Unit 3 Be strong, be brave-F Project 教学设计- 2025-2026学年沪外教版英语八年级上册

Unit 3 Be strong, be brave-F Project 1. Content Overview This project in Unit 3 "Be strong, be brave" of Shanghai Foreign Language Education Press (2024) for Grade 8 aims to comprehensively cultivate students' English language skills and core literacy. Centered around the theme of "being strong and brave", students are guided to explore real - life stories and experiences related to this theme. Through various activities such as collecting materials, group discussions, and creating presentations, students will not only improve their language abilities in listening, speaking, reading, and writing but also gain a deeper understanding of the values of strength and bravery. The project consists of several steps. First, students need to search for information about strong and brave people, either from books, the Internet, or interviews. Then, they will organize the collected materials, analyze the qualities that make these people strong and brave, and finally create a group presentation to share their findings with the class. This process integrates language learning with real - world exploration, enabling students to apply what they have learned in class to practical tasks. 教学目标 2.1 Knowledge Objectives Students will be able to master and use relevant vocabulary and phrases about strength and bravery, such as "courage", "determination", "overcome difficulties", "face challenges bravely". Students can understand and correctly use key sentence patterns for describing people's qualities and experiences, like "sb. showed great courage in...", "Despite facing many difficulties, sb. managed to...". 2.2 Ability Objectives Develop students' information - gathering and processing skills. They should be able to effectively search for useful information from different sources and organize it in a logical way. Improve students' oral and written communication skills. Through group discussions and presentations, students can clearly express their opinions and ideas in English, and in the process of writing reports, they can write fluently and coherently. Foster students' cooperative learning ability. In group work, students need to collaborate with their peers, divide tasks reasonably, and jointly complete the project tasks. 2.3 Emotional Objectives Inspire students' admiration for strong and brave people, and encourage them to learn from these qualities in their own lives. Cultivate students' positive attitude towards challenges and difficulties, and enhance their confidence in using English to solve problems. 教学重难点 3.1 Key Points The acquisition and application of vocabulary and sentence patterns related to the theme of strength and bravery. Guiding students to effectively collect, organize, and present information, and improving their practical English application ability. 3.2 Difficult Points Helping students deeply understand the connotations of strength and bravery, and being able to express their own unique insights in English. Training students to work effectively in groups, resolving possible conflicts and coordination problems in group cooperation. 4.1 Vocabulary Nouns: courage, bravery, determination, challenge, difficulty, hero, inspiration Verbs: overcome, face, show, inspire, encourage, persevere Adjectives: brave, strong - willed, determined, fearless 4.2 Sentence Patterns Sb. is a great example of bravery. He/She showed remarkable courage when... Despite the difficulties, sb. managed to overcome them with his/her strong determination. It takes great courage to face such a tough challenge. Sb. inspired us by his/her unwavering spirit in the face of adversity. 教学过程 5.1 Lead - in (5 minutes) Show students some pictures of famous strong and brave people, such as Martin Luther King Jr., Malala Yousafzai, and Neil Armstrong. Ask students: "Do you know these people? What do you think makes them strong and brave?" Encourage students to share their initial thoughts in pairs. Then, invite several pairs to report their discussions to the class. This activity can arouse students' interest in the topic and activate their prior knowledge. 5.2 Task Assignment and Grouping (5 minutes) Introduce the project tasks clearly: "In this project, you need to form groups of 4 - 5 people. Each group will choose a strong and brave person, collect information about him/her, analyze his/her qualities, and create a presentation to share with the class." Divide students into groups. Try to ensure a diverse mix of students in terms of language ability and personality to promote effective cooperation. Distribute a project checklist to each group, which includes steps such as information collection, outline making, presentation creation, etc., to help students plan their work. 5.3 Information Collection Guidance (10 minutes) Guide students on how to collect information. Suggest sources like books in the school library, reliable websites (such as biographical websites), and interviews with elders who may have relevant stories. Provide students with some tips on evaluating the credibility of information sources. For example, government - sponsored websites and well - known biographical works are usually more reliable. Let students start discussing in their groups about which person they want to choose and where to find information about him/her. Walk around the classroom to offer initial guidance and answer students' questions. 5.4 Group Work (15 minutes) Students start their information - gathering work in groups. Some students may go to the library to look for books, some may search the Internet in the computer room (if available), and some may start making phone calls for interviews. Teachers should monitor the progress of each group, offer timely help when students encounter difficulties. For example, if a group has trouble finding enough information, the teacher can suggest additional search keywords or alternative sources. Encourage students to take notes in English during the information - gathering process, which can help them better organize their thoughts and prepare for the later writing and presentation. 5.5 Conclusion and Preview (10 minutes) Call students back to the classroom. Each group briefly reports on the progress of their information collection. Summarize the key points of this class, emphasizing the importance of effective information collection and group cooperation. For homework, ask students to continue to collect information and start organizing it into an outline for their presentation. Also, remind them to pay attention to the use of English in their materials, such as correct grammar and appropriate vocabulary. 教学反思 After this class, it is necessary to reflect on the teaching process. In the lead - in part, most students showed high enthusiasm, but some students may need more time to think and express their ideas. In the future, more scaffolding can be provided, such as giving some sentence starters for students to express their opinions. Regarding group work, some groups cooperated smoothly, while in some groups, there were problems such as uneven task distribution and insufficient communication. In the next class, it is necessary to spend some time guiding students on how to better cooperate in groups, such as setting clear group rules and regular communication time. In terms of information - gathering guidance, although students were provided with some methods and sources, some students still had difficulties in evaluating the credibility of information. More practical examples and in - depth explanations can be given in future classes to improve students' information - processing ability. Overall, continuous improvement of teaching methods and more targeted guidance are needed to better promote students' learning in project - based learning. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $