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

Unit 8 Fighting pandemics-F Project Unit 8 of the Shanghai Foreign Language Education Press (2024) English textbook for Grade 8 focuses on the theme of "Fighting Pandemics." This unit aims to raise students' awareness of pandemics and their impact on society. Through a variety of texts, including news articles, research reports, and personal accounts, students will learn about the causes, symptoms, prevention, and control measures of pandemics. They will also explore the roles of different individuals and organizations in the fight against pandemics, such as medical workers, scientists, and governments. In addition, the unit will help students develop their language skills, including reading, writing, listening, speaking, and vocabulary building, in the context of discussing pandemics. 教学目标 A. Knowledge Objectives Students will be able to master the key vocabulary related to pandemics, such as "pandemic," "epidemic," "virus," "symptom," "vaccine," "quarantine," etc. Students will understand the main grammar points presented in the unit, such as the use of passive voice in the context of pandemic prevention and control measures. Students will be familiar with different types of texts about pandemics, including their structures and language features. B. Ability Objectives Reading: Students will be able to read and understand texts about pandemics, extract key information, and summarize the main ideas. Writing: Students will be able to write a short report or article about a certain aspect of pandemics, using appropriate vocabulary and grammar, and presenting clear and logical arguments. Listening: Students will be able to listen to dialogues or news reports about pandemics and understand the main content, as well as important details. Speaking: Students will be able to discuss topics related to pandemics, express their opinions and views, and communicate effectively with their peers. C. Emotional Objectives Students will develop an awareness of the importance of public health and the need to take responsibility in the face of pandemics. Students will appreciate the efforts of medical workers, scientists, and all those who contribute to the fight against pandemics. Students will be inspired to think critically about the impact of pandemics on society and the world, and consider possible solutions. 教学重难点 A. Key Points Key vocabulary and expressions related to pandemics. For example, teaching students how to correctly pronounce and use words like "vaccination campaign" and "social distancing." The use of passive voice in describing pandemic prevention and control measures. For instance, "Masks are worn by people to prevent the spread of the virus." Reading comprehension skills for texts about pandemics, such as identifying the main idea, understanding cause - effect relationships, and analyzing data presented in the texts. B. Difficult Points Helping students understand the complex medical and scientific concepts related to pandemics, such as the process of virus mutation and the development of vaccines. Guiding students to write a well - structured and coherent report or article about pandemics. This includes organizing ideas, using appropriate transition words, and presenting evidence to support their views. Encouraging students to express their opinions and engage in in - depth discussions about the social and economic impacts of pandemics, as this requires a certain level of critical thinking and language proficiency. A. Vocabulary Disease - related: pandemic, epidemic, outbreak, virus, bacterium (pl. bacteria), infection, infectious, symptom, syndrome Prevention and control: vaccine, vaccination, quarantine, isolate, mask, sanitizer, disinfect, social distancing, lockdown People and organizations: medical worker, scientist, epidemiologist, World Health Organization (WHO), Center for Disease Control and Prevention (CDC) B. Grammar Passive voice in the simple present tense: is/are + past participle. For example, "The virus is spread through droplets." Passive voice in the simple past tense: was/were + past participle. For example, "The city was locked down last month." Modal verbs for obligation and advice in the context of pandemics: should, must, have to. For example, "We should wear masks in public places." "You must follow the quarantine rules." 教学过程 A. Lead - in (5 minutes) Show students some pictures or short video clips about recent pandemics, such as the COVID - 19 pandemic. Ask students some simple questions: "What are these pictures/videos about?" "Have you ever heard of any pandemics before?" "What do you know about them?" Encourage students to share their personal experiences or what they have heard about pandemics briefly. This step aims to arouse students' interest and activate their prior knowledge related to the topic. B. Vocabulary Teaching (10 minutes) Present the key vocabulary related to pandemics on the blackboard or through a PPT. Teach students the pronunciation, meaning, and usage of each word. For example, when teaching "pandemic," explain that it refers to an epidemic that has spread over a large area, such as several countries or continents. Show some examples of sentences: "The influenza pandemic in 1918 was extremely deadly." For "quarantine," explain that it means to separate and restrict the movement of people who may have been exposed to a contagious disease. Demonstrate with a sentence: "People who came back from high - risk areas were put under quarantine." Use flashcards or word games to help students practice and remember the new words. For example, play a "word - matching" game, where students need to match the English words with their Chinese translations or definitions. C. Reading Comprehension (15 minutes) Provide students with a short reading passage about a specific pandemic, such as the history of the Spanish Flu. Before reading, ask students to predict what the passage might be about based on the title and some key words. Let students read the passage silently for the first time, and then answer some general comprehension questions, such as "What is the main idea of the passage?" "When did the Spanish Flu happen?" For the second reading, ask students to read more carefully and find specific information, such as the symptoms of the Spanish Flu, the areas it affected, and the measures taken to control it. After reading, organize students to have a group discussion. Ask them to compare the Spanish Flu with the pandemics they know, and share their thoughts on what we can learn from the past pandemics. D. Grammar Explanation (10 minutes) Introduce the use of passive voice in the context of pandemics. Write some examples on the blackboard: "The virus is transmitted from person to person." "Hospitals were built quickly to treat the patients." Explain the structure and formation of the passive voice, and compare it with the active voice. For example, "People wear masks" (active voice) vs. "Masks are worn by people" (passive voice). Let students do some simple grammar exercises, such as converting active - voice sentences into passive - voice sentences and vice versa. Walk around the classroom to provide guidance and check students' work. E. Summary and Homework (5 minutes) Summarize the key points of this class, including the new vocabulary, the reading content, and the grammar knowledge. Assign homework: Ask students to write a short paragraph about one measure to prevent pandemics, using at least three new words and the passive voice they learned in class. Encourage students to collect more information about a certain pandemic they are interested in and be ready to share it in the next class. 教学反思 After teaching this unit, I need to reflect on several aspects. Firstly, in terms of vocabulary teaching, although using games can increase students' interest, some students still have difficulty remembering the more complex medical terms. Maybe I should provide more real - life examples or associations to help them better understand and memorize. Secondly, during the reading comprehension part, some students had trouble understanding the long and complex sentences in the passage. I should have spent more time on sentence - structure analysis before asking them to read the whole passage. Thirdly, for the grammar teaching, the exercises I provided were a bit too simple. In the future, I need to design more challenging exercises to help students master the use of passive voice more proficiently. Overall, I need to adjust my teaching methods and materials according to students' actual learning situations to improve the teaching effectiveness of this unit. 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 $