Unit 3 Feelings and Emotions Lesson 2 Please Be Proud of Me! 教学设计 2025-2026学年北师大版（2024）八年级英语上册

Unit 3 Feelings and Emotions-Lesson 2 Please Be Proud of Me! "Please Be Proud of Me!" in Unit 3 of the 2024 Beijing Normal University Edition English textbook for Grade 8 focuses on the theme of feelings and emotions. Through a reading passage, students will encounter various situations and characters' emotional expressions. The text might revolve around a story where the main character tries to achieve something to gain the pride of others, which could involve facing challenges, setbacks, and finally overcoming difficulties. This not only helps students expand their vocabulary related to emotions but also enables them to understand how to describe one's emotional journey in different situations. 教学目标 1. Knowledge Objectives Students will be able to master the new words and phrases related to feelings and emotions in this lesson, such as "proud", "embarrassed", "determined", etc. They can understand and use the key sentence patterns for expressing emotions, like "I feel... because...", "It makes me... that...". Comprehend the main idea and details of the reading passage. 2. Ability Objectives Improve students' reading skills, including skimming for the main idea, scanning for specific information, and inferring the meaning of new words from context. Enhance students' writing ability to describe their own or others' emotional experiences using the learned vocabulary and sentence patterns. Develop students' oral communication skills to talk about feelings and emotions in daily life situations. 3. Emotional Objectives Encourage students to be brave in expressing their true feelings and emotions. Foster a positive attitude towards challenges and setbacks, and understand that efforts can lead to positive emotional outcomes. 教学重难点 1. Key Points The new vocabulary and sentence patterns for expressing emotions. Grasping the main idea and important details of the reading passage. Applying the learned knowledge to talk about and write about emotions. 2. Difficult Points Using the sentence patterns accurately and flexibly in different contexts. Helping students understand the deep - seated emotions and psychological changes described in the reading passage. Guiding students to express their own complex emotions in a logical and vivid way in writing. 1. New Words proud /praʊd/adj. feeling pleasure and satisfaction because of your own achievements, or because of things connected with you 自豪的；骄傲的 embarrassed /ɪmˈbærəst/adj. feeling ashamed or shy 尴尬的；窘迫的 determined /dɪˈtɜːmɪnd/adj. having made a firm decision and being resolved not to change it 坚决的；有决心的 failure /ˈfeɪljə(r)/n. the fact of not achieving what you want; someone or something that is not successful 失败；失败的人（或事物） success /səkˈses/n. the fact that you have achieved what you want; the achievement of good results 成功；胜利 2. Phrases be proud of take pride in; feel proud about 为…… 感到骄傲 give up stop trying to do something 放弃 try one's best do as well as one can 尽某人最大努力 be determined to do sth. have a strong will to do something 决心做某事 3. Key Sentence Patterns I feel so proud of myself because I have made great progress in my studies. 我为自己感到非常骄傲，因为我在学习上取得了很大进步。 It makes me embarrassed that I forgot my friend's birthday. 我忘记了朋友的生日，这让我很尴尬。 She was determined to win the competition no matter how difficult it was. 无论比赛有多难，她都决心要赢得比赛。 教学过程 1. Warming - up (5 minutes) Greet the students as usual. Then, show some pictures of people with different facial expressions on the PPT. Ask students to look at the pictures and guess what feelings these people are showing, such as happiness, sadness, anger, etc. For example, show a picture of a person laughing heartily and ask, "What feeling does this person have? How do you know?" Encourage students to answer using sentences like "He/She looks happy because he/she is laughing." 2. Pre - reading (10 minutes) Write the title "Please Be Proud of Me!" on the blackboard. Let students think about and discuss in pairs: "What do you think this passage will be about? Who might want others to be proud of him/her? Why?" After a few minutes, invite some pairs to share their ideas with the class. Then, introduce some new words and phrases related to the topic. Explain their meanings and usages with examples. For instance, when teaching "be proud of", say, "I am proud of my students because they all study hard." And write the example sentence on the blackboard. 3. While - reading (15 minutes) Skimming: Let students read the passage quickly without looking up new words. Ask them to find out the main idea of the passage and answer the question: "What is the main thing the writer wants to tell us?" Give them 2 - 3 minutes to read and think. Then, ask some students to share their answers. Scanning: Ask students to read the passage again carefully. This time, give them some detailed questions, such as "Why did the main character feel embarrassed at first?", "What did he/she do to change the situation?", "How did he/she feel in the end?" Let them scan the passage to find the answers. After they finish, check the answers together. Vocabulary Learning in Context: Point out some new words and phrases in the passage that students might not understand well. Guide them to infer the meanings from the context. For example, for the word "failure", if the sentence in the passage is "He experienced a lot of failures before he finally succeeded.", ask students to think about the relationship between "failure" and "succeed". Then explain the meaning of "failure" as the opposite of "success". 4. Post - reading (10 minutes) Group Discussion: Divide the students into groups of 4 - 5. Give each group a topic related to emotions, such as "Describe a time when you felt proud of yourself" or "Share an experience that made you feel embarrassed and how you dealt with it." Let the students discuss in their groups, using the vocabulary and sentence patterns they have learned in this lesson. Group Presentation: After the discussion, each group chooses a representative to give a presentation in front of the class. The representative should share the group's ideas and experiences. Other groups can listen carefully and ask questions if they have any. 5. Summary and Homework (5 minutes) Summary: Summarize the key points of this lesson with the students, including the new words, phrases, sentence patterns, and the main content of the reading passage. Ask students to recall and repeat after you. Homework: Ask students to write a short passage about an emotional experience of their own, using at least 5 new words and 3 key sentence patterns learned in this lesson. Ask them to review the new words and phrases, and be ready for a dictation in the next class. 教学反思 After teaching this lesson, I found that the warming - up activity was effective in attracting students' attention and getting them involved in the topic of emotions. However, during the pre - reading discussion, some students had difficulty expressing their ideas clearly in English, which indicates that more oral practice should be provided in future classes. In the while - reading part, most students could understand the main idea of the passage through skimming and find the detailed information through scanning. But the vocabulary learning in context still posed some challenges for a small number of students. I might need to use more vivid and easy - to - understand examples to help them in the future. The group discussion and presentation in the post - reading part were quite successful. Students were actively involved and could apply the learned knowledge to share their real - life experiences. However, the time for each group to present was a bit limited, and some students didn't have enough time to fully express their ideas. For the homework, I hope that writing a passage can further strengthen students' ability to use the learned knowledge. I will carefully review their homework and provide detailed feedback to help them improve their writing skills. Overall, this teaching process has both successes and areas for improvement, and I will adjust my teaching methods accordingly in future lessons. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $