Unit 4 In the neighbourhood-D Listening and speaking 教学设计 - 2025-2026学年沪外教版英语八年级上册

Unit 4 In the neighbourhood-D Listening and speaking This unit focuses on the theme of "In the neighbourhood". Through listening and speaking activities, students will be exposed to various aspects of the neighbourhood, such as different places (e.g., movie theaters, clothing stores, restaurants), their characteristics, and how to make comparisons and evaluations. The listening materials mainly consist of dialogues among people discussing the advantages and disadvantages of different neighbourhood facilities, while the speaking tasks encourage students to express their opinions and preferences about the neighbourhood, describe places around them, and give suggestions. This section aims to improve students' listening comprehension skills, especially in catching key information about the neighbourhood, and enhance their oral communication ability to talk about the topic fluently and accurately. 教学目标 A. Knowledge Objectives Students will be able to master the key vocabulary related to the neighbourhood, such as "movie theater", "clothing store", "restaurant", "comfortable", "crowded", "inexpensive", etc. Learn and correctly use the superlative forms of adjectives and adverbs to describe and compare different places in the neighbourhood, e.g., "It has the biggest screens." "You can buy tickets the most quickly there." Grasp common sentence patterns used in discussing the neighbourhood, like "What's the best movie theater?" "Why do you think so?" B. Ability Objectives Improve students' listening skills, including the ability to understand main ideas, specific details, and infer information from the listening materials about the neighbourhood. Develop students' oral communication skills, enabling them to communicate effectively about the neighbourhood, express their own views, and have simple conversations with others. Train students' ability to analyze and compare different neighbourhood facilities, and make reasonable judgments and choices. C. Emotional Objectives Cultivate students' interest in learning English by connecting the teaching content with their daily life in the neighbourhood. Encourage students to pay more attention to their living environment, enhance their sense of community, and promote positive communication and cooperation with others. 教学重难点 A. Key Points The key vocabulary and phrases related to the neighbourhood. The correct usage of the superlative forms of adjectives and adverbs in the context of discussing the neighbourhood. Common sentence patterns for evaluating and comparing neighbourhood facilities. B. Difficult Points Helping students distinguish and correctly use the superlative forms of irregular adjectives and adverbs, such as "good - best", "bad - worst", "far - farthest/furthest". Guiding students to organize their thoughts and express themselves fluently and comprehensively when talking about the advantages and disadvantages of different places in the neighbourhood. Training students to understand implicit information and infer meanings in the listening materials about the neighbourhood. A. Key Vocabulary Places in the neighbourhood movie theater (n.) 电影院 clothing store (n.) 服装店 restaurant (n.) 餐厅 supermarket (n.) 超市 park (n.) 公园 library (n.) 图书馆 hospital (n.) 医院 bank (n.) 银行 Descriptive adjectives comfortable (adj.) 舒适的 crowded (adj.) 拥挤的 inexpensive (adj.) 便宜的 expensive (adj.) 昂贵的 clean (adj.) 干净的 dirty (adj.) 脏的 big (adj.) 大的 small (adj.) 小的 quiet (adj.) 安静的 noisy (adj.) 吵闹的 Adverbs quickly (adv.) 快速地 slowly (adv.) 缓慢地 carefully (adv.) 仔细地 comfortably (adv.) 舒适地 cheaply (adv.) 便宜地 教学过程 A. Warming - up (5 minutes) Greet the students as usual. Show some pictures of different places in a neighbourhood on the PPT, such as a movie theater, a park, and a supermarket. Ask students to name these places in English quickly. T: Look at the pictures on the screen. What are these places? Raise your hands and answer quickly. Ss: Movie theater! Park! Supermarket! B. Pre - listening (10 minutes) Vocabulary presentation Present the new words related to the neighbourhood on the PPT one by one. Teach the pronunciation, meaning, and spelling of each word. Use pictures or real - life examples to help students understand. For example, when teaching “movie theater”, show a picture of a movie theater and say, “This is a movie theater. We can watch movies here.” After presenting all the words, ask students to read the words together several times, and then randomly call some students to read the words individually to check their pronunciation. Introduction to the superlative form Review the comparative form of adjectives and adverbs briefly. Write some simple sentences on the blackboard, such as “This box is big. That box is bigger.” Then introduce the superlative form. Explain the concept and formation rules of the superlative form as mentioned in the knowledge list. Give some examples, like “This is the biggest box of all.” Do some simple exercises on the PPT. Show three pictures of different - sized houses and ask students to make sentences using the superlative form, e.g., “The red house is the smallest.” C. While - listening (15 minutes) Listening for the first time Tell students that they will listen to a dialogue between two people talking about movie theaters in their neighbourhood. Play the recording for the first time. Ask students to listen carefully and answer the question on the PPT: “How many movie theaters are mentioned in the dialogue?” After listening, ask a few students to answer the question. Listening for the second time Play the recording again. This time, ask students to listen carefully and fill in the blanks in the table on the PPT. The table includes columns such as “Movie theater name”, “Advantages”, and “Disadvantages”. After listening, ask students to check their answers in pairs first, and then call some pairs to share their answers with the whole class. Correct the answers if there are any mistakes. Listening for the third time Play the recording for the third time. This time, ask students to listen carefully and imitate the intonation and pronunciation of the speakers in the dialogue. After listening, ask students to read the dialogue in pairs, trying to imitate the way they heard. D. Post - listening (10 minutes) Pair work Divide students into pairs. Ask each pair to choose a type of place in the neighbourhood (e.g., clothing store, restaurant). Then they need to create a dialogue similar to the one they just listened to, discussing the advantages and disadvantages of different places of this type in their imagination. They should use the superlative forms of adjectives and adverbs in their dialogues. Walk around the classroom to monitor and offer help if necessary. Dialogue presentation Invite several pairs to come to the front of the classroom and present their dialogues. After each pair finishes presenting, ask the other students to give some comments, such as what they did well and what could be improved. E. Summary and Homework (5 minutes) Summary Summarize the key points of this class with the students, including the new vocabulary related to the neighbourhood, the usage of the superlative form of adjectives and adverbs, and the key sentence patterns for discussing the neighbourhood. Ask students if they have any questions. Answer their questions. Homework Ask students to write a short passage about the best place in their neighbourhood. They should describe what the place is, what its advantages are, and why they think it's the best. Encourage students to listen to more English materials related to daily life, such as English podcasts or short English dialogues, to improve their listening skills. 教学反思 In the teaching process, the use of pictures and real - life examples in the vocabulary presentation stage was effective in helping students quickly understand and remember the new words. However, more interactive ways could be added, such as asking students to give their own examples of places in the neighbourhood they know. When teaching the superlative form, although the explanation and exercises were carried out step by step, some students still had difficulties in using the irregular forms correctly. In future teaching, more special attention should be paid to the practice of irregular forms, such as more targeted exercises and mnemonic methods. During the listening activities, most students could catch the main information, but a few students had trouble understanding some details. It might be necessary to adjust the difficulty of the listening materials according to the actual situation of the students in the future, or provide more pre - listening guidance. The pair work and dialogue presentation activities actively mobilized students' enthusiasm, but some students were still a little shy to speak in front of the class. More encouragement and opportunities should be given to these students to improve their oral expression confidence. Overall, through this class, students have a certain understanding and practice of the vocabulary, grammar, and sentence patterns related to the neighbourhood. However, continuous review and further practice are needed to make students master these knowledge and skills more firmly. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $