Unit 2 Amazing numbers-Section 1Listening 教学设计 2025-2026学年沪教版英语八年级上册

该初中英语教学设计聚焦“Amazing numbers”单元中人口语境下的数字应用，核心知识点包括大整数、分数、百分比的理解与发音，以及“population”“current”等相关词汇。通过日常数字应用讨论和世界人口密度图等图片导入，结合听前词汇教学与数字阅读规则复习搭建学习支架，帮助学生理解Ellie和Ann关于国家人口的听力对话。 资料亮点在于以真实对话为听力材料，通过听中分层任务（抓取国家名称、分析“数字持续变化”含义）提升语言能力，讨论人口数字变化原因培养思维品质，小组合作探究信息获取方法与课后实践作业（制作三国人口图表）发展学习能力。教学环节衔接紧密，为教师提供系统教学思路，助力学生夯实数字语言基础，提升综合语言运用能力。

Unit 2 Amazing numbers-Section 1 Experiencing and understanding language-Listening This listening section in Unit 2 “Amazing numbers” focuses on numbers in the context of the world’s countries and population. It aims to help students understand how numbers are used to record and present information related to real - world topics. Through a conversation between Ellie and Ann, students will encounter various numbers representing population figures, and they will also think about the changing nature of these numbers. Additionally, students are encouraged to consider methods of finding and presenting population - related information, which links the listening content to practical research skills. 教学目标 Students will be able to understand and correctly pronounce numbers related to population, such as large integers, fractions, and percentages when listening. Learn vocabulary related to population and number - related concepts, like “population”, “current”, “percent”, etc. Grasp the usage and pronunciation of different number expressions, for example, the reading of large numbers in English (e.g., one billion, two million). 教学重难点 A. Key Points Help students accurately understand and distinguish numbers of different magnitudes and types in the listening materials, including population figures, fractions, and percentages. Guide students to understand the context of the conversation about population and how numbers are used to describe and analyze it. Teach students useful expressions and vocabulary related to population and number - based discussions. B. Difficult Points Enable students to quickly and accurately capture numerical information while listening, especially when the numbers are complex or presented in a fast - paced dialogue. Guide students to understand the implications of the statement “the number keeps changing” and think about the reasons behind the dynamic nature of population numbers. Encourage students to come up with creative and practical methods for finding and presenting population - related information. A. Number - related Vocabulary Population: The total number of people living in a particular area, country, etc. e.g., The population of this city is increasing rapidly. Current: Existing or happening now. e.g., The current population of the world is around 8 billion. Percent: One part in every hundred. e.g., Twenty percent of the students in our class are good at math. Developed country: A country with a high level of economic development, such as the United States, the United Kingdom. Developing country: A country that is in the process of developing its economy, like China, India. B. Number Reading Rules Large integers: From right to left, every three digits form a group, separated by commas. The groups are named as “thousand”, “million”, “billion”, “trillion” etc. For example, 1,234,567,890 is read as “one billion, two hundred and thirty - four million, five hundred and sixty - seven thousand, eight hundred and ninety”. Fractions: The numerator is read as a cardinal number, and the denominator is read as an ordinal number. When the numerator is more than 1, the denominator takes the plural form. For example, 2/3 is read as “two thirds”; 1/4 can be read as “one fourth” or “a quarter”. Percentages: The number before the percent sign is read as a normal number, followed by “percent”. For example, 35% is read as “thirty - five percent”. 教学过程 A. Lead - in (5 minutes) Greet the students and start a simple conversation. T: “Good morning/afternoon, class. Today, we are going to explore something really interesting - numbers. Numbers are everywhere in our lives. Can you think of some examples where we use numbers every day?” Ss: “Telling time, counting money, checking scores...” Show some pictures related to numbers, such as a world map with population density marked, price tags in a supermarket, and a calendar. T: “Look at these pictures. We can see numbers are used to record and present all kinds of information. Now, let’s focus on a very important aspect - the population of different countries. Can you guess what the population of the world is now?” Have a brief discussion in pairs and ask some students to share their guesses. B. Pre - listening (10 minutes) Vocabulary teaching Write the new words “population”, “current”, “percent”, “developed country”, “developing country” on the blackboard. Explain the meaning of each word with examples. For “population”, show a picture of a crowded city and say, “The number of people living in this city is its population.” For “current”, say, “What are you doing currently? You are having an English class.” Drill the pronunciation of these words. Let students read after the teacher several times, and then ask individual students to read to check their pronunciation. Number - reading review Write some numbers on the blackboard, including large integers (e.g., 5,678,901), fractions (e.g., 3/5), and percentages (e.g., 27%). Ask students to read these numbers aloud. Correct their mistakes immediately and review the number - reading rules if necessary. Set the context for listening T: “Now, two students, Ellie and Ann, are talking about countries and population around the world. Before we listen, let’s think about some questions. What do you think they might talk about? Maybe the most populous countries, or the differences in population growth between developed and developing countries?” Let students discuss in pairs for about 2 minutes and then share their ideas. C. While - listening (15 minutes) First listening Play the recording of Ellie and Ann’s conversation for the first time. T: “Listen carefully and choose the correct answers to the questions on your handout. The questions are about the general information in their conversation, like which countries they mention.” After the first listening, give students a few minutes to choose their answers. Then check the answers together as a class. Second listening Play the recording again. T: “This time, listen more carefully and answer the question: What does Ann mean when she says ‘the number keeps changing’? Try to find clues in the conversation.” After the second listening, ask students to discuss in pairs first, and then call on some students to share their opinions. Guide the students to understand that the population number is always changing due to factors like birth rate, death rate, and migration. D. Post - listening (10 minutes) Group discussion Divide the students into groups of 4 - 5. T: “Imagine that you are working on a project about the population of different countries around the world. What methods are you going to use to find the information? How will you record and present the information you collect? Discuss in your groups and write down your ideas.” Give each group a piece of paper to write down their methods. After about 5 minutes of discussion, ask each group to report their ideas to the class. Possible methods include searching the Internet, reading books in the library, interviewing experts, etc. For presentation, they may suggest using graphs, charts, or making a poster. Listen and repeat Play the part of the recording where some important sentences or number - related expressions are read. T: “Listen and repeat. Pay attention to the pronunciation and intonation, especially for the words in blue.” Let students repeat after the recording several times. Then ask some students to read the sentences individually to check their pronunciation. E. Summary and Homework (5 minutes) Summary T: “Today, we learned a lot about numbers in the context of population. We practiced our listening skills by listening to Ellie and Ann’s conversation. We also learned new vocabulary and reviewed number - reading rules. Remember, numbers are a powerful tool to record and present information about the world around us.” Briefly go over the key points of the class, such as important vocabulary, number - reading rules, and the main ideas from the listening conversation. Homework Ask students to search for the population information of three countries they are interested in. They need to write down the current population, the population growth rate in recent years (if available), and present this information in a simple chart. Suggest that students listen to more English materials related to numbers, such as news reports about economic data or sports statistics. 教学反思 Positive aspects: The lead - in activities effectively aroused students’ interest in the topic, as they were able to quickly relate numbers to their daily lives. The group discussion in the post - listening part encouraged students to think actively and communicate with their peers, which was beneficial for their oral English practice. The pre - listening vocabulary teaching and number - reading review provided a solid foundation for students to better understand the listening materials. Most students were able to catch the key numerical information during the while - listening process. Areas for improvement: Some students still had difficulty in quickly grasping complex numbers in the listening materials, especially when the numbers were mixed with a lot of context information. In future classes, more targeted number - listening exercises should be designed, such as listening to a series of numbers with different magnitudes and types in a short time and asking students to write them down accurately. During the group discussion, some students were a bit shy to express their ideas. More encouragement and guidance should be given to these students in the future to ensure that every student can actively participate in class activities. Adjustments for future teaching: Increase the variety of listening materials, including not only conversations but also short lectures or news reports about population. This can expose students to different speaking styles and language usage related to numbers. Design more role - playing activities in class. For example, students can act as reporters and interviewees to discuss population - related topics, which can further improve their practical communication skills. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$