Unit 5 Amazing Places Preparing for the Topic Listening & Speaking 教学设计 2025-2026学年仁爱科普版英语八年级上册

该初中英语教学设计聚焦自然与文化景观词汇（如the Great Wall, Mount Fuji）及旅行计划相关句型（"Which place do you plan to visit...? It lies in..."），以世界地标图片导入激活已知，通过匹配图片、填空、对话替换为支架，逐步构建词汇与句型基础，衔接后续听说活动。 特色为情境化任务链融合核心素养：图片与填空活动提升语言理解与表达能力（语言能力），引入中外地标培养文化多样性尊重（文化意识），小组对话练习促进合作与应用（学习能力）。助力学生提升听说及跨文化理解，为教师提供清晰的分层教学活动设计。

Unit 5 Amazing Places-Preparing for the Topic-Listening & Speaking Part A: Students match pictures with corresponding natural and cultural landscape names, which helps them visually recognize different landmarks and associate them with the vocabulary. For example, they will match the picture of the Great Wall with the English name "the Great Wall." This activity activates their prior knowledge about world - famous places and prepares them for further learning. Part B: By filling in blanks with appropriate place names according to sentence descriptions, students reinforce their understanding of the vocabulary in context. For instance, a sentence like "_____ is the highest mountain in Japan." requires them to fill in "Mount Fuji," which deepens their knowledge of both the place and how to use the name in a sentence. Part C: Students engage in pair - work, replacing bold - faced parts in a given conversation. This activity enables them to practice asking and answering questions about travel plans using the newly learned vocabulary. For example, the conversation "Which place do you plan to visit during your holiday? I plan to visit Mount Huangshan. Where is it? It lies in the south of Anhui Province." can be modified with different place names, such as "Big Ben" and "It lies in London." 教学目标 Knowledge Aim: Students will be able to master the vocabulary related to natural and cultural landscapes, such as "Bird's Nest", "Big Ben", "the Great Wall", "Niagara Falls", "Mount Fuji", "Tian'anmen Square", "Mount Huangshan", "lie", "province", "ceremony", etc. They can understand and use the sentence patterns for asking and describing travel plans, like "Which place do you plan to visit during your holiday? I plan to visit... Where is it? It lies in...". Ability Aim: Develop students' listening skills to understand texts about places, especially the ability to capture key information. Improve students' speaking skills to communicate fluently about their travel intentions and describe the locations of famous places. Cultivate students' ability to work in pairs and cooperate with others in language communication. Emotional Aim: Arouse students' interest in traveling and exploring different cultures around the world. Foster students' awareness of cultural diversity and respect for different cultures. 教学重难点 Key Points: The vocabulary of natural and cultural landscapes and their correct pronunciation. For example, some students may mispronounce "Niagara Falls" as /nai'æɡərə fɔːls/ instead of /naɪ'æɡrə fɔːlz/. The sentence patterns for discussing travel plans and locations, and students' ability to use them in real - life conversations. Difficult Points: Helping students to use the learned vocabulary and sentence patterns flexibly in various communication scenarios. For instance, when the topic is extended to reasons for choosing a particular place to visit, students may find it difficult to integrate new ideas with the existing language knowledge. Training students to listen for detailed information and understand the context in the listening materials, especially when the speaker uses some idiomatic expressions or has an accent. Vocabulary: Landmark Names: Bird's Nest /bɜːdz nest/, Big Ben /bɪɡ ben/, the Great Wall /ðə ɡreɪt wɔːl/, Niagara Falls /naɪ'æɡrə fɔːlz/, Mount Fuji /maʊnt 'fuːdʒi/, Tian'anmen Square /tɪˈɑːnmən skweə(r)/, Mount Huangshan /maʊnt 'hwæŋʃæn/ Related Nouns: province /ˈprɒvɪns/, ceremony /ˈserəməni/ Verb: lie /laɪ/ (Meanings: 1. to be in a particular position or place; 2. to be in a horizontal position on a surface) Sentence Patterns: Asking about Travel Plans: Which place do you plan to visit during your holiday? Answering about Travel Plans: I plan to visit... Asking about Location: Where is it? Answering about Location: It lies in... 教学过程 Warming - up (5 minutes) Show some pictures of famous landmarks around the world on PPT, such as the Eiffel Tower, Sydney Opera House, etc. Ask students to name these places in Chinese or English if they can. T: Look at these pictures. Do you know the names of these places? Raise your hands and tell me. Ss: (Answer according to their knowledge) This activity aims to create a relaxed atmosphere, arouse students' interest, and activate their prior knowledge about world - famous places. Pre - listening (10 minutes) Activity 1A Present the pictures in Activity 1A on PPT. Let students match the places (a - g) with the pictures. Give them 2 - 3 minutes to work independently. T: Now, look at the pictures on your book and match the names of these places with the pictures. You have 2 - 3 minutes. After that, check the answers with the whole class. T: OK, let's check the answers. Who can tell me the answer for the first picture? Ss: Picture a is Bird's Nest. (And so on) Activity 1B Ask students to read the sentences in Activity 1B and fill in each blank with a suitable place of interest from Activity 1A. Give them 3 - 4 minutes to complete this task. T: Next, read the sentences in Activity 1B and fill in the blanks with the correct place names. You can refer to the names in Activity 1A. Then, invite several students to read out their answers. T: Who wants to read out your answers? Volunteer, please. Ss: (Read their answers) Activity 1C First, play the recording of the conversation in Activity 1C for students to listen and repeat. Let them pay attention to the pronunciation and intonation. T: Listen carefully and repeat after the speaker. Pay attention to how they pronounce the words and the intonation of the sentences. Then, organize students to work in pairs. They practice the conversation in Activity 1C. Walk around the classroom to monitor and offer help if necessary. T: Now, work in pairs. Practice the conversation. I will walk around and see how you are doing. After that, ask some pairs to come to the front of the class and act out the conversation. T: OK, which pair wants to come to the front and show us your conversation? Pairs of students: (Act out the conversation) The purpose of this pre - listening part is to introduce new vocabulary and sentence patterns in a visual and practical way, and to make students familiar with the key words and structures in the following listening materials. While - listening (15 minutes) Activity 2 Present the text about Tian'anmen Square in Activity 2 on PPT. Let students read it quickly to get a general idea of the content. T: Look at the text about Tian'anmen Square. Read it quickly and tell me what it is mainly about. Ss: (Answer about the general content, such as the size and the situation of Tian'anmen Square) Then, play the recording of the text for students to listen and fill in the blanks. Give them 2 - 3 minutes to complete the blanks. T: Now, listen carefully and fill in the blanks. You can listen to the recording twice. Play the recording for the second time to let students check and correct their answers. After that, check the answers with the whole class. T: Let's check the answers together. What's the answer for the first blank? Ss: (Answer the questions one by one) Finally, play the recording again and ask students to listen and repeat, imitating the pronunciation and intonation. T: Listen and repeat after the recording. Try to imitate the way the speaker reads. This while - listening activity trains students' listening skills, especially the ability to capture detailed information, and at the same time, helps them consolidate the vocabulary and sentence patterns they have learned. Post - listening (10 minutes) Activity 3 Divide students into pairs. Give each pair some pictures of different landmarks. Let them use the learned content to talk about a place they would like to visit during their holiday. Encourage them to ask and answer questions about the location and other details of the place. T: Now, work in pairs. Look at the pictures I give you. Talk about the place you want to visit during your holiday. You can ask and answer questions like in the conversations we learned. Walk around the classroom to monitor and offer guidance. Encourage students to use as much English as possible. After 5 - 6 minutes, ask some pairs to share their conversations with the whole class. T: OK, stop here. Which pair wants to share your conversation with us? Pairs of students: (Share their conversations) This post - listening activity provides students with an opportunity to apply the language they have learned in a real - life - like context, improve their speaking skills, and enhance their ability to communicate in English. Summary (3 minutes) Summarize the key vocabulary and sentence patterns learned in this class with students. Write them on the blackboard. T: Today, we have learned a lot of new words about natural and cultural landscapes, such as... And we also learned how to ask and answer questions about travel plans and locations, like... Ask students to copy the key points in their notebooks. Homework (2 minutes) Ask students to write a short passage about their dream travel destination. They should introduce the name of the place, its location, and the reasons why they want to go there. The passage should be at least 80 words. T: For your homework, write a short passage about your dream travel destination. You can use the words and sentence patterns we learned today. 教学反思 Successes: Engaging Warming - up: The use of pictures in the warming - up stage successfully captured students' attention and aroused their interest in the topic. Most students actively participated in naming the famous landmarks, which created a positive start for the class. Step - by - step Vocabulary Introduction: The way of introducing vocabulary through matching pictures, filling in blanks, and practicing conversations in Activity 1 made the learning process gradual and easy for students to follow. They seemed to have a good understanding of the new words related to natural and cultural landscapes. Effective Listening Practice: The listening activity about Tian'anmen Square was well - designed. By first letting students read the text to get a general idea, then listening to fill in the blanks, and finally listening and repeating, students' listening skills were effectively trained. They were able to capture most of the key information in the text. Active Post - listening Communication: In the post - listening pair - work, students were actively engaged in communicating about their travel plans. Many pairs used the learned vocabulary and sentence patterns correctly, which showed that they could apply what they had learned in real - life - like situations. Deficiencies: Time Management: In the pair - work of Activity 3, some pairs were very enthusiastic and wanted to share more details about their travel plans. As a result, the time for sharing in class was a bit tight, and not all pairs had the opportunity to show their conversations. Differentiated Instruction: Although the teaching process was generally well - received, for some students with lower English proficiency, they still had difficulty in using the vocabulary and sentence patterns fluently. More individualized guidance should have been provided during the pair - work. Improvements: Time Optimization: In the future, when organizing pair - work, set a more strict time limit to ensure that each group has a chance to share in class. At the same time, encourage students to be more concise in their expressions. Enhanced Differentiated Instruction: Before the pair - work, provide some sentence templates or more detailed guidance for students with lower English proficiency. During the pair - work, pay more attention to these students and offer more one - on - one help. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$