Unit 3 第一课时 Section A (1a-2d)-【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“Growing Up”单元情绪词汇、so that等状语从句及情绪谈论与建议表达。通过情绪调查导入让学生分享当下情绪，连接1a情绪场景匹配，经听力录音捕捉事件顺序，以角色扮演和个人经历分享搭建从词汇到应用的学习支架。 特色在于融合语言能力与思维品质培养，听力训练提升信息捕捉与逻辑分析能力，角色扮演和经历分享促进共情与语言运用，契合“人与自我”主题。助力学生提升情绪管理意识与英语表达能力，为教师提供清晰活动设计与素养培养路径。

Unit 3　Growing Up 单元导航 一、单元内容分析 本单元属于“人与自我”主题范畴,涉及“生活与学习”主题群。通过本单元的学习,学生能够用英语谈论生活中的各类情绪,掌握although、until、so that和if引导的状语从句用法,学会为情绪低落的朋友提供合理建议,并探索管理情绪、保持积极心态的有效方法。 Section A围绕“引发情绪的场景”展开听说练习,引导学生识别兴奋、难过、生气等常见情绪的英语表达,通过Peter与朋友的对话感知情绪交流的基本句型,同时鼓励学生分享自身经历的情绪事件及应对方式。 Section B借助篮球比赛失误的故事和感谢信文本,引导学生理解情绪疏导的重要性及感恩表达的方式,进一步巩固状语从句的运用,并通过“分享问题、解决问题”的项目活动,提升学生共情能力、团队协作及语言综合运用能力。 二、单元教学目标(Teaching Objectives of the Unit) Language Abilities 1.Master the vocabulary and expressions related to emotions and interpersonal communication. 2.Understand and use adverbial clauses with although,until,so that and if correctly in speaking and writing. 3.Be able to talk about different emotions,describe the causes of emotions,and give appropriate advice to people with negative emotions in English. 4.Learn to write a thank⁃you letter to express gratitude and use idioms to describe emotions vividly. Culture Awareness 1.Understand that managing emotions is an important part of growing up in all cultures and learn the common ways to comfort others and express gratitude internationally. 2.Cultivate a positive and respectful attitude towards interpersonal relationships. Quality of Thinking Develop the ability to analyze the causes of emotions and the effects of different emotional management methods,and cultivate the awareness of actively adjusting emotions and caring for others’ emotional needs. Learning Abilities 1.Improve listening,speaking,reading,and writing skills through activities such as role⁃plays,story retelling,group discussions,and letter writing. 2.Enhance the abilities of empathy,information integration,and teamwork. 三、单元重难点(Key and Difficult Points of the Unit) Key Points: 1.Master the vocabulary,phrases,and idioms about emotions and interpersonal communication. 2.Grasp the usage of adverbial clauses with although,until,so that and if. 3.Be able to use the target language to talk about emotions,give advice,retell emotion⁃related stories,and write a thank⁃you letter. Difficult Points: 1.Use adverbial clauses with although,until,so that and if correctly in different contexts. 2.Use appropriate vocabulary and sentence patterns to express emotions and give targeted advice logically and fluently. 3.Understand the implied meaning of emotion⁃related idioms and use them correctly in oral and written English. 第一课时　Section A (1a-2d) ◇目标导航◇ 类别 课时要点 重点单词 lonely adj.孤独的;寂寞的 shocked adj.震惊的 advise v.建议;劝告 hurtful adj.伤感情的 control v.& n.控制 anger n.怒火 present n.礼物 v.展现;陈述 重点短语 deal with 处理;对付 in future 今后;从今以后 so that 为了;因此 clear the air 尽释前嫌 重点句型 1.If you did something wrong,maybe you should say sorry first.如果你做错了什么,也许你应该先道歉。 2.Peter accepted Ella’s suggestion and called Harry so that he could say sorry.彼得采纳了埃拉的建议,随即致电哈里致歉。 教学重点 1.Help students master emotion⁃related vocabulary. 2.Guide students to understand the details of the conversation. 3.Enable students to role⁃play conversations and give advice for emotional problems. 教学难点 1.Improve students’ ability to capture the sequence of events in listening materials. 2.Guide students to express their past emotional experiences and the final results fluently. ◇教学过程◇ Step 1 Leading in 1.Greet the class and start with an emotion survey:“How do you feel today?Are you happy,excited,or worried?Why?” 2.Invite several students to share their current emotions and reasons. Step 2 Work on 1a 1.Ask students to look at the words under the pictures and then ask,“What situations will give you such feeling?” Give them 3 minutes to think about it individually. 2.Ask more questions like “Why do you think ‘failing a test’ makes people upset?” to deepen their understanding of emotion⁃situation connections. Step 3 Work on 1b-1c 1.Play the recording of 1b for the first time.Ask students to number the sentences in the correct order.Check the answers briefly. 2.Play the recording again.This time,ask students to circle Peter’s feelings. 3.Play the recording a third time to let students verify their answers.Explain the key sentences and the phrases to students. Step 4 Work on 1d 1.Divide students into pairs.Assign one student as Peter and the other as Ella.Ask them to role⁃play the conversation,using the model in 1d and adding more advice. 2.Walk around the classroom to offer help.Invite several pairs to perform in front of the class.Give feedback. Step 5 Work on 2a 1.Ask students to look at the table in 2a and tick the sentences that Peter or Harry might say in their conversation.Give them 2 minutes to discuss with their deskmates and make predictions. 2.Invite a group to share their predictions and reasons. Step 6 Work on 2b-2c 1.Play the recording for the first time.Ask students to circle T or F for the statements in 2b.Then check the answers together. 2.Play the recording again.Ask students to complete the summary of the conversation in 2c.Remind them to listen for key nouns and adjectives. 3.After finishing it,check the answers and explain the key language points. Step 7 Work on 2d 1.Ask students to tick the situations they have experienced before in 2d.Give them 3 minutes to think about how the situation made them feel and what happened in the end. 2.Divide students into pairs.Ask them to talk about their experiences using the dialogue model. 3.Invite several pairs to share their conversations.Praise students who can express their feelings in detail. ◇教学反思◇ 　　本课通过情绪调查导入,有效激发了学生的参与热情,多数学生能快速掌握情绪类词汇并完成场景匹配。但在听力环节,部分学生对事件顺序的捕捉不够准确。在角色扮演和分享个人经历时,部分学生的建议表达较为单一,缺乏情感代入。后续教学需增加听力中的事件排序专项练习,并提供更多生活化的建议句型,引导学生结合情绪表达丰富对话内容。 1 立足安徽 精准备考 1 / 1 学科网（北京）股份有限公司 $