Unit 2 Welcome to the unit—Global Landmarks Places of Interest: the Great Wall, the Leaning Tower of Pisa, the Little Mermaid, the Golden Gate Bridge, the Sydney Opera House, Tower Bridge Key Expressions: “What’s this? Where is it? What’s special about it? Have you ever been there?” Homework: Research a new landmark! VII. Teaching Reflection Strengths: Travel theme is engaging, activities balance skills and cultural exploration. Weaknesses: Some students may struggle to pronounce complex names (e.g., Copenhagen). Improvements: Add a “pronunciation practice” activity: Repeat tricky names in chorus, breaking into syllables. This builds confidence in speaking. 学科网（北京）股份有限公司 $$