Unit 1 Look it up! Section 3 Expressing and communicating ideas Speaking 教学设计 2025-2026学年沪教版英语八年级上册

Unit 1 Look it up!-Section 3 Expressing and communicating ideas-Speaking This speaking section in Unit 1 “Look it up!” of Shanghai Education Edition (2024) English for Grade 8 focuses on enabling students to express and communicate ideas related to encyclopaedic knowledge. It encourages students to describe a person’s life story and introduce someone they admire using the knowledge and language they have learned. The context of encyclopaedias provides a rich backdrop for students to practice their speaking skills, integrate vocabulary and grammar, and enhance their cross - cultural communication awareness. Through various speaking activities, students will not only improve their oral English proficiency but also learn how to organize their thoughts and present information clearly and coherently. 教学目标 Students will be able to master and use relevant vocabulary and phrases for describing a person’s life, such as “be born in/on”, “graduate from”, “make contributions to”, “be famous for” etc. Students can correctly use sentence structures for introducing and evaluating people, like “The person I admire is... He/She is famous because...” 教学重难点 A. Key Points The usage of key vocabulary and sentence structures for describing people’s life stories and expressing admiration. Guiding students to organize their ideas and present them clearly in speaking tasks. B. Difficult Points Helping students use vivid and accurate language to describe people and elaborate on their reasons for admiration. Training students to think critically and communicate effectively in English during group discussions. Vocabulary admire, inventor, scientist, artist, musician, philosopher etc. be born, graduate, pioneer, discover, invent, create, contribute Phrases be famous for, be known as, make contributions to, be interested in, devote oneself to Sentence Structures The person I admire most is... He/She was born in... After graduating from..., he/she... He/She is famous for... because... I admire him/her because... 教学过程 A. Lead - in (5 minutes) Greet the students and show them some pictures of famous people, such as Albert Einstein, Leonardo da Vinci, and Mo Yan. T: “Good morning/afternoon, class. Look at these pictures. Can you tell me who they are?” Encourage students to answer in English: “This is Albert Einstein. He is a famous scientist.” Then ask students: “Do you admire these people? Why or why not?” Invite several students to share their opinions briefly. This activity can arouse students’ interest and lead to the topic of talking about the people they admire. B. Pre - speaking (10 minutes) Present a model passage about a famous person on the PPT. For example, it can be about Thomas Edison. Read the passage aloud to the students first, and then explain some new words and phrases in it, like “inventor”, “be famous for his inventions”, “devote oneself to”. T: “Let’s read this passage about Thomas Edison together. Edison is a great inventor. He was born in 1847. He was interested in science from a young age. He devoted himself to inventing things. He is famous for his many inventions, such as the light bulb.” Analyze the structure of the passage with students. T: “Look, first, we introduce who the person is. Then, we talk about his birth time. Next, we describe his early interests. After that, we mention his achievements. Finally, we state why he is famous. This is a good way to organize our description of a person.” Divide students into pairs and ask them to discuss and summarize the key points for introducing a person. Each pair can write down their ideas on a piece of paper. Walk around the classroom, monitor the pairs’ discussions, and offer help if necessary. C. While - speaking (20 minutes) Individual Speaking Task Ask each student to choose a person they admire and start to prepare a short introduction. They can refer to the model passage and their own notes from the previous discussion. Give them about 3 minutes to organize their thoughts and write down some key words. T: “Now, it’s your turn. Choose a person you admire, it can be a famous scientist, an artist, or anyone you really look up to. Then, start to prepare your introduction. Remember to include the key points we just talked about.” Pair - work After the individual preparation, ask students to work in pairs. Each student takes turns to introduce the person they admire to their partner. The partner should listen carefully and give some simple feedback, such as asking for more details or expressing agreement. T: “Now, share your introduction with your partner. Listen to your partner carefully and ask questions if you want to know more. For example, you can ask ‘When did he/she graduate?’ or ‘What are his/her most famous works?’” Walk around and listen to some pairs’ conversations, correct students’ pronunciation and grammar mistakes gently. Group - work Then, form groups of four. In the group, each student shares their introduction again. After everyone has finished, the group discusses and chooses one person they think is the most admirable among those introduced in the group. They need to give reasons for their choice. T: “Form groups of four. Share your introductions again in the group. Then, as a group, decide which person is the most admirable and why. You can have a vote if you have different opinions.” Monitor the group discussions, encourage students to express their opinions fully and respect others’ views. D. Post - speaking (10 minutes) Invite several groups to come to the front of the class and present the person they think is the most admirable in their group. Each group has about 2 - 3 minutes to present. T: “Now, several groups, please come to the front and share the person your group thinks is the most admirable. Try to be clear and confident.” After each group’s presentation, other students can ask questions or make comments. T: “Class, do you have any questions or comments on their presentation? You can raise your hands.” Summarize the whole speaking activity. Review the key vocabulary, phrases, and sentence structures used in the descriptions. T: “Today, we have talked a lot about the people we admire. Let’s review some important words and phrases. ‘Admire’ is what we are doing to these great people. ‘Be born in/on’ is used to talk about their birth time. And sentence structures like ‘The person I admire is... He/She is famous for...’ are very useful. Remember to use them correctly in your future speaking and writing.” Assign a small homework task: ask students to write a short passage about the person they admire most, no less than 80 words. They need to include all the key information they have learned today. 教学反思 Positive Aspects The lead - in activity with pictures of famous people effectively grabbed students’ attention and quickly engaged them in the topic, making it easier for them to enter the learning state. The step - by - step teaching procedures, from pre - speaking analysis to individual, pair, and group speaking tasks, provided students with sufficient guidance and practice opportunities. Most students actively participated in the speaking activities, which improved their speaking fluency and confidence. The group - work and post - speaking discussion promoted students’ communication and critical thinking skills. They learned to listen to others’ opinions, express their own views, and make comparisons and evaluations. Areas for Improvement Some students still had difficulties in using accurate and vivid language to describe people. In the future, more language input, such as reading more excellent sample descriptions and analyzing the language use, should be provided. During the group - work, a few students were a bit passive and did not contribute much to the discussion. More specific group - work guidelines and encouragement should be given to ensure every student’s active participation. The time for post - speaking summary could be extended a little bit. Some important language points might not have been fully emphasized, which may affect students’ consolidation and application of knowledge. Adjusting the time allocation in future teaching can solve this problem. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$