Unit 3 Our digital lives-Section 1 Listening教学设计 2025-2026学年沪教版英语八年级上册

Unit 3 Our digital lives-Section 1 Experiencing and understanding language-Listening This listening section in Unit 3 “Our digital lives” of the Shanghai Education Edition (2024) English textbook for Grade 8 focuses on a conversation. The scenario is that Li Na intends to buy a laptop, and her friend Liu Wei recommends different models of computers according to her needs. The listening material is designed to help students improve their listening comprehension skills. They are required to grasp the main idea of the conversation, answer three detailed questions, and record specific information about different models of computers. This not only trains students' ability to understand spoken English in a real - life context but also enables them to extract key information accurately, which is an essential skill in English learning. 教学目标 Students will be able to understand and master new words and expressions related to computer models and digital products, such as “laptop”, “model”, “memory”, “processor” etc. Enable students to understand the usage of comparative and superlative degrees in the context of comparing different digital products. For example, “This model has a larger screen than that one.” “Which laptop has the best performance?” 教学重难点 1. Key Points Guide students to master effective listening strategies, such as listening for key words, predicting the development of the conversation, and summarizing the main idea. Help students understand the specific information about different computer models in the listening material, including features, prices, and advantages and disadvantages. Enable students to use the learned language knowledge to describe and compare digital products. 2. Difficult Points How to help students quickly adapt to the speed and intonation of the listening material, especially when there are some unfamiliar words and complex sentence structures. Teach students how to accurately extract detailed information and organize it in a clear way, for example, taking notes in an organized manner during listening. Guide students to think critically about the information they hear, and be able to make their own judgments and choices, rather than just passively receiving information. 1. New Words and Phrases laptop (n.) 笔记本电脑 model (n.) 型号；模型 memory (n.) 内存；记忆 processor (n.) 处理器 screen (n.) 屏幕 portable (adj.) 便携的，轻便的 performance (n.) 性能；表演 price range 价格范围 be suitable for 适合 2. Grammar Focus Comparative and Superlative Degrees: Comparative degree: used to compare two people or things. Structure: adj./adv. + -er / more + adj./adv. + than. For example, “This laptop is lighter than that one.” “It runs more smoothly than the previous model.” Superlative degree: used to compare three or more people or things. Structure: the + adj./adv. + -est / the most + adj./adv.. For example, “This is the most powerful computer in our store.” “Which one has the best battery life?” 教学过程 1. Warming - up (5 minutes) Greet the class and start a free talk. Ask students some questions like “Do you have a computer at home? What do you usually use it for?” “Do you know how to choose a computer when you want to buy one?” Encourage students to share their experiences and ideas. This step can arouse students' interest in the topic and create a relaxed English - speaking atmosphere. Show some pictures of different brands and models of laptops on the PPT. Let students name the brands they know and briefly describe the features they notice, such as the size of the screen, the shape of the laptop. This can help students recall the relevant vocabulary and get them ready for the following listening activity. 2. Pre - listening (10 minutes) Vocabulary teaching: Present the new words and phrases related to computer models on the PPT. Explain the meanings and usages of words like “laptop”, “model”, “memory”, “processor” etc. Use pictures or real - life examples to help students understand. For example, when teaching “processor”, you can show a picture of a computer's motherboard with the processor marked, and explain that the processor is like the “brain” of the computer, which affects its running speed. Prediction: Let students look at the three questions and the table about computer models on page 40 of the textbook. Guide them to predict what the listening material might be about. For example, ask them “From the questions, what do you think Li Na and Liu Wei will talk about? What kind of information might be filled in the table?” This can help students have a preliminary understanding of the listening content and improve their listening efficiency. 3. While - listening (15 minutes) First listening: Play the recording of the conversation for the first time. Ask students to listen carefully and answer the three general questions on the textbook. After listening, invite several students to share their answers. Check the answers together and briefly explain if there are any misunderstandings. This step helps students get a general idea of the conversation. Second listening: Play the recording again. This time, ask students to listen more carefully and fill in the table with specific information about different computer models, such as the model name, price, memory, and whether it is suitable for Li Na. Walk around the classroom to observe students' progress and offer help if necessary. After listening, ask students to check their answers in pairs. Then, select some pairs to report their answers to the whole class. Language points explanation: During this process, if there are some difficult sentences or important language points in the listening material, stop the recording and explain them. For example, if the sentence “This model has a 12 - hour battery life, which is much longer than the average one.” appears, explain the relative clause “which is much longer than the average one” and the usage of “much + comparative degree”. 4. Post - listening (10 minutes) Group discussion: Divide students into groups of four or five. Let them discuss the following questions: “If you were to buy a laptop, what factors would you consider? Which model in the listening material do you think is the best for you? Why?” Encourage each group member to express their opinions. Walk around the groups to listen to their discussions and offer guidance if needed. This can help students further understand the content of the listening material and improve their oral communication skills. Report: Ask each group to select a representative to report the group's discussion results to the whole class. Other groups can ask questions or make comments. This step can not only train students' speaking ability but also cultivate their critical thinking ability. 5. Summary and Homework (5 minutes) Summary: Summarize the key points of this class, including new words, phrases, listening strategies, and the main content of the listening material. Ask students to recall what they have learned in this class. Homework: Ask students to write a short passage about the computer they would like to buy. They should include the reasons why they choose this computer, referring to the information and language points learned in this class. Require students to listen to the conversation again after class and try to imitate the pronunciation and intonation. They can record their own imitation and send it to the teacher through the class learning platform if possible. 教学反思 After teaching this listening class, I need to reflect on the following aspects: Teaching effectiveness: Whether students have achieved the teaching objectives. Did they master the new words and phrases related to computer models? Can they effectively use listening strategies to understand the listening material? Did they actively participate in group discussions and express their opinions fluently? If not, what are the reasons? Maybe the listening material was a bit too difficult, or the teaching methods were not suitable enough for some students. Teaching methods: Evaluate whether the teaching methods used in class, such as pre - listening prediction, while - listening note - taking training, and post - listening group discussion, were effective. If some students had difficulty following the teaching rhythm, I need to adjust the methods in the future. For example, I could slow down the speed of playing the recording for the first time, or provide more guidance during group discussions. Student participation: Consider whether all students actively participated in class activities. If some students were left out, I should think about how to encourage them to participate more actively in the next class. Maybe I can design more interesting activities or give more positive feedback to those students. Homework assessment: When assessing students' homework, I can further understand students' understanding and application of the knowledge learned in class. According to the results of homework assessment, I can adjust the teaching content and methods in the next class to better meet the learning needs of students. By reflecting on these aspects, I can continuously improve my teaching quality and help students better master English listening skills and relevant knowledge. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$