Unit 8 Section B(1a－1e) & Vocabulary in Use（word教案）-【优翼·学练优】2025-2026学年八年级英语下册同步备课（人教版）

该初中英语教案聚焦演讲的理解与结构分析，通过蓝天救援队救援视频及图片导入，搭建从真实救援案例到演讲结构（如hook、call to action）分析的学习支架，衔接读前讨论与读中略读、细读活动。 此资料亮点在于情境化与结构化结合，视频与图片导入激发兴趣，演讲结构分析培养思维品质，词汇拼图游戏提升学习能力，融入志愿者精神教育增强文化意识，助力学生提升语言理解表达能力与社会责任感，为教师提供可操作的互动教学方案。

第五课时 Section B(1a－1e) & Vocabulary in Use 1、 Teaching Objectives In this class, students will： 1. get the main idea and the target information from the speech. 2. identify key features of a speech by analyzing the structure and language. 3. gain the awareness of the value of volunteer work (like Blue Sky Rescue) and learn to express positive attitudes towards helping others. 2、 Teaching Advice Lead-in Watch and Say 1. Present a video about the members from Blue Sky Rescue rescuing people in disasters. And ask students some questions.(见优翼配套教学课件) 2. Invite some students to share their answers. Provide some related pictures to elicit more information if possible. 3. Introduce some basic information about Blue Sky Rescue. If possible, the teacher can also present a short video to help them understand better. Pre-reading 1a 1. Present the pictures in la and ask students to discuss the questions. 2.For the second question, the teacher can present some other related pictures to help students tell stories about Blue Sky Rescue. During the process, the teacher can pre-teach some information about the disasters mentioned in the passage. 3. Have students think about how the actions of Blue Sky Rescue make a difference. While-reading Skim Reading 1. Guide students to read the tip in the box and explain what a hook and a call to action are.(见优翼配套教学课件) 2. The teacher can present some speech clips as examples so that students can have a better understanding. 1b 1. Have students read the speech quickly and find out what kind of hook the speaker uses and which paragraph includes a call to action. 2. Invite some students to share their answers and give them positive feedback. 3. The teacher can also ask the following questions to lead students think further. · Why does the speaker use a personal story as a hook? · Would a fact or question hook work better?Why/why not? 1. Have students read the speech again and grasp the main idea of each paragraph. 2. Invite five students to share their summaries of each paragraph and the teacher gives them feedback. 3. Ask students to read the summary of each paragraph and match them with the correct paragraphs. 4.Check the answers with the whole class. Careful Reading 1d 1. Ask students to read the questions in 1d to clarify what detailed information they need to grasp. 2. Have students read the speech carefully to get the detailed information. 3.For the questions 1-4, the teacher can invite some students to share their answers by asking some questions. Then present the correct answers.(见优翼配套教学课件) 4. For the last question, the teacher can ask students to discuss in pairs and then invite some pairs to share their opinions. More different answers can be encouraged. Structure & Language Analysis 1. Guide students to grasp the structure of the speech using the following questions. · How does the speaker organize the speech? ◆ Does it follow“story→actions→feelings→call to action”? · Are there any words or phrases that help connect different paragraphs? Post-reading 1e 1. Have students work in groups to talk about the sentences in le and express their opinions. 2. Invite some groups to share their answers. The teacher can summarize what students share and list them on the blackboard. 3. Encourage students to share more about what they have learned from the speech. Then highlight the morals of the lesson. Vocabulary in Use 2a 1. Divide students into several groups to do the puzzle. Ask them to do it as quickly as possible. 2. The teacher can set a time limit of 10 minutes to prevent the activity from dragging on. 3. Select the top 3 groups who complete the puzzle the most quickly and correctly and give them some rewards. Explain the tricky parts if necessary. 2b 1. Have students read the words in brackets and tell the differences between them in the meaning,part of speech and usage. 2. Invite some students to explain these words and the teacher gives them feedback. 3. Ask students to complete the sentences using the given words and check answers in pairs. 4. Check the answers with the whole class.. 2c 1. Have students read the phrases in the box to get the meanings. 2. Ask students to skim the passage to get the main idea. Then have students complete the passage with the correct forms of the phrases in the box and check the answers in pairs. 3. Present the correct answers in class and explain the language points if needed. Summary Ask students to summarize what they learned in this lesson. Homework Finish the related exercises in the books produced by Youyi. Blackboard Design Write the language points on the blackboard. Teaching Reflection The class generally achieved its objectives. In reading activities,most students successfully grasped the speech's main idea. The analysis of the speech's structure and language went smoothly, but some students confused“hook”examples. For vocabulary, the puzzle activity in vocabulary practice was lively but slightly prolonged. Next class, I'll simplify the puzzle and add more interactive drills for word pairs. I'll also prepare clearer examples for speech features to aid understanding. 学科网（北京）股份有限公司 $