Unit4ChangingandGrowing-ExploringtheTopic-ThinkingSkills教学设计-仁爱科普版英语八年级上册

Unit4ChangingandGrowingExploringtheTopicThinkingSkillsThispartoftheteachingmaterialfocuseson"ThinkingSkills:Understandingcharacterdevelopment".Charactersinstoriesoftenexperiencegrowthandchange,andthissectionaimstohelpstudentsunderstandhowtoanalyzehowandwhyacharacterchanges.Therearetwomainactivities.InActivity1,studentsarerequiredtolookatpicturesandreadthetexttothinkaboutthechangesinthecharacterKangkang.InActivity2,theyneedtoreadanothertext,analyzethecharacter'schanges,andpleteacharacterdevelopmentchart.Thiscontentiscloselyrelatedtotheoverallthemeof"ChangingandGrowing"inUnit4,guidingstudentstounderstandtheconceptofchangefromtheperspectiveofcharacterdevelopmentinstories.教学目标Studentswillbeabletounderstandthekeyconceptofcharacterdevelopmentinstories,thatis,howcharacterschangeandthereasonsbehindthesechanges.Theywillmasterrelevantvocabularyandexpressionsrelatedtocharacteremotionsandchanges,suchas"upset","cheerup","inthebeginning","lateron",etc.教学重难点Teachingstudentshowtoanalyzethewayacharacterchangesinastory,includingchangesinemotions,behaviors,andattitudes.Helpingstudentsunderstandthereasonsforcharacterchanges,suchastheinfluenceofevents,thehelpofothers,orselfreflection.Masteringtherelevantvocabularyandsentencepatternsfordescribingcharacterchangesandbeingabletousethemcorrectlyinspeakingandwriting.1VocabularyDescribingemotions:upset(adj.沮丧的),happy(adj.高兴的),nervous(adj.紧张的),excited(adj.兴奋的),disappointed(adj.失望的)Actionsrelatedtocharacterchange:cheerup(使振作起来),encourage(v.鼓励),support(v.&n.支持),change(v.&n.改变),develop(v.发展；成长)Timerelatedwordsforshowingtheprocess:inthebeginning(起初),lateron(后来),finally(最终),atfirst(一开始)2SentencePatternsDescribingcharacterstate:Kangkangwasveryupsetbecausehelostthe100meterrace.Showingtheresultofchange:KangkangsmiledagainandwalkedhappilywithLiMing.Askingaboutcharacterchange:Howdidthecharacterchange?Whydidthecharacterchange?教学过程1Leadin(5minutes)Showstudentssomepicturesofwellknownstorycharacters,suchasHarryPotter.Askstudents:"Doyouknowthesecharacters?Havetheychangedinthestories?How?"Letstudentsbrieflydiscussinpairsandthensharetheirideas.Thepurposeofthisstepistoarousestudents'interestinthetopicofcharacterchange,activatetheirpriorknowledgeofstories,andcreateagoodstartingpointforthesubsequentlearningofcharacterdevelopmentanalysis.2Presentation(10minutes)Activity1PresentthepicturesandtextinActivity1tostudents.First,letstudentslookatthepicturesandpredictwhatmighthavehappened.Then,askthemtoreadthetextsilently.Afterreading,asksomequestionstocheckstudents'understanding,suchas"WhathappenedtoKangkang?WhatdidLiMingdo?"Guidestudentstoanswer:"Kangkanglostthe100meterraceandwasveryupset.HisfriendLiMingcameuptohimandcheeredhimup."Explaintostudentstheconceptofunderstandingcharacterdevelopment."Wecanunderstandhowacharacterchangesbyobservingtheiremotions,actions,andwordsindifferentsituations,justlikeweseeKangkang'schangefrombeingupsettobeinghappy."Activity2DistributethetextinActivity2tostudents.LetthemreadthetextcarefullyandanalyzehowthecharacterLiHongchanges.was...She...She...reading,writethefollowingontheblackboard:"InthebeginningLiHongwas...;LateronShe...;FinallyShe...".Guidestudentstofillintheblanksaccordingtothetextcontent.Afterstudentshavepletedtheanalysis,checktheanswerstogether.Forexample:"Inthebeginning,LiHongwasnervousaboutgivingaspeech.Lateron,shetookadeepbreathandtriedtocalmdown.Finally,shegaveawonderfulspeechandbecamemoreconfident."3Practice(15minutes)PairWorkLetstudentsworkinpairs.BasedonthecharacterdevelopmentchartofLiHonginActivity2,theyneedtodiscusshowandwhyLiHongchanged.Eachpairshouldtaketurnstospeak,andtheothershouldlistenandaskfollowupquestionsifnecessary.Walkaroundtheclassroomtomonitorstudents'discussions,providingguidanceandhelpwhenneeded.Forexample,ifsomestudentshavedifficultyexpressingtheirideas,suggestsomerelevantvocabularyorsentencepatterns.GroupReportingSelectseveralpairstoreporttheirdiscussionstothewholeclass.Aftereachpairreports,askotherstudentsiftheyhaveanydifferentopinionsoradditionalpointstoadd.Thiscanpromotefurthermunicationandthinkingamongstudents.4Summary(10minutes)Summarizethekeypointsofunderstandingcharacterdevelopmentwithstudents.Reviewthevocabulary,sentencepatterns,andthegeneralprocessofanalyzingcharacterchanges.UsetheexamplesofKangkangandLiHongtoemphasizehowtoidentifythestartingstate,theprocessofchange,andthefinalstateofacharacter,aswellasthereasonsthatleadtothesechanges.Askstudentstothinkaboutwhethertheycanapplythismethodofanalyzingcharacterdevelopmenttootherstoriestheyhaveread.Encouragethemtosharesomesimpleexamplesifpossible.5Homework(5minutes)Askstudentstochooseastorytheyarefamiliarwith,suchasafairytaleorastoryfromtheirtextbooks.Analyzehowthemaincharacterchangesinthestory,andwriteashortpassageabout100words.Theyshouldincludetheinitialstateofthecharacter,thechangesthatoccur,thereasonsforthechanges,andthefinalstateofthecharacter.Thishomeworkcanhelpstudentsconsolidatewhattheyhavelearnedinclass,furtherimprovetheirabilitytoanalyzecharacterdevelopment,andalsoenhancetheirwritingskills.教学反思PositiveAspectsTheleadinactivitywaseffectiveinarousingstudents'interest,asmoststudentswereactivelyinvolvedindiscussingthechangesoffamiliarstorycharacters.Thismadeiteasierforthemtoenterthelearningstateofthisclass.Duringthepresentationandpractice,thestepbystepguidance,suchasfillinginthecharacterdevelopmentchart,washelpfulforstudentstounderstandtheplexprocessofcharacterchange.Thepairworkandgroupreportingprovidedstudentswithsufficientopportunitiestopracticespeakingandmunication,andmoststudentscouldexpresstheirideasclearly.AreasforImprovementIntheprocessofstudents'pairworkandgroupreporting,somestudentswerestillabitshyand