Unit 3 第五课时 Section B (2a-3c)-【木牍中考•名师教案】2025-2026学年八年级下册英语（人教版·新教材）

该初中英语教案聚焦情绪词汇分类（积极/消极）与感谢信写作，通过情绪词游戏导入，先引导学生分类已知情绪词，再引入新词汇，搭建旧知到新知的学习支架，梳理情绪词运用及感谢信结构脉络。 此教案以互动游戏激活语言能力，通过分类练习强化词汇运用，以感谢信结构分析培养思维品质，写作环节要求使用状语从句提升表达逻辑。实例丰富，如3a分析信件结构提供模板，3b写作提示用although等从句，助力学生提升语言运用与写作能力，为教师提供清晰教学流程与反思方向。

第五课时　Section B (2a-3c) ◇目标导航◇ 类别 课时要点 重点单词 joyful adj.高兴的;令人愉快的 thankful adj.感谢的;感激的 negative adj.否定的;消极的 bully v.霸凌;恐吓 n.恶霸 behave v.表现;举止得体 differently adv.不同地 重点单词 physics n.物理;物理学 lie v.(lay,lain)平躺;平放 awake adj.醒着的 relaxed adj.放松的;镇定的 normal adj.正常的;普通的 mad adj.很生气;疯狂的 mean adj.刻薄的;吝啬的 deep adj.深的;有……深的 重点单词 anybody pron.任何人 remain v.继续存在;保持不变 重点短语 shout at 冲……喊叫 wake up 醒来 from time to time 不时;偶尔 take a deep breath 深呼吸 pass away 去世(委婉说法) not only...but also...不但……而且…… 重点句型 1.You took the time to help me,although you were so busy.尽管你很忙,但你还是花时间帮助我。 2.I never liked science until I took your class.直到上了你的课,我才开始喜欢科学。 3.You listened to me and talked with me so that I felt much better.你倾听了我的心声并与我交谈,这样我感觉好多了。 4.Thank you so much for being not only my teacher but also my friend.非常感谢你不仅是我的老师,还是我的朋友。 教学重点 1.Help students classify emotion words into positive and negative groups. 2.Guide students to understand Kelly’s thank⁃you letter and the reasons for her gratitude. 3.Enable students to write a thank⁃you letter to someone they appreciate. 教学难点 1.Help students use the correct forms of emotion words in sentences. 2.Guide students to organize their ideas and write a sincere and logical thank⁃you letter with specific details. ◇教学过程◇ Step 1 Leading in 1.Greet the class and start with an emotion word game:Write the words “Positive” and “Negative” on the blackboard.Ask students to shout out emotion words they learnt and classify them.Then introduce the new emotion words and add them to the list. 2.Raise a question:“Is there someone who helped you when you were in a bad mood?Who is he/she?” Invite two students to share briefly. Step 2 Work on 2a-2c 1.Ask students to look at the “Vocabulary in Use” part.For 2a,ask them to put the words in the box into positive and negative groups.Check the answers. 2.For 2b,ask students to complete the sentences with the correct forms of “lonely”,“shock”,“stress”,and “worry”.Remind them to pay attention to the part of speech.Check the answers and explain the usage. 3.For 2c,ask students to read the passage and replace the underlined words with the correct forms of the given words.Give them 3 minutes to complete it,and then check the answers. Step 3 Work on 3a 1.Ask students to read Kelly’s thank⁃you letter in 3a silently and then answer the question:“Why is Kelly thankful?”(The teacher helped her with science and comforted her after her grandmother passed away.) 2.Analyze the structure of the thank⁃you letter with the class: (1)Opening:Express gratitude directly(I want to thank you for...). (2)Body:Specific reasons for gratitude(help with study,comfort in life)with details. (3)Closing:Reiterate gratitude and sign the name. Step 4 Work on 3b-3c 1.Ask students to fill in the notes in 3b.Walk around to help students who have no idea. 2.Ask students to write their thank⁃you letter using the notes in 3b and the provided expressions.Give them 15 minutes to write.Remind them to use although,until,or so that in the letter. 3.Invite several students to read their letters aloud.Give positive feedback. ◇教学反思◇ 　　情绪词汇分类练习帮助学生系统梳理了所学词汇,多数学生能正确运用单词的不同形式填空。在感谢信写作环节,学生能参照模板完成基本结构,但部分学生在信件中忘记使用所学的状语从句。后续教学需提供“细节描写”的范例,并在写作前提醒学生标注出要使用的从句,强化知识运用。 1 立足安徽 精准备考 1 / 1 学科网（北京）股份有限公司 $