Unit 3 Feelings and Emotions-Topic Talk 教学设计 2025-2026学年北师大版英语八年级上册

Unit 3 Feelings and Emotions-Topic Talk 1. Content Overview This Topic Talk in Unit 3 “Feelings and Emotions” of the 2024 Beijing Normal University Edition English textbook for Grade 8 focuses on the theme of feelings and emotions related to sports. It aims to help students explore how sports can affect our emotions and how to balance sports and study. The materials include pictures, dialogues, and discussions, which provide rich language input and opportunities for students to express their own opinions. 教学目标 2.1 Knowledge Objectives Students will be able to master the key words and phrases related to sports and emotions, such as “reason, baseball, kung fu, host, secret, timetable, set, full, rest, keep up, excited, relaxed, energetic” etc. Students will understand the usage of some sentence patterns used to talk about sports and emotions, like “What’s the secret to...?”, “How do you manage...?”, “I feel... after doing...” etc. 2.2 Ability Objectives Students can listen for specific information in the dialogue about sports and emotions, and answer related questions correctly. Students are able to express their preferences for sports, the reasons, and how they feel after doing sports in oral English, and communicate with their partners fluently. Students can think critically about the relationship between sports and emotions, and the balance between sports and study, and share their ideas with the class. 2.3 Emotional Objectives Students will develop a positive attitude towards sports, realizing the importance of sports in promoting good emotions and a healthy lifestyle. Students will enhance their sense of cooperation and communication through pair work and group discussions. 教学重难点 3.1 Key Points The key vocabulary and sentence patterns related to sports and emotions. Improving students’ listening and speaking skills in the context of sports and emotions. 3.2 Difficult Points Helping students to express their complex feelings and ideas about sports and emotions accurately and fluently. Guiding students to think deeply and discuss the balance between sports and study, and put forward practical suggestions. 教学过程 5.1 Lead - in (5 minutes) Greet the students and show some pictures of different sports on the PPT, such as football, basketball, swimming, etc. Ask students: “What sports do you see in the pictures? Do you like these sports? Why or why not?” Encourage several students to answer the questions. Purpose: This step can arouse students’ interest in the topic of sports and quickly draw their attention to the class, while also activating their prior knowledge about sports. 5.2 Pre - listening (8 minutes) Present the key words and phrases on the blackboard or PPT, and teach students how to pronounce and understand them. Explain the meaning and usage of some difficult words and phrases briefly, for example, “the secret to...”, “manage to do sth.” Then, show some sentences on the screen with blanks, and ask students to fill in the blanks with the newly - learned words or phrases. Check the answers together. Next, introduce the listening task: “Now, we will listen to a dialogue between a school TV host and two students who are both top students and sports stars of the school. They will talk about how they manage to balance sports and study. Listen carefully and get ready to answer some questions.” Purpose: This part helps students get familiar with the key language points in the listening material, reducing the difficulty of listening comprehension. And introducing the listening task in advance allows students to have a clear listening purpose. 5.3 While - listening (12 minutes) Play the recording of the dialogue for the first time. Students listen carefully and try to get the general idea of the conversation. After the first listening, ask students some general questions, such as “What are they mainly talking about? Who are the speakers?” Let students answer briefly. Play the recording again. This time, students listen more carefully and answer the detailed questions on the PPT, such as “What’s the secret to having time for both sports and school work? Where did S1 run every morning before school? Did S2 run too?” Ask students to check their answers in pairs first, and then invite several pairs to report their answers to the class. Check and correct the answers together. Purpose: Through two - step listening, students can gradually understand the content of the dialogue, improve their listening skills of getting general and specific information, and at the same time, train their ability to analyze and solve problems. 5.4 Post - listening (15 minutes) Divide students into pairs. Let them discuss the following questions according to the listening content: “What benefits do you get from playing sports? Is it easy to do exercise every day? Why or why not? How do you balance sports and study?” Walk around the classroom to monitor the pairs’ discussions, and offer necessary help and guidance. After the discussion, invite several pairs to share their ideas with the whole class. Encourage other students to ask questions or make comments. Then, organize a class discussion on how to balance sports and study better. Write down students’ good suggestions on the blackboard, such as making a detailed timetable, setting priorities, etc. Purpose: Pair work and class discussion can provide students with more opportunities to practice speaking, express their own opinions, and learn from each other. At the same time, it can also deepen students’ understanding of the relationship between sports and study, and cultivate their critical thinking ability. 5.5 Summary and Homework (5 minutes) Summarize the key points of this class with students, including the key words, phrases, sentence patterns, and the main ideas about sports and emotions, as well as the balance between sports and study. Assign homework: Ask students to write a short passage about their favorite sport, including why they like it, how often they play it, and how they feel after playing it. Encourage students to make a simple sports and study plan for themselves according to the suggestions discussed in class. Purpose: Summary can help students review and consolidate what they have learned in class. The written homework can further improve students’ writing ability and help them internalize the knowledge, while the plan - making task can guide students to apply the knowledge to their real life. 教学反思 In this class, the use of pictures, dialogues, and group discussions effectively stimulates students’ interest in learning, and most students can actively participate in classroom activities. However, in the pair work and group discussion, some students are still a little shy and not very active in expressing their opinions. In the future, more encouragement and guidance should be given to these students to help them overcome their psychological barriers and improve their oral English ability. The listening part is designed in a step - by - step way, which is helpful for students to understand the content. But for a few students with weak listening ability, they still have some difficulties in catching all the key information. It is necessary to provide more targeted listening training for these students, such as listening to some simpler materials first and gradually increasing the difficulty. The discussion about the balance between sports and study can arouse students’ resonance, but some students’ suggestions are relatively simple and lack in - depth thinking. In the follow - up teaching, more real - life cases can be introduced to guide students to think more comprehensively and deeply. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $