Unit 2 Getting along-Developing ideas 教学设计 2025-2026学年外研版英语八年级上册

Unit 2 Getting along-Developing ideas This unit focuses on the theme of "Getting along", aiming to help students improve their language skills in the context of interpersonal relationships. The "Developing ideas" part mainly consists of a listening conversation about friends discussing going on a roller coaster and related speaking activities. Through these materials, students will encounter vocabulary and expressions related to emotions, especially fear, and learn how to express and deal with such emotions in communication. They will also engage in role - plays and discussions to practice using the language in real - life - like situations, enhancing their ability to communicate effectively and understand others' feelings. 教学目标 Students will be able to master vocabulary related to emotions, such as "fear", "scared", "excited", "roller coaster", "heights" etc., and sentence patterns like "I guess I’m just...", "You should tell...", "What if...". Apply complex sentence structures (relative clauses, object clauses) to discuss relationship issues, and use persuasive language (modal verbs: should, ought to) to propose solutions. Use the present perfect tense to tell stories of sharing and describe experiences related to getting along with others. 教学重难点 Writing skills (outline structuring, argument development) and academic vocabulary (compromise, collaboration, emotional intelligence). Vocabulary and sentence patterns related to emotions and communication in interpersonal relationships. Listening and speaking skills training, including catching key information, understanding tones, and expressing opinions fluently. 1. Vocabulary Emotion - related: fear, scared, frightened, excited, nervous, worried, brave Activity - related: roller coaster, mountain climbing, social event, dancing club, skating club Interpersonal - relationship - related: friend, neighbour, understand, respect, hide, comfort, share, compromise 2. Sentence Patterns I guess I’m just... You should tell... What if... I'm sorry to hear that. That sounds difficult. I see. Not only... but also... 3. Grammar Present perfect tense for sharing experiences Modal verbs (should, ought to) for giving advice Relative clauses and object clauses for complex sentence construction 教学过程 1. Lead - in (5 minutes) Show students some pictures of people in different emotional states, such as happy, sad, scared, excited. Ask them to describe the emotions they see and recall some situations that might cause these emotions. T: Good morning, class! Look at these pictures on the screen. What emotions can you see? Raise your hands and tell me. S: I can see happiness in the first picture. Maybe they are at a party. T: Great! And what about this one? S: They look scared. Perhaps they are watching a horror movie. Then introduce the topic of today's class - talking about emotions, especially fear, in the context of getting along with friends. 2. Pre - listening (5 minutes) Present some new words and phrases related to the listening material on the blackboard or through a PPT, such as "roller coaster", "highest", "feel like flying". Explain their meanings and pronunciations. Let students practice reading the words and phrases aloud several times. T: Now, class, look at these new words. This is "roller coaster". It's a very exciting ride in the amusement park. Follow me, roller coaster. Ss: Roller coaster. Then have a quick brainstorming session. Ask students: "If your friends invite you to ride a roller coaster, but you are afraid of heights, what will you do?" Let them share their ideas in pairs briefly. 3. While - listening (15 minutes) First listening: Play the recording of the conversation among three friends about the roller coaster. Ask students to listen carefully and choose the main idea from the three options on the screen. Option A: Three friends are researching the highest roller coaster in the city. Option B: Three friends are discussing going on a roller coaster at the weekend. Option C: Three friends are trying to find out the bravest one among them. After the first play of the recording, ask students to raise their hands to share their answers. T: Okay, class. Now, listen to this conversation carefully. Then choose the main idea. Are you ready? Let's start. (After the recording) T: Time's up. Who wants to share their answer? Raise your hands. S: I think the answer is B. Three friends are discussing going on a roller coaster at the weekend. T: Very good. That's correct. Second listening: Play the recording again. This time, ask students to complete the students’ thoughts about the roller coaster and choose the correct feelings. On the screen, show sentences like: Linda's thought: The new park is open. The Cloud Coaster sounds 1__________! And Tom says: It has the 2________roller coaster in our city, and it can make you feel like 3________the clouds! Paul says: I guess I'm just 5____________... 6____________, l'll come. After the second play, check the answers with the class. T: Now, listen again. Complete these sentences about what the students think of the roller coaster. (After the recording) T: Alright, let's check the answers. For the first blank, what did Linda think the Cloud Coaster sounded like? S: She thought it sounded exciting. T: Exactly. How about the second blank? What did Tom say about the roller coaster? S: He said it has the highest roller coaster in our city. T: Great. Third listening: Play the recording one more time. Ask students to listen for Paul's worries and Ms Thomson's suggestions and complete the notes. The notes could be like: Paul's worries: My friendswere excited about riding the roller coaster and I didn't want to 1____________. Ms Thomson's suggestions: · You should probably tell your friends that you're afraid of 2____________. · They'll understand you. · You can't always hide 3____________to please others. · What if they never 4____________again? · You can still 5____________together. · Just 6____________and explain why. · True friends will 7____________your decision. Check the answers and have a brief discussion about why Paul was worried and what Ms Thomson's suggestions meant. T: Listen for the last time. This time, focus on Paul's worries and Ms Thomson's suggestions. Fill in the blanks on your papers. (After the recording) T: Let's check the answers. What was Paul worried about? S: He didn't want to disappoint his friends. T: Right. And what were Ms Thomson's suggestions? S: She said Paul should tell his friends he's afraid of heights. 4. Pronunciation Teaching (5 minutes) Focus on the pronunciation of the /h/ sound. Write some words with /h/ on the board, such as "hear", "who", "whom". Explain the correct way to pronounce /h/, which is to exhale a small puff of air through the mouth while keeping the vocal cords relaxed. Let students listen to the words being pronounced correctly, either by the teacher or through a recording. Then ask them to imitate and practice reading the words aloud. T: Now, class, let's focus on the pronunciation of the /h/ sound. Look at these words on the board. Listen carefully to how I pronounce them. Hear. Ss: Hear. T: Who. Ss: Who. Then, have students practice in pairs, taking turns to read words with /h/ and correct each other's pronunciation if necessary. 5. Speaking Activity (10 minutes) Divide students into pairs. Provide them with several situations related to interpersonal relationships, such as: Situation 1: You're afraid of heights but your friends invite you to go mountain climbing. How will you respond? Situation 2: You really want to join the dance club, but all your friends want you to join the skating club with them. Situation 3: You are busy with your homework but your best friend keeps texting you! Ask each pair to choose a situation and act out a conversation. They should use the vocabulary and sentence patterns they have learned in this class, such as expressing their feelings, giving advice, and trying to reach a compromise. Walk around the classroom while students are practicing, offering guidance and help when needed. After a few minutes, invite some pairs to come to the front of the class and perform their conversations for the whole class. Encourage other students to listen carefully and give positive feedback. T: Now, work in pairs. Choose one of these situations and act out a conversation. Remember to use the words and sentences we learned today. (After a while) T: Okay, which pair would like to come to the front and show us your conversation? (A pair comes to the front and performs) T: Very good! Let's give them a big hand. What do you think of their performance? S: They used the words very well and their acting was great. 6. Summary (3 minutes) Summarize the key points of this class with the students, including the new vocabulary, sentence patterns, listening skills, and the importance of expressing emotions and respecting others in interpersonal relationships. T: Class, today we learned a lot. We learned some new words about emotions and activities, like "roller coaster", "fear". We also learned how to use sentence patterns to express our feelings and give advice. What are some of the sentence patterns we learned? S: I guess I’m just... You should tell... T: Right. And we practiced our listening skills by listening to the conversation about friends and a roller coaster. Also, we know that it's important to be honest with our friends about our feelings. 7. Homework Assignment (2 minutes) Ask students to write a short passage about a time when they had a conflict with a friend and how they solved it. They should use at least five new words and three sentence patterns learned in this class. Suggest that students can also listen to some English conversations about friendships at home to further improve their listening skills. T: For homework, write a short passage about a conflict with a friend and how you solved it. Use at least five new words and three sentence patterns from today's class. Also, try to listen to some English conversations about friendships at home. 教学反思 After this class, I reflected on the teaching process. Overall, the students showed a certain level of enthusiasm in class. The lead - in activity successfully attracted their attention and engaged them in thinking about emotions related to interpersonal relationships. However, during the speaking activity, some students still seemed a bit shy and not very confident in expressing themselves. Maybe in future classes, I can provide more model conversations or give more individual guidance during the practice time to help them build up their confidence. In terms of the teaching content, most students were able to master the key vocabulary and sentence patterns, as shown in the in - class exercises and discussions. But for the grammar part, especially the use of relative clauses and object clauses, some students still had difficulties. I might need to design more targeted exercises and examples in the next class to strengthen their understanding. The group work and pair work were effective in promoting students' communication skills. However, there were a few groups where the cooperation was not very smooth. In the future, I should spend more time training students in group cooperation skills, such as how to listen to others' opinions and divide tasks reasonably. In conclusion, this class had both achievements and areas that need improvement. I will adjust my teaching methods and strategies accordingly to better meet the learning needs of students and improve the teaching quality. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$