Unit 2 Developing ideas Listening and speaking课件 -2025-2026学年外研版英语八年级下册

该初中英语课件围绕“同伴压力”核心主题，通过“peer”词义解析、图片分析及正负影响讨论导入，衔接单元“成长的烦恼”主题，以关键词梳理、分层任务（Level 1信息记录与Level 2整合分析）为学习支架，帮助学生逐步深入理解。 其亮点在于融合语言能力与思维品质培养，如听力任务分层设计（Level 1抓取Colin问题细节，Level 2整合Hannah建议逻辑），Hannah用芭蕾舞者故事引导辩证看待压力，pair work结合checklist和功能句型提升表达连贯性。助力学生提升听说能力与辩证思维，为教师提供结构化教学资源与分层活动设计。

《英语》（新标准） 初中修订版教材八年级下册 U2 Growing pains and gains Developing ideas ——listening&speaking 1 一、教学目标 通过本阶段学习，学生能够： 1. 通过聆听两段关于同伴压力的对话和广播节目，获取、梳理并整合科林（Colin）遇到的问题以及汉娜（Hannah）给出的建议等关键信息。 2. 结合听力内容，辩证思考同伴压力的影响，并初步形成积极应对的策略。 3. 联系自身实际，讨论并分享应对同伴压力的经历和方法，树立自信心，理解“真诚做自己”和“坚持爱好”的重要性。 我们首先来看本课的教学目标。任何有效的教学都始于清晰的目标导向。通过本课学习，学生将能够 1. 通过聆听两段关于同伴压力的对话和广播节目，获取、梳理并整合科林（Colin）遇到的问题以及汉娜（Hannah）给出的建议等关键信息。 2. 结合听力内容，辩证思考同伴压力的影响，并初步形成积极应对的策略。 3. 联系自身实际，讨论并分享应对同伴压力的经历和方法，树立自信心，理解“真诚做自己”和“坚持爱好”的重要性。 这三个目标构成了从语言输入到思维训练再到情感价值认同的完整学习链路。 那么，要达成这些目标，我们必须基于对学生的深入了解来设计教学。 2 二、学情分析 已学已会 学生已学习本单元Understanding ideas部分，对“成长的烦恼”主题有了基本认知，并掌握了一些与情感、爱好相关的基础词汇，如“feel bad, hobby, friends, promise”等。在听力技能上，学生已具备通过抓取关键词来获取信息的基本技巧。 已学没会 学生对于“同伴压力”这一抽象概念的理解尚不深入，难以系统地阐述其具体表现和两面性影响。在口语表达中，学生虽能进行简单描述，但缺乏结构化的话语框架。清晰、有条理地分享个人经历和感受仍然存在一定困难。 具体来看： 对于已学已会，学生已学习本单元Understanding ideas部分，对“成长的烦恼”主题有了基本认知，并掌握了一些与情感、爱好相关的基础词汇，如“feel bad, hobby, friends, promise”等。在听力技能上，学生已具备通过抓取关键词来获取信息的基本技巧。 在已学没会方面，学生对于“同伴压力”这一抽象概念的理解尚不深入，难以系统性地阐述其具体表现和两面性影响。在口语表达中，学生虽能进行简单描述，但缺乏结构化的话语框架。清晰、有条理地分享个人经历和感受仍然存在一定的困难。 3 二、学情分析 未学不难 在本课中，学生在教师搭建的语言支架和明确的任务指令下，完成针对听力材料的简单信息记录任务，并在此基础上进行结构化的同伴对话，预计难度不大。 未学不易 本课的学习难点在于，引导学生围绕“同伴压力”话题，进行语言丰富、逻辑连贯且有深度的口语输出。同时，如何引导学生辩证地看待同伴压力的积极与消极影响，而非片面理解，也是教学中需要突破的难点。 未学不难 在本课中，学生在教师搭建的语言支架和明确的任务指令下，完成针对听力材料的简单信息记录任务，并在此基础上进行结构化的同伴对话，预计难度不大。 未学不易 本课的学习难点在于，引导学生围绕“同伴压力”话题，进行语言丰富、逻辑连贯且有深度的口语输出。同时，如何引导学生辩证地看待同伴压力的积极与消极影响，而非片面理解，也是教学中需要突破的难点。 4 核心词汇：peer pressure, left out, be laughed at, knitting, ballet, fit in, make fun of, give up, thankful, beat, follow your heart。 功能句型/表达： 引入个人故事：Let me tell you about my problem.../ Let me first share a story with you. 描述感受：I feel that I don’t fit in./ It made me feel terrible! 给出建议：You can ask... for help./ Why not try something else? 表达观点：I don’t think it’s strange at all. 三、核心语言 基于学情，我们需要为学生搭建明确的语言支架，以支撑其学习。 本节课的语言学习围绕“同伴压力”展开，词汇方面，重点关注peer pressure, left out,fit in等新学词汇学习。功能表达上包括个人故事、描述感受、给出建议和表达观点这四类，特别是“Let me first share a story with you”这样的表达，将直接服务于最终的输出任务。这些语言要素是学生完成学习活动的基础。 Lead in What does “peer” mean? What does the picture show? Peer pressure can be both positive and negative. n. 同伴 忽略 有了目标和语言准备，现在让我们进入真实的课堂环节。 导入环节，教师投屏教材图片，学生观察图片以及阅读Did you know的内容, 教师提问：What does "peer" mean? ​What does the picture show? 在这个过程中，教师可先引导学生学习left out 等陌生表达，为学生理解扫除障碍。在学生理解“peer”为“同伴”后，进而引导学生得出“Peer pressure can be both positive and negative”的初步结论。 Lead in Have you ever experienced peer pressure? What do you think of it? 教师可进一步通过问题：Have you ever experienced peer pressure? What do you think of it?​ 引导学生就同伴压力发表感受和表达看法。 这一环节，教师利用直观素材激活学生已有经验，为主题学习做好铺垫。教师可通过观察学生的即时回答，评价其是否能够理解同伴压力，是否能联系自身经历进行简单的观点表达。 Listen and answer Colin is talking to his friend Kate about his hobby. What is Colin's hobby? Knitting What's his attitude to his hobby? a Colin has decided to change his hobby. b Colin feels bad about his different hobby. c Colin agrees with Kate on the importance of hobbies. I was laughed at by my classmates. In fact, even some of my friends find my hobby strange. I just feel that I don't fit in. 在学生初步建立起对同伴压力的认知后，教师引入Colin具体案例，进入听力环节。 首先进行第一段听力。在听之前，教师介绍背景，Colin is talking to his friend Kate about his hobby. 学生听并获取Colin的爱好以及对爱好的看法。What is Colin's hobby? And what's his attitude to his hobby? 教师可引导学生圈画出选项的关键词，为听搭建脚手架。 教师可通过学生的回答或选择，检查其能否准确捕捉Colin的爱好（knitting）及其基本态度（feel bad, don't fit in）。 Look, think and answer Colin is now filling in an application form for a radio program. What's the name of the program? HANNAH HELPS Why is Colin doing so? He wants to get some help from Hannah. What should Colin fill in the form with? His name, the problem and some extra information. 了解了科林的困境后，教师投屏展示广播节目申请表，通过任务情境：Colin is now filling in an application form for a radio program. 以及问题 What's the name of the program? Why is Colin doing so? What should Colin fill in the form?，学生观察表格，明确节目名称和需要填写的栏目，为细节听力做好铺垫。教师可通过学生的回答，评估其是否理解申请表的目的和关键栏目。 Listen and fill in the form laughed at hobby friends different playing basketball 融入 分层设计 Level 1 分层设计 Level 2 What is Colin's problem? was laughed at by classmates because of knitting. strange and different for boys. not fit in. has practised knitting since last spring. Friends' hobbies: playing basketball or spending time on screens 在听中环节，以问题What is Colin’s problem? 为引领， 学生完成科林这张申请表的填写。 根据不同学情，教师可以分层设计任务。若学生程度一般，可根据所听内容，完成表格信息。若学生程度较好，教师可在学案中留白，学生听并记录相关信息；本环节，教师通过分层任务，训练学生抓取细节信息的能力，同时也关注fit in等语言的学习。教师可通过查看学生填写的申请表或记录的笔记，评价其获取并记录具体细节信息的准确性。 Think and say laughed at hobby friends different playing basketball What do you think of Colin's hobby? Is Colin's hobby common for boys? 在获取了科林问题的详细信息后，可进一步引导学生进行更深层次的思考。 教师可提出开放性问题，引导学生思考： What do you think of Colin's hobby? Is it common for boys? 这里鼓励学生表达个人观点，培养批判性思维和共情能力。 教师通过学生的回答，判断其能否在理解事实信息的基础上，进行初步的评析。 Predict and say What do you think Hannah will talk about in her reply? Predictions: Words to comfort Colin some suggestions for Colin ... 在获取汉娜的回复之前，学生可对汉娜的回复内容进行预测：What do you think Hannah will talk about in her reply? 比如，学生可能预测，回复中可能有安慰Colin的话语，以及对Colin提出的一些建议等。在这个环节，教师利用相关策略，帮助学生利用已有的知识经验预测内容，听中带着明确的目标去听，可减轻学生的认知负担，提升理解速度和准确性。教师可根据学生的回答，了解其是否能结合情境进行合理预测。 Look and answer What does Hannah mainly talk about in her reply? 分层设计 level 1 Who is the boy？ He is Hannah's friend. What's his hobby？ His hobby is dancing ballet. [ˈbæleɪ] n. 芭蕾舞 基于预测，学生听并获取汉娜回复的信息，验证猜想。 这个环节，听力活动可分层进行。 若学生程度一般，学生先通过阅读教材活动3的内容并结合图片信息，借助Who is the boy？What’s his hobby?这两个问题支架，学生获取Hannah回复的中主要内容，同时进行语言学习。 Listen and complete What is the story from Hannah's friend? What is Hannah's advice? 分层设计 level 1 loved made fun of give up thankful practice beat Believe in Share follow 了解汉娜回复的主要内容后，学生听并获取关于What is the story from Hannah's friend? What is Hannah's advice?这两个问题的细节信息，完成表格的填写。 Listen and answer. What does Hannah mainly talk about in her reply? 分层设计 level 2 He is talking about a story from his friend and some advice. Let me first share a story with you. My friend... So, here is my advice to you. 若学生程度较好，可以通过听，学生记录信息并概括出汉娜回复的两个主要内容，教师可以追问相关依据，引导学生在获取主要内容时关注文段中的中心句Let me first share a story with you... Here is my advice to you. Look and take notes. 分层设计 level 2 What is the story from Hannah's friend? What is Hannah's advice? Sample notes： The story of the boy: The boy loved ballet was made fun of →sad→wanted to give up Now: a successful dancer thankful to the kids, who practiced harder Advice: Don't let peer pressure beat you. Believe in yourself. Share your hobbies with friends. Follow your heart. 了解汉娜回复的主要内容后，学生再次听并记录关于What is the story from Hannah's friend? What is Hannah's advice?这两个问题的细节信息。教师可通过笔记或填空结果，评估学生获取关键细节的能力。 Think and say. Has the boy experienced peer pressure? How does he deal with the peer pressure? What can we learn from him? Don't give up​ when others laugh at you or put pressure on you. Use unkind words as a drive to try harder. Believe in yourself​ and your interests, though they're different. Follow your heart​ and do what you love. 信息获取完成后，教师引导学生进入深度思考。 教师可提出分析性问题Has the boy experienced peer pressure? How does he deal with it? What can we learn from him?引导学生从案例中提炼积极的应对策略（如坚持不放弃、把压力变动力）和价值观。教师通过学生的回答，评价其能否分析出案例中对同伴压力的策略及其启示。 Think and answer. How does Hannah start her reply? Hannah (Host): Welcome back. Our next message comes from Colin. He was worried about his special hobby. Here's my reply: Colin, I understand your feelings. Let me first share a story with you. My friend has loved ballet since childhood. But many kids at his school made fun of him. He was very sad and wanted to give up. Luckily, he didn't. Today, he's a successful ballet dancer. But you know what? He's actually thankful to those kids because their jokes made him practise harder. So, here's my advice to you: Don't let peer pressure beat you. Believe in yourself and share your hobby with your friends. Real friends won't laugh at you. Just follow your heart. Good luck, Colin. Some comforting words A story about her friend 除了汉娜回复的内容外，汉娜的回复方式也值得学生关注。 教师可引导学生思考：How does Hannah start her reply? 学生可关注到汉娜回复中一些表达共情和安慰的话语、以及在回复的开始部分分享自己朋友的例子的策略。 Think and answer. Why does Hannah start her reply by sharing a personal story instead of giving advice directly? Stories draw people's attention and it's easier to listen. Hannah shows how being strong helped her friend. It's from a real example, not just rules. This makes advice more acceptable. ... 教师可进一步引导学生分析并思考这背后的原因：Why does she start with a story instead of giving advice directly? 学生可自行分析，也可参考Learning to learn中内容，帮助学生理解“用故事引入建议”可以使建议更可信、更具共情的作用。 在这一环节，教师观察学生能否识别出功能性表达并理解其作用。 Retell. Suppose you have a friend who has the similar problem with Colin. In order to help your friend, please retell Hannah's reply to him. Sample notes： The story of the boy: The boy loved ballet was made fun of →sad→wanted to give up Now: a successful dancer thankful to the kids practiced harder Advice: Don't let peer pressure beat you. Believe in yourself. Share your hobbies with friends. Follow your heart. 在内化与输出环节，教师创设情境，Suppose you have a friend who has a similar problem with Colin. In order to help your friend, please retell Hannah's reply to him.让学生进行复述，通过此活动，学生巩固所学内容，为最终输出活动做热身。教师观察学生复述的完整性与条理性，在必要时可以给予反馈和指导。 Work in pairs. What kind of peer pressure have you experienced？ Checklist 能够描述经历过的来自同伴的压力。 能够分享应对同伴压力的方法。 能够尽可能多地使用之前板块和本板块的核心词汇，以及学生用书Useful expressions中的表达。 能够正确使用关于引入个人经历的表达。 从帮助虚拟的朋友，到分享我们自己的故事，现在进入本课的综合输出环节。 Now, it's your turn to share. What kind of peer pressure have you experienced?​ Please work in pairs and create a dialogue. Remember to check the Checklist while practicing. 在本环节，教师创设真实情境，让学生综合运用本课所学进行创造性表达，并结合评价表进行自评和互评，实现“教学评”一体化。 What kind of peer pressure have you experienced？ Checklist 能够描述经历过的来自同伴的压力。 能够分享应对同伴压力的方法。 能够尽可能多地使用之前板块和本板块的核心词汇，以及学生用书Useful expressions中的表达。 能够正确使用关于引入个人经历的表达。 Work in pairs. 以范例为例，教师可引导学生依据Checklist评价标准，评估对话中同伴压力经历的中内容描述的清晰度、应对方法的合理性、以及目标语言使用的准确性与丰富性等内容。 必做Compulsory: a. Listen and read the two listening texts aloud. b. Write down the conversation you made in class. Try to use the words we learned. 选做Optional: Write a short story about your ways to deal with peer pressure. Share your own story and what you have learned. Homework 最后是作业设计。分为必做和选做两部分，旨在体现分层理念，满足不同学生的需求。 必做部分包括（听并朗读两段听力文本）以及（写下你在课堂上创作的对话。尝试使用我们学过的单词。） 选做 包括（写一个短篇故事，分享你应对同伴压力的方法和感悟。） 必做部分巩固基础，选做部分鼓励学有余力的学生进行深度拓展。 Thank you！ 24 $