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

Unit 1 This is me-Reflection This unit is the first part of Module 8 of the Foreign Language Teaching and Research Press (2024) English textbook for Grade 8. The main topic of this unit is self - introduction. Through various teaching materials such as dialogues, texts, and activities, students will learn how to introduce themselves in English, including personal information like name, age, hobbies, family members, and school life. The unit also focuses on helping students improve their listening, speaking, reading, and writing skills related to self - introduction, and at the same time, promotes students' communication ability and self - confidence in expressing themselves in English. 教学目标 Students will be able to master key vocabulary and expressions related to self - introduction, such as “age”, “hobby”, “favorite”, “come from”, “be good at” etc. Students will understand and be able to use sentence patterns for self - introduction, for example, “My name is...”, “I am... years old”, “I come from...”, “I like... because...”, “I am good at...” 教学重难点 Key Points Mastery of key vocabulary and sentence patterns for self - introduction. Training students to listen, speak, read and write in the context of self - introduction. Difficult Points Helping students to organize their thoughts and make a vivid and unique self - introduction, rather than just a simple repetition of basic information. Guiding students to use the learned language flexibly in real - life communication situations. Vocabulary Personal information: name, age, birthday, gender Hobbies: read, write, draw, sing, dance, play basketball/football/tennis, swim, run, collect stamps/coins Family members: father, mother, brother, sister, grandfather, grandmother School life: school, class, grade, subject, favorite subject, teacher Others: come from, be good at, favorite, because Sentence Patterns Introduction of name and age: My name is... I am... years old. Introduction of origin: I come from... / I am from... Expressing hobbies: I like... (doing sth.) I love... (doing sth.) My hobby is... (doing sth.) Explaining reasons: I like... because... Showing proficiency: I am good at... (doing sth.) 教学过程 Warming - up (5 minutes) Greet the students as usual. Then, show some pictures of famous people on the PPT, such as famous singers, actors, and athletes. Ask students to quickly say the names of these people. For example, show a picture of Taylor Swift and ask “Who is she?” Encourage students to answer “She is Taylor Swift.” After that, ask students “Do you want to know more about them? How can we get to know them?” Guide students to think about self - introduction and lead in the topic of this class. Presentation (15 minutes) Vocabulary teaching Present the new words on the PPT one by one. For each word, show an example sentence and explain its meaning and usage. For example, when teaching the word “hobby”, show the sentence “My hobby is reading books. I like reading because it can open my mind.” Let students read the word and the sentence after the teacher several times. Use some small games to help students remember the words. For example, play a “word - guessing game”. The teacher describes a word in English, such as “It's an activity. You use a ball and your feet to play it.” and let students guess the word “football”. Sentence pattern teaching Write some basic self - introduction sentence patterns on the blackboard, such as “My name is... I am... years old. I come from...”. Read the sentences aloud and explain the structure and usage. Let students imitate the sentences to make their own sentences. Then, present more complex sentence patterns for expressing hobbies and reasons, like “I like... because...” and “I am good at...”. Give some examples: “I like dancing because it makes me feel happy.” “I am good at playing the piano.” Ask students to practice making sentences in pairs. Listening (10 minutes) Play a short dialogue recording about self - introduction on the PPT. Before playing, ask students some questions, such as “What's the boy's name? How old is he? Where does he come from?” Let students listen carefully and try to answer these questions. Play the recording for the first time. After that, ask students to share their answers briefly. Then play the recording again, and this time, ask students to listen more carefully and fill in a form on the handout. The form may include columns like “Name”, “Age”, “Hobby”, “Favorite subject” etc. Check the answers with the whole class. Explain some difficult points in the dialogue if necessary. Speaking (10 minutes) Divide the students into groups of four. Each student in the group needs to make a self - introduction using the learned vocabulary and sentence patterns. The content can include name, age, where they come from, hobbies, and their favorite subjects. Encourage students to add some unique information, such as an interesting experience related to their hobbies. While students are speaking, the group members can listen carefully and ask some questions after the introduction, like “Why do you like this hobby?” Select some groups to come to the front of the class and share their self - introductions. Other students listen and can give some simple comments, such as “Your self - introduction is very clear.” or “I like your hobby, it's very interesting.” Summary and Homework (5 minutes) Summarize the key vocabulary and sentence patterns learned in this class with the students. Write them on the blackboard again and let students read them together. Assign homework: ask students to write a short passage about themselves, which should include at least 80 words. They need to use the learned vocabulary and sentence patterns. And tell them to prepare a more detailed self - introduction for the next class, which can include more aspects of their lives, such as family members and their dreams. 教学反思 Positive aspects The warming - up activity was quite effective in attracting students' attention and arousing their interest in the topic. The pictures of famous people were familiar to students, which made them actively participate in the interaction at the beginning of the class. The vocabulary and sentence pattern teaching methods were diverse. Using games to teach vocabulary helped students remember the words more easily, and the practice of sentence patterns in pairs provided students with more opportunities to speak. The listening and speaking activities were well - organized. The pre - listening questions and the form - filling task during listening guided students to listen purposefully. The group speaking activity promoted students' communication ability and cooperation spirit. Areas for improvement In the vocabulary teaching, although games were used, the time for some students to practice using new words independently was a bit limited. Maybe more individual word - using exercises can be added in the future. During the speaking activity, some students were still a little shy and did not express themselves very freely. In the future, more encouragement and guidance should be given to these students to build up their confidence. The summary part at the end of the class was a bit rushed. Next time, more time should be allocated to ensure that students have a more solid understanding of the key points. Adjustment strategies For vocabulary learning, design more follow - up individual exercises, such as asking students to write short sentences using new words after class and sharing them in the next class. To help shy students, provide more step - by - step guidance in class. For example, first let them write down what they want to say, and then gradually guide them to speak it out. Also, give more positive feedback to these students to boost their confidence. In the summary part, use more interactive ways, such as asking students to summarize first and then the teacher supplements, to make the summary more effective. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$