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

Unit 3 Sound Body, Sound Mind-Exploring the Topic-Grammar in use This part of "Grammar in use" in Unit 3 of Ren'ai Science Edition (2024) for Grade 8 focuses on two main grammar points: the prefixes "non-, dis-, un-, mis-, in- and im-" and the usage of the verb "need". For the prefixes, students will first learn this word - forming method through pictures and sentences describing the health - themed context. They will observe the pictures and read the sentences to master the expressive forms of these prefixes in specific contexts. Then, they will internalize the ideographic function of the prefixes by filling in the blanks with the correct forms of the given words. Finally, they will carry out transfer and innovation activities by reading texts and filling in the blanks with the words formed by the learned prefixes, which reflects the pragmatic function of these prefixes. As for the verb "need", its grammatical application is presented through a conversation related to the unit theme. Students will learn and understand the form and meaning of the verb "need" in a specific context. They will summarize the usage rules of the verb "need" by completing a table - filling task. And they will also use "need" to give suggestions in specific contexts through relevant exercises, thus carrying out transfer and innovation activities. There are a total of 6 activities in this grammar section. 教学目标 Knowledge Aim: Students can recognize and understand the prefixes "non-, dis-, un-, mis-, in- and im-" and use them to form new words. Students can master the different usage forms of the verb "need", including "need to do", "don't/doesn't need to do" and "needn't do". Ability Aim: Be able to use the words formed by prefixes to describe relevant topics, especially those related to health in this unit. Be capable of using the verb "need" correctly to express needs and give suggestions in daily conversations and writing. Emotional Aim: Cultivate students' interest in learning grammar through various activities. Encourage students to actively participate in group work and communication, improving their cooperation ability and confidence in using English. 教学重难点 Key Points: The correct understanding and usage of the prefixes "non-, dis-, un-, mis-, in- and im-". The different usage situations and forms of the verb "need". Difficult Points: Distinguishing the subtle differences in meaning when using different prefixes. Mastering when to use "need" as a modal verb and when to use it as a main verb, and the corresponding changes in sentence structures. Prefixes non -: It means "not" or "lack of". For example, "nonsmoker" (a person who doesn't smoke), "nonstop" (without stopping). dis -: It often indicates the opposite or reversal of an action or state. Such as "disagree" (not agree), "dislike" (not like). un -: Usually used to make the opposite of an adjective or adverb. For instance, "unhealthy" (not healthy), "unhappy" (not happy), "unfortunately" (not fortunately). mis -: It implies doing something wrong or badly. For example, "misplace" (put something in the wrong place), "misunderstand" (understand wrongly). in -/im -: They are used to form the opposite of adjectives. "in -" is used before most words, like "incorrect" (not correct), "inactive" (not active). "im -" is used before words beginning with "m", "p" and "b", such as "impossible" (not possible), "impolite" (not polite), "immoral" (not moral). Verb "need" As a main verb: The structure is "need to do sth.". For example, "We need to get up early every morning." The negative form is "don't/doesn't need to do sth.", like "She doesn't need to exercise every day." As a modal verb: It is often used in negative sentences and interrogative sentences. The structure is "needn't do sth." in negative sentences. For example, "You needn't come so early." In interrogative sentences, it goes like "Need I go now?" 教学过程 Lead - in (5 minutes) Greet the students as usual. Show some pictures related to healthy and unhealthy lifestyles, such as a person smoking (unhealthy) and a person doing exercise (healthy). Ask students: "Look at these pictures. Can you describe what these people are doing? Are these behaviors good for our health?" Guide students to answer and naturally lead to the grammar points to be learned in this class, that is, how to use prefixes to describe these behaviors and how to express our needs and suggestions about health, which are related to the usage of the verb "need". Presentation of Prefixes (10 minutes) Activity 1: Show the pictures and sentences in Activity 1 of the textbook. Let students look at the pictures carefully and read the sentences aloud. Pay attention to the prefixes in bold. For example, in the sentence "A nonsmoker is a person who doesn't smoke.", emphasize the prefix "non -". Then ask students to read the sentences again and identify the prefixes in each sentence. Check students' understanding. Explain the general meaning and function of each prefix briefly with more examples on the blackboard. For example, for "dis -", write "disappear - appear, disconnect - connect" on the blackboard to show how it forms the opposite meaning. Practice of Prefixes (10 minutes) Activity 2: Let students do the exercise of filling in the blanks with the correct form of the given words in Activity 2. Walk around the classroom to monitor students' work. After they finish, ask several students to write their answers on the blackboard. Check the answers together. Let students read the sentences aloud again to further internalize the usage of prefixes. Then, guide students to summarize the rules of using these prefixes. For example, when using "un -" to form the opposite of an adjective, usually just add "un -" in front of the original adjective. Application of Prefixes (5 minutes) Activity 3: Ask students to read the text in Activity 3 and fill in the blanks with the words formed by the learned prefixes. After they finish, check the answers. Let students read the text aloud to ensure they can use these words correctly in context. Presentation of Verb "need" (7 minutes) Activity 1 (about "need"): Divide students into pairs. Let them read the conversation in Activity 1 about the verb "need" in the textbook. While reading, they should pay attention to the usage of "need". After reading, ask them to discuss in pairs how to use "need" correctly. Invite some pairs to share their understandings with the class. Then, explain the two main usage situations of "need" (as a main verb and as a modal verb) in detail with examples on the blackboard. Summary of Verb "need" (5 minutes) Activity 2 (about "need"): Let students complete the table in Activity 2 to summarize the rules of using "need". Walk around to help students who have difficulties. After they finish, check the answers together. Make sure students clearly understand the different forms and usages of "need". Application of Verb "need" (3 minutes) Activity 3 (about "need"): Let students read the sentences in Activity 3 and circle the correct words. Check the answers. This activity helps students further practice using "need" correctly in real - life - like contexts. 教学反思 After this class, students generally showed a certain level of interest in learning the two grammar points. Through various activities such as picture - watching, sentence - reading, blank - filling and group - discussion, most students were able to master the basic usage of prefixes and the verb "need". However, there were still some problems. Some students had difficulty in distinguishing the usage of "need" as a modal verb and as a main verb. In the future, more examples and exercises should be provided to strengthen this part. Also, when using prefixes, a few students made mistakes in spelling new words. It is necessary to remind students to pay attention to spelling and give more spelling - related exercises. In terms of teaching methods, group - work and individual - practice activities were effective in mobilizing students' enthusiasm. But in some group - work, a few students were less active. In the future, more guidance and encouragement should be given to ensure every student participates actively. Overall, this teaching design achieved most of the teaching aims, but there is still room for improvement in teaching details and student - centeredness. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$