Unit 5 Amazing Places-Preparing for the Topic-Function 教学设计2025-2026学年仁爱科普版（2024）八年级英语上册

Unit 5 Amazing Places-Preparing for the Topic-Function This "Function" part in Unit 5 of the Ren'ai Science Edition (2024) English textbook for Grade 8 focuses on introducing and practicing functional sentences related to describing scenic spots. It uses the context of discussing the Palace Museum to guide students to learn how to express information about geographical location, architectural form, area size, and other aspects of a place. Through a series of activities such as looking at pictures, listening, answering questions, and filling in tables, students can master these functional sentences and be able to apply them in real - life communication to talk about famous landmarks. 教学目标 Students will be able to master the following functional sentences: "What are you looking at?" "Some photos of..." "It’s said that..." "I really want to visit... some day." Sentences for describing the location, size, and features of scenic spots, such as "It lies in...", "It covers an area of...", "It is famous for..." Students will be able to understand and use relevant vocabulary about scenic spots, such as "the Palace Museum", "geographical location", "architectural style", "area", etc. 教学重难点 A. Teaching Key Points The usage and application of functional sentences for introducing scenic spots. Mastering relevant vocabulary about scenic spots and being able to use them correctly in sentences. Improving students' listening, speaking, reading, and writing skills through activities related to the topic of scenic spots. B. Teaching Difficult Points Helping students to use the learned functional sentences and vocabulary flexibly and accurately in real - life communication. Guiding students to express their own opinions and feelings about scenic spots based on the learned knowledge. Training students to integrate listening, speaking, reading, and writing skills, and promoting the comprehensive development of language ability. Functional Sentences "What are you looking at? - Some photos of..." This is used to start a conversation about what one is currently focusing on, usually related to pictures or things in sight. For example, "What are you looking at? - Some photos of the Great Wall." "It’s said that..." is used to introduce some well - known sayings or legends. For instance, "It’s said that the Forbidden City has 9999.5 rooms." "I really want to visit... some day." Expresses one's wish to visit a certain place in the future. Such as "I really want to visit the Pyramids some day." "It lies in... / It is located in..." to describe the geographical location. e.g., "The Palace Museum lies in the center of Beijing." "It covers an area of..." to describe the size. For example, "The Palace Museum covers an area of about 720,000 square meters." "It is famous for..." to talk about the features or what makes the place well - known. e.g., "The Palace Museum is famous for its magnificent palaces and rich cultural heritage." Vocabulary Scenic Spot Names: the Palace Museum, the Great Wall, the Pyramids, etc. Geographical Terms: location, center, north, south, east, west, area, square meter Architectural Terms: palace, hall, building, style, structure Descriptive Adjectives: magnificent, grand, famous, historical, cultural 教学过程 A. Warming - up (5 minutes) Greet the students as usual. Show some pictures of well - known scenic spots around the world on the PPT, such as the Eiffel Tower, the Statue of Liberty, and the Great Wall. Let students quickly call out the names of these scenic spots in English. Ask students: "Do you like traveling? Which scenic spot do you want to visit the most? Why?" Encourage several students to share their ideas briefly. This activity aims to arouse students' interest in the topic of scenic spots and activate their prior knowledge related to traveling and famous places. B. Presentation (10 minutes) Activity 1: Show a picture of Fujian Tulou on the PPT. Let students work in pairs to talk about what they know about Fujian Tulou according to the information in the picture. Then, invite some pairs to share their discussions with the class. This step helps students review and use some relevant words and expressions about scenic spots they have learned before and paves the way for the following listening activities. Activity 2: Tell students that they are going to listen to a dialogue between Li Xiang and Kangkang. Before listening, show some questions on the PPT: What are Li Xiang and Kangkang talking about? Where is the place they are talking about? What do they say about this place? Play the audio of the dialogue. After listening, let students answer these questions. Check the answers together to make sure students understand the general idea of the dialogue. This activity trains students' listening ability to obtain main information. C. Practice (15 minutes) Activity 3: Play the audio of the dialogue again. This time, let students listen carefully and complete a table on the handout. The table includes columns such as "Geographical Location", "Architectural Form", "Area Size", etc. After listening, ask students to check their answers with their partners. Then, invite some students to report their answers to the class. Through this activity, students can further master the specific information about the Palace Museum and practice listening for details. Explain the key functional sentences and new vocabulary that appear in the dialogue. For example, explain the usage of "It lies in...", "It covers an area of...", and new words like "architectural style", "cultural relics". Let students read these sentences and words aloud several times to strengthen their memory. Activity 4: Divide students into groups of four. Each group gets a set of pictures about the Palace Museum or other famous scenic spots. Let students use the learned functional sentences and vocabulary to talk about the pictures in their groups. One student can start with "What are you looking at?" and others respond. Encourage them to describe the location, features, and their feelings about the scenic spots. Walk around the classroom to offer help and guidance when necessary. After that, invite some groups to come to the front of the class and share their conversations with the whole class. This activity allows students to practice using the learned language in a real - life - like situation and improve their speaking ability. D. Production (10 minutes) Ask students to write a short passage to introduce a scenic spot they like. They can choose from the scenic spots they have talked about in class or other places they are familiar with. Remind them to use the functional sentences and vocabulary they have learned in this class, such as "It lies in...", "It is famous for...", "I really want to visit it some day." While students are writing, walk around the classroom to provide individual guidance. After they finish writing, ask them to exchange their passages with their partners and give each other some suggestions for improvement, such as grammar mistakes, word usage, and content organization. Invite several students to read their passages aloud to the class. Give positive feedback and praise for their good work, and also point out some common problems for all students to learn from. This activity combines writing and peer - review, which can improve students' writing ability and their awareness of self - correction. E. Summary and Homework (5 minutes) Summary: Summarize the key points of this class with students, including the important functional sentences for introducing scenic spots, relevant vocabulary, and the main content of the dialogue about the Palace Museum. Ask students to recall what they have learned in class. Homework: Ask students to make a postcard about a famous scenic spot. They need to draw a simple picture of the scenic spot on one side of the postcard and write a short introduction on the other side using the learned English expressions. Ask students to search for more information about a foreign scenic spot they are interested in and be ready to share it in the next class. This homework can not only help students review and consolidate what they have learned in class but also expand their knowledge about famous scenic spots around the world. 教学反思 In this class, through various activities such as looking at pictures, listening, speaking, reading, and writing, students' interest in learning English has been effectively stimulated. The use of real - life - related topics like famous scenic spots makes the learning process more engaging and practical. However, in the group - discussion activities, some students were a bit shy and did not actively participate. In the future, more encouragement and guidance should be given to these students to create a more relaxed and active classroom atmosphere. The teaching of functional sentences was relatively smooth. Most students can master the basic usage of these sentences. But when it comes to applying them flexibly in real - life communication, some students still have difficulties. It is necessary to design more role - play or real - life - simulation activities in the following classes to strengthen students' practical ability. Regarding the vocabulary teaching, although new words were explained in context, some students may still have problems with word - memory. More vocabulary - review games or activities can be added in the next class to help students remember these words better. In the writing activity, students' writing ability was improved to a certain extent. But there were still some common grammar mistakes, such as incorrect verb tenses and singular - plural forms. In future classes, more grammar - focused exercises and guidance should be provided in combination with writing tasks to help students improve their writing accuracy. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$