Unit 8 Fighting pandemics B Reading and critical thinking 教学设计 2025-2026学年沪外教版（2024）八年级英语上册

Unit 8 Fighting pandemics-B Reading and critical thinking I. Content Overview This unit focuses on the theme of "Fighting Pandemics." The reading passage in this section likely presents information about different pandemics in history, how they spread, the impact on society, and the measures taken to combat them. It may include real - life examples, data, and stories related to pandemics, aiming to help students understand this global issue from multiple perspectives. 教学目标 1. Knowledge Objectives Students will be able to master the key words and phrases related to pandemics, such as "pandemic", "epidemic", "infect", "vaccine", "quarantine", etc. Students will understand the main idea and detailed information of the reading passage, including the causes, consequences, and solutions of pandemics. Students will learn some useful sentence patterns and grammatical structures used in the description of pandemics, such as the passive voice to describe the spread of diseases. 2. Ability Objectives Develop students' reading skills, including skimming to get the general idea, scanning for specific information, and inferring the meaning of new words from context. Improve students' critical thinking ability by analyzing and evaluating the information in the passage, and being able to express their own opinions on how to prevent and deal with pandemics. Enhance students' writing ability by summarizing the reading content and writing a short passage about a certain pandemic. 3. Emotional Objectives Raise students' awareness of public health and the importance of taking preventive measures during pandemics. Cultivate students' sense of social responsibility and cooperation spirit, as dealing with pandemics requires the joint efforts of the whole society. 教学重难点 1. Key Points The understanding of key vocabulary and phrases related to pandemics. Grasping the main idea and important details of the reading passage. Mastering the reading skills of skimming, scanning, and inferring. 2. Difficult Points Analyzing and interpreting complex sentences and passages about pandemics, especially those involving scientific and medical terms. Developing students' critical thinking ability to deeply understand the social, economic, and cultural impacts of pandemics, and being able to think independently about preventive and control measures. Helping students express their thoughts and opinions on pandemics clearly and accurately in English. 1. Key Words pandemic (n.) a disease that spreads over a whole country or the whole world 大流行病 epidemic (n.) a large number of cases of a particular disease happening at the same time in a particular community 流行病 infect (v.) to pass a disease to a person, an animal or a plant 传染；感染 virus (n.) a living thing, too small to be seen without a microscope, that causes infectious disease in people, animals and plants 病毒 vaccine (n.) a substance that is put into the blood and that protects the body from a disease 疫苗 quarantine (n.) a period of time when a person or an animal that has or may have a disease is kept away from others so that the disease cannot spread 隔离期；检疫 symptom (n.) a change in your body or mind that shows that you are not healthy 症状 2. Key Phrases break out (of a war, fighting, or similarly undesirable situation) start suddenly 爆发 take measures to do sth. to do something to solve a particular problem 采取措施做某事 be infected with be affected by a disease - causing organism 感染 prevent... from doing sth. to stop something from happening or someone from doing something 阻止…… 做某事 in the face of when faced with (a difficulty or danger) 面对（困难或危险） 3. Useful Sentence Patterns The passive voice: e.g., Many people were infected with the virus last year. (被动语态用于描述疾病传播等情况) It is + adj. + to do sth.: e.g., It is important to take preventive measures during a pandemic. (该句型用于表达做某事的重要性) 教学过程 1. Lead - in (5 minutes) Show students some pictures of different pandemics in history, such as the Spanish Flu in 1918, the SARS epidemic in 2003, and the COVID - 19 pandemic. Ask students: "What do you know about these pandemics? Have you heard of any other pandemics?" Encourage them to share their knowledge and experiences briefly. 2. Pre - reading (10 minutes) Present the new words and phrases related to pandemics on the blackboard or through a PPT. Explain their meanings, pronunciations, and usages. For example, when teaching "infect", show some examples like "The virus can infect people through the air." and let students imitate the sentence structure to make their own sentences. Ask students to predict the content of the reading passage based on the title and the pictures they saw in the lead - in part. Guide them to think about questions like "What might be the causes of pandemics? How do they spread? What can we do to fight them?" 3. While - reading (15 minutes) Skimming: Let students quickly read the whole passage within 2 - 3 minutes and answer the question: "What is the main idea of the passage? Is it about the history of pandemics, the causes, the impacts, or the prevention methods?" Scanning: Ask students to read the passage carefully again and find the answers to some detailed questions, such as "When did the Spanish Flu break out? What were the main symptoms of SARS? What measures were taken to control the COVID - 19 pandemic?" Design some fill - in - the - blank or multiple - choice exercises to help students focus on specific information. Inferring: Select some sentences or paragraphs in the passage that contain new words or phrases whose meanings are not directly given. Guide students to infer the meanings from the context. For example, if the sentence is "The government implemented a strict quarantine policy to prevent the spread of the disease.", ask students what "quarantine" might mean based on the words "prevent the spread". 4. Post - reading (10 minutes) Group discussion: Divide students into groups of 4 - 5. Give each group a topic related to pandemics, such as "What are the most effective ways to prevent pandemics in our daily life?" or "How can international cooperation help in fighting pandemics?" Let them discuss in groups for about 5 minutes and then each group selects a representative to share their ideas with the whole class. Summary and writing: Summarize the main content of the reading passage with students, emphasizing the key points and important information. Then, ask students to write a short passage of about 100 - 120 words to introduce a pandemic they are familiar with, including its basic information, impact, and preventive measures. Walk around the classroom to offer help and guidance when necessary. 5. Conclusion (5 minutes) Review the key words, phrases, sentence patterns, and the main content of the reading passage with students. Reinforce the importance of public health awareness and the significance of taking preventive measures during pandemics. Encourage students to continue to pay attention to global health issues and use the English they have learned to understand and communicate about such topics. 教学反思 After the class, it is necessary to reflect on the teaching process. Consider the following aspects: Were the teaching objectives achieved? Did students master the key vocabulary, understand the reading passage, and develop their reading and critical thinking skills as expected? If not, what are the reasons? Maybe the teaching methods were not appropriate enough, or the difficulty level of the tasks was too high or too low for some students. How was the students' participation in class? Were they actively involved in the discussion, group work, and other activities? If some students were not engaged, think about how to motivate them in future classes, such as using more interesting teaching materials or designing more challenging tasks. What problems occurred during the teaching process? For example, were there difficulties in explaining some complex scientific terms or in guiding students to think critically? Analyze these problems and find solutions for better teaching in the future. Regarding the teaching content, were there any parts that needed more in - depth explanation or more examples? Consider whether some additional materials, such as videos about pandemics or real - life cases, could be used to enrich the teaching and help students better understand the topic. Based on the teaching reflection, adjust the teaching plan and methods for future classes to improve teaching effectiveness and meet the learning needs of students. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $