Unit 3 Better you, better me!-Lesson 5 I made it! 教学设计 2025-2026学年冀教版英语八年级上册

Unit 3 Better you, better me!-Lesson 5 I made it! This lesson is from Unit 3 "Better you, better me!" of the English textbook for Grade 8 published by Hebei Education Press (2024). The main content is a story about Peter. Peter comes from Mexico and English is not his first language. He fails his English exam because of too many spelling mistakes and feels like a loser. His friend Krista notices his sadness and gives him a book - "The Top 500 Most Often Misspelled Words". She encourages Peter to learn four words every day before the final exam. Although Peter thinks it's not easy, he accepts the challenge. He practices every day and even invents a word memory game with his little sister. Finally, on the last day of class, Peter gets the Most - Improved Student Award. This story not only contains rich language knowledge but also conveys a positive message of perseverance and making progress through continuous efforts. 教学目标 1. Knowledge Objectives Students will be able to master the following new words and phrases: fail, mistake, progress, master, accept, challenge, present sb. with sth., share sth. with sb., thanks to, be proud of. Students can understand and use the key sentences in the text, such as "I just failed my English exam.", "You need to make a little progress every day.", "I made it!". Students will learn the usage of present participle as adverbial of accompaniment, for example, "Peter left Miss Martin’s classroom, feeling like a loser." 2. Ability Objectives Students can improve their reading ability by skimming and scanning the text to get key information, such as answering questions about the story. Through retelling the story, students can enhance their oral English expression ability and use the learned words and sentences correctly. Students can write a short passage about their own experiences of facing difficulties and making progress by imitating the structure and language of the text. 3. Emotional Objectives Students can be inspired by Peter's story, realize that everyone can make progress as long as they work hard, and cultivate a positive attitude towards learning and life. Students can understand the importance of friendship and the power of helping each other. 教学重难点 1. Teaching Key Points New words, phrases and key sentences in the text. The usage of present participle as adverbial of accompaniment. Understanding and retelling Peter's story. 2. Teaching Difficult Points How to guide students to apply the learned language knowledge to express their own experiences. Helping students understand the connotation of making progress through continuous efforts in Peter's story and internalize it into their own learning motivation. 1. New Words fail /feɪl/v. 失败；不及格；未能（做到） e.g. He failed the math test last week. （他上周数学考试不及格。） Synonym: lose, be defeated Antonym: succeed mistake /mɪˈsteɪk/n. 错误；失误 e.g. He made a lot of mistakes in his composition. （他在作文中犯了很多错误。） Phrase: make a mistake/mistakes 犯错误 progress /ˈprəʊɡres/n. 进步；进展 e.g. She has made great progress in English this term. （这学期她在英语方面取得了很大进步。） Phrase: make progress 取得进步 master /ˈmɑːstə(r)/v. 掌握；精通 e.g. It takes time to master a foreign language. （掌握一门外语需要时间。） accept /əkˈsept/v. 接受 e.g. She accepted his invitation to the party. （她接受了他参加派对的邀请。） Synonym: receive (Note: receive only means getting something, while accept emphasizes a positive attitude of agreeing to take it.) challenge /ˈtʃælɪndʒ/n. 挑战 e.g. Solving this math problem is a big challenge for me. （解决这道数学题对我来说是个巨大的挑战。） Phrase: accept the challenge 接受挑战 present /prɪˈzent/v. 颁发；授予 e.g. The headmaster presented the prizes to the winners. （校长给获胜者颁发奖品。） Phrase: present sb. with sth. 给某人颁发某物 share /ʃeə(r)/v. 分享；共享 e.g. We should share our happiness with our friends. （我们应该和朋友分享我们的快乐。） Phrase: share sth. with sb. 和某人分享某物 thanks to 幸亏；由于 e.g. Thanks to your help, I passed the exam. （多亏了你的帮助，我通过了考试。） be proud of 为…… 感到骄傲 e.g. My parents are proud of my good grades. （我的父母为我的好成绩感到骄傲。） 2. Key Sentences I just failed my English exam. 我刚刚英语考试不及格。 I made too many spelling mistakes. 我犯了太多拼写错误。 You need to make a little progress every day. 你需要每天取得一点进步。 Although Peter felt that was not easy for him, he accepted the challenge. 尽管彼得觉得这对他来说不容易，但他接受了挑战。 I made it! 我成功了！ 3. Grammar Present Participle as Adverbial of Accompaniment: It is used to describe an action or state that occurs simultaneously with the main action in the sentence. The present participle form is verb + -ing. For example, "Peter left Miss Martin’s classroom, feeling like a loser." Here, "feeling like a loser" shows Peter's state when he left the classroom. 教学过程 1. Lead - in (5 minutes) Greet the students as usual. Show some pictures of students getting good grades or awards on the screen and ask students: "How do you feel when you get good grades or awards? What do you think are the keys to achieving good results?" Let several students answer the questions. Then say: "Today, we will learn a story about a boy named Peter. Let's see how he makes progress and achieves success." 2. Pre - reading (10 minutes) New Words Teaching Write the new words on the blackboard one by one. Teach students to read the words correctly, paying attention to the pronunciation and stress. For example, when teaching "fail", read it slowly and clearly, and let students repeat several times. Explain the meaning and usage of each new word with examples. For the word "mistake", not only give the example sentence on the blackboard but also ask students to make their own sentences. Encourage students to ask questions if they don't understand. After teaching all the new words, play a word - guessing game. Describe the meaning of a word in English, and let students guess which word it is. For example, say "When you do something wrong, you make a...", and students answer "mistake". Prediction Show the title of the text "I made it!" and the picture related to the story in the textbook on the screen. Ask students to predict what the story might be about according to the title and the picture. Divide students into pairs and let them discuss for 2 - 3 minutes. Then ask some pairs to share their predictions with the whole class. 3. While - reading (15 minutes) Fast Reading Let students read the text quickly within 2 - 3 minutes and answer the following general questions on the blackboard: How did Peter feel when he came out of the classroom? How did Peter do on his English exam? How many days were there before the final exam? What award did Peter get on the last day of class? Check the answers with the whole class. Careful Reading Let students read the text again carefully. This time, ask them to find the details to answer some more specific questions, such as: Why did Peter think English was difficult for him? What did Krista do to help Peter? How did Peter practice English every day? After students finish reading, ask them to answer the questions in groups. Walk around the classroom to listen to their discussions and offer help if necessary. Select some groups to report their answers. Explain the key sentences and language points in the text when checking the answers. For example, when explaining "Although Peter felt that was not easy for him, he accepted the challenge.", explain the usage of "although" and the structure of "feel + that - clause". 4. Post - reading (10 minutes) Retelling Ask students to retell Peter's story in their own words. First, let them recall the key points of the story with the help of the questions they answered before. Then, ask them to start retelling from Peter's failure in the English exam. Walk around the classroom to listen to students' retellings and give guidance. Select several students to stand up and retell the story in front of the class. After each student finishes retelling, give praise and some suggestions for improvement. Group Discussion Divide students into groups of four or five. Give each group a topic for discussion: "Share your own story about the difficulty in learning you once faced. How did you feel? How did you make a change? How did you make it at last?" Let students discuss in groups for about 5 minutes. Encourage each student in the group to share their story. Ask some groups to share their stories with the whole class. After each group shares, have a short discussion about what they can learn from these stories. 5. Summary and Homework (5 minutes) Summary Summarize the key points of this lesson with the students, including new words, phrases, key sentences and the main idea of the story. Write the key points on the blackboard again to reinforce students' memory. Emphasize the positive message of the story, that is, as long as we work hard and don't give up, we can make progress and achieve success. Homework Ask students to write a short passage about their learning experiences of overcoming difficulties according to the group discussion in class. The passage should include at least 80 words. Let students review the new words and phrases learned in this lesson and prepare for a dictation in the next class. 教学反思 After teaching this lesson, I have the following reflections: Advantages The lead - in part effectively aroused students' interest and curiosity, making them eager to learn the story. The prediction activity before reading helped students activate their prior knowledge and think actively. In the process of teaching new words, the combination of various teaching methods, such as word - guessing games, made the learning process more interesting and students could master new words better. The reading tasks were designed in a hierarchical way, from fast reading to careful reading, which helped students gradually understand the text and improve their reading ability. The group discussion and retelling activities provided students with a lot of opportunities to practice oral English and express their own ideas, and students actively participated in these activities. Disadvantages In the group discussion, some students were too shy to share their stories, and I didn't give them enough encouragement and guidance at that time. When explaining some language points, the examples might not be vivid enough for some students to fully understand, especially the grammar point of present participle as adverbial of accompaniment. Improvement Measures In future teaching, pay more attention to students who are less active in class, give them more chances to speak and show themselves, and encourage them with more positive feedback. When explaining language points, try to use more real - life examples or vivid pictures to help students understand better. Also, design more relevant exercises for students to practice immediately to strengthen their understanding and application of language points. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $