Unit 8 Pets and us Section 1 Experiencing and understanding language Reading 教学设计 -2025-2026学年沪教版英语八年级上册

Unit 8 Pets and us-Section 1 Experiencing and understanding language-Reading This reading material from Unit 8 “Pets and us” in the 2024 Shanghai Education Edition English textbook for Grade 8 is an opinion column from an online teen magazine. It presents two different views on keeping pets, especially dogs. Li Li argues in favor of keeping dogs, stating that dogs are faithful, can help develop responsibility, and are great companions. On the contrary, Wang Meng lists reasons against keeping dogs, such as the noise they make, the trouble of taking care of them, and potential safety issues. Through this reading, students are exposed to different perspectives on pet - keeping, which not only enriches their vocabulary related to pets but also helps them develop critical thinking skills in evaluating opinions. 教学目标 Students will be able to master key vocabulary and phrases related to pets, such as “faithful”, “responsible”, “attack”, “hold”, “advise”, “cause”, “complain”, “grow up”, “care for”, “in short”, “have no choice but to do”, etc. Students will understand the usage of adverbs and the formation and usage of adverbial comparatives and superlatives as presented in the text. Students will be able to distinguish between facts and opinions in the reading material. 教学重难点 A. Key Points Key vocabulary and phrases related to pets and pet - keeping. The ability to distinguish between facts and opinions in the text. Expressing personal opinions on pet - keeping with proper reasons. B. Difficult Points Using adverbs and adverbial comparatives and superlatives correctly in sentences. Organizing thoughts and writing a coherent passage to present one's own opinion on pet - keeping. A. Vocabulary Nouns: flat (公寓), choice (选择), litter (垃圾), wealth (钱财；财富), queen (女王；王后), servant (仆人；佣人), pride (自豪；骄傲), relationship (关系) Verbs: attack (袭击；攻击), hold (抱着；拿着), advise (劝告；建议), cause (引起；造成；导致), complain (抱怨；投诉), relieve (方便；解手) Adjectives: faithful (忠实的；忠诚的), responsible (可信任的；可信赖的), awake (醒着), unlikely (不大可能发生的), magical (有魔力的) Adverb: indoors (在室内) Preposition: among (在…… 中) B. Phrases grow up (长大；成熟) care for (照顾；照料) in short (总之；简言之) have no choice but to do (别无选择；只能……) run free (四处自由走动) lie around (懒散度日；游手好闲) complain about (抱怨) in addition (除…… 以外 (还)) catch the eye of sb. (引起某人的注意) bring good luck (带来好运) be full of pride for… (对…… 充满自豪) C. Grammar Adverbs: Adverbs are used to modify verbs, adjectives, other adverbs, or the whole sentence, indicating time, place, degree, manner, etc. For example, “He runs quickly.” (modifying the verb), “She is very beautiful.” (modifying the adjective), “He speaks too fast.” (modifying the adverb), “Fortunately, he passed the exam.” (modifying the sentence). Some adverbs are formed by adding -ly to adjectives, like “happy - happily”. Some adjectives and adverbs have the same form, such as “fast”. Adverbial Comparatives and Superlatives Rules for formation: For one - syllable adverbs: Add -er for the comparative form and -est for the superlative form. For example, “fast - faster - fastest”. For two - syllable adverbs ending with -y: Change y to i and add -er for the comparative form and -est for the superlative form. For example, “early - earlier - earliest”. For other two - syllable adverbs and multi - syllable adverbs: Add more for the comparative form and most for the superlative form. For example, “carefully - more carefully - most carefully”. Irregular changes: “well - better - best”, “badly - worse - worst”, “much - more - most”, “little - less - least”, “far - farther/further - farthest/furthest” Usage: Comparative form: Used for comparing two things, with the structure “A + verb + comparative form + than + B”. For example, “He runs faster than me.” Superlative form: Used for comparing three or more things, with the structure “A + verb + the + superlative form + in/of + scope”. For example, “He runs the fastest in our class.” Modifiers: Comparative forms can be modified by “much”, “a little”, “even”, “far”, etc. to strengthen or weaken the degree of comparison. Superlative forms are usually preceded by “the”. The structure “as...as...” is used to indicate that two things are the same, with the original form of the adverb in the middle. For example, “He runs as fast as me.” 教学过程 A. Lead - in (5 minutes) Show some pictures of different pets, such as dogs, cats, hamsters, and fish, on the PPT. Ask students: “What animals do people usually keep as pets? Why do people like to keep pets?” Let students discuss in pairs and then invite some pairs to share their ideas with the class. Write down some of the students' reasons on the blackboard, such as “cute”, “funny”, “good companions”, etc. B. Pre - reading (8 minutes) Present new words and phrases on the PPT. Teach the pronunciation, meaning, and usage of each word or phrase through examples. For example, for the word “faithful”, say “A faithful dog will always stay by your side. Can you give me some other examples using this word?” Let students imitate and practice using the new words in sentences. Divide students into two groups. Give each group a set of cards with statements related to pet - keeping, some of which are facts and some are opinions. Let them discuss and sort the cards into two categories: facts and opinions. Then check the answers together and explain the difference between facts (things that can be proven true) and opinions (personal views or beliefs). C. While - reading (18 minutes) Skimming: Let students read the opinion column quickly within 2 minutes. Ask them to answer the question: “What are the two main opinions about keeping pets in the text?” After they finish reading, invite students to share their answers. The two main opinions are that Li Li thinks keeping dogs is a good idea while Wang Meng believes it is not a good idea. Scanning: Ask students to read the text again more carefully. Give them some detailed questions, such as “What reasons does Li Li give for keeping dogs?” and “What problems does Wang Meng mention about keeping dogs?” Let students find the relevant information in the text and underline it. After a few minutes, ask students to work in pairs to compare their answers. Then invite some pairs to report their findings to the class. Write down the reasons on the blackboard: Li Li's reasons: Dogs are faithful (a dog will love you faithfully and is always pleased to see you); keeping dogs helps us become more responsible people; dogs can be great companions. Wang Meng's reasons: Dogs bark loudly (nearly all dogs bark at strangers, which can be annoying); taking care of dogs is troublesome (you have to feed them, take them for walks, and clean up after them); dogs may attack people (although it's unlikely, there is still a risk). In - depth reading: Focus on the grammar points in the text. Point out some sentences with adverbs and adverbial comparatives and superlatives, such as “Some dogs bark more loudly than others.” and “They are much quieter than dogs.” Explain the grammar usage again and let students imitate these sentences to make their own sentences. Let students analyze the structure and logic of the two opinions in the text. Ask them how the writers present their views and support them with reasons. D. Post - reading (10 minutes) Group discussion: Divide students into small groups of 4 - 5. Pose the question: “Is it a good idea to keep pets? Why or why not?” Let each group discuss and make a list of reasons for their opinion. Encourage them to use the vocabulary and sentence patterns they have learned in the text. Report and debate: After the group discussion, each group selects a representative to report their group's opinion and reasons to the class. Then, organize a simple debate. Let the groups with different opinions have a short argument, expressing their views and rebutting the opposite views. Writing practice: Ask students to write a short passage (about 80 - 100 words) to present their own opinion on pet - keeping. They should state their opinion clearly and give at least two reasons to support it. Walk around the classroom to offer guidance and help while students are writing. After they finish writing, ask some students to read their passages aloud, and give them some brief comments and suggestions. E. Summary and Homework (4 minutes) Summary: Summarize the key points of this class, including new vocabulary, grammar knowledge (adverbs and adverbial comparatives and superlatives), and the main opinions about pet - keeping in the text. Review the process of distinguishing facts from opinions. Homework: Ask students to rewrite their passage about pet - keeping, making it more perfect by adding more details or using more vivid language. Let students search for more information about pet - keeping, such as interesting stories about pets or tips for being a good pet owner, and share it with the class next time. 教学反思 In this class, through various teaching methods such as lead - in, pre - reading, while - reading, post - reading, and summary, students have actively participated in the learning process. The lead - in activity successfully aroused students' interest in the topic of pet - keeping, and the pre - reading vocabulary teaching and fact - opinion sorting prepared them well for reading the text. During the while - reading process, students' reading skills were effectively trained, and they could clearly understand the two different opinions in the text. The post - reading group discussion and debate provided students with opportunities to express their own views, and the writing practice helped them consolidate what they had learned. However, there are still some areas for improvement. In the group discussion, some students were a bit shy and did not actively participate. In the future, more encouragement and guidance should be given to these students to make them more involved. Also, in the grammar teaching part, although examples were given, some students still seemed confused about the usage of adverbial comparatives and superlatives. Maybe more practice exercises and real - life examples could be provided to help them better master this grammar point. Overall, this teaching design achieved most of the teaching objectives, but continuous improvement is needed to better meet the learning needs of students. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$