Unit 3 Feelings and Emotions Reading Club1&2教学设计- 2025-2026学年北师大版英语八年级上

该初中英语教学设计聚焦“Feelings and Emotions”主题，围绕阅读俱乐部1和2的文本内容，系统构建词汇、句型与阅读技能的学习支架。从图片导入激发兴趣，到预测激活背景知识，再到精读训练提取信息，层层递进，帮助学生在真实语境中理解并运用表达情绪的语言，实现从感知到输出的完整学习闭环。 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，通过角色扮演活动引导学生用“I feel...because...”结构表达真实情感，强化语言实践能力；在对比“nervous”与“anxious”等近义词时培养批判性思维，提升语言精准度；小组合作完成情绪情景剧则促进协作学习，增强自主探究意识。教师可直接套用此设计开展高效课堂，学生能在轻松氛围中深化情感认知，提升跨文化沟通与自我调节能力。

Unit 3 Feelings and Emotions-Reading Club1&2 This unit, "Feelings and Emotions", focuses on helping students understand, describe, and manage various emotions. Reading Club 1 and 2 provide different texts related to feelings. The first text might be a personal narrative about a teenager's emotional experiences, such as dealing with stress from schoolwork or conflicts with friends. The second text could be an article introducing scientific research on how emotions affect our health or tips on emotional regulation. Through these readings, students will be exposed to rich vocabulary and expressions related to feelings and emotions, as well as different sentence structures used to describe and discuss them. 教学目标 Knowledge Objectives Students will be able to master key vocabulary and phrases related to feelings and emotions, such as "excited", "disappointed", "be proud of", "be angry with", etc. They will understand and be able to use sentence patterns for expressing and asking about emotions, like "How do you feel?" "I feel... because...". Students will learn about the content and main ideas of the reading materials in Reading Club 1 and 2, and be able to summarize the key points. Ability Objectives Improve students' reading skills, including skimming for the general idea, scanning for specific information, and inferring the meaning of new words from context. Develop students' oral and written communication skills so that they can express their own feelings and emotions accurately and fluently, and also understand and respond to others' emotional expressions. Cultivate students' ability to analyze and solve problems related to emotions, such as how to deal with negative emotions. Emotional Objectives Raise students' awareness of emotions, helping them understand the importance of recognizing and managing their own emotions. Promote students' emotional intelligence, enabling them to empathize with others' feelings and build better relationships. 教学重难点 Key Points The acquisition and correct usage of vocabulary and phrases related to feelings and emotions. Grasping the reading skills and being able to extract useful information from the reading texts. Mastering the sentence patterns for expressing emotions and using them in real - life situations. Difficult Points Distinguishing between similar emotions and using the appropriate words to describe them precisely. For example, the differences between "excited" and "thrilled", "sad" and "depressed". Helping students understand the implicit information and deep - level meaning in the reading materials, such as the underlying reasons for a character's emotional changes in a narrative text. Encouraging students to express their true feelings and emotions in English, especially when it comes to some complex or private emotions. Vocabulary Positive Emotions: happy, excited, thrilled, proud, confident, cheerful, delighted Negative Emotions: sad, disappointed, depressed, angry, frustrated, worried, scared, nervous Related Verbs and Phrases: feel, express, control, be proud of, be angry with, make sb. feel..., cheer up, calm down, look forward to Sentence Patterns Asking about Emotions: How are you feeling today? / How do you feel about...? / What's your feeling? Expressing Emotions: I feel + adj. + because... / I'm feeling + adj. right now. / It makes me feel + adj. Reading Skills Skimming: Look at the title, headings, pictures, and the first and last paragraphs to get a general idea of the text. Scanning: Find specific information such as names, numbers, dates, or key words related to the questions. Inferring: Guess the meaning of new words or phrases from the context. 教学过程 Warming - up (5 minutes) Show some pictures of people with different facial expressions on the PPT. Ask students to look at the pictures and quickly say what emotions these people are showing. For example, show a picture of a smiling person and ask "What emotion is this?" Students may answer "Happy". This activity can arouse students' interest and quickly lead them into the topic of feelings and emotions. Vocabulary Introduction (10 minutes) Present the new vocabulary related to feelings and emotions one by one on the PPT. For each word, show an example sentence to help students understand its meaning and usage. For instance, for the word "excited", show the sentence "I'm really excited about going on a trip tomorrow." After introducing all the words, play a vocabulary game. Read out a word or a phrase, and ask students to quickly find the corresponding picture or act out the emotion. For example, when you read "scared", students should act as if they are frightened. This can help students remember the words better. Pre - reading (5 minutes) For Reading Club 1, show the title and some pictures related to the text. Ask students to predict what the text might be about. For example, if the title is "My Unforgettable Day at School" and there are pictures of a student looking sad and a teacher talking to him, students may predict that the text is about a problem the student faced at school and how the teacher helped him. Let students discuss their predictions in pairs for a few minutes, and then ask some pairs to share their ideas with the class. This can activate students' prior knowledge and make them more engaged in the reading process. While - reading (15 minutes) Reading Club 1 First, let students skim the text quickly within 2 minutes. Then ask them to answer a general question, such as "What is the main idea of this text?" Next, ask students to read the text carefully and answer some detailed questions on the PPT. For example, "Why was the author sad at first?" "What happened that changed the author's mood?" Students can underline the relevant sentences in the text. After that, check the answers with the class. Explain any difficult sentences or new words that students don't understand. For example, if there is a sentence "I was so disappointed that I almost gave up." explain the structure "so... that...". Reading Club 2 Use the same method for Reading Club 2. First, let students skim to get the general idea. Then, give them some questions that require scanning for specific information. For example, if the text is about how to control emotions, ask questions like "What are the three ways mentioned in the text to control anger?" Encourage students to summarize the key points of the text in their own words. They can write down a few sentences about the main content of the text. Post - reading (5 minutes) Divide students into groups of four. Ask each group to choose one emotion from the vocabulary list and create a short skit to show how people with this emotion might behave. They can use the sentence patterns and vocabulary they have learned. After a few minutes of preparation, each group performs their skit in front of the class. The other students watch and guess what emotion the group is showing. This activity can help students consolidate what they have learned and improve their oral communication skills. Summary and Homework Assignment (5 minutes) Summarize the key vocabulary, sentence patterns, and reading skills of this class with the students. Write the key points on the blackboard. Assign homework: Ask students to write a short passage about their own emotional experience, using at least five new words and phrases learned in this class. Let students make a vocabulary card for each new word, writing the word, its meaning, and an example sentence on the card. This can help them review the vocabulary. 教学反思 Positive Aspects The warming - up activity with pictures was effective in attracting students' attention and getting them interested in the topic. Most students actively participated in guessing the emotions shown in the pictures. The vocabulary game and group skit activities made the class more lively and interactive. Students seemed to enjoy these activities, which helped them better remember the vocabulary and sentence patterns. The pre - reading prediction and while - reading question - answering methods guided students to read actively and improved their reading skills. Many students were able to answer the questions correctly after reading the texts. Areas for Improvement Some students still had difficulty in distinguishing between similar emotions, such as "nervous" and "anxious". In future classes, more examples and comparison exercises should be provided to help them clarify these differences. During the group discussion and skit performance, a few students were a bit shy and did not actively participate. In the future, more encouragement and guidance should be given to these students to make them more involved in class activities. The time for post - reading summary could be extended a little bit. Some students seemed to need more time to review and organize what they had learned. In the next class, a few more minutes can be allocated for summary to ensure students have a better understanding of the key points. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $