Unit 1 Me and my class Lesson 4 My first week 教学设计 2025-2026学年冀教版（2024）八年级英语上册

该初中英语教学设计聚焦李明的第一周日记，通过描述学校活动与情感，巩固核心词汇（back, break, share等）及句型（It was + adj. + to do sth.等）。课堂导入展示学校生活图片提问，激活学生经验，搭建从已知到新知的学习支架，梳理前后知识脉络。 特色在于融合语言能力与思维品质培养，pre-reading预测日记内容发展学习能力，while-reading分析复杂句（如it作形式主语）提升语言理解，post-reading小组讨论与模仿写作锻炼表达与思维。实例中写作模仿要求描述活动与情感，既巩固知识又提升运用能力，为教师提供完整教学流程，助力高效课堂与学生综合素养发展。

Unit 1 Me and my class-Lesson 4 My first week This lesson is from Unit 1 "Me and my class" of the 2024 edition of Hebei Education Press English textbook for Grade 8. The main content of this lesson is a diary written by Li Ming, recording his activities and feelings in the first week of school. Through this text, students will learn to describe school life and express personal emotions, and at the same time review and consolidate relevant vocabulary and sentence patterns. 教学目标 1. Knowledge Objectives Students can master the key vocabulary and phrases in this lesson, such as "back, break, share, amazing, exciting, tie, physics, experiment" and so on. Students can understand and use the following sentence patterns proficiently: "It was so nice to see...", "We talked, laughed, and shared stories about...", "It was a tie game until...", "I felt excited to learn more about...". 2. Ability Objectives Students can improve their reading ability, such as skimming for general ideas and scanning for specific information, by reading Li Ming's diary. Students can enhance their writing ability by imitating Li Ming's diary to write about their own first - week school life. Students can improve their oral English expression ability by talking about their school life in groups. 3. Emotional Objectives Students can feel the joy and challenges of school life, and cultivate a positive attitude towards learning and school. Students can strengthen their sense of class identity and teamwork spirit through group activities. 教学重难点 1. Teaching Key Points Master the key vocabulary, phrases and sentence patterns. Understand the content of Li Ming's diary, including his activities and emotions in the first week of school. 2. Teaching Difficult Points Guide students to understand the complex sentence structures in the text, such as "It was amazing to hear all about their summer vacations." (it as a formal subject) and "It was a tie game until the other team scored in the last minute." (a complex sentence with an adverbial clause of time). Help students use the learned language knowledge to describe their own school life vividly and accurately. 1. Key Vocabulary back: return. E.g. I'm back at school. break: a short period of rest. E.g. After a long summer break. share: have or use (something) with others. E.g. We shared stories about the fun things we did over the summer. amazing: causing great surprise or wonder. E.g. It was amazing to hear all about their summer vacations. exciting: causing great enthusiasm and eagerness. E.g. The game was super exciting. tie: a situation in which two or more competitors have the same score. E.g. It was a tie game. physics: the scientific study of matter and energy and the interactions between them. E.g. We had our first physics class. experiment: a scientific test done to find out if something is true or what will happen in a particular situation. E.g. Our teacher showed us some cool experiments. 2. Key Phrases get up early: wake up and get out of bed early. E.g. On Monday, I got up early. talk about: discuss. E.g. We talked about the fun things we did over the summer. be on the same team: belong to the same group in a game or activity. E.g. My friend Jack and I were on the same team. look forward to: expect something with pleasure. E.g. I'm looking forward to another fantastic week. 3. Key Sentence Patterns It was + adj. + to do sth.: It was so nice to see my classmates again! sb. told us about sth.: Li Lin told us about her trip to Hainan. It was a... game until...: It was a tie game until the other team scored in the last minute. feel + adj. + to do sth.: I felt excited to learn more about the wonders of science. 教学过程 1. Warming - up (5 minutes) Greet the students as usual. Show some pictures about school life, such as students having classes, playing on the playground, etc. Then ask students some questions: "What can you see in the pictures?", "Do you like your school life? Why or why not?" Let several students answer the questions to arouse their interest in this lesson. 2. Pre - reading (10 minutes) Ask students to think about the following questions and share their answers with partners: How do you feel at the beginning of the new school term? Do you have a simple plan and any goals for yourself in this new term? What are they? Then, introduce Li Ming and tell students that they are going to read Li Ming's diary about his first week of school. Let students predict what Li Ming might write in his diary. 3. While - reading (15 minutes) Fast Reading: Let students read Li Ming's diary quickly and answer the following questions: What is the date of Li Ming's diary? What did Li Ming do on Monday? What sport did they play in the gym class on Wednesday? What new subject did they have on Friday? Check the answers with the whole class. Careful Reading: Let students read the diary carefully again. Explain the new words and phrases, such as "break, share, amazing, exciting, tie, physics, experiment" by using pictures, examples or body language. Analyze the long and difficult sentences in the text, such as: "We talked, laughed, and shared stories about the fun things we did over the summer." Explain that "we did over the summer" is an attributive clause modifying "things". "It was amazing to hear all about their summer vacations." Point out that "it" is a formal subject, and the real subject is "to hear all about their summer vacations". "It was a tie game until the other team scored in the last minute." Analyze the structure of this complex sentence, with "until" leading an adverbial clause of time. Let students read the text again and complete a form about Li Ming's activities in the first week of school. The form can include columns like "Day", "Activity", "Feeling". 4. Post - reading (10 minutes) Group Discussion: Divide students into groups of 4 - 5. Let them discuss the following questions: What is the most interesting thing in Li Ming's first week of school? Why do you think so? Compare Li Ming's first - week school life with yours. What are the similarities and differences? If you were Li Ming, what would you do in the second week of school? Each group selects a representative to report the group's discussion results to the whole class. Writing Practice: Ask students to write a short passage about their own first - week school life, imitating Li Ming's diary. They should include at least three activities they did and their feelings. Walk around the classroom to offer help and guidance when necessary. After students finish writing, ask several students to read their passages aloud, and give them positive feedback and suggestions. 5. Summary and Homework (5 minutes) Summary: Summarize the key vocabulary, phrases and sentence patterns of this lesson with the students. Review Li Ming's first - week school life and the important points in reading, speaking and writing. Homework: Ask students to copy the new words and phrases three times and recite them. Let students continue to improve their writing about their first - week school life. They can add more details and use more beautiful sentences. They can also decorate their writing with some relevant pictures and hand it in next class. 教学反思 After this class, I need to reflect on the following aspects: Teaching Objectives: Whether the teaching objectives have been achieved. If some students still have difficulties in mastering key vocabulary and sentence patterns, I need to design more targeted exercises for them. For example, for students who have trouble with the sentence pattern "It was + adj. + to do sth.", I can provide more examples and let them do more sentence - making exercises. Teaching Methods: Evaluate whether the teaching methods are effective. In the group discussion part, if some groups did not discuss actively, I should think about how to improve the grouping method or how to guide students to discuss more effectively. Maybe I can give more specific discussion tasks and time limits to make the discussion more organized. Student Participation: Check the degree of student participation. If some students were less involved in class activities, I need to find out the reasons. Maybe they are not interested in the topics or lack confidence in expressing themselves. I can encourage them more and design some easier tasks for them to gradually build up their confidence. Time Management: Review whether the time arrangement of each teaching link is reasonable. If the writing practice time is too short, resulting in students not being able to fully express themselves, I should adjust the time distribution in future classes to ensure that each teaching activity can be carried out smoothly and effectively. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $