Unit 6 Great minds-A Getting ready 教学设计 2025-2026学年沪外教版英语八年级上册

Unit 6 Great minds-A Getting ready Unit 6 “Great minds” focuses on introducing students to some of the world's great minds and their contributions. This unit aims to inspire students by learning about the achievements and qualities of these outstanding individuals. The “A Getting ready” part serves as a warm - up, laying the foundation for the in - depth exploration of the unit content. It may include some introductory discussions, vocabulary related to great minds, and basic background knowledge. 教学目标 1. Knowledge Objectives Students will be able to master the key vocabulary related to great minds, such as “inventor”, “philosopher”, “scientist”, “artist” etc., and understand the meaning of words like “creativity”, “intelligence”, “perseverance” which are closely related to the qualities of great minds. Students will learn some basic sentence patterns for discussing great minds, like “Who is your favorite great mind?”, “What is he/she famous for?”, “Why do you admire him/her?”. 2. Ability Objectives Improve students' listening ability to understand simple conversations or short passages about great minds. Develop students' speaking skills to express their opinions and ideas about great minds fluently and accurately. Enhance students' reading ability to extract key information from relevant texts about great minds. Train students' writing ability to write a short introduction about a great mind they admire. 3. Emotional Objectives Cultivate students' admiration for great minds and inspire them to strive for excellence. Foster students' awareness of the importance of creativity, perseverance and other qualities in achieving success. 教学重难点 1. Key Points The key vocabulary and sentence patterns related to great minds. Understanding the general introduction and main contributions of some representative great minds. 2. Difficult Points Helping students to deeply understand the qualities and spirits that great minds possess and how to apply these qualities in their own lives. Guiding students to express their unique insights and evaluations of great minds in English. 1. Vocabulary Occupation - related words: inventor (a person who invents something), philosopher (a person who studies philosophy and thinks deeply about life, knowledge, etc.), scientist (a person who studies science and does scientific research), artist (a person who creates art, such as a painter, a musician, etc.), mathematician (a person who studies mathematics), astronomer (a person who studies astronomy). Quality - related words: creativity (the ability to create or invent new things), intelligence (the ability to learn, understand and think), perseverance (the quality of continuing to try to do something, even when it is difficult), curiosity (a strong desire to know or learn about something), determination (the quality of being determined to do something). 2. Sentence Patterns Question patterns: “Who + be + your favorite great mind?” e.g. Who is your favorite great mind? “What + be + subject + famous for?” e.g. What is Thomas Edison famous for? “Why + do/does + subject + admire + object?” e.g. Why do you admire Albert Einstein? Answer patterns: “Subject + be + occupation.” e.g. Thomas Edison is an inventor. “Subject + be famous for + doing sth./sth.” e.g. Albert Einstein is famous for his theory of relativity. “I admire + object + because + clause.” e.g. I admire Leonardo da Vinci because he was extremely creative and had a wide range of talents. 教学过程 1. Warming - up (5 minutes) Greet the students as usual. Show some pictures of well - known great minds, such as Albert Einstein, Isaac Newton, and Leonardo da Vinci on the PPT. Then ask students: “Do you know these people? Can you tell me something about them briefly?” Encourage students to share what they know in Chinese first, creating a relaxed atmosphere to lead in the topic of great minds. 2. Presentation (15 minutes) Vocabulary teaching Present the new vocabulary related to great minds one by one on the PPT. For each word, show its English spelling, pronunciation (read it aloud several times and let students repeat), and Chinese meaning. For example, when teaching “inventor”, say: “Look at this word, ‘inventor’. It is pronounced /ɪnˈventə(r)/. An inventor is a person who invents something, like Thomas Edison. He is a great inventor. Repeat after me, inventor.” Use some simple examples or pictures to help students understand the meaning better. For the word “creativity”, show some creative artworks or innovative inventions and explain: “These are the results of people's creativity. Creativity means the ability to create new and original things.” Sentence pattern teaching Write the question sentence patterns on the blackboard or show them on the PPT. Explain the structure and usage of each pattern. For example, for “What + be + subject + famous for?”, explain that we use this pattern to ask about the things that a person is well - known for. Give some examples for students to understand. “What is Mo Yan famous for? He is famous for his novels.” Then ask students to make sentences with the new words and sentence patterns in pairs. Walk around the classroom to monitor and offer help if necessary. 3. Practice (15 minutes) Listening practice Play a short dialogue recording about great minds. The dialogue could be like this: A: Who is your favorite great mind? B: My favorite great mind is Nikola Tesla. A: What is he famous for? B: He is famous for his contributions to the development of alternating current (AC) electrical systems. Before playing the recording, ask students to read the following questions: Q1: Who is B's favorite great mind? Q2: What is he famous for? After playing the recording once, let students answer the questions. Then play the recording again for students to check their answers. Speaking practice Divide students into groups of four. Each group is given a set of cards with the names of different great minds on them. Each student in the group picks a card. Then they start a conversation based on the sentence patterns they have learned. For example: Student A: Who is your favorite great mind? Student B (who picked a card with “Marie Curie”): My favorite great mind is Marie Curie. Student A: What is she famous for? Student B: She is famous for her research on radioactivity. She was the first woman to win a Nobel Prize. Encourage students to add more details and ask follow - up questions. Walk around the groups to listen to their conversations and give feedback. 4. Production (7 minutes) Ask students to choose a great mind they admire the most. Then give them 3 minutes to write a short introduction about this great mind on a piece of paper. They should include the following information: who the great mind is, what his/her occupation is, what he/she is famous for, and why they admire him/her. After they finish writing, ask several students to come to the front of the class and share their introductions. The rest of the students listen carefully and can ask questions if they have any. 5. Summary and Homework (3 minutes) Summary Summarize the key vocabulary and sentence patterns learned in this class with students. Review the important points by asking students to answer some simple questions, like “What words did we learn to describe the occupations of great minds?” or “What sentence pattern do we use to ask about why we admire a great mind?”. Homework Ask students to search for more information about a great mind they are interested in and write a short passage about him/her, no less than 100 words. They should include more detailed information such as the great mind's life story, major achievements, and the influence he/she has had. Tell students to prepare for the next class where they will further explore the stories of great minds. 教学反思 Positive aspects The use of pictures in the warming - up stage successfully attracted students' attention and aroused their interest in the topic, making it easier for them to enter the learning state. The step - by - step teaching of vocabulary and sentence patterns, combined with examples and practices, helped most students master the key knowledge. The group speaking practice provided students with more opportunities to communicate in English, and they actively participated in the conversations, which improved their speaking ability. Areas for improvement In the listening practice, some students had difficulty catching the key information due to the relatively fast - paced dialogue. In the future, more listening materials with different speeds can be provided, and some pre - listening skills training, such as predicting the content according to the questions, can be carried out. During the production stage, although most students could write and share their introductions, some students' expressions were a bit simple and repetitive. In the follow - up teaching, more writing guidance, such as how to use a variety of sentence structures and rich vocabulary to describe, should be given. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $