Unit 3 Better you, better me!-Lesson 4 Be happy with yourself! 教学设计 2025-2026学年冀教版英语八年级上册

该初中英语教学设计聚焦自我接纳主题，围绕“问题-建议”文本结构，整合自我描述与建议的核心词汇（如average, make mistakes）、句型（如There’s nothing special about me），通过表情图片热身激活情感认知，读前问题搭建经验支架，引导学生理解邮件主旨与信息提取。 特色在于融合语言能力与思维品质培养，读中略读扫读提升阅读技能，提取关键信息；读后小组讨论“阻碍幸福感的因素”及写作任务，助力学生用所学语言表达观点。符合新课标语言能力与思维品质要求，既帮助学生构建积极自我认知，又为教师提供“读-议-写”一体化教学方案，提升课堂实效。

Unit 3 Better you, better me!-Lesson 4 Be happy with yourself! "Lesson 4 Be happy with yourself!" is from Unit 3 "Better you, better me!" of the 2024 Hebei Education Press English textbook for Grade 8. This lesson focuses on the theme of self - acceptance and happiness. It mainly consists of two emails. The first email is from a sad girl in Washington. She thinks she is ordinary, gets average grades, and makes mistakes in English, while her friend Lisa is talented and smart. She feels bad about herself. The second email is a reply from Sue. Sue advises the girl that nobody is perfect, everyone has strong and weak points. She suggests the girl think about her strong points, make a list and read it every morning, not be too hard on herself, and smile at herself in the mirror every day. Through these materials, students will learn to face their own advantages and disadvantages correctly and cultivate a positive attitude towards themselves. 教学目标 1. Knowledge Objectives Students will be able to master the key vocabulary and phrases related to self - description and advice, such as "average", "make mistakes", "be hard on oneself", "be happy with...", etc. Students will understand the usage of important sentence patterns in the text, like "There’s nothing special about me." "The important thing is to learn from them." Students will be able to understand the main idea of the two emails, including the problem the girl faced and the advice Sue gave. 2. Ability Objectives Students will be able to improve their reading skills, especially the ability to skim for the main idea and scan for specific information. Students will be able to use the learned language to talk about their own strong and weak points, and give and receive advice in English. Students will be able to write a short passage about how to be happy with oneself by using the language and ideas learned in class. 3. Emotional Objectives Students will be guided to build a positive self - image and be more confident and happy with themselves. Students will learn to respect individual differences and understand that everyone has their own value. 教学重难点 1. Key Points The key vocabulary, phrases and sentence patterns as mentioned above. The "problem - advice" text structure and how to extract relevant information from the emails. How to use the learned language to express personal feelings and give advice. 2. Difficult Points Helping students understand the deep - seated meaning of being happy with oneself and how to apply this concept in real life. Encouraging students to actively participate in class discussions and express their true thoughts and feelings bravely. 1. Key Vocabulary average / v r d /adj. 平均的;普通的 e.g. I get average grades in all my subjects. 我所有学科的成绩都处于中等水平。 mistake /m ste k/n. 错误 make mistakes 犯错误 e.g. Sometimes I make bad mistakes. 有时候我会犯严重的错误。 point /p nt/n. 点;要点;得分 strong point 优点 weak point 缺点 e.g. Think about your strong points. 想想你的优点。 hard /h d/adj. 严厉的;困难的;硬的 be hard on sb. 对某人苛刻 e.g. Don't be too hard on yourself. 别对自己太苛刻。 smile /sma l/v. & n. 微笑 e.g. Look at yourself in the mirror and smile every day. 每天对着镜子里的自己微笑。 2. Key Phrases be happy with... 对…… 感到满意 e.g. Are you happy with yourself? 你对自己满意吗? learn from... 从…… 中学习 e.g. The important thing is to learn from them. 重要的是要从错误中学习。 3. Key Sentence Patterns There’s nothing + adj. + about sb./sth. 某人 / 某物没什么…… 的 e.g. There’s nothing special about me. 我没什么特别的。 The important thing is to do sth. 重要的事情是做某事 e.g. The important thing is to learn from them. 重要的是从它们(错误)中学习。 教学过程 1. Warming - up (5 minutes) Greet the students as usual. Show some pictures of people with different expressions (happy, sad, angry, etc.) on the PPT. Ask students: "Look at these pictures. How do these people feel? Can you guess why they feel that way?" Encourage several students to answer. This activity can quickly attract students' attention and lead in the topic of emotions, which is related to being happy with oneself. 2. Pre - reading (10 minutes) Present two questions on the PPT: What are your strong points and weak points? Are you happy with yourself? Let students think about these questions for one minute, and then ask some students to share their answers with the class. This can arouse students' interest in the topic and make them more engaged in the following reading. Introduce the background of the emails briefly. Say: "Today, we are going to read two emails. One is from a girl who is not happy with herself, and the other is a reply giving her some advice. Let's see what problems the girl has and how she can become happy with herself." 3. While - reading (15 minutes) Skimming Ask students to read the two emails quickly within two minutes and answer the following two questions: What is the main problem of the girl in the first email? Who writes the reply email and what is the general advice? After students finish reading, invite some students to answer the questions. The main problem of the girl is that she thinks she is ordinary, gets average grades, makes mistakes in English, and compares herself unfavorably with her friend Lisa. Sue writes the reply email, and the general advice is that nobody is perfect, everyone has strong and weak points, and the girl should think about her strong points, not be too hard on herself, etc. Scanning Walk around the classroom to monitor students' progress. After they finish, check the answers together. The answers are: special, average, mistakes, points, hard, smile. Explain some difficult language points in the emails, such as the usage of "形容词修饰不定代词,应后置" (Adjectives modifying indefinite pronouns should be placed after the pronouns, e.g. There’s nothing special about me.), and the long - sentence analysis: "This is a compound sentence connected by the coordinating conjunction 'but'. In the first clause, 'be like...' means 'be similar to...'; in the second clause, the subject is 'I', the predicate is 'know', and 'that's impossible' is an object clause with 'that' omitted." 4. Post - reading (10 minutes) Group Discussion Divide students into groups of four. Give each group a topic: "What keeps us from being happy?" Provide some options on the PPT, such as "feeling bad about our abilities", "wanting to be a perfect person", "following our own heart", "being honest with ourselves", "believing in ourselves", "being socially anxious", etc. Let students discuss and tick the options they think are correct in their groups. After about five minutes of discussion, ask each group to send a representative to report their discussion results to the class. This activity can help students further understand the topic and also improve their cooperation and communication skills. Tips Matching Present some tips on how to be yourself on the PPT, such as "A. Stop caring about what others think of you.", "B. Relax.", "C. Find yourself.", "D. Learn to love yourself." And then give some details: "You can’t be yourself if you don’t know, understand, or believe in yourself first." "‘Do you think I’m funny? Do they like me?’ It’s impossible to be yourself if you are always worrying about what others think." Let students match each tip with its details. After they finish, check the answers. The answers are: C for the first detail and A for the second detail. 5. Summary and Homework (5 minutes) Summary Summarize the key vocabulary, phrases and sentence patterns learned in this class with students. Write them on the blackboard or show them on the PPT again. Review the main idea of the emails and the important points about being happy with oneself. Homework Ask students to write a short passage about "How to Be Happy with Myself". They should use at least three key phrases and two key sentence patterns learned in this class. The passage should be at least 80 words. Tell students to read the emails again after class to consolidate their understanding. 教学反思 In this class, the warm - up activity with pictures successfully attracted students' attention and made them quickly involved in the topic. However, in the future, more diverse ways can be used to make the warm - up more interesting, such as playing a short video related to emotions. During the pre - reading stage, students' enthusiasm in sharing their strong and weak points was high. But some students were a bit shy when expressing their feelings about being happy with themselves. In the following classes, more encouragement and more chances should be given to such students to build their confidence in speaking English. In the while - reading part, most students could complete the skimming and scanning tasks well. But for some students with relatively weak reading skills, they still had difficulties in understanding long sentences. More reading practice and detailed guidance on sentence analysis are needed for them. The group discussion in the post - reading stage was quite active. Students had many creative ideas about what keeps us from being happy. But the time for each group to report was a bit limited, so some groups couldn't fully express their views. Next time, more time can be allocated for group reports or use a more efficient reporting method. Overall, through this class, students have learned the relevant language knowledge and also thought about the important topic of being happy with oneself. But there are still some areas that need to be improved to make the teaching more effective and beneficial for all 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 $