Unit 3 Feelings and Emotions Lesson 1 Managing Our Emotions 教学设计-2025-2026学年北师大版英语八年级上册.

Unit 3 Feelings and Emotions-Lesson 1 Managing Our Emotions This lesson, "Managing Our Emotions", is from Unit 3 "Feelings and Emotions" of the 2024 edition of the English textbook for Grade 8 published by Beijing Normal University. It focuses on helping students understand different emotions, especially those commonly experienced by teenagers. Through various reading materials, students will learn how emotions can affect our lives and, more importantly, how to manage them effectively. The content includes vocabulary related to emotions, expressions of dealing with emotions, and real - life examples that illustrate the importance of emotional management. 教学目标 A. Knowledge Objectives Students will be able to master the key vocabulary related to emotions, such as "upset", "emotional", "ordinary", "teenager", "while", "test", "hold on to", "pretend", "among", "stage", "childhood", etc. Students will learn different expressions for describing emotions and emotional management, like "feel upset", "emotional support", "pretend to do sth." Understand the main idea of the reading passages about teenagers' emotions and how to manage them. B. Ability Objectives Develop students' reading skills, including skimming for the main idea, scanning for specific information, and inferring meaning from context. Enable students to use the learned vocabulary and expressions to talk about their own emotions and ways of managing emotions in daily life, improving their oral communication skills. Cultivate students' writing ability by asking them to write a short passage about emotional experiences and management methods. C. Emotional Objectives Raise students' awareness of emotional management and help them understand that it is normal to have various emotions. Encourage students to face their emotions bravely and actively seek appropriate ways to manage them, promoting a positive attitude towards life. 教学重难点 A. Key Points The key vocabulary and expressions related to emotions and emotional management. The main idea and important details in the reading materials about teenagers' emotions. Teaching students how to identify different emotions and use proper English to describe them. B. Difficult Points Helping students understand the complex relationship between emotions and behaviors, and how to effectively manage emotions in real - life situations. Guiding students to apply the learned knowledge of emotional management to their own lives, especially when facing negative emotions. Improving students' ability to express their deep - seated emotions in English accurately and fluently. A. Vocabulary upset /ʌpˈset/ adj. 难过，不高兴，沮丧；vt. 使烦恼，使心烦意乱 e.g. She felt upset after failing the exam. (adj.) This decision is likely to upset a lot of people. (vt.) emotional /ɪˈməʊʃənl/ adj. 情绪激动的，感情冲动的；感情的，情绪的 e.g. Mothers are often the ones who provide emotional support for the family. ordinary /ˈɔːdnri/ adj. 普通的，平常的 e.g. Art should be part of ordinary life. teenager /ˈtiːneɪdʒə(r)/ n. 青少年 e.g. Parents need to understand teenager problems. while /waɪl/ conj. 在…… 期间，当…… 的时候；虽然，尽管 e.g. You can go swimming while I’m having lunch. (during the time) While I am willing to help, I do not have much time available. (although) test /test/ n., vt. & vi. 测验，考查；试验，测试 e.g. We’ll take a math test tomorrow. (n.) The test results showed she did well. (n.) They are testing the new product. (vt.) hold on to 抓紧，不放开 e.g. He held on to the back of the chair to stop himself from falling. pretend /prɪˈtend/ vt. & vi. 假装 e.g. He pretended to read but was actually sleeping. We pretended (that) nothing had happened. among /əˈmʌŋ/ prep. 在…… 中，周围是；…… 之一 e.g. A British woman was among the survivors. stage /steɪdʒ/ n. 时期，阶段 e.g. I can’t make a decision at this stage. childhood /ˈtʃaɪldhʊd/ n. 童年，孩童时期 e.g. My favorite childhood memories are playing in the park. B. Expressions feel upset 感到沮丧 emotional support 情感支柱 pretend to do sth. 假装做某事 take a … test 参加…… 考试 test results 测试结果 hold on to 抓紧，不放开 at… stage 在…… 阶段 / 时期 childhood memories 童年回忆 教学过程 A. Lead - in (5 minutes) Show some pictures of people with different facial expressions on the PPT, such as happy, sad, angry, excited. T: "Boys and girls, look at these pictures. Can you tell me what emotions these people are showing?" Ss: "Happy/sad/angry/excited…" Then ask students to share a time when they felt one of these emotions briefly. T: "Great. Now, can anyone share a moment in your life when you felt very happy/sad/angry? Just a few words are okay." Invite several students to answer. B. Vocabulary Teaching (10 minutes) Present the new words on the PPT one by one, along with their pronunciations, meanings, and example sentences. For example, when teaching "upset": T: "Look at this word, ‘upset’. The pronunciation is /ʌpˈset/. It can be used as an adjective, like ‘She felt upset after failing the exam.’ Here, ‘upset’ means she was sad and disappointed. It can also be a verb. Listen, ‘This decision is likely to upset a lot of people.’ What does ‘upset’ mean here?" Ss: "Make people unhappy." T: "Exactly." After presenting all the words, ask students to read the words aloud together several times to practice the pronunciation. Play a word - guessing game. The teacher describes the meaning of a word in English or uses body language to show the emotion, and students guess the word. T: "I'm going to describe a word. It's an adjective. When you lose your favorite toy, you may feel this way. What's the word?" Ss: "Upset!" C. Reading (15 minutes) Skimming Give students the reading passage about teenagers' emotions. Ask them to skim the passage quickly within 2 minutes and find out the main idea. T: "Now, open your books to the reading passage. Skim it quickly and tell me what the passage is mainly about. Is it about teenagers' hobbies, emotions, or study?" Ss: "Emotions." Scanning Ask students to read the passage carefully again and answer some detailed questions on the PPT. For example: Q1: What are some common emotions that teenagers may feel? Q2: Why do teenagers sometimes feel upset? Q3: What are some ways to manage emotions mentioned in the passage? Give students 5 minutes to read and answer. Then check the answers together. Detailed Reading Explain some difficult sentences in the passage, such as "While it's normal to feel emotional at this stage of our lives, it's important to find healthy ways to deal with these feelings." Analyze the structure of the sentence and the meaning of "while" in this context. T: "Look at this sentence. ‘While’ here means ‘although’. So, what does the whole sentence mean?" Ss: "Although it's normal to feel emotional at this stage of our lives, it's important to find healthy ways to deal with these feelings." Then ask students to read the passage aloud again to have a better understanding. D. Discussion (10 minutes) Divide students into groups of 4 - 5. T: "Now, let's work in groups. Each group will discuss two questions. First, what emotions do you often feel as a teenager? Second, what do you usually do when you feel these emotions?" Give each group 8 minutes to discuss. Walk around the classroom and listen to their discussions, providing necessary guidance. Ask each group to choose a representative to share their group's discussion results with the whole class. T: "Okay, time's up. Which group wants to share first?" After each group's sharing, give some positive feedback. E. Summary and Homework (5 minutes) Summary Summarize the key vocabulary, expressions, and the main idea of the reading passage with the students. T: "Today, we learned many new words about emotions, like ‘upset’, ‘emotional’ and so on. We also learned how important it is for us teenagers to manage our emotions. What are some ways we can manage our emotions?" Ss: "Find healthy ways, talk to friends…" Homework Ask students to write a short passage (about 80 - 100 words) about an emotional experience they had and how they managed it. T: "For your homework, please write a short passage about an emotional experience you had. Remember to write about what made you feel that way and how you managed your emotion. You can use the words and expressions we learned today." 教学反思 After teaching this lesson, I found that students were quite interested in the topic of emotions, which made the lead - in and discussion parts go smoothly. Most students actively participated in sharing their own emotional experiences. However, in the vocabulary teaching part, some students still had difficulty in remembering the new words, especially those with multiple meanings. In future vocabulary teaching, more interesting memory methods, such as word - building games or making up stories with new words, could be used. During the reading process, some students had trouble understanding long and complex sentences, which affected their comprehension of the passage. In the future, more sentence - analysis exercises should be carried out in class to improve students' reading ability. In the discussion part, although most groups could actively discuss and share their ideas, the English expressions used by some students were still relatively simple. More language - support should be provided before group discussions to help students express their thoughts more accurately and richly. Overall, this lesson achieved most of the teaching objectives, but there is still room for improvement in teaching methods and student guidance. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $