Unit 1 This is me Starting out 教学设计 2025-2026学年外研版（2024）八年级英语上册

Unit 1 This is me-Starting out This unit focuses on self - introduction and basic personal information. In the Starting out part, students will be exposed to key vocabulary related to personal details such as name, age, nationality, hobbies, etc. They will also learn simple sentence patterns for self - introduction, which lays a solid foundation for further communication in English. The materials may include pictures, short dialogues, and texts that are closely related to students' daily lives, making it easier for them to relate and engage in learning. 教学目标 This unit focuses on self - introduction and basic personal information. In the Starting out part, students will be exposed to key vocabulary related to personal details such as name, age, nationality, hobbies, etc. They will also learn simple sentence patterns for self - introduction, which lays a solid foundation for further communication in English. The materials may include pictures, short dialogues, and texts that are closely related to students' daily lives, making it easier for them to relate and engage in learning. II. Teaching Objectives 1. Knowledge Objectives Students will be able to master key vocabulary: name, age, country, city, hobby, etc. Students can correctly use sentence patterns for self - introduction, such as "My name is...", "I'm... years old.", "I'm from...", "My hobby is...". 2. Ability Objectives Enable students to introduce themselves clearly and fluently in English. Develop students' listening, speaking, reading and writing skills through various activities. Improve students' ability to communicate with others in English in real - life situations. 3. Emotional Objectives Cultivate students' interest in learning English. Encourage students to be confident in expressing themselves in English. Promote students' awareness of cross - cultural communication. 教学重难点 1. Key Points The usage of key vocabulary and sentence patterns for self - introduction. How to guide students to use the learned knowledge to introduce themselves and communicate with others. 2. Difficult Points Helping students to overcome shyness and actively participate in speaking activities. Training students to express their ideas accurately and fluently in English, especially for those with limited English foundation. 1. Vocabulary name /neɪm/n. 名字 age /eɪdʒ/n. 年龄 country /ˈkʌntri/n. 国家 city /ˈsɪti/n. 城市 hobby /ˈhɒbi/n. 爱好 nationality /ˌnæʃəˈnæləti/n. 国籍 2. Sentence Patterns My name is... 我的名字是…… I'm... years old. 我…… 岁了。 I'm from... 我来自…… My hobby is... 我的爱好是…… I like... 我喜欢…… 教学过程 1. Warming - up (5 minutes) Greet the students as usual. Then, show some pictures of famous people on the PPT, such as movie stars, athletes, and ask students to guess who they are. For example, show a picture of Messi and ask "Who is he?". Encourage students to answer in English. This activity can quickly arouse students' interest and create a relaxed English - learning atmosphere. 2. Lead - in (5 minutes) After the warming - up, say to the students: "We all know those famous people. Now, let's talk about ourselves. Do you know how to introduce yourself in English?". Then, play a short video clip of a foreign student introducing himself. The video can include information like his name, where he is from, his age and his hobbies. After watching the video, ask students some simple questions, such as "What's his name?", "Where is he from?". This can lead students to think about how to introduce themselves in English and smoothly transition to the new lesson. 3. Presentation (15 minutes) Vocabulary Teaching Write the new words on the blackboard one by one. For each word, pronounce it clearly and ask students to repeat after you several times. For example, when teaching the word "name", say "name, /neɪm/, name" and let students imitate. Use pictures or real - life examples to explain the meaning of the words. For the word "country", show pictures of different countries' flags, like the flag of China, the flag of the USA, and say "This is the flag of China. China is a country. What about this one? Yes, it's the flag of the USA. The USA is also a country". Drill the words with students. You can read the words in random order and ask students to quickly read them out, or play a word - guessing game. For example, describe a word in English and let students guess which word it is. "It's a place where many people live and work. It's smaller than a country. What is it?" (The answer is "city"). Sentence Pattern Teaching Write the sentence patterns "My name is...", "I'm... years old.", "I'm from...", "My hobby is..." on the blackboard. Read them aloud sentence by sentence, explain the structure and usage of each sentence pattern. For example, for "My name is...", explain that we use this sentence to tell others our name. The word after "is" is our name. Give some examples for each sentence pattern. "My name is Lily. I'm 13 years old. I'm from Beijing. My hobby is reading books." Then, ask students to make their own sentences using these patterns. Invite some students to share their sentences with the class. 4. Practice (10 minutes) Pair Work Ask students to work in pairs. Each student needs to introduce themselves to their partner using the learned sentence patterns. After the introduction, the partner can ask some simple questions, such as "Why do you like that hobby?". Walk around the classroom, listen to their conversations, and give necessary guidance and encouragement. Group Work Divide the class into several groups of four or five students. Each group makes a poster about themselves. They can write their names, ages, where they are from, and their hobbies on the poster, and also draw some pictures to decorate it. Then, each group chooses a representative to introduce their group members to the whole class. This activity can not only strengthen students' speaking skills but also cultivate their cooperation ability. 5. Production (5 minutes) Hold an "English Self - introduction Show". Invite several students to come to the front of the classroom and give a more complete self - introduction. They can add some personal stories or interesting facts. For example, a student can say "My name is Tom. I'm 14 years old. I'm from Shanghai. My hobby is playing basketball. I remember once I took part in a basketball match and our team won at last. It was really exciting!". Other students listen carefully and can ask questions after the introduction. This activity can give students a stage to show themselves and further improve their English - speaking ability. 6. Summary and Homework (5 minutes) Summary Summarize the key vocabulary and sentence patterns learned in this class with students. Write them on the blackboard again and ask students to read them together. Emphasize the importance of being able to introduce oneself in English, which is a basic communication skill. Homework Ask students to write a short passage about themselves, including their name, age, where they are from, their hobbies, and their dreams. They need to use at least five sentences. Let students record an English self - introduction video and send it to the class group. This can not only improve students' writing skills but also provide more opportunities for them to practice speaking English. 教学反思 Positive Aspects The warming - up and lead - in activities were quite successful in attracting students' attention and generating their interest in the topic. The pictures of famous people and the video clip effectively engaged students and made them more willing to participate in the following learning activities. The use of various teaching methods, such as vocabulary explanation with pictures, sentence pattern examples, pair work, group work, and the self - introduction show, provided students with multiple opportunities to practice and apply the learned knowledge. Students seemed to be actively involved in these activities, especially in the group work when they were making posters together, which enhanced their cooperation and communication skills. Areas for Improvement Some students still seemed a bit shy when speaking English in front of the class during the production part. In the future, more encouragement and gradual guidance should be given to help them overcome this problem. For example, start with smaller - scale speaking activities within groups and gradually move to larger - scale presentations. In the practice part, although most students were able to complete the tasks, some students with a weaker English foundation had difficulty making sentences accurately. More individual attention and additional practice materials should be prepared for these students in future classes to ensure they can keep up with the teaching progress. The time management could be further optimized. During the group work, some groups spent a bit too much time on decorating the posters, resulting in a relatively shorter time for the group representatives to introduce in front of the class. In future teaching, clearer time limits should be set for each activity to ensure a more balanced teaching process. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$