Unit 3 Better you, better me! Lesson 3 Believe in yourself! 教学设计 2025-2026学年冀教版（2024）八年级英语上册

该初中英语教学设计聚焦“自我认知、爱好与自信”主题，核心知识点包括opera、confident等词汇，feel confident to do sth等短语及enjoy doing sth等句型。课堂导入通过展示才艺图片激活兴趣，Pre-reading结合京剧图片讨论引入琳琳故事，搭建从生活经验到文本学习的支架，衔接新旧知识。 特色在于以真实叙事驱动学习，融合文化意识（渗透京剧传统艺术）与语言能力（小组讨论分享克服困难经历、写作梦想计划等活动），通过琳琳故事共鸣促进思维品质发展，教学环节层层递进，重难点突出，助力教师高效教学，学生提升综合语言运用与情感素养。

Unit 3 Better you, better me!-Lesson 3 Believe in yourself! This lesson is from Unit 3 "Better you, better me!" of the 2024 edition of the English textbook for Grade 8 published by Hebei Education Press. The main text is a first - person narrative by Lin Lin, sharing her love for Beijing opera, her initial lack of confidence in performing, and how she overcame difficulties to finally perform on stage successfully. Through Lin Lin's story, students will learn words and expressions related to personal hobbies, talents, confidence - building, and performance. Also, they will understand the importance of believing in oneself and the value of perseverance in achieving dreams. 教学目标 1. Knowledge Aims Students will be able to master the following new words and phrases: opera, organize, confident, nervous, perfect, perform, encourage, heart, central, stage, finish, impressed, performance, from then on, feel confident to do sth, be nervous about, Practice makes perfect. Students can understand and use the key sentence patterns in the text, such as "I really enjoy singing Beijing opera.", "I wanted to sing, but I didn't feel confident enough to do that." 2. Ability Aims Reading ability: By reading Lin Lin's story, students can improve their skills of skimming for general ideas, scanning for specific information, and understanding the logical relationship and time sequence in the text. Speaking ability: Students can express their personal hobbies, talents, and experiences of overcoming difficulties in simple English through pair - work and group - work activities. Writing ability: Students can write a short passage about their own dreams and how they plan to achieve them, using the words and sentence patterns learned in this lesson. 3. Emotional Aims Students can be inspired by Lin Lin's story to believe in themselves, bravely face challenges in life, and persevere in pursuing their dreams. Students can enhance their cultural awareness by learning about Beijing opera, a traditional Chinese art form. 教学重难点 1. Key Points The new words, phrases, and sentence patterns related to the theme of self - introduction, hobbies, talents, and confidence. Understanding the main idea and details of Lin Lin's story, and learning from her experience. 2. Difficult Points How to guide students to apply the learned language knowledge to express their own real - life experiences and feelings. Helping students deeply understand the significance of believing in oneself and translate this belief into practical actions. 1. New Words opera /ˈɒprə/n. 歌剧；歌剧院 e.g. Beijing opera 京剧 organize /ˈɔːɡənaɪz/v. 组织；安排 e.g. organize a party 组织一场派对 confident /ˈkɒnfɪdənt/adj. 自信的 e.g. feel confident 感到自信 nervous /ˈnɜːvəs/adj. 紧张不安的 e.g. be nervous about sth 对某事感到紧张 perfect /ˈpɜːfɪkt/adj. 完美的；最好的 v. 使完善；使完美 e.g. Practice makes perfect. 熟能生巧。 perform /pəˈfɔːm/v. 表演；履行 e.g. perform on stage 在舞台上表演 encourage /ɪnˈkʌrɪdʒ/v. 鼓励；激励 e.g. encourage sb. to do sth. 鼓励某人做某事 heart /hɑːt/n. 心脏；心 e.g. lose heart 丧失信心 central /ˈsentrəl/adj. 在中心的；首要的 e.g. central stage 中央舞台 stage /steɪdʒ/n. 舞台；阶段；步骤 e.g. on stage 在舞台上 finish /ˈfɪnɪʃ/v. 完成；结束；用完 e.g. finish doing sth. 完成做某事 impressed /ɪmˈpresd/adj. (对……) 有深刻的好印象；钦佩 e.g. be impressed by 对…… 印象深刻 performance /pəˈfɔːməns/n. 表演；表现 e.g. give a good performance 表现出色 2. Phrases from then on 自那时起 feel confident to do sth 有信心做某事 be nervous about 对…… 感到紧张 Practice makes perfect 熟能生巧 3. Sentence Patterns I really enjoy singing Beijing opera. enjoy doing sth. 喜欢做某事 I wanted to sing, but I didn't feel confident enough to do that. 此为并列复合句，由 but 连接两个并列句。 教学过程 1. Warming - up (5 minutes) Greet the students as usual. Then show some pictures of different talents, such as singing, dancing, playing musical instruments, and sports on the PPT. Ask students: "What talents can you see in these pictures? Do you have any of these talents? Or do you have other special talents?" Encourage several students to share their ideas briefly. 2. Pre - reading (10 minutes) Present a picture of a girl singing Beijing opera on the screen. Ask students: "What is she doing? Do you know anything about Beijing opera?" Let students have a short discussion in pairs and then invite some pairs to share their knowledge about Beijing opera. Then introduce the main character Lin Lin and tell students that they are going to read Lin Lin's story about her love for Beijing opera and her performance experience. Write the following questions on the blackboard: What does Lin Lin enjoy doing? Who taught Lin Lin Beijing opera first? What is Lin Lin's dream? 3. While - reading (15 minutes) Skimming: Let students read the passage quickly to find the answers to the three questions on the blackboard. After they finish reading, ask some students to answer the questions. Answer 1: Lin Lin enjoys singing Beijing opera. Answer 2: Her grandpa taught her Beijing opera first. Answer 3: Her dream is to be an opera singer. Scanning: Ask students to read the passage again carefully and fill in the blanks in the following form: | Time | Events | Lin Lin's Feelings | | ---- | ---- | ---- | | At first | Wanted to sing in the talent show | Not confident enough | | After her grandpa's encouragement | Made a plan and practiced every day | Determined | | Finally | Sang on the central stage | Happy and proud | Language Points: Explain some important new words, phrases, and sentence patterns in the text. For the word "organize", give more examples like "Our school will organize a sports meeting next week." For the phrase "be nervous about", ask students to make sentences, e.g. "I'm nervous about the coming exam." Analyze the sentence "I really enjoy singing Beijing opera." to let students understand the usage of "enjoy doing sth." 4. Post - reading (10 minutes) Group Discussion: Divide students into groups of four. Let them discuss the following questions: What difficulties did Lin Lin face? How did she overcome them? What can we learn from Lin Lin's story? Do you have a similar experience of overcoming difficulties to achieve something? Share it with your group members. After the discussion, invite some groups to report their discussion results to the whole class. Writing Activity: Ask students to write a short passage about their own dreams. They should include the following information: What is your dream? What difficulties do you think you may face? How will you try to achieve your dream? Walk around the classroom to offer help if necessary. After they finish writing, ask several students to read their passages aloud. 5. Summary and Homework (5 minutes) Summary: Summarize the key points of this lesson with the students, including new words, phrases, sentence patterns, and the main idea of the passage. Emphasize the importance of believing in oneself and working hard to achieve dreams. Homework: Ask students to copy the new words and phrases three times and recite them. Let students rewrite their passages about their dreams according to the suggestions from their classmates and teachers, and then hand them in next class. Encourage students to learn more about Beijing opera or other traditional Chinese art forms and share what they have learned with their classmates next week. 教学反思 After this class, I will reflect on the following aspects: Teaching Objectives: Check whether the teaching objectives have been achieved. Did students master the new words, phrases, and sentence patterns? Could they express their own ideas and experiences in English? If not, what adjustments should be made in future teaching? Teaching Methods: Evaluate the effectiveness of the teaching methods used. Were the warming - up, pre - reading, while - reading, post - reading, and summary activities engaging and helpful for students' learning? Did the group discussion and writing activities promote students' communication and writing skills? If there were problems, how can I improve these methods? Student Participation: Observe the level of student participation in class. Were most students actively involved in the discussion and other activities? If some students were passive, what measures can I take to encourage their participation? Teaching Difficulties: Consider whether students had difficulties in understanding and applying the knowledge. Did they understand the significance of believing in oneself? How can I help them better internalize this emotional goal? Based on the reflection, I will make improvements to my teaching plan for future classes to better meet the learning needs of students. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $