Unit 4 Changing and Growing-Developing the Topic-Oral Communication 教学设计2025-2026学年仁爱科普版（2024）八年级英语上册

本文围绕“成长中的问题与解决方案”展开口语交际教学设计，核心知识点为相关词汇、表达及口语运用。承接日常英语学习，为提升综合语言运用能力奠基，呼应单元主题。通过听力、讨论等环节，培养学生语言、文化、思维及学习能力等核心素养。 该设计亮点在于“以听促说”，采用图片、音频等多样教具。从学生层面看，提升口语与思维能力；从教师角度，提供清晰授课路径；课堂效果上，增强互动，突破表达难点。

Unit 4 Changing and Growing-Developing the Topic-Oral Communication This part is an oral communication activity, which adopts the form of "promoting speaking through listening". It guides students to carry out oral communication activities around the unit theme of "problems in growing up and solutions". In Activity 1, students first read the pictures and questions to understand the activity content. Then, they listen to the drama. For the first time, they tick the correct answers to initially obtain information in the audio. For the second time, they match the adjectives with the sentences to further deepen their understanding of the audio content and learn to use adjectives to describe emotions. This activity helps students improve their listening skills and the ability to understand and use relevant language. In Activity 2, students are required to work in groups. They need to discuss their own problems in growing up, their initial feelings, the methods to deal with the problems and their final feelings according to the given four questions. This activity aims to cultivate students' ability to communicate and discuss in English, share experiences and solve problems. Through these two activities, students can comprehensively improve their oral English ability and language application ability in the context of growing up. 教学目标 Knowledge Aim: Students can master the key words and expressions related to problems in growing up and solutions, such as "argument", "encourage", "confident" and so on. Learn to use adjectives to describe emotions and feelings, like "upset", "happy", "worried". Ability Aim: Be able to use listening strategies to obtain key information about growing - up problems and their solutions. For example, they can catch specific details while listening to the drama in Activity 1. Correctly use the learned language to talk about their own growing - up problems and corresponding solutions. They can express their ideas clearly and fluently in group discussions in Activity 2. Improve oral communication skills and team cooperation ability in group discussion activities. They can actively participate in group discussions, listen to others' opinions and express their own views. Emotional Aim: Through sharing their own growing - up experiences, students can better understand themselves and their peers, and enhance their emotional communication and mutual understanding. Cultivate a positive attitude towards growing - up problems, and learn to face difficulties bravely and find solutions. 教学重难点 Key Points: Enable students to understand the content of the drama about growing - up problems in Activity 1 and master the key information. Guide students to use the learned language to effectively discuss and share their own growing - up problems and solutions in Activity 2. Help students master the usage of adjectives to describe emotions and correctly use them in expressions. Difficult Points: How to guide students to deeply explore their own growing - up problems and think about effective solutions, and express their complex feelings and experiences accurately in English. In group discussions, how to ensure that every student actively participates and fully expresses their opinions, and how to promote in - depth communication and interaction among group members. Vocabulary: Problems: argument (n. 争吵), pressure (n. 压力), failure (n. 失败), difficulty (n. 困难), misunderstanding (n. 误解) Solutions: encourage (v. 鼓励), communicate (v. 交流), solve (v. 解决), adjust (v. 调整), overcome (v. 克服) Emotional Adjectives: upset (adj. 心烦的), worried (adj. 担忧的), frustrated (adj. 沮丧的), confident (adj. 自信的), happy (adj. 高兴的) Useful Expressions: have a problem with... 在…… 方面有问题 argue with sb. 与某人争吵 feel bad about oneself 自我感觉糟糕 little by little 逐渐地 deal with 处理 in the end 最后 Sentence Patterns: What problems did you have? 你有什么问题？ How did you feel at first? 一开始你感觉如何？ What did you do to deal with the problems? 你做了什么来处理这些问题？ How did you feel in the end? 最后你感觉如何？ 教学过程 Warming - up (5 minutes) Greet the students and show some pictures of teenagers in different situations, such as arguing with parents, studying hard, playing with friends. Ask students to describe what they see in the pictures briefly in English. For example: "In this picture, a boy is arguing with his parents. He looks very upset." Design intention: This step can quickly arouse students' interest, activate the classroom atmosphere, and review some relevant vocabulary and sentence patterns about daily life, laying a foundation for the subsequent learning of the topic of growing up. Pre - listening (8 minutes) Let students look at the pictures in Activity 1A and read the three questions below. Ask students to predict the content of the drama according to the pictures and questions. For example, for the question "Which is Mike's favorite band?", students may predict the names of some popular bands. Divide students into pairs to discuss their predictions. Then, invite several pairs to share their predictions with the class. Design intention: By observing the pictures and making predictions, students can have a preliminary understanding of the listening content, which helps to improve their listening comprehension ability. The pair - work discussion can also stimulate students' thinking and active participation. While - listening (12 minutes) First listening: Play the audio of the drama in Activity 1A for the first time. Let students listen carefully and tick the correct answers to the three questions. Check the answers with the whole class. Ask students to explain why they choose the answers. Second listening: Play the audio again. This time, let students complete Activity 1B, that is, match the adjectives with the sentences. After listening, check the answers and ask students to read the sentences with the correct adjectives aloud to strengthen their understanding. Design intention: The first listening allows students to grasp the main idea and key information of the drama, and the second listening focuses on details, especially the understanding and application of adjectives to describe emotions. The process of checking answers and students' explanations can help teachers understand students' listening situation and correct their misunderstandings in time. Oral Communication (15 minutes) Divide students into groups of four or five. Present the four questions in Activity 2 to the students: What problems did you have? How did you feel at first? What did you do to deal with the problems? How did you feel in the end? Let students discuss these questions in groups, sharing their own growing - up problems and experiences. Teachers walk around the classroom, listen to students' discussions, and give necessary guidance and help. For example, if a student has difficulty expressing an idea, the teacher can offer some words or sentence patterns. After the group discussion, invite several groups to report their discussions to the whole class. Each group can choose a representative to speak. Design intention: Group discussion provides students with a platform for oral communication. By sharing their own experiences, students can not only improve their oral English ability, but also learn from each other and gain more ways to deal with growing - up problems. The group report can train students' ability to organize language and express ideas in public. Summary (3 minutes) Summarize the key points of this class with the students, including the new words, expressions and sentence patterns related to growing - up problems and solutions. Emphasize the importance of facing growing - up problems bravely and actively seeking solutions. Design intention: The summary can help students review and consolidate the knowledge learned in this class, and strengthen their understanding of the theme. Homework (2 minutes) Ask students to write a short passage about their growing - up problems and solutions they shared in class. The passage should include at least 80 words. Suggest students to listen to some English stories about growing up after class to further improve their listening ability. Design intention: Writing homework can help students further organize their thoughts and improve their writing ability. Listening to English stories can expand students' language input and improve their language sense. 教学反思 Advantages: The teaching process is relatively clear, starting from warming - up, pre - listening, while - listening, oral communication to summary and homework, which can guide students to gradually master the knowledge and skills of this class. The use of pictures, audio and group discussion activities can arouse students' interest in learning, and most students can actively participate in classroom activities. For example, in the group discussion of oral communication, many students actively shared their own experiences, and the atmosphere was warm. Through listening training and oral communication practice, students' listening and speaking abilities have been effectively improved. In the process of checking the listening answers and group reports, it can be seen that students have a certain understanding and application ability of the learned content. Disadvantages: In the group discussion, some students are still a little shy and do not actively participate in the discussion. Although the teacher has given guidance, the effect is not very ideal. For example, there are one or two students in each group who speak very little. When students report their group discussions, some students' language expressions are still a bit stiff, and there are some grammar mistakes. It shows that students still need more practice in language organization and accurate expression. Improvement Measures: For students who are not active in group discussions, teachers can give more encouragement and guidance in advance, and also assign specific tasks to them, such as recording the discussion content, to make them more involved. In future teaching, more attention should be paid to students' language accuracy training. For example, in daily teaching, strengthen grammar explanation and practice, and also ask students to pay attention to self - correction and peer - correction in writing and speaking exercises. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$