Unit1 This is me. Developing ideas (listening&speaking)教学设计2025-2026学年外研版英语八年级上册

新外研版八年级上册Unit1 This is me. Developing ideas (listening&speaking)教学设计 I. Analysis of the teaching materials [What] It is about works of literature. Take The Wonderful Wizard of Oz for example and let students learn from it. [Why] By studying this part, students can learn about some works of literature, understand the storyline of The Wonderful Wizard of Oz, and discover their values from characters in books. [How] It mainly contains a radio programme and two conversations. Starting from the storyline, it describes the process by which the characters discover a new version of themselves. II. Analysis of the target students Students’ understanding of classic works is still insufficient. Only some students have learnt about The Wizard of Oz by films or the original book. Therefore, teacher should provide a pre-class explanation/introduction about the book, especially the characters in books. III. Teaching objectives 1. Language competence: Students can master the words and expressions, like "enjoy the story of...", "find... in oneself", "find a way out"... 2. Cultural awareness: Students can learn about the storyline and characters of The Wonderful Wizard of Oz and acquire knowledge about foreign classics. 3. Thinking capability: Students can develop their thinking ability and find "a new me" by learning from characters in the book, like the Scarecrow. 4. Learning ability: Students can predict some information according to the title and pictures. Besides, they can also use appropriate listening strategies to help them. IV. Key points and difficult points 1. Learn to use listening strategies. 2. Find their values by exploring and reflection. 3. Be confident to introduce or comment on another book about finding a "new me". V. Teaching methods The task-based language teaching method and the communicative language teaching method. VI. Teaching procedures Step 1 Lead in 1. Teacher shows a picture in book (P97) on the screen and ask questions: What are the names of the books? Do you know other books like these? 2. Let students read "DID YOU KNOW" and find what comment or messages the two books share (in search of values) 设计意图：用图片和问题激发兴趣，激活已有知识；通过阅读“DID YOU KNOW”，引导学生初步感知书籍共同主题，为后续学习奠基。 Step 2 Pre-listening 1. New words Learn new words through pictures. 2. Make a prediction Students read the question and predict the answer based on what they have just learnt. 设计意图：图片学词直观形象，助力词汇记忆；让学生依据已有知识预测，培养预测能力，为听力理解做准备。 Step 3 While-listening 1. First listening: Listen for the main idea. (a) and ask questions: What's the basic information of a book? (Name, Writer, Type...) 2. Second listening: Fill in the table The book Name ________ Writer ________ Type ________ Characters ________ (等) Setting ________ 3. Third listening: Read questions first and listen for the answers. 4. Check the answer and ask questions: The book club is talking about The Wonderful Wizard of Oz. What are the students and teacher's comments on this book? (也可以换成学生在了解完故事梗概和人物之后，对这本书的评价/有什么样的看法，再转入活动3，看看 Emma, Ethan and teacher 的评价) 5. Listen to the conversation and complete the comments. (A3) And check the answer one by one. 6. Teacher shows the listening text on the screen and tells the students what to pay attention to comment on books. (Listen again and read after it). 7. Ask question: How do we make comment on books? (learning to learn) 设计意图：通过多次分层听力活动，从捕捉主旨到提取细节，逐步提升听力理解能力；结合文本学习评论书籍的方法，培养语言分析与运用能力，渗透“学会学习”策略。 Step 4 Post-listening 1. Brainstorm: Do you know another book about finding a "new me"? 2. Teacher could give some examples, like Wonder. (Wonder is one such book. It tells the story of a 10-year-old boy called Auggie. His face is different from other kid's. He faces many challenges at school. It is about kindness, acceptance and finding your own value. And My favourite quote from it is "When given the choice between being right or being kind, choose kind.") 3. Pair work: Introduce and comment on another book finding a "new me"; including basic information, quote, favourite character and the most interesting part... 4. Invite some groups to show their dialogue and make comments on them. 设计意图：头脑风暴与教师举例拓展思维和知识；结对活动让学生运用所学介绍书籍，提升语言综合运用与合作交流能力；展示与评价环节为学生提供展示平台，通过互评促进反思与提升。 Step 5 Summary and homework 1. Invite a student to talk about what he/she have learnt exploring yourself in this class. (T complement) 2. Practise your dialogue as much as possible after class. 设计意图：学生总结课堂所学，教师补充，帮助巩固知识；课后练习对话，强化语言运用与记忆，延伸课堂学习效果。 Blackboard design Name The Wonderful Wizard of Oz Writer L. Frank Baum Type Children's book Characters Dorothy, Toto, Scarecrow.... Comment exciting story / a great book about finding our own values. ★ Finding a "new me" 教学反思： 在本节课教学中，通过任务驱动与分层听力活动，学生基本掌握了书籍评论的语言表达，也能结合《绿野仙踪》思考自我价值，文化与思维目标初步达成。但部分基础薄弱学生在听力细节捕捉上仍有困难，小组展示时个别组互动欠充分。后续可提前加强听力策略指导，为学困生设计更基础的听力任务，并在小组活动前明确分工，保障全员参与度。 学科网（北京）股份有限公司 $$