Unit 4 Role Models-Speaking Workshop 教学设计 2025-2026学年北师大版英语八年级上册

Unit 4 Role Models-Speaking Workshop This unit centers on "Role Models" within the Speaking Workshop, aiming to develop students' oral communication skills through discussions and activities related to role models. Students will explore various types of role models (e.g., historical figures, family members, celebrities), analyze their qualities, and express personal opinions on what makes a good role model. The workshop includes interactive tasks such as pair discussions, group debates, and short presentations, encouraging students to use appropriate vocabulary and sentence structures to articulate their ideas fluently. 教学目标 Knowledge Objectives Students will master key vocabulary related to role models: virtue, perseverance, integrity, inspiration, etc. Students will understand and use functional expressions for discussing preferences and giving reasons: "In my opinion...", "What I admire most is...", "He/She sets a good example because...". Skill Objectives Students will be able to describe a role model's characteristics and achievements in simple English. Students will develop the ability to participate in discussions, express opinions, and respond to others' viewpoints appropriately. Students will deliver a 1-2 minute short speech introducing their personal role model. Cultural & Affective Objectives Students will recognize the diversity of role models and their positive influences on individuals and society. Students will reflect on the qualities they value in role models and strive to cultivate similar virtues. 教学重难点 Key Points Mastery of vocabulary and expressions for describing role models. Ability to engage in interactive discussions about role models with clear logic. Difficult Points Using complex sentences to explain the reasons for admiring a role model (e.g., "Not only did she achieve great success, but she also dedicated herself to charity."). Maintaining a coherent conversation while responding to peers' different opinions. Vocabulary Nouns: role model, virtue, perseverance, courage, contribution, influence, legacy Verbs: admire, inspire, overcome, dedicate, achieve, motivate Adjectives: determined, selfless, ambitious, responsible, compassionate Useful Expressions Asking for opinions: "Who is your role model? Why do you look up to him/her?" Expressing opinions: "I think... is a good role model because..." Agreeing/Disagreeing: "I couldn't agree more.", "That's a good point, but..." Giving examples: "For instance, he once...", "Take her work on... as an example." 教学过程 1. Warm-up (5 minutes) Activity: "Guess the Role Model" The teacher shows blurred photos of famous figures (e.g., Yuan Longping, Marie Curie) and asks students to guess their identities. After revealing the answers, the teacher asks: "What do these people have in common?" (Expected answer: They are all role models.) Purpose: Arouse interest and introduce the topic. 2. Presentation (10 minutes) Vocabulary Introduction: The teacher presents key words with pictures or definitions (e.g., "perseverance" – showing a video clip of an athlete training hard). Students repeat and make sentences. Function Expressions: The teacher demonstrates dialogues about role models using the useful expressions listed. For example: T: "Who is your role model, Lily?" S1: "My mother. She works hard to support our family." T: "What do you admire most about her?" S1: "Her kindness. She always helps neighbors in need." Practice: Students practice similar dialogues in pairs, focusing on pronunciation and intonation. 3. Controlled Practice (10 minutes) Activity 1: "Match and Discuss" Students receive cards with role model descriptions (e.g., "A scientist who invented a vaccine" or "A teacher who volunteered in rural areas") and matching quality cards ("intelligent", "selfless"). They work in pairs to match them and explain: "This person is... because...". Activity 2: "Sentence Expansion" Students start with a simple sentence ("She is a role model.") and expand it using the learned vocabulary: "She is a role model because of her perseverance in helping the poor." Purpose: Consolidate vocabulary and basic sentence structures. 4. Communicative Practice (15 minutes) Group Discussion: Students are divided into groups of 4. Each group discusses: Who is your group's "ideal role model"? (It can be a public figure or someone around them.) What qualities does he/she have? How has he/she inspired others? Groups appoint a spokesperson to summarize their ideas. Debate: "Celebrities vs. Ordinary People as Role Models" Students are split into two teams. One team argues that celebrities make better role models (due to wider influence), while the other defends ordinary people (more relatable). The teacher guides them to use expressions like "I disagree because..." and "Another reason is...". Purpose: Encourage fluent communication and critical thinking. 5. Summary and Homework (5 minutes) Summary: The teacher reviews key vocabulary and expressions, highlighting excellent performances during discussions. Homework: Prepare a 1-2 minute speech about their personal role model, using at least 3 new words. Write 5 sentences comparing two role models (e.g., "Both Einstein and Tesla were brilliant, but Einstein focused more on theory."). 教学反思 Strengths: The warm-up activity effectively engaged students and activated prior knowledge. Group work and debates provided sufficient opportunities for speaking practice, fostering collaboration. The combination of controlled and communicative practice helped students move from basic to complex language use. Areas for Improvement: Some shy students participated less in group discussions. Future lessons could include more pair work to build their confidence. Time management during the debate was tight; adjusting the debate duration or simplifying the topic might help. More examples of ordinary role models (e.g., parents, teachers) could be included to make the topic more relatable. Future Plans: Integrate video clips of role models' stories to enhance emotional resonance. Implement peer evaluation for speeches to promote reflective learning. Design follow-up writing tasks to connect speaking and writing skills. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $