Unit 1 Look it up! Section 1 Experiencing and understanding language Listening 教学设计 2025-2026学年沪教版英语八年级上册

Unit 1 Look it up!-Section 1 Experiencing and understanding language-Listening This section focuses on developing students' listening skills within the context of encyclopaedic knowledge. The listening material is likely to be an encyclopaedia entry about a famous figure, such as Nie Er as mentioned in some resources. Through this, students will be exposed to important information about the person, like their life experiences, achievements, and contributions. It aims to not only enhance students' ability to understand spoken English but also to expand their knowledge about different fields and figures, deepening their understanding of the theme "Using encyclopaedias to explore knowledge, express ideas and understand cultures". 教学目标 Students will be able to understand and master new words and phrases related to the listening content, such as those specifically describing the famous figure (e.g., musical terms if the figure is a musician). They can correctly identify and use key sentence structures heard in the audio, which are important for expressing information about a person's life and achievements. 教学重难点 Key Points Helping students effectively listen for specific details like the name, birthplace, major events, and achievements of the famous figure in the audio. Guiding students to understand and imitate the correct pronunciation, intonation, and stress patterns in the listening material, which is crucial for improving their own speaking skills. Teaching students how to use the information from the listening to express their own opinions and thoughts in English. Difficult Points Dealing with unfamiliar words and complex sentence structures in the listening material. Students may struggle to understand the meaning if there are too many new words or long, convoluted sentences. Teachers need to find appropriate ways to help students overcome these difficulties, such as pre - teaching some key words or using context clues to infer meanings. Training students to make inferences and draw conclusions based on the listening content. This requires students to not only understand the literal meaning but also think deeper about the implications, which can be challenging for middle - school students. Vocabulary Words related to the famous figure: For example, if the figure is Nie Er, words like "composer", "national anthem", "nickname", "musical works" etc. General descriptive words: "talented", "creative", "famous", "influential" etc. Sentence Structures Sentences for introducing a person: "XXX was a + profession + who...", "XXX, whose full name was..., was born in...". Sentences for describing achievements: "He/She composed many famous works, such as...", "His/Her most well - known contribution was...". Pronunciation and Intonation Pay attention to the pronunciation of new words, especially those with unique sounds. Notice the intonation used in different types of sentences, like rising intonation in questions and falling intonation in statements. Also, the stress on key words to convey the correct meaning. 教学过程 Warming - up (5 minutes) Greet the students and start a simple free - talk. Ask students: "Do you know any famous musicians in the world? Can you name some of their works?" Encourage students to share their ideas in English. This activity can activate students' prior knowledge and get them into the topic - related atmosphere. Show some pictures of famous musicians on the PPT, such as Beethoven, Mozart, and ask students to briefly describe what they know about these musicians. This can further arouse students' interest and prepare them for the upcoming listening content. Pre - listening (10 minutes) Introduce the listening topic: Tell students that they are going to listen to an encyclopaedia entry about a famous Chinese musician, Nie Er. Write the name "Nie Er" on the blackboard and let students read it aloud to ensure the correct pronunciation. Brainstorming: Ask students what information they think they might hear in the encyclopaedia entry about Nie Er. Write their ideas on the blackboard, such as his birthplace, his musical achievements, the reason why he is famous, etc. This can help students predict the content of the listening material and make them more focused during listening. Pre - teach some key words and phrases: "composer", "national anthem", "nickname", "the People's Musician", "musical works" etc. Use pictures, examples, or simple explanations to help students understand the meanings. For example, show the national flag and play the national anthem to explain "national anthem". Then, let students read the words and phrases several times to familiarize themselves with the pronunciation. While - listening (15 minutes) First listening: Play the audio of the encyclopaedia entry about Nie Er for the first time. Ask students to listen carefully and get a general idea of the content. After listening, ask them some general questions, such as "What is the main idea of this passage?" or "Can you briefly describe who Nie Er is?" Let students answer in pairs first and then share their answers with the whole class. Second listening: Play the audio again. This time, ask students to listen more carefully and take notes of specific information, such as Nie Er's birthplace, his original name, his nickname, and his most famous works. Provide a note - taking form on the PPT or the handout to help students organize the information. Check the answers: After students finish taking notes, ask several students to come to the blackboard and fill in the form with the information they got. Then, play the audio for the third time if necessary to check and correct the answers. Make sure students understand the important information in the listening material. Post - listening (10 minutes) Group discussion: Divide students into groups of 4 - 5. Give each group a set of discussion questions, such as "Why was Nie Er called 'the People's Musician'?", "What can we learn from Nie Er's life and achievements?", "How do you think his music has influenced Chinese music history?" Ask each group to discuss these questions based on the information they heard in the listening material and their own understanding. Encourage every student in the group to participate in the discussion and express their opinions. Group presentation: After the group discussion, ask each group to choose a representative to present their group's discussion results to the whole class. The representative should speak clearly and use the information from the listening and the group discussion. Other groups can listen carefully and ask questions or make comments. This activity can not only help students further understand the listening content but also improve their speaking and cooperation skills. Summary: Summarize the key points of this listening class, including the new words, sentence structures, and the main information about Nie Er. Emphasize the importance of using encyclopaedic resources to learn about different people and knowledge. Homework (5 minutes) Ask students to write a short passage about Nie Er based on the information they learned in class. They should include at least 5 sentences and use the new words and sentence structures they have learned. Encourage students to find more information about Nie Er or other famous musicians from encyclopaedias (either print or online) and share it with the class next time. 教学反思 Positive Aspects The warming - up activities were effective in arousing students' interest and connecting their prior knowledge with the new topic. Most students were actively involved in the free - talk and picture - description activities, which created a good start for the class. The pre - listening activities, such as brainstorming and pre - teaching key words, helped students better predict and understand the listening content. Students seemed more confident and focused during the while - listening process. The group discussion and presentation in the post - listening part provided students with more opportunities to use English to communicate and express their thoughts. It also enhanced their cooperation and critical thinking skills. Areas for Improvement Some students still had difficulty in catching all the specific information during the while - listening process, especially when the audio contained long sentences or unfamiliar words. In the future, more listening practice with different levels of difficulty should be provided, and more strategies for dealing with difficult words and sentences should be taught, such as using context clues or predicting the meaning from the topic. During the group discussion, a few students were less active and did not fully participate. In the next class, more attention should be paid to these students, and group work should be better organized to ensure every student's involvement. The time management could be improved. The group presentation part took a bit longer than expected, which left less time for a more in - depth summary. In future teaching, more accurate time allocation should be made for each activity. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$