Unit 3 Be strong, be brave-D Listening and speaking 教学设计 2025-2026学年沪外教版英语八年级上册

该初中英语教学设计聚焦“Be strong, be brave”主题，围绕听力理解与口语表达两大核心能力展开，通过图片导入激发兴趣，借助关键词句铺垫语言基础，再以分层听力任务引导学生从捕捉主旨到提取细节，最后通过情境创编实现语言输出，形成由输入到输出的完整学习支架。 本设计亮点突出，融合语言能力、思维品质与学习能力三大核心素养。例如，在听后小组活动环节，学生基于真实图片情境编故事，运用所学词汇和句型表达个人经历，既锻炼了语言组织能力，又促进批判性思维发展。教师巧妙设置“How do you feel when you face...?”等开放问题，鼓励学生反思自身情绪并提出应对策略，体现思维深度。同时，通过分层任务设计与积极反馈机制，有效降低学生口语焦虑，提升参与度，为教师提供可复制、易操作的教学范式，助力学生在真实语境中建立自信，实现语言学习与品格塑造的双重目标。

Unit 3 Be strong, be brave-D Listening and speaking This unit focuses on the theme of "Be strong, be brave". The listening and speaking part aims to help students understand different situations related to being strong and brave through listening materials, and then express their own opinions and experiences in speaking activities. The listening materials may include dialogues, monologues or short stories, which involve various scenarios such as facing difficulties, overcoming fears, and showing courage. In speaking activities, students will be encouraged to share their personal stories about being strong and brave, or discuss how to cultivate such qualities. 教学目标 1. Knowledge Objectives Students will be able to master the key vocabulary and phrases related to the theme, such as "courage", "fear", "overcome", "challenge", "be afraid of", "dare to do sth." etc. Students will understand the key sentence patterns used to describe experiences of being strong and brave, like "I once faced a difficult situation, but I was brave enough to..." and "It takes a lot of courage to...". 2. Ability Objectives Students can improve their listening skills, including catching key information, understanding the main idea and details in the listening materials. Students are able to express their thoughts and experiences about being strong and brave fluently and accurately in oral English, and communicate with their partners effectively in speaking tasks. 3. Emotional Objectives Through learning this unit, students will be inspired to be strong and brave in their daily lives, and develop a positive attitude towards difficulties and challenges. 教学重难点 1. Key Points Guide students to understand the listening materials related to the theme of being strong and brave, and master the key vocabulary and sentence patterns. Organize various speaking activities to help students practice and improve their oral English skills, and let them express their own ideas and experiences on this theme. 2. Difficult Points Enable students to use the learned vocabulary and sentence patterns flexibly in real - life communication, and express their complex feelings and experiences accurately. Help students overcome their shyness and nervousness in speaking English, and encourage them to actively participate in speaking activities. 1. Key Vocabulary courage (n.) the ability to do something difficult or dangerous 勇气 e.g. It takes a lot of courage to stand up for what you believe in. fear (n.) an unpleasant emotion caused by the belief that someone or something is dangerous 恐惧 e.g. His greatest fear is heights. overcome (v.) to succeed in dealing with or controlling a problem that has been preventing you from achieving something 克服 e.g. She overcame many difficulties to get where she is today. challenge (n.) a new or difficult task that tests someone's ability and skill 挑战 e.g. The job presents many challenges. be afraid of to feel fear or anxiety about someone or something 害怕 e.g. I am afraid of spiders. dare to do sth. to be brave enough to do something 敢于做某事 e.g. He dared to speak in front of the whole school. 2. Key Sentence Patterns I once faced a difficult situation, but I was brave enough to... 我曾经面临一个困难的情况，但我足够勇敢去…… e.g. I once faced a difficult situation, but I was brave enough to ask my teacher for help. It takes a lot of courage to... 做…… 需要很大的勇气 e.g. It takes a lot of courage to admit that you are wrong. How do you feel when you face...? 当你面对…… 时，你感觉如何？ e.g. How do you feel when you face a big exam? I feel... and I try to... 我感觉…… 并且我努力去…… e.g. I feel nervous and I try to calm myself down. 教学过程 1. Warming - up (5 minutes) Show some pictures of people facing challenges bravely, such as a climber reaching the top of a high mountain, a student standing up to give a speech although he is very nervous. Ask students: "What do you think of these people? Do you admire them? Why?" Encourage students to express their initial thoughts freely. 2. Pre - listening (10 minutes) Present the key vocabulary and phrases related to the theme on the blackboard or through PPT. Explain their meanings and usages briefly. For example, when explaining "courage", give more examples like "The little boy showed great courage when he saved his pet from the fire." Let students read the new words and phrases aloud several times to make them familiar with the pronunciation. Show some questions on the screen, such as "What are some common fears that people have?" and "Can you think of a time when you had to be brave?" Ask students to discuss these questions in pairs for 3 - 4 minutes, and then invite some pairs to share their ideas with the class. 3. Listening (15 minutes) Play the first part of the listening material (a short dialogue between two friends talking about a scary movie they watched). Ask students to listen carefully and answer the question: "What was the movie about?" Play the dialogue again. This time, ask students to listen for details and fill in a simple form with information like "Who was more afraid? What did they do to feel better?" Check the answers with the whole class. Explain any difficult points in the dialogue, such as new expressions or special intonations. Then play the second part of the listening material (a monologue about a person's experience of learning to ride a bike). Before playing, show some questions on the screen, for example, "How many times did he fall when learning to ride a bike? What finally helped him succeed?" Let students listen and answer the questions. After that, play the monologue again for students to check their answers. 4. Post - listening (10 minutes) Divide students into groups of four. Give each group a set of pictures related to different situations of being strong and brave (such as a child standing up to a bully, a person learning a new language despite difficulties). Ask each group to make up a short story based on one of the pictures. They should use the key vocabulary and sentence patterns they have learned. Each group member needs to contribute at least one sentence. After 5 - 6 minutes of group work, invite some groups to come to the front of the class and act out their stories. The rest of the class listen carefully and can ask questions or give comments after the performance. 5. Summary and Homework (5 minutes) Summarize the key vocabulary, phrases and sentence patterns of this class with the students. Emphasize the importance of being strong and brave in life. Assign homework: Ask students to write a short passage about an experience when they were strong or brave. They should use at least three key words and two key sentence patterns learned in this class. 教学反思 After this class, I think the warm - up part was effective in attracting students' attention and arousing their interest in the theme. However, in the pre - listening part, some students seemed a bit passive when learning new words. Maybe I could use more vivid ways, such as showing short videos or telling funny stories related to the words, to make the learning process more interesting. During the listening process, most students could catch the main idea, but some had difficulty in getting the details. In the future, I will design more targeted listening exercises to improve their listening skills. For example, I can play the listening materials at a slower speed at first, and gradually increase the speed as students' skills improve. In the speaking activities, some students were still a little shy and didn't actively participate. I should encourage them more and create a more relaxed and friendly atmosphere. Maybe I can give more praise and rewards to those students who actively participate in speaking activities to boost their confidence. Overall, I need to constantly adjust my teaching methods to better meet the needs of students and improve the teaching effect. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $