（2025秋新版）外研版八年级英语上册全册教案

教学设计(教案)版本：2025秋外研版时间：2025年9月【LanguageAbilities】【CultureAwareness】1.Cultivatestudentsbackgroundsandcultiv【LearningAbilities】第一课时第二课时第三课时第四课时第五课时第六课时Presentingideas&Refle单元围绕话题howtobecomeabetterme,学习和完成11个语篇，了解心目中的Startingout:本部分通过思维导图的形式，激活Sally从刚开始讨厌自己脸上的胎记，到在朋玫瑰，最终学会接纳自我的故事。文章通过1.Knowyourselfcomprehensivelyandintroduceyourselftoothers.shouldnotworryabouttheirTeachingAids【教学工具】TeachingSteps【教学步骤】1.Askstudentstowat②Whatdootherpeopleth3.Guidestudentstothinkaboutwhytherearedifference2.EncouragestudentstobrainstormmorthentheteachercangiveUsefulexpressions:①Looks:Ihave...I'm...(short,tall,ofmediumheight/build,dark②Personality:Iam.(outgoing,shy,brave,positive,helpful..)4.LetstudentsintroducethemsUnderstandingideas(1-4)1.Askstudentstolook③Whatdoyouthinkthegibeautifulfacehairmirro3.Askstudentstoshar②Sheislookingatherbirthmarkonherfacein③Ithinkthegirlf1.Askstudentstoreadth2.Sharetherightanswerswiththec2.Askstudentstochoosethebestsummaryofthepassageandsharetheirreasons.3.Checkanswerswiththewhole2.Checktheanswerswith第5页共91页Answers:①Sallydidn'tlikethebirthmarkonherface.③Sallydidn'tlikeitbefor④Sallythinksit'sspecialanddi2.ChecktheanswerswitAnswers:①birthmark②secretly③tocover⑤turnedsunny⑥paintedared①WhatdoesSallythinkofherbirthmarknow?②Doyouthinkpeopleshouldworryabouttheirlooks?Whyorwhy2.Givesomepromptsto★Step5Languagepoints【语言要点】feellike…意为“感觉像……,有…感觉”。例如：Itfeelslikesummereventhoughit'sonlyApril.虽然现在只是四月，但感觉已经像夏天了。IfeellikeI'montopoftheworld.我觉得开心极了。feellike.….还可意为“想要”。feellikedoingsth.想要做某事例如：Ifeellikedoingsomethingdifferenttoday.今天我想要做点不一样的事情。(1)withsomanypeoplearoundme解释了她觉得胎记发烫的原因。英文中with+n.构成介词短语，可以表原因、方式等。例如：(表原因)Withasmile,shegivesmeaflower.她笑着给了我一朵花。(表方式)IfeltmyfaceburningwhenIwastalkingtohim.我跟他说话的时候感觉自己的脸烧得发烫。第6页共91页Askstudentstousethestudents'self-assessmentformtocheckwhat★Step7Homework【家庭作业】2.DotheexercisesiThisstoryhasgreatlyattractedthestudents'attention.isactive,andthestudentscanactivelyparticipatreadingprocess,studentscanfindthereasonwhySallyc1.Mastertheusageofthepresentpe2.DistinguishthepreTeachingAids【教学工具】anEnglishbook,atapereTeachingSteps【教学步骤】"have/has+done"in一、用法现在完成时表示在以前某个时间已经发生的行为种影响。常与这些副词及短语连用：just,altwice,sofar,inthepastthreeyears等。1.肯定句：主语+have/has+过去分词+...E.g.IhaveboughtmanyTheyhavefinishedtheh2.否定句：主语+have/has+not+过去分词+...Erichasn'tgothisplaneticketyet.—Yes,主语+have/has./No,主语+haven't/hasn't.—Yes,Ihave./No,Ihave—Hashedecidedwhichbooktowriteaboutyet?—Yes,hehas./No,hehas第8页共91页用，如ago,last或由when(何时)引起的问句都不能与现在完成时连用。presentperfectten2.ChecktheanswerswitAnswers:①Ihavejustcutmylonghair.③Ihavejustpaintedabeautifulfloweronmyface.④Chrishasalwayswornapairofglasses.⑤Jessicahasalreadychangedheropinsentencesusingthepresentperfecttense.2.ChecktheanswerswitAnswers:①Ihavebeenthetalleststudentinmyclass.④IhavelearnttoacceptmyExperienceofacceptingyourself第9页共91页Askstudentstousethestudents'self-assessmentformtocheckwhatbetweenthepresentperfecttenseandpastsimpletense.Therefore,inthenex2.Pronounce/m//n/and/ŋ/correctlyandremember3.TalkaboutwhatyouhaveleTeachingAids【教学工具】anEnglishbook,atapere

WhatarethenamesofthesebooofOz2.IntroducesomebasicinformationaboutthethreebookTheAdventuresofPinocchio(《木偶奇遇记》)是意大利作家卡洛·科洛迪创作的童话，也是其代表作，发表于1880年。作品讲述当仁慈木匠皮帕诺睡觉的时姆创作的儿童魔幻小说，1900年5月在美国首次出版，由威廉·华莱士·丹斯

HaveyoueverreadbooIfnot,whichofthesethreebooksinterestsyouthemost?Manyworksofliteraturehavedescribedcharactersinsearchoftheirvalues.SomegoodexamplesareTheWonderfulWizardofOz,TheBluAdventuresofPinocchio.meansandfindoutthediffebook.第11页共91页thebook.Beforelistening,remindstudentstotakenoblanks.Explain“comment”ifneeded.2.Askstudentstolistentotheconversationandco3.Checktheanswerswi2.Tellstudentsthewaytomakthepronunciationoftheboldletters.2.Playtherecordingandaskstudentstorepe3.Tellthekeypointsofthepronunciationof/m//n/and/ŋ/andgiveaco4.Havestudentsreadthewordsto5.Ifpossible,providemoretargetlanguagematerialsforstudentstopractise.2.Tellstudentsthatthecommentmayinclude3.ShowtheusefulexpressionstWonderfulWizardofOzTeachingreflection【教学反思】learnedaboutexploringtTeachingObjects【教学目标】2.RetellSuBingtian'sstoryacco1.Showthepicturetostudents,th2.LetstudentswatchavideorelatedtotheChine2.Showsomewordsandexpressionsfightone’sfeartrysucceeddoubtsticktoholdback3.Askstudentstoshareth第13页共91页1.Askstudentstocohold.back在此处意为“阻碍……(的发展)”。例如：Don'tletfearholdyoubackfromyourdreams.不要让恐惧阻碍你实现自己的梦想。句中clock是动词，意为“以……速度行驶；达到(某速度)”,经常用于描述运动员的成绩或者驾驶车辆所用的时间。例如：thefirstcartoclock100kilometresanhour第一辆时速为100公里的汽车她在女子马拉松比赛中创下了新的世界纪录。(2)stickto意为“遵守，信守；坚持”。例如：Hedecidedtosticktohisfirstplan.他决定坚持★Step6Summary【课堂小结】Teachingreflection【教学反思】Inthislesson,thestoryofSuBingtianwasinspiring,bdifficultyunderstandinglongweakerstudentsengagebetterandunderstandthelesson'smessage.2.ShareyourcommentsandideasaboutthissuccessfulTeachingAids【教学工具】TeachingSteps【教学步骤】1.AskstudentstowriteaboutthepersonwiththehelpoDespitethesedifficulties,J.K.Rowlingnevergaveup.Shekeptwritingevenbook,HarryPotterandthePhilosopher'sStone.Shesentherbooktomanypublishers,andafterpopularbookseriesintheworld.Itturnedintomovies.J.K.RowlingiSheteachesusthathardworkandbelievingchallenges.Herstoryinspi1.Havestudentsexchan2.Askstudentstochecktheirpassagesa

Didyouusethewordsandexpr★Step5Summary【课堂小结】第16页共91页Teachingreflection【教学反思】helpthemmore,likeshowingthemhowtowritencouragethemtotakepartinclassactivities.Thisway,theirwriting第六课时Presentingideas&ReflectionTeachingSteps【教学步骤】aboutyourselfchanged?Considerthefollow★Step4Post-task【后续任务】第17页共91页Askstudentstousethestudents'self-assessmentformtocheckwhat2.Dotheexercisesiandwereeagertogivetheirspeechestothe单元教学目标单元教学目标【LanguageAbilities】【CultureAwareness】【LearningAbilities】第一课时第二课时第三课时第四课时第五课时第六课时Presentingideas&Refle单元教材分析单元教材分析本单元的主题为：与人相处。该主题属于“人与社会”主题范畴下的“社会服务与人际沟通”主题群，对应“良好的人际关系与人际交往”这一子主题内容。本单元围绕话题secretsofgoodrelationship,学习和完成11个语篇，通过多样化的学习活动，帮助学生理解与人相处的核心价值，包括分享、包容、表达与理解。通过学习，学生将逐步掌握和谐相处的技巧，培养良好的人际关系，为未来的社会交往奠定坚实基础。Startingout:本部分通过分享与人相处的名言和讨论相处中的难题，激活学生对人际关系的已有认知。学生将思考并分享自己在与人相处中遇到的挑战，为后续学习奠定基础。Understandingidea:本部分的阅读文章为《TheSelfishGiant》,讲述了一个自私第19页共91页的巨人因赶走孩子而使花园终年冰封，最终在孩子们的回归中悔悟并学会分享的故事。文章通过巨人的转变，传递了分享与包容的重要性，引导学生反思自己在人际关系中的行为。Developingideas:本部分包含听力和阅读两个模块。听力部分通过情境对话，帮助学生学会在与人相处中清晰表达自己的想法；阅读部分则讲述了安徽桐城六尺巷的故事，展现了谦让与宽容在化解矛盾中的重要作用。这部分内容旨在提升学生的沟通技巧和同理心。Presentingideas:学生需要结合本单元所学内容，创作一份与人相处的指南。通过这一任务，学生不仅能够巩固所学知识，还能将理论应用于实践，进一步提升人际交往能力。课时分解课时分解2.Understandthestor②Whatdoyouthinkoftheirrelationship?②WhatwouldyoudoiAnswer:Atfirst,theGiantclosesthegat1.Askstudentstochoosethemessageofthepas2.Presenttherightanswerandexplaint1.Askstudentstocompletethe2.ChecktheanswerswithAnswers:①garden②play③angry②WhydoyouthinktheGiantchang2.GivesomepromptstotheWhatisthecharacteroftheGiant?第21页共91页2.Letsomestudentsshar(1)英语中为了强调句子的某个成分或者保持句子的平衡，有时会把状语和谓语全部放在主语前面。例如：hope后面也可以接动词不定式。例如：Amyhopestobeateacher.Amy希望成为一名教师。nor常用于列举两个或更多相同性质的否定事物或情况，意为“也不”。norsummer的原句应该是nordoessummercome。4.Ihaven'theardthatbeautif句中that作副词用，用于强调其后面形容词beautiful的程度，意为“那么”。例Shedidn'tthinkthetestwouldbethatdifficult.她没想到这个测试会那么难。5.AndthetreesaresogladthThekidsrunaboutinthepark.孩子们在公园里到处奔跑。7.“Fearnot,littleones,"theGiantsays.“It'syourgarden句中fearnot相当于现代英语中的Don'tbeafraid或Donotfear,构成祈使句。这种“实义动词+not”的句型常出现在一些固定的，尤其是较古老的表达方式中。除fear之外，能直接与not连用的还有其他动词，如be,worry,doubt等。例如：Benotafraid,Iamwithyou.别害怕，我和你在一起。Worrynotaboutthefuture,liveinthepresent.别为将来担心，活在当下。第22页共91页Askstudentstousethestudents'self-assessmentformtoInthisreadinglesson,Ifoundstudentswhaddifficultywithanalunderstandthethemeofthestory.2.Haveabetterunderstandingofthepresentperfecttense.3.DiscusstheexperienceofsharTeachingSteps【教学步骤】1.Askstudentstoreadthese2.Thenaskstudentst3.Askstudentstofindmoresentenceswitht4.CheckanswerswiththAnswers:Ihaven'theardthatbeautifulbirdsongforawhile.Icannotunderstandwhyspringhasnotco第23页共91页现在完成时(2)现在完成时还可以表达某一行为或状态从过去某时间一直持续到现在。WehaveplayedfootballfIhavebeenlikethiss从以上例句可以看出，在表示行为或状态从过去一直持续到现在时，通常要与表示一段时间的时间状语连用，这类状语通常由for或since引导。需要注意的是，sinceAugust2023,sinceyesterday,sincetwoo'clock等。二、对现在完成时的时间状语提问在对现在完成时的时间状语进行提问时，我们常用howlong。E.g.Howlonghaveyouplayedfootball?你踢足球踢了多长时间了?Howlonghaveyouhadthedog?这条狗你养了多久了?1.在表示某一行为或状态持续多长时间时，根据终止时间的不同，需要使用不同的时态。E.g.Istayedinthe般过去时)Ihavestayedinthehotelforaweeknow.迄今为止，我已经在这个酒店住了一周。(现在完成时).下个月我将会在这个酒店住一周。(般将来时)2.在现在完成时的句子中，表示持续的动作或状态时，动词通常与表示时间段的时间状语连用；而表示动作已经完成时，动词不能与表示时间段的时间状语连用。Tomhasbeenherefortwohours.Tom已经来了两小时了。3.除表示经历、持续至今的行为或状态外，现在完成时还表示到目前为止量的累E.g.Ihavelearnt20Englishsongs.我已经学会了20首英文歌曲。Ihavecollected300stamps.我已经收集了300枚邮票。★Step3While-task【过程任务】第24页共91页Answers:①since②for③Since1.Askstudentstocompletethenews2.Checktheanswers3.Askstudentstoanswerthefollowingquestionsaccording①WhatdifferentthingshasUncle②WhatcanyoulearnfromUncleJimmy'saPossibleanswers:①Everyyear②Wecanlearntheimportanceofsharing.1.Askstudentstoworkinpairs.Thendiscusstheirexthethinkingmaponthebooktothestu3.Showtheusefulexpressionstohelpthemtoorganisetheirideas.Ihaveshared..with...for/sinc

Itmakesmefeel★Step5Summary【课堂小结】Askstudentstousethestudents'self-assessmentformtoTeachingreflection【教学反思】havelearned.Studentscanpracticeactivities.Andwecangivethemsomewritten1.Understandthelisteningmaterialandgr2.Pronounce/h/correctlyandremembertheletters3.TalkaboutwhatyouhavelearntaboutexpressinTeachingAids【教学工具】TeachingSteps【教学步骤】Showthepictureonpage25tostudents,thenask

Whatkindoffeardoesthegirlontherioffear.Examplesincludeafearofheightsandafefattendingsocialevents.Itisoftendiffwithothers.Thissometimesinfluencesthstudents,thenaskthemtopredictwhattheconversa2.Askstudentstolistentotheconversationa3.Checktheanswerswi3.Checktheanswerswi1.Askstudentstoreadthenotesa第26页共91页2.Askstudentstolistentotheconversationand3.Checktheanswerswi1.Askstudentstolistenagain.2.Checktheanswerswith2.Playtherecordingandaskstudentsto3.Tellthekeypointsofthepronunciationof/h/andgiveacor4.Havestudentsreadthewordsto5.Ifpossible,providemoretargetlanguagematerialsforstudentstopractise.thoseprovidedinexercise4.Encouragestudentsto2.Invitesomestudentstoperformtheirconversationsinfrontoftheclass.Askstudentstousethestudents'self-assessmentformtocheckwhattheTeachingreflection【教学反思】thelisteningtashavelearnedaboutexpressingtheirthoughtsTeachingObjects【教学目标】第27页共91页1.LearnthehistoryofLiuChi2.Discussthemeaningbehindthepoem.TeachingAids【教学工具】TeachingSteps【教学步骤】Showthewordsandexpressionsteachfamilydecidedtogiveupthreechifortheirneighbouroutofkindness.1.AskstudentstosummarizethemainideaParagraph4:Paragraph2:TheproblembetweentheZhaParagraph3:ThesolutiontoParagraph4:TheinfluenceofLi第28页共91页chiofland.Instead,theycouldgivethethreechi⑧Theyrememberhowkin③What'stheeffectoftheserhymes?PossibleAnswers:①“Asagift”meansgivingthreechiofspacetotheneikindly,showinganactofgenerosity."Astimecontinuestodrift"impliesthat②Therhymesare"wall”and“all”,“gift"and“dri①Whatisyourunderstandingofthetitle?★Step5Languagepoints【语言要点】betweentheirhouses.Theycoul解释说明。例如：Myfriend,John,lovesfootball.我的朋友，John,喜欢踢足球。第29页共91页Ihelpedhermove,andinreturn,shecookedmedinner.我帮她搬家，作为回报，她给我做了晚餐。这句话主语比较长，为防止句子头重脚轻，谓语came提到了主语thesix-chi-widelanebetweenthetwohouses前面。英文中有些句子没有宾语，且主语较长，可以把状语提前，而把主语放到谓语后面。例如：Onthetablestoodtwoglassesandanemptybottle.桌上有两个玻璃杯和一个空瓶Afterthepartycameafireworksdisplayinthegarden.聚会后花园里放起了烟花。4.ThepeopleofTongchengstillkeepthepoeminmind.keep.…inmind意为“把……放在心里，把……记在心上。”例如：★Step7Homework【家庭作业】2.DotheexercisesinsInthisclass,mstudentshadtrouble.Nexttime,I'llexplainmoredifficul第五课时WritingTeachingAids【教学工具】TeachingSteps【教学步骤】structureofLiuChiXiang'ss3.Selectsomestudentst1.Leteachstudentthinkofanargume2.AskstudentstoworkingroupsoffourandsharetheirexperienInordertohelpstudentsbetterfinishthSamplewriting:OneMondayafternschoollibrary.Theybothwantedtoborrowtheonlycopyoftheirfavoritebook.Sincethelibrarycouldn’tlendittobothofthematonce,theystartTomsooncalmeddown.Hesuggestedtheyreadthebookthatday.Jerrythoughtitwasagoodidbooktogether.Thisstoryshowsthatinfriendships,it'simportanttobekinother.Byworkingtogether,wecansolve1.Havestudentsexchan2.AskstudentstocDidyougiveyouropinionabouttheimportanceofunderstandingothers?3.Invitesomestudentsreadtheirwriting★Step5Summary【课堂小结】第31页共91页Furtherpolishyourwritingaccordingtotheevaluationcriterimoststudentscouldwritetheoutlineoftheirstory;however,someofthemhadbypracticingtheuseoftransitionwordsandmaintainingaclearnarrativeorderTeachingObjects【教学目标】2.Talkaboutthesecretsofgoodrelationships.anEnglishbook,ataperecorIntroducetheprojecttostudents:Createaguidefoothers.Thinkaboutpossiblesolutions.Then1.Letstudentscreateaguexpressionsorsenten3.Asksomestudentstopractiseandpresent1.Askstudentstovoteonthebestthreeguides2.Askstudentstotalk第32页共91页SecretsofgoodrelationshipsSharewithothersExp3.Askstudentstocheckwhethertheyhaveachievedtheirle4.Letstudentswritedownwhatthey单元教学目标【LanguageAbilities】【CultureAwareness】【LearningAbilities】第一课时第二课时第三课时第四课时第五课时第六课时Presentingideas&Refl单元教材分析单元教材分析本单元的主题为：发明。该主题属于“人与社会”主题范畴下的“科学与技术”主题群，对应“科学技术与工程，人类的发明与创新”这一子主题内容。本单元围绕话题inventions,学习和完成11个语篇，帮助学生理解发明的意义与价值，激发他们的创新思维和社会责任感。通过学习，学生将逐步掌握解决问题的技巧，培养探索精神与实践能力，为未来的创新奠定坚实基础。Startingout:本部分通过对比古代和现代生活方式的差异，激活学生对发明的已有认知。学生将思考指南针、轮子、电脑、手机等发明如何改变我们的生活，为后续学习奠定基础。如何从科学展上的机械臂发明出发，最终设计出低成本、轻便的假肢，并免费分享设计帮助他人的故事。文章通过Easton的发明历程，传递了发明不仅需要创TeachingObjects【教学目标】2.LearnabouttheprocessofEaston'sinvention.TeachingAids【教学工具】TeachingSteps【教学步骤】③WhatdoesthepicturePossibleanswers:①Icanseexploration,themanworkingonthecomputerstandsfortheprocessofturninginspirationintopractimoderntoolstoturnitintopracticalachi1.Askstudentstowat①Whatdifferencesbetweenthelivesofancientpeopleandoursdoyouknow?②Whatcausedthesed2.Letstudentsbrainstormth3.Checktheanswerswit②HowhavetheychangedouAnswers:①Compass,wheel,computer,mobilephone.②Thecompasshelpswithdirection-findinginoutdooractiinformationaccess,work,andentertainment.Mobilephonesenableicommunicationandsimplifyvariousdailytaskslikepaymentandna1.Askstudentstolookat1.Askstudentstoreadth2.Checktheanswerwithth2.Checktheanswerwithth1.Askstudentstocom2.ChecktheanswerwiththAnswer:①sciencefair②w①HowwouldJenny'slifechangewithEaston'sinvent2.Givesomepromptstothe★Step5Languagepoints【语句中outof意为“由……制成，用……做成”。例如：第36页共91页Thenecklaceismadeoutofgold.这条项链是金制的。what'sworse意为“更糟糕的是”,用来引出一个更加糟糕或严重的情况，通常用来加重语气，强调比较。例如：Iforgotmywalletathome,andwhat'sworse,myphoneisoutofpower.我把钱包忘在家里了，更糟糕的是，我的手机没电了。我把伞忘在家里了。(1)本句是感叹句句型：whata(n)(+形容词)+单数名词。例如：Whatanicedress!多漂亮的连衣裙啊!He'sbeengivingmeahelpinghandwiththechildren.他一直在帮我照顾孩子。Ineedahelpinghandwithmyhousework.我需要人帮我完成家务。★Step6SummaryInthisreadinglesindependently.However,thedifficultylevelofthequesttheparticipationofTeachingObjects【教学目标】1.Mastertheusageofto-infinitive第37页共91页TeachingAids【教学工具】anEnglishbook,atapereTeachingSteps【教学步骤】★Step1Leadin【导入】(a)Healwaystriedto★Step2Grammarfocuslearning【语法学习】动词不定式和动名词作宾语一、动词不定式作宾语结构。我们把这种结构称为动词不定式。动词不定式没有人称和数的变化，在句中不能作谓语。那么动词不定式有什么样的语法功能呢?首先，它可以在句中充当宾语成分。例如：我想看京剧，所以李玲就提出带我去看。Weonlyplannedtowatchforanhour.我们原先只打算看一个小时。Ihopetounderstandmorenexttime.我希望下次能懂得多一些。可以看出，以上句子里的动词want,offer,plan,hope后都连接了todo的不定式结构，这类动词属于及物动词，动词不定式置于谓语动词之后作宾语，表明想要、提出计划或希望要做(或发生)的事。2.动词不定式作宾语的动词常见的后面接不定式作宾语的动词有：plan,decide,want,hope,offer,learn二、动名词作宾语在英语中，并不是所有的动词都可以用不定式作宾语。有一些动词只能用动名词作宾语。例如：第38页共91页Sheenjoyslearning喜欢了解世界各地不同的文化和传统。Hepractisesplayingtheguitarfortwohourseveryday.他每天练习两个小时吉他。常见的后面接动名词作宾语的动词有：enjoy,practise,finish,avoid,keep,mind三、既可以用不定式又可以用动名词作宾语需要注意的是，还有一些动词，既可以用不定式又可以用动名词作宾语，但表达的意义可能不同。试比较：Irememberseeingher.我记得见过她。Youmustremembertolockthedoorbeforeleavingthehouse.出门之前一定要记得锁门。一般来说，用不定式作宾语时，所表示的多为将来的行为。用动名词作宾语时，所表示的多为正在做的行为。常见的后面既可以用不定式又可以用动名词作宾语的动词有：remember,forget,mean,try,regret等。box.Possibleanswers:①H★Step4Post-task【后续任务】●Howdoestheprobl3.Showtheusefulexpressionstohelpthemtoorganisetheirideas.★Step5Summary【课堂小结】Teachingreflection【教学反思】formasobjects.Infuturelessons,Iwillfocusonprovfromdailysituations.Additiona1.Understandthelisteningmaterialandgr2.Pronounce/l//r/correct3.Talkaboutwhatyouhavelearntaboutthequalitiesofaninventor.TeachingSteps【教学步骤】1.Showthepictureonpage2.ChecktheanswerwiththNoteveryinventioniscreateholiday.Later,hediscoveredpenicilthemostusedmedicinesinthe1.Showthepictureonpage42tost2.Askstudentstolistentothenewsradioan3.Checktheanswersw1.Showthechartonpage43tos2.Askstudentstolistentoth3.Checktheanswersw1.Askstudentstolistenaga2.Checktheanswerswiththepronunciationoftheboldletters.2.Playtherecordingandaskstudentstorepe3.Tellthekeypointsofthepronunciationof/1/and/r/andgiveacorrect4.Havestudentsreadthewordsto5.Ifpossible,providemoretargetlanguagematerialsforstudentstopractise.第41页共91页Inthislisteningandspeakingclass,Beforelistening,Iguidedstudentstoidentifykeywordsandmahelpstudentsapplywhatthey'dlearnedinreal-lifeshortcomingwasthatIcouldhaveprovidedmorestructuredgui1.Learnaboutthestoriesofthe2.Talkaboutwhatcanbelearned3.ShareopinionsaboTeachingAids【教学工具】TeachingSteps【教学步骤】Showthethreepicturesonpage44tostudents,Answers:ThefirstpictureistheliThethirdpictureistheearthqua1.Askstudentstolookatthepictu2.ShowthewordsandexpressionstohelpthestucuriousnewdiscoveriesdorbravepioneerscieAskstudentstoreadthepassageandchecktheiranAnswers:①BenjaminFranklininventedthelightningrod.ZhangHenginventedtheearthquakedeTheymadenewdiscoveriesbydoiTheywerepioneersandscientistswhowantedtodiscov2.Checktheanswerswith①Whatwordsoffamouspeopledoe②Whatdoorcanthekeyofcuriosityopen?③Whatotherexamplescanyouusetodescri2.ChecktheanswerswithAnswers:①AlbertEinstein:“Iamonlypassionatelycurious.”Effect:Showscuriosityismoreimportantthantalent.JacquesCousteau:“Ascientistisacuriousmanlookingthroughnature'skeyhole.”Effect:Explainsscientistsarejustcuriouspeopleexploring②CuriosityopensdoorstonewdiscoveriesaMarieCurie:Discoveredradiumbecauseshewondered“Whatmakesthingsglow?”第43页共91页界充满好奇心。despite意为“尽管，虽然”,用来表示某些行动和情况尽on.”(1)keyhole意为“锁眼，钥匙孔”,此处比喻科学家探索未知的方法——正如我们透过门上的钥匙孔可以看到门后的部分世界，科学家也是通过对细节的研究，逐步探索和理解更广阔的未知世界。这是一种形象生动的比喻，旨在强调科学家对未知的好奇心和探索精神。洋探险家之一。他和同伴一起发明了现代潜水设备--水中呼吸器(Aqualung),并制作了名为《寂静的世界》的纪录片，是环保运动的先驱。Askstudentstousethestudents'self-assessmentformtocheckwhatTeachingreflection【教学反思】Inthisreadingclass,studentsdon'tknowmuchaboutthebackknowledgeoftheinventionsbyFranklin,WanHu,andZhangHeng.haveaclearerunderstanding,Iwillproviamplesrelatef1.Writeapassageaboutthep2.Shareyourpassagewiththeclass.TeachingSteps【教学步骤】sucha