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

该初中英语教学设计聚焦情感表达主题，围绕“feelings and emotions”展开，通过图片导入、词汇复习、句型操练到真实情境分享的层层递进，构建清晰的学习支架，帮助学生从输入到输出自然过渡，实现语言知识向交际能力的有效转化。 本资料亮点突出，融合语言能力、思维品质与学习能力三大核心素养。例如在“分享情感故事”环节中，学生需运用所学词汇和句型讲述个人经历，不仅锻炼了语言表达能力，还促进思维深度发展，如分析情绪成因、反思应对方式。教师借助音频示范引导学生关注语调变化，强化语音意识，提升跨文化沟通中的情感传递准确性。此设计既激发学生表达自信，又培养同理心与倾听习惯，为教师提供可复制、易操作的课堂范式，助力高效教学落地。

Unit 3 Feelings and Emotions-Speaking Workshop 1. Content Overview This Speaking Workshop in Unit 3 of the Beijing Normal University Edition (2024) English textbook for Grade 8 focuses on helping students express their feelings and emotions accurately in English. It follows the previous lessons in the unit that have introduced various emotion-related vocabulary and basic sentence patterns. Through a series of speaking activities, students will have the opportunity to practice using these words and structures to communicate about their own emotional experiences and understand others' feelings. The workshop also emphasizes correct pronunciation, intonation, and fluency in oral expression, aiming to improve students' overall speaking skills. 教学目标 2.1 Knowledge Objectives Students will be able to master and use at least 10 emotion-related words and phrases, such as "happy", "sad", "angry", "be proud of", "be worried about", etc. correctly in speaking. Students will be able to use common sentence patterns for expressing feelings and emotions, like "I feel...", "I am... because...", "How do you feel about...?" proficiently. 2.2 Ability Objectives Students will be able to accurately describe their own feelings and emotions and ask about others' in daily conversations with at least 80% accuracy. Students will improve their oral communication fluency, being able to speak continuously for at least 1 - 2 minutes when sharing their emotional stories. Students will enhance their listening skills by understanding others' emotional expressions and responding appropriately. 2.3 Emotional Objectives Students will be more confident in expressing their true feelings and emotions in English, reducing their fear of making mistakes. Students will develop empathy by understanding and respecting others' emotions through communication. 教学重难点 3.1 Key Points The acquisition and correct usage of emotion-related vocabulary and sentence patterns. Training students to express their emotions vividly and accurately in speaking. 3.2 Difficult Points Helping students overcome their shyness and actively participate in speaking activities. Teaching students to use appropriate intonation and stress when expressing different emotions to make their speech more natural and expressive. 4.1 Vocabulary Positive Emotions: happy, joyful, excited, proud, satisfied, cheerful, delighted, etc. Negative Emotions: sad, angry, worried, nervous, afraid, frustrated, disappointed, etc. Phrases: be proud of, be worried about, be afraid of, be satisfied with, burst into tears, calm down, etc. 4.2 Sentence Patterns Expressing One's Own Feelings: I feel + adj. (e.g., I feel happy today.) I am + adj. + because... (e.g., I am excited because I got a high score in the exam.) I feel like + noun/verb - ing (e.g., I feel like dancing when I hear this song.) Asking About Others' Feelings: How do you feel? How do you feel about...? (e.g., How do you feel about the movie?) What's your feeling about...? 教学过程 5.1 Warming - up (5 minutes) Greet the students and start with a simple question: "How are you today?" Encourage several students to answer. Then show some pictures of people with different facial expressions on the PPT, such as a smiling face, a crying face, and an angry face. Ask students to describe the emotions in English based on the pictures. For example, "This person looks happy. He is smiling." 5.2 Vocabulary Review (8 minutes) Display a word cloud on the screen with some emotion - related words learned before. Point to each word and ask students to read it aloud together. Then, randomly select words and ask individual students to make sentences using those words. For instance, if the word is "angry", the student might say, "I was angry when my brother broke my toy." Group competition: Divide the class into several groups. Show some pictures of people in different emotional states quickly. Each group has to write down as many emotion - related words as they can think of within 2 minutes. The group with the most correct words wins. 5.3 Sentence Pattern Practice (10 minutes) Write some common sentence patterns for expressing feelings on the blackboard, like "I feel...", "I am... because...", "How do you feel about...?" Explain the usage and meaning of each pattern briefly. Do a substitution drill. Give students some key words, such as "happy", "the party", "got a present". Ask them to use the sentence patterns to make sentences. For example, "I feel happy because I got a present at the party." Invite students to come to the front of the class and share their sentences. Pair work: Students work in pairs. One student chooses an emotion - related word, and the other has to make a sentence using the given sentence patterns. Then they switch roles. Walk around the classroom to monitor and offer help if necessary. 5.4 Speaking Activity - Sharing Emotional Stories (15 minutes) Present some topics on the PPT, such as "A time when you were very happy", "The most nervous moment in your life", "An experience that made you angry". Students choose one topic and prepare to share their stories in groups of four. Give students 3 - 4 minutes to organize their thoughts and make some notes. Then, in each group, students take turns to share their stories. Others in the group listen carefully and can ask questions or make comments after the sharing. For example, if a student shares a story about being nervous before an exam, others can ask, "What did you do to calm down?" Select 2 - 3 groups to share their best stories with the whole class. Encourage students to use rich vocabulary and clear sentence patterns to make their stories more interesting. 5.5 Pronunciation Focus (5 minutes) Play a short audio clip of a person expressing different emotions, such as happiness, sadness, and anger. Ask students to listen carefully and pay attention to the intonation and stress. For example, when expressing happiness, the voice usually goes up at the end of sentences; when expressing sadness, the voice may be lower and slower. Write some sentences related to different emotions on the blackboard. Invite students to read them aloud, trying to imitate the correct intonation and stress. Give them feedback and correct their pronunciation if there are mistakes. 5.6 Summary and Homework Assignment (2 minutes) Summarize the key points of this class, including important vocabulary, sentence patterns, and the importance of correct pronunciation in expressing emotions. Homework: Ask students to write a short passage about an emotional experience in their lives (at least 80 words). They should use at least 5 emotion - related words and 3 sentence patterns learned in this class. The next class, some students will be invited to share their passages. 教学反思 After this class, it is necessary to reflect on the teaching process. Firstly, in terms of students' participation, observe whether most students actively engaged in the speaking activities. If some students were shy and reluctant to speak, think about what more could be done to encourage them, such as providing more positive feedback or creating a more relaxed atmosphere. Secondly, consider the effectiveness of the vocabulary and sentence pattern practice. Check if students can really use these knowledge points fluently in speaking. If not, adjust the teaching methods in future classes, like adding more real - life examples or more interactive games. Thirdly, regarding the pronunciation focus, evaluate whether students have a better understanding of using intonation and stress to express emotions. If the effect is not obvious, more time may be needed for such training in the following lessons. Overall, continuous reflection and improvement are crucial to enhance the quality of English teaching and students' learning outcomes. 2 / 37 学科网(北京)股份有限公司 学科网(北京)股份有限公司 $