Unit 3 Make it happen!-Presenting ideas 教学设计 2025-2026学年外研版英语八年级上册

Unit 3 Make it happen!-Presenting ideas This unit, centered around the theme of "inventions", falls within the "People and Society" theme category, specifically related to the "Science and Technology" theme group. The "Presenting ideas" section requires students to work in groups to create a display board about an invention, integrating various skills such as researching, organizing information, designing, and presenting. This activity aims to cultivate students' comprehensive abilities, including teamwork, critical thinking, and English language application in a practical context. 教学目标 Students will be able to master the key vocabulary, phrases, and sentence patterns related to inventions, such as "invention", "inventor", "come up with", "work on", "People wanted...", "The answer was...". Students will understand and be able to use the language tips provided for organizing ideas about inventions, like describing the problem, solution, inventor, materials, and how it works. 教学重难点 Guide students to master the vocabulary, phrases, and sentence patterns for presenting ideas about inventions. Help students learn how to use the given outline to organize information about an invention, including problem - solution, inventor's information, materials, and working principles. Ensure students can carry out group work smoothly, from topic selection to the final presentation of the display board. 1. Vocabulary Invention - related: invention (n.), inventor (n.), discovery (n.), create (v.), develop (v.), design (v.), experiment (n., v.), innovation (n.) Descriptive adjectives: amazing, revolutionary, useful, practical, efficient, convenient 2. Phrases come up with (想出) work on (致力于) be curious about (对... 好奇) spend... (in) doing... (花费... 做...) make a difference (有影响) 3. Sentence Patterns Problem - description: People wanted... People had a hard time... They... The world faced the challenge... Society struggled with... and desperately needed... Solution - statement: The answer was... decided to invent a... It was able... This revolutionary design addressed... Unlike previous attempts, this invention could... About the inventor: -..., a... scientist / inventor, was curious... He / She spent years... Driven by fascination with..., ... dedicated their life to... Having observed..., ... became determined... After numerous failed experiments,... While working as a..., ... noticed... and... Despite skepticism from others, ... persisted in... Materials - description: -... made it out of... Using..., ... invented... Using commonly available..., ... Through trial and error with different..., ... discovered... How it works: It is able to work... Once it senses..., it... Its unique design allows it to... when... By means of..., the invention can simultaneously... 教学过程 1. Lead - in (5 minutes) Greet the class and start a short conversation, such as asking students what they used in the morning that they think is a great invention. For example, "Good morning, class! Before we start today's lesson, I want to ask you a question. What is the first thing you used this morning that you consider a great invention? Maybe it's your mobile phone, your toothbrush, or the light in your room. Share your thoughts with your partner for one minute." After one minute, invite several students to share their answers with the class. This can quickly engage students and arouse their interest in the topic of inventions. 2. Pre - task (10 minutes) Grouping: Divide the class into groups of 4 - 5 students. Explain to them that they will be working together throughout the class to create a display board about an invention. "Now, I will divide you into groups. Each group will be responsible for making a display board about an amazing invention. Work together, communicate well, and make your display board outstanding." Introduction to the task: Present the task requirements to the students. "In your groups, you need to search for information about great inventions. These can be inventions from history, like the wheel or the printing press, or modern - day inventions, such as smartphones or 3D printers. Then, you should talk about their inventors and the importance of these inventions. After that, take a group vote to decide on one invention for your display board." Outlining the display board: Show the students the outline for organizing their ideas on the display board, including sections like "Invention name", "Problem", "Solution", "About the inventor", "Materials", and "How it works". Explain each section briefly. "Look at this outline. For the 'Problem' section, you need to describe the situation before the invention. For example, 'Before the light bulb, people relied on candles and oil lamps, which were dim, dangerous, and inefficient.' The 'Solution' section is about how the invention solved the problem. 'Thomas Edison found the answer by creating a long - lasting electric light bulb.' And so on for the other sections. You can use the language tips in the outline or find useful expressions from this unit." 3. While - task (20 minutes) Research and discussion: Let the groups start researching information about inventions. They can use textbooks, the Internet, or other reference materials. Walk around the classroom to monitor the groups, offer help when needed, and encourage students to communicate in English. "Now, start your research. If you have any questions, don't hesitate to ask me. Remember to discuss with your group members in English." Organizing ideas and creating the display board: After the research, guide the groups to organize the information they have collected according to the outline. Provide them with materials such as large sheets of paper, colored pens, and scissors to create the display board. "Now that you have the information, start organizing it on your display board. Make it visually appealing and easy to understand. Use the language we learned to write down the key points in each section." Practicing the presentation: Once the display boards are almost done, ask each group to practice presenting their display board within the group. Each member should have a part to present. "Practice presenting your display board to your group members. Everyone should have a chance to speak. Make sure you are familiar with the content and can explain it clearly." 4. Post - task (10 minutes) Group presentations: Invite each group to come to the front of the class and present their display board. While a group is presenting, the other groups should listen carefully and take notes. "Now, it's time for each group to show your amazing display boards. One group at a time, come to the front and present. The rest of the class, listen carefully and think about what you can learn from their presentation." Voting: After all the groups have presented, conduct a voting session. Each group votes for the best three display boards and the best three presentations. Explain the voting criteria, such as content, organization, creativity, and oral presentation skills. "Now, we will vote for the best display boards and presentations. Consider the content - is it accurate and detailed? The organization - is the information well - structured? Creativity - is the display board unique and eye - catching? And the oral presentation skills - are the presenters clear and confident? Write down the numbers of the groups you vote for." Feedback and summary: Summarize the class, highlighting the good points of each group's work and also providing some suggestions for improvement. "Today, all of you did a great job. Each group had its own unique invention and presentation. Some groups had very detailed content, while others were very creative in their display board design. However, some groups could improve their oral presentation skills by speaking more loudly and clearly. I hope you all learned a lot about inventions and how to present ideas in English today." 教学反思 Positive aspects: The group - work activity effectively engaged students, and most students actively participated in the research, discussion, and creation of the display board. This not only improved their English language skills but also enhanced their teamwork and communication abilities. The lead - in activity was successful in arousing students' interest in the topic, making it easier for them to get into the subsequent tasks. The step - by - step guidance during the pre - task and while - task stages helped students understand the requirements clearly and carry out the tasks smoothly. Areas for improvement: Some students still had difficulty in using English to express complex ideas, especially when describing the working principles of inventions. In future classes, more language input and practice in this aspect are needed. During the group work, there were a few groups where some members dominated the discussion, while others participated less. In the future, more attention should be paid to ensuring equal participation of all group members, perhaps by assigning specific roles to each member in advance. The time for the voting and feedback session was a bit tight. In the next class, more time should be allocated to this part to allow for more in - depth discussion and reflection. 2 / 37 学科网(北京)股份有限公司 学科网(北京)股份有限公司 $$