Unit 6 Earth and Beyond-Preparing for the Topic-Function 教学设计 2025-2026学年仁爱科普版英语八年级上册

Unit 6 Earth and Beyond-Preparing for the Topic-Function This part focuses on the learning of functional sentences. Integrating pragmatic knowledge, it cuts into the unit theme "Earth and Beyond" from the perspective of "listening" and conducts comprehensive language skills training in listening, reading, speaking, viewing, and writing. In Activity 1, students talk about the stargazing picture in pairs, discussing the actions and feelings of the characters, which paves the way for the subsequent listening activities. Activity 2 requires students to listen to a conversation about stargazing. After the first listening, they understand the main idea of the conversation. Then, in the second listening, they complete a table to further sort out the specific knowledge about constellations and stars mentioned in the conversation. In Activity 3, students work in pairs to role - play and create new dialogues based on what they have learned, achieving the goal of applying what they have learned. 教学目标 Apply listening strategies to accurately obtain specific information in the text, such as knowledge about constellations and stars in the conversation. Compose dialogues based on real - life stargazing or astronomical - related situations, expressing their understanding and views on celestial bodies. Understand the basic rules of intonation and stress in relevant dialogues, and be able to read dialogues correctly with appropriate intonation and stress. Achieve correct pronunciation, natural and smooth intonation in oral expressions, and enhance their confidence in English communication. 教学重难点 1. Key Points Master the functional sentences related to stargazing and astronomical discussions, such as "What do you know about...", "It looks like...", etc. Grasp the key information about constellations (like the Big Dipper and the North Star) and stars (such as the Sun) in the listening materials. Learn the rules of intonation and stress in relevant dialogues and be able to apply them in reading. 2. Difficult Points Enable students to create vivid and practical dialogues using the learned functional sentences and astronomical knowledge, and express their ideas fluently. Help students accurately distinguish and use intonation and stress in different sentence patterns and semantic contexts to improve the expressiveness of oral English. 1. Key Vocabulary Constellations and Stars: the Big Dipper (北斗七星), the North Star (北极星), the Sun, stars Actions and Verbs: stargaze (观星), watch, look like, follow, learn about 2. Functional Sentences What do you know about...? It looks like... Follow the two stars on the right, and you can find... I learned a lot about... 3. Intonation and Stress Rules In declarative sentences, the stress usually falls on the content words such as nouns, verbs, adjectives, and adverbs. For example, in the sentence "The Big Dipper looks like a spoon.", the stressed words are "Big", "Dipper", "looks", "spoon". In interrogative sentences, the stress often falls on the interrogative words and the main content words. For example, in "What do you know about the stars?", "What", "know", and "stars" are usually stressed. 教学过程 1. Lead - in (5 minutes) Free Talk: The teacher starts the class by asking students, "What interesting things have you seen in the sky at night? Maybe stars, the moon, or something else?" Encourage students to share their experiences. While students are sharing, the teacher can ask some follow - up questions like "How did you feel when you saw it?" or "Do you know any stories about it?" Purpose: This activity aims to activate students' prior knowledge and life experiences related to the sky at night, arouse their interest in the topic of stargazing, and also check students' vocabulary and language expression ability related to this topic, laying a foundation for the subsequent learning. 2. Viewing & Talking (8 minutes) Activity 1: Let students look at the stargazing picture in the textbook. First, ask them to observe the picture carefully and think about two questions: "Where are the people in the picture?" and "What are they doing?" Then, organize students to work in pairs. They need to talk about the picture according to the two questions. The teacher walks around the classroom, listening to their conversations and offering necessary guidance. For example, if students have difficulty expressing, the teacher can provide some words or sentence patterns like "They are stargazing with a telescope." After that, invite several pairs of students to show their conversations in class. Purpose: Through pair - work, students can practice using English to describe the picture, which helps improve their language application ability, cooperative learning ability, as well as their ability to analyze and solve problems. 3. Listening & Speaking (15 minutes) Activity 2: Play the conversation audio for the first time. Before playing, tell students to listen carefully and answer the question: "What are they mainly talking about in the conversation?" After listening, ask students to share their answers. Purpose: This first - listening activity trains students' ability to grasp the main idea of the listening material, allowing them to have a general understanding of the content of the conversation. Activity 3: Play the conversation audio again. This time, ask students to listen carefully and complete the table in the textbook, which requires them to fill in information about constellations and stars, such as the appearance characteristics of the Big Dipper and how to find the North Star. After listening, check the answers with the whole class. Invite students to read out their answers one by one, and the teacher can correct any mistakes in time. Then, play the audio for a third time, and ask students to listen and repeat the conversation loudly, paying attention to the pronunciation, intonation, and stress. Purpose: The second - listening activity helps students capture specific details in the listening material, improving their listening comprehension ability. The repetition activity helps students imitate the correct pronunciation, intonation, and stress, deepening their understanding and memory of the conversation content. 4. Pair work (12 minutes) Activity 4: Organize students to work in pairs again. This time, they need to role - play and make up a new conversation about stargazing. They can use the functional sentences and astronomical knowledge they have just learned. For example, they can talk about other constellations they know, or share their own stargazing experiences. The teacher encourages students to be creative and use as many learned expressions as possible. Walk around the classroom to provide help and guidance. For instance, if students are short of ideas, the teacher can give some suggestions like "You can talk about the color of the stars you saw." After pairs have prepared their conversations, invite several pairs to act out their conversations in front of the class. Purpose: This activity allows students to internalize the target language in a real - life - like context. By creating and performing new dialogues, students can not only strengthen their understanding and application of the learned knowledge but also improve their communication and cooperation skills. 5. Summary and Homework (5 minutes) Summary: Summarize the key points of this lesson with the students, including the functional sentences about stargazing, important constellations and stars knowledge, and the rules of intonation and stress in relevant sentences. For example, review the sentence "What do you know about the Big Dipper?" and emphasize the stress on "What" and "Big Dipper". Ask students if they have any questions or things they want to share about this lesson. Purpose: Summarizing helps students review and consolidate the knowledge they have learned in class, and clarifying doubts in time is beneficial for students' better understanding and mastery of knowledge. Homework: Ask students to write down their stargazing - related dialogues in their exercise books and make some decorations for them, such as drawing pictures of constellations next to the dialogues. Encourage students to go stargazing with their families or friends on a clear night and share their new discoveries in the next class. Purpose: The written homework helps students further strengthen their writing ability and memory of the learned language. The practical homework of stargazing can enhance students' interest in astronomy and their enthusiasm for using English to describe real - life experiences. 教学反思 Positive Aspects The lead - in activity effectively aroused students' interest in the topic, and most students actively participated in sharing their experiences of looking at the sky at night. This made it easier for them to enter the learning state of this lesson. The pair - work activities provided students with sufficient opportunities to practice speaking English. Through cooperation, students' communication skills and confidence in speaking English were significantly improved. For example, in the activity of creating new dialogues, many pairs of students showed creativity and fluency in using the learned knowledge. The listening activities gradually guided students to master the listening skills of grasping the main idea and specific details, which was reflected in students' better performance in answering listening comprehension questions. Areas for Improvement In the listening activities, although most students could complete the tasks, some students still had difficulty in catching specific information quickly. In the future, more targeted listening training can be carried out, such as increasing the number of similar listening materials and guiding students to take notes while listening. During the pair - work, some students relied too much on their partners and did not fully play their own initiative. In the next class, more individual - based pre - tasks can be designed to ensure that each student is well - prepared before group work. The time control in the pair - work for creating new dialogues was not very accurate. Some pairs did not have enough time to fully present their dialogues. In future teaching, more precise time management should be carried out to ensure that each teaching link can be completed 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 $$