Unit 8 Fighting pandemics D Listening and speaking 教学设计 2025-2026学年沪外教版（2024）八年级英语上册

该初中英语教学设计聚焦“抗击疫情”主题，围绕听力与口语能力培养展开，通过图片导入、词汇铺垫、预测引导和分层听力活动，构建清晰的学习支架。从生活情境切入，逐步过渡到语言输入与输出，帮助学生在真实语境中理解并运用关键术语和句型，如“take preventive measures”和“It is important to...”，实现知识迁移与表达实践。 本设计亮点突出，融合语言能力、文化意识与思维品质三大核心素养。例如，在预听环节借助图片预测内容，培养学生信息整合与推断能力，体现思维品质；通过讨论防疫措施及全球健康议题，增强学生的社会责任感与人类命运共同体意识，彰显文化意识；小组汇报与同伴互评则强化语言表达与合作学习，提升语言能力。教师可直接套用结构化流程，学生在真实话题中自然习得语言，课堂参与度高，教学效果显著。

Unit 8 Fighting pandemics-D Listening and speaking This unit focuses on the theme of "Fighting pandemics". The listening and speaking part aims to help students understand and discuss topics related to pandemics, such as the causes, impacts, and preventive measures. Through listening to various materials like dialogues and short passages, students will be exposed to relevant vocabulary and expressions. They will also have the opportunity to practice speaking by sharing their opinions and experiences on pandemic - related issues in different communicative activities. 教学目标 A. Knowledge Objectives Students will be able to master key vocabulary related to pandemics, such as "pandemic", "epidemic", "virus", "vaccine", "infect", "spread", "symptom", etc. They can understand and use common expressions for discussing pandemics, like "take preventive measures", "be infected with", "the spread of the disease", etc. Students will learn different sentence patterns used to describe the situation of pandemics, for example, "The pandemic has had a huge impact on...", "It is important to... to prevent the spread of the virus". B. Ability Objectives Improve students' listening skills, enabling them to catch key information, main ideas, and details from listening materials about pandemics. Develop students' speaking abilities, allowing them to express their views clearly and fluently on topics related to pandemics in English, and be able to communicate with others in relevant conversations. Cultivate students' ability to summarize and organize information they hear, and use it to support their own speaking. C. Emotional Objectives Raise students' awareness of public health and the importance of taking preventive measures during pandemics. Encourage students to show concern for global health issues and develop a sense of social responsibility. Build students' confidence in using English to communicate about real - life topics, enhancing their interest in learning English. 教学重难点 A. Key Points Key vocabulary and expressions related to pandemics. Listening strategies for understanding pandemic - related materials, such as predicting content, catching key words, and inferring meanings. Speaking skills for expressing opinions and discussing pandemic - related topics, including how to start a conversation, ask questions, and respond appropriately. B. Difficult Points Helping students understand the complex content in listening materials, especially when there are rapid - fire speeches or technical terms related to pandemics. Guiding students to organize their thoughts and express their unique and in - depth views on pandemic - related issues in English, rather than just using simple and common expressions. Cultivating students' ability to think critically about pandemic - related topics and communicate their critical thinking in English. Vocabulary Pandemic: a disease that spreads over a whole country or the whole world. Epidemic: a large number of cases of a particular disease happening at the same time in a particular community. Virus: a very small living thing that causes disease. Vaccine: a substance put into a person's body to prevent them from getting a disease. Infect: to cause someone to have a disease. Spread: to move, go, or extend in different directions. Symptom: a change in your body or mind that shows that you are not healthy. Expressions Take preventive measures: do things to stop something bad from happening. Be infected with: have a disease caused by a virus or bacteria. The spread of the disease: the process of a disease moving from one person or place to another. Wear a mask: put on a mask to cover your mouth and nose. Wash hands frequently: wash hands many times. Sentence Patterns The pandemic has had a huge impact on people's lives. It is important to stay at home to prevent the spread of the virus. What measures should we take to fight the pandemic? If we don't take preventive measures, the situation will get worse. 教学过程 A. Warming - up (5 minutes) Greet the students as usual. Show some pictures related to pandemics on the PPT, such as people wearing masks, medical staff working in hospitals, and vaccination scenes. Then ask students some simple questions, like "What can you see in the pictures?" "Do you know what these pictures are about?" This can arouse students' interest and lead them into the topic of the class. B. Pre - listening (10 minutes) Vocabulary Introduction Present the key vocabulary related to pandemics on the PPT one by one. Explain the meaning of each word with simple English explanations and examples. For example, when teaching "pandemic", say "A pandemic is a very serious disease that spreads all over the world. For example, the COVID - 19 pandemic affected people all around the globe." Let students read the words after the teacher several times to make sure they can pronounce them correctly. Prediction Tell students that they are going to listen to a dialogue about a pandemic. Then show them some pictures or key words related to the possible content of the dialogue, such as "virus origin", "preventive measures", "vaccine development". Ask students to predict what the dialogue might be about based on these hints. Encourage them to share their predictions with their partners in pairs. C. While - listening (15 minutes) First Listening Play the recording of the dialogue for the first time. Ask students to just listen carefully and get a general idea of what the dialogue is about. After listening, ask some general questions, like "What are the two speakers mainly talking about?" "Can you tell the main topic of the dialogue in one sentence?" Second Listening Play the recording again. This time, ask students to listen more carefully and take notes of the key information, such as the causes of the pandemic, the measures people are taking, and the speakers' opinions. Design some simple forms on the PPT for students to fill in while listening. Check the Answers Invite several students to share their answers. Check the answers together as a class. If there are some misunderstandings, play the relevant parts of the recording again to clarify. D. Post - listening (10 minutes) Pair Work Divide students into pairs. Give each pair a set of discussion questions related to the listening content, such as "Do you think the measures mentioned in the dialogue are effective? Why or why not?" "What other measures do you think can be taken to fight the pandemic?" Ask students to discuss these questions with their partners. Walk around the classroom to monitor their discussions and offer help if necessary. Group Report After the pair work, ask each pair to choose one question to report to the class. Invite several pairs to come to the front of the class and share their discussion results. Encourage other students to listen carefully and ask questions or make comments. E. Summary and Homework (5 minutes) Summary Summarize the key vocabulary, expressions, and sentence patterns learned in this class with the students. Review the main content of the listening material and the important points in the speaking activities. Homework Ask students to write a short passage about the most impressive thing they learned about pandemics in this class, using at least 5 key words and 3 sentence patterns. Encourage students to listen to some English news or podcasts about pandemics after class to further improve their listening skills. 教学反思 In this class, the use of pictures in the warming - up part effectively attracted students' attention and made them quickly enter the learning state related to pandemics. However, in the future, more diverse ways of warming - up, such as short videos, could be considered to make the introduction more vivid. The pre - listening vocabulary teaching and prediction activities were helpful for students to better understand the listening material. But some students still had difficulties in predicting the content accurately. In the future, more guidance and practice on prediction strategies should be provided. During the while - listening process, most students could catch the key information, but a small number of students had trouble following the rapid - fire parts of the dialogue. For these students, more targeted listening training, such as listening to slower - paced materials first and gradually increasing the speed, is needed. The pair work and group report in the post - listening part gave students a good opportunity to practice speaking. However, some students were still a bit shy to express their views in front of the class. More encouragement and a more relaxed speaking environment should be created to build their confidence. The overall teaching objectives were basically achieved, but there is still room for improvement in teaching methods and student participation. Adjustments should be made according to students' actual learning situations in future classes to continuously improve teaching effectiveness. 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 $