Unit 5 Amazing Places-Developing the Topic-Oral Communication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 5 Amazing Places - Oral Communication”展开，以Kangkang的旅行经历为线索，通过听、说活动，让学生掌握旅行相关词汇和句式。承接单元主题，为学生后续英语交流奠基，培养语言、文化、思维和学习能力等核心素养，如在口语表达活动中提升语言能力。 本设计创新采用“听促说”教法，以图片、音频为教具。学生层面，强化口语表达与合作能力；教师层面，提供清晰授课路径；课堂效果上，增强互动，突破预测、逻辑表达等教学难点。

Unit 5 Amazing Places-Developing the Topic-Oral Communication This part is an oral communication activity, adopting a "listening - promoting - speaking" approach. It guides students to expand the unit topic and carry out oral language communication activities. The whole content is centered around Kangkang's travel experiences. There are two main activities in this section. Activity 1 is a listening - training activity, which is divided into two parts, A and B. Before listening to the audio, students predict the main idea of the audio content by using pictures and other prompts. In part A, students mark "L" before the information about Lake Hillier and "Y" before the information about Yangshuo according to the audio content. In part B, students fill in a table based on the audio content. These two parts, from easy to difficult, help students understand and sort out the key information in the audio and learn about Kangkang's travel experiences. After completing the listening - training activities, students summarize and organize the target language about travel activities according to the audio content, preparing for the subsequent oral output activities. Activity 2 is an oral expression activity. Students conduct group discussions on the topic of "an unforgettable trip" with the help of the given questions and report the discussion results. 教学目标 Listening Skills Students will be able to use pictures and other prompts to predict the main idea of the audio content before listening. Through listening - training activities, students can obtain the general idea and detailed information of the audio, and cultivate the ability of pre - listening prediction and in - listening note - taking of key information. Speaking Skills Students can conduct group discussions on the topic of "an unforgettable trip" and report the discussion results. They can use appropriate sentence patterns and fluent language to describe an unforgettable trip in oral expression, improving their oral communication skills. Cultural Awareness By sharing different travel experiences in group cooperation, students can understand the cultural customs and local conditions of different regions at home and abroad, broaden their cultural horizons, respect cultural differences in different regions, cultivate cross - cultural communication awareness, and enhance their understanding of diverse cultures. 教学重难点 1. Key Points Master the key vocabulary and sentence patterns related to travel, such as "be famous for", "next to", etc. Learn to extract key information from the listening material about travel destinations, characteristics, and activities. Be able to organize language to describe an unforgettable trip clearly and coherently. 2. Difficult Points How to guide students to make accurate predictions before listening based on limited information. How to help students improve their logical thinking ability in oral expression, so that their descriptions are not only grammatically correct but also vivid and organized. How to encourage students with different English levels to actively participate in group discussions and express their opinions. 1. Vocabulary Travel destinations: Lake Hillier, Yangshuo Descriptive words and phrases: be famous for (因…… 而出名), special geography (特殊的地理), delicious food (美味的食物), next to (紧挨着) 2. Sentence Patterns It's famous for its color. The special geography makes it beautiful. Food there is delicious. It's next to the Indian Ocean. 教学过程 1. Warming - up (5 minutes) Show some pictures of famous tourist attractions around the world on the PPT, such as the Eiffel Tower, the Great Wall, the Statue of Liberty, etc. Ask students: "Do you know these places? Have you ever been to any of these places? Can you briefly describe your travel experience if you have?" Encourage several students to share their experiences. This step aims to arouse students' interest in the topic of travel and create a relaxed learning atmosphere. 2. Pre - listening (8 minutes) Present the pictures related to Activity 1 on the PPT, which are about Lake Hillier and Yangshuo. Divide students into pairs and ask them to discuss the following questions: "What can you see in these pictures? What do you think these two places are like? What information might be included in the following interview?" After a few minutes of discussion, invite some pairs to share their predictions. The teacher gives positive feedback and guidance, and at the same time, writes down some key words and phrases predicted by students on the blackboard. This step helps students activate their prior knowledge and make predictions for the upcoming listening material, which is beneficial for improving their listening efficiency. 3. Listening (12 minutes) Activity 1 - Part A Play the audio of the interview for the first time. Students listen carefully and mark "L" for Lake Hillier and "Y" for Yangshuo according to the information they hear. After playing the audio, ask students to exchange their answers in pairs. Then, check the answers together as a class. Activity 1 - Part B Play the audio again. This time, students need to fill in the table according to the audio content. The table may include information such as the characteristics of the two places, what Kangkang did there, etc. After students complete filling in the table, ask them to check with their partners. Then, select several students to report their answers on the blackboard, and the teacher corrects and supplements in time. Let students read the completed table aloud to consolidate the information they have just heard. At the same time, the teacher pays attention to students' pronunciation, intonation, and sense groups, and gives guidance if necessary. This part of the listening training helps students improve their ability to capture key information and understand details in the listening process. 4. Language Focus Summary (5 minutes) Based on the content of the listening material, the teacher leads students to summarize the key vocabulary and sentence patterns used to describe travel destinations. Write these words and sentences on the blackboard, such as "be famous for", "The special geography makes...", etc. Explain the usage and meaning of these key words and sentence patterns in detail. For example, for "be famous for", give more examples like "Beijing is famous for the Forbidden City." Ask students to make sentences with these key words and sentence patterns individually, and then invite some students to share their sentences in class. This step helps students clarify the key language points in the listening material and lay a foundation for the subsequent oral communication. 5. Oral Communication (12 minutes) Activity 2: Group work. Divide students into groups of 4 - 5. Each group is required to discuss one of their unforgettable trips with the help of the given questions, such as "When and where did you go?", "Who did you go with?", "What did you do there?", "How did you feel?" The teacher walks around the classroom, providing necessary guidance and help to each group, such as reminding students to use the key words and sentence patterns just learned, and encouraging students who are less active to participate in the discussion. After about 8 minutes of group discussion, each group selects a representative to report the group's discussion results in class. Other groups listen carefully and can ask questions or make comments. The teacher gives comprehensive evaluation and feedback to each group's report, focusing on students' language use, fluency, and content richness. This step enables students to apply what they have learned in real - life communication situations, improve their oral expression ability, and cultivate their team cooperation spirit. 6. Summary and Homework Assignment (3 minutes) Summary: Briefly review the key points of this class, including the key vocabulary and sentence patterns about travel, as well as the main content of the listening material and the oral communication practice. Emphasize the importance of using English in daily communication about travel experiences. Homework Assignment: Ask students to write a short passage about their unforgettable trip, which should include at least 80 words. They need to use the key words and sentence patterns learned in this class. Let students collect more information about a famous tourist attraction they are interested in, and prepare to share it in the next class. 教学反思 Positive Aspects The warming - up activity effectively stimulates students' interest in the topic of travel, and students actively participate in sharing their travel experiences, which makes the classroom atmosphere very active from the beginning. The pre - listening prediction activity helps students think actively and prepare mentally for the listening content. Most students can make reasonable predictions based on the pictures, which improves their listening efficiency in the subsequent steps. In the group discussion of oral communication, students show strong enthusiasm. They can actively communicate with their group members, and most students can use the learned language knowledge to describe their travel experiences. This not only improves students' oral expression ability but also promotes their team cooperation spirit. Areas for Improvement In the listening part, some students still have difficulty in quickly capturing key information and filling in the table accurately. In the future, more targeted listening training should be carried out, such as designing more similar exercises with different levels of difficulty, and guiding students to master some listening skills, such as how to quickly identify key words and numbers. During the group discussion, although most students can participate, there are still a few students who are relatively passive and do not actively express their opinions. In the future, more attention should be paid to these students, and more ways should be explored to encourage them to participate in class activities, such as setting up some small rewards for students who actively participate. In terms of time management, the time for each part is basically reasonable, but in the process of students' reporting in the oral communication part, it takes a little longer than expected. In the future, it is necessary to better control the time for students' reporting to ensure that the teaching process can be carried out more smoothly. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$