Unit 3 Sound Body, Sound Mind-Exploring the Topic-Theme Reading 教学设计 2025-2026学年仁爱科普版英语八年级上册

本文围绕“Unit 3 Sound Body, Sound Mind - Exploring the Topic - Theme Reading”展开，通过读前、读中、读后活动，引导学生掌握保持积极态度相关词汇、阅读策略等核心知识。承接单元知识基础，为后续语言运用奠基，呼应单元主题。教学中，借助多样活动，渗透语言、文化、思维、学习能力等核心素养。 该设计亮点在于以主题阅读串联教学环节，采用小组讨论、图片预测等特色教法。从学生层面看，强化思维与语言应用能力；从教师角度，提供清晰授课路径；课堂效果上，增强互动，有效突破教学重难点。

Unit 3 Sound Body, Sound Mind-Exploring the Topic-Theme Reading This part is a theme reading activity. Students will carry out theme reading by applying the thinking skills and reading strategies learned in this unit, which is one of the core parts of the entire unit. Firstly, students answer questions by discussing pictures, stimulating their interest in exploring the unit theme text, activating prior knowledge, and preparing for text learning. Secondly, students read the text, obtain the general idea of the text by drawing key information in the text, and complete the notes, consolidating the strategies learned in this unit, and improving their strategy application ability and reading comprehension ability. Thirdly, students complete vocabulary matching according to the text content. Finally, students read the text again, fill in the comparison table of how Meimei and Yinuo maintain a positive attitude, compare and contrast the similarities and differences between the two in maintaining a positive attitude, deepen thinking skills training and understanding of the theme, and achieve transfer and innovation. This part consists of 4 activities. 教学目标 Employ reading strategies such as underlining key information and taking notes to understand the important content of the text, improving their reading comprehension skills. Complete the matching of words and their meanings according to the text content, and master the key words in the text, expanding their vocabulary. Fill in the comparison table of how to maintain a positive and optimistic attitude, analyze and compare the similarities and differences, and make correct value judgments, enhancing their logical thinking and critical thinking abilities. Use the language learned in the text to talk about their own ways of maintaining a positive attitude, achieving language output and practical application. 教学重难点 1. Key Points Guide students to master reading strategies and accurately obtain key information from the text. Help students understand and remember the key words and phrases related to maintaining a positive attitude in the text. Enable students to clearly compare and summarize the methods of different people in maintaining a positive attitude. 2. Difficult Points Cultivate students' ability to deeply understand the text and make inferences and value judgments based on the content. Encourage students to actively use English to express their own views and experiences on maintaining a positive attitude, and improve their language application ability in real - life scenarios. 1. Key Words and Phrases Positive attitude - 积极的态度：The most important thing in life is to have a positive attitude.（生活中最重要的是要有积极的态度。） Stay positive - 保持积极：No matter what difficulties we meet, we should stay positive.（无论遇到什么困难，我们都应该保持积极。） Exercise - 锻炼：Regular exercise is good for our health.（定期锻炼对我们的健康有好处。） Communicate with - 与…… 交流：We should communicate with our parents more often.（我们应该更经常地与父母交流。） Get enough sleep - 获得充足的睡眠：It's necessary to get enough sleep every day.（每天获得充足的睡眠是必要的。） Play sports - 做运动：He likes to play sports after school.（他放学后喜欢做运动。） Find the good points - 发现优点：We should learn to find the good points in others.（我们应该学会发现别人的优点。） Write down - 写下：Please write down your name and address.（请写下你的姓名和地址。） 2. Key Sentence Patterns Meimei thinks that exercising more, communicating with more people and getting enough sleep can help her stay positive.（梅梅认为多锻炼、多与人交流以及获得充足的睡眠能帮助她保持积极。） Yinuo believes that playing sports, finding the good points in ourselves and writing the bad feelings down are good ways to stay positive.（一诺认为做运动、发现自身的优点以及写下不好的情绪是保持积极的好方法。） 教学过程 1. Lead - in (5 minutes) Free talk: Start the class with a free talk. The teacher asks students, "What do you usually do in your free time to make yourself feel happy or relaxed?" Encourage students to share their experiences, such as listening to music, watching movies, playing games, etc. While students are speaking, the teacher can write down some related words and phrases on the blackboard, like "listen to music", "watch movies", "play basketball". Purpose: This activity aims to arouse students' interest in the topic, activate their prior knowledge related to staying positive, and create a relaxed and friendly classroom atmosphere, making it easier for students to enter the learning state. 2. Pre - reading (8 minutes) Activity 1: Ask students to work in pairs. Show them some pictures related to negative emotions (such as a crying face, a person looking sad) and positive actions (such as a person doing sports, a group of people laughing and chatting). Then ask them, "What do you often do when you feel down? Look at these pictures and discuss with your partner." After a few minutes, invite some pairs to share their answers. Activity 2: Show students the pictures in Activity 2 of the textbook. Let them predict what Meimei and Yinuo do to stay positive according to the pictures. For example, from a picture of a girl running, students may predict that she exercises to stay positive. Purpose: By observing pictures and answering questions, students can activate their existing knowledge and experience, and also improve their ability to predict text content, which is beneficial for better understanding of the text in the following reading process. 3. While - reading (18 minutes) Activity 1: Ask students to read the text quickly and underline the key information. Then, let them complete the notes according to the text. The notes can include the main ways Meimei and Yinuo use to stay positive. For example: Meimei: Exercise more: She runs every morning and plays badminton on weekends. Communicate with more people: She joins a club and makes a lot of new friends. Get enough sleep: She goes to bed at 10:30 p.m. every day. Yinuo: Play sports: He plays football three times a week. Find the good points in ourselves: He always tells himself that he is good at math. Write the bad feeling down: When he is sad, he writes a diary. Check the answers: After students finish, invite several students to share their answers. The teacher checks and corrects them, emphasizing the importance of accurate information extraction. Activity 2: Let students read the text in Activity 2 again and match the words and phrases with their meanings. The words and phrases can be "positive attitude", "exercise", "communicate", "get enough sleep", "play sports", "find the good points", "write down", etc. Check the answers: Have students exchange their answer sheets with their partners to check each other's answers. Then, the teacher shows the correct answers on the screen and explains the meanings and usages of some difficult words and phrases. Purpose: This part helps students practice reading strategies, improve their reading speed and accuracy in obtaining information, and also deepens their understanding of new words and phrases through context - based learning. 4. Post - reading (10 minutes) Activity 1: Ask students to read the text again and complete the comparison chart in Activity 4. The chart can compare Meimei and Yinuo's ways of staying positive from aspects such as the type of activity, frequency, and personal feelings. Check the answers: The teacher asks several students to report their completed charts, and then makes a summary and correction. Activity 2: Based on the comparison chart in Activity 4, ask students to retell the text. They can start like this, "Meimei and Yinuo have different ways to stay positive. Meimei... Yinuo...". Encourage students to use their own words as much as possible while including the key information. Activity 3: Organize students to work in pairs. Ask them to tell their partners how they will do to stay positive in their daily lives. After a few minutes, invite some students to share their opinions in class. Purpose: Through filling in the comparison chart and retelling the text, students can further deepen their understanding of the text and improve their logical thinking and language organization abilities. The sharing activity allows students to connect the knowledge learned in the text with their own lives, achieving the transfer and application of knowledge. 5. Summary and Homework (4 minutes) Summary: The teacher briefly reviews the key points of this lesson, including the important ways to stay positive mentioned in the text, key words and phrases, and reading strategies. Emphasize the importance of maintaining a positive attitude in life. Homework: Ask students to write a short passage about their own ways to stay positive, using at least 5 key words and phrases learned in this class. Let students find more information about how to stay positive in English reading materials (such as English newspapers, magazines, or online articles) and share it with the class next time. Purpose: The written homework helps students consolidate the language knowledge learned in class and improve their writing ability. The information - searching homework can expand students' learning channels and cultivate their autonomous learning ability. 教学反思 After this class, overall, students showed certain enthusiasm for the topic, and most of them were able to actively participate in classroom activities. Through various reading activities, students have to some extent mastered the reading strategies of underlining key information and taking notes, and have also improved their reading comprehension ability. However, there are still some areas that need improvement. Vocabulary teaching: Although new words and phrases were explained during the while - reading process, some students still had difficulties in understanding and using some complex words. In future teaching, more time can be allocated to vocabulary learning, such as using more vivid examples and conducting vocabulary games to help students better remember and apply new words. Students' language output: During the post - reading sharing activity, some students were a bit hesitant when expressing their own ways to stay positive. This indicates that students' language application ability still needs to be strengthened. In the future, more similar speaking and writing activities can be designed to provide students with more opportunities to practice using English to express their real - life experiences and opinions. Differentiated instruction: In the classroom, it was found that students' learning levels varied. Some students could quickly complete learning tasks, while others needed more time and guidance. In the future, teaching content and tasks can be further differentiated to meet the learning needs of students at different levels, so that every student can make progress in the learning process. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$