Unit 3 Better you, better me! Lesson 1 What makes you unique 教学设计 2025-2026学年冀教版（2024）八年级英语上册

Unit 3 Better you, better me!-Lesson 1 What makes you unique This lesson is from Unit 3 "Better you, better me!" of the 2024 edition of the Hebei Education Press English textbook for Grade 8. The main theme of this unit is about self - improvement and personal growth. In this lesson, students will focus on the topic of "What makes you unique?". Through a dialogue between Jenny and Li Ming, students are introduced to the task of describing oneself in a report. The dialogue also involves discussions about personal characteristics, talents, and strengths, which helps students understand how to identify and talk about their own unique qualities. 教学目标 A. Knowledge Objectives Students will be able to master the key vocabulary in this lesson, such as "describe", "bit", "talent", "person", "be supposed to", "come up with", etc. Students can grasp the sentence patterns for asking about personal strengths and characteristics, like "What kind of person are you?", "What are you good at?", "What are you proud of about yourself?". Learn the usage of "be supposed to" to express obligation or expectation. B. Ability Objectives Through listening to the dialogue, students can improve their listening skills, especially in obtaining key information about people's personalities and abilities. Develop students' speaking skills by having them engage in conversations to describe themselves and others, and also learn how to ask for and give advice politely. Enhance students' writing skills as they are required to describe themselves based on the learned content, which helps them organize their thoughts and express themselves in written English. C. Emotional Objectives Help students understand that everyone is a unique individual, and they should learn to discover their own strengths and weaknesses, as well as appreciate the advantages of others. Build students' confidence by encouraging them to talk about their own positive aspects, and promote a positive attitude towards themselves and others. 教学重难点 A. Teaching Key Points The key vocabulary and sentence patterns for describing personal characteristics and asking for advice. The correct usage of "be supposed to" in different contexts. Guiding students to identify and talk about their own unique qualities. B. Teaching Difficult Points Helping students to think deeply and accurately about their own unique features and express them clearly in English, both orally and in writing. Encouraging students who are less confident or shy to actively participate in class discussions and express their true feelings and thoughts. Teaching students how to internalize the polite expressions for asking for and giving advice and use them appropriately in real - life communication. A. Key Vocabulary describe /dɪˈskraɪb/v. describe sb./sth. to sb. 向某人描述某人 / 某物；description n. 描写；形容；说明 E.g. Can you describe your new teacher to me? 你能向我描述一下你的新老师吗？ bit /bɪt/n. a bit 稍微；有点儿（修饰形容词或副词）；a bit of 少量的（修饰不可数名词） E.g. It's a bit cold today. 今天有点冷。 There is a bit of water in the bottle. 瓶子里有一点儿水。 talent /ˈtælənt/n. a talent for... 有…… 的天赋；talented adj. 有才能的；天才的 E.g. She has a talent for music. 她有音乐天赋。 person /ˈpɜːsn/n. people (pl.)；personal adj. 个人的；私人的；personality n. 性格；个性 E.g. He is a nice person. 他是个好人。 These are my personal things. 这些是我的私人物品。 be supposed to 应该；被期望（后跟动词原形） E.g. We are supposed to wear school uniforms on weekdays. 我们在工作日应该穿校服。 come up with 想出；提出（主意、计划等） E.g. Can you come up with a good idea to solve this problem? 你能想出一个好主意来解决这个问题吗？ B. Key Sentence Patterns What kind of person are you? 你是哪种人？ What are you good at? 你擅长什么？ What are you proud of about yourself? 你对自己哪方面感到骄傲？ What do you like about yourself? 你喜欢自己的什么？ 教学过程 A. Warming - up (5 minutes) Greet the students as usual. Show some pictures of famous people with unique talents, such as Albert Einstein (a genius in physics), Taylor Swift (a talented singer - songwriter), and Michael Jordan (a great basketball player). Ask students: "What are these people famous for? What makes them unique?" Let students discuss in pairs and then share their ideas with the class. This activity aims to arouse students' interest in the topic and lead them to think about the concept of "uniqueness". B. Pre - listening (8 minutes) Present a picture of Jenny and Li Ming talking on the phone. Ask students: "What can you see in the picture? What are they doing? What do you think they are talking about?" Let students predict the content of the dialogue. Explain some new words and phrases briefly, such as "describe", "be supposed to", "come up with", to help students better understand the upcoming listening material. Write the following questions on the blackboard: What is Li Ming's English project about? How does Jenny help Li Ming? What kind of person is Li Ming? What makes Li Ming unique? Let students listen for the general idea when they listen to the dialogue for the first time. C. While - listening (12 minutes) Play the recording of the dialogue for the first time. Students listen carefully and answer the questions on the blackboard generally. Check the answers with the class. Play the recording again. This time, ask students to listen more carefully and fill in the blanks in the handout. The blanks can be about key words or phrases in the dialogue, such as: Jenny and Li Ming are talking about Li Ming's ______ project. (English) Li Ming is finding it a bit ______. (challenging) Jenny helps Li Ming by ______ some ideas. (coming up with) After filling in the blanks, play the recording one more time. Students listen and check their answers. Then ask some students to read out the complete sentences. D. Language Points Explanation (10 minutes) "be supposed to" Explain the meaning and usage of "be supposed to". It means "should" and is used to talk about what is expected or required. For example, "We're supposed to describe ourselves in a report." Write more examples on the blackboard, such as "You're supposed to arrive at school on time." and "They are not supposed to play football in the classroom." Let students make some sentences using "be supposed to" by themselves and share with the class. "describe" Explain the verb "describe". Teach the structure "describe...to/for sb." and "describe...as...". For example, "Please describe the picture to me." and "He described his hometown as a beautiful place." Let students practice using "describe" in sentences. "come up with" Explain the phrase "come up with". It means to think of an idea, plan, etc. Give examples like "She came up with a great plan for the party." Let students make up their own sentences with this phrase. Sentence Patterns for Asking about Personal Characteristics Review the sentence patterns learned in the listening part, such as "What kind of person are you?", "What are you good at?", etc. Divide students into pairs and let them practice asking and answering these questions about themselves. Walk around the classroom to monitor and offer help if necessary. E. Practice and Discussion (5 minutes) Group work: Divide students into groups of four. Each group member takes turns to describe themselves using the sentence patterns and vocabulary they have learned. The other members listen carefully and then give some comments, such as "I think you are really good at...", "Your unique quality is...". After the group work, ask some groups to share their interesting findings with the whole class. This activity can help students further practice expressing their unique qualities and listening to others, and also enhance their communication and cooperation skills. F. Summary and Homework Assignment (5 minutes) Summary Summarize the key vocabulary, sentence patterns, and grammar points of this lesson with the students. Review the usage of "be supposed to", key words like "describe", "talent", etc., and the sentence patterns for asking about personal characteristics. Homework Assignment Ask students to write a short passage about themselves, describing their unique qualities, talents, and things they are proud of. They should use at least three sentence patterns and five new words learned in this lesson. Tell students to prepare for a short oral presentation about their passage in the next class. 教学反思 After teaching this lesson, I found that the warm - up activity was effective in attracting students' attention and leading them to the topic. Most students were actively involved in the pre - listening prediction and while - listening tasks. However, during the language points explanation, some students seemed a bit confused about the usage of "be supposed to", especially when making negative sentences. In the future, I should provide more vivid examples and practice opportunities for difficult grammar points. The group work and discussion part was successful in getting students to practice speaking English. But some shy students still didn't fully participate. I need to find more ways to encourage them, such as giving more positive feedback and creating a more relaxed atmosphere. Overall, through this lesson, students have a better understanding of how to describe their unique qualities, but there is still room for improvement in teaching methods and student participation. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $