Unit3 Section A（1a～2d）教学设计- 2025-2026学年人教版八年级英语下册

课题 Unit 3 Growing Up Section A (1a-2d) 学段 初中 年级 八 课型 听说课 课时 1 学科 English 单元 主题分析 本单元属于“人与自我”范畴，涉及“情绪与情感，情绪与行为的调节与管理”子主题内容，本单元内容涵盖情绪识别、表达与调节，引导学生认识并接纳生活中的各类情绪，学习使用让步、时间、目的等状语从句进行理性表达，并通过为他人提供建议、探索积极应对方式等活动，培养情绪管理与心理调适能力，促进情感与社会性成长。 文本解读 What:本课时是人教版新版八年级下册第三单元Growing Up的第一课时，本课时以“What makes you upset?”为主题，通过对话、听力活动和情境匹配等形式，聚焦于人际冲突中的情感表达与解决。文本围绕Peter和Harry因吉他损坏引发的争吵展开，引导学生关注道歉、谅解、责任等交际功能语言，并涉及情绪词汇与生活情境的关联。 Why:本课时旨在帮助学生理解并运用与情绪表达、道歉和解决矛盾相关的语言，培养其在实际交际中处理人际冲突的能力。通过听力理解、角色扮演和讨论等活动，引导学生反思自身经历，学会主动沟通、勇于承担责任，并认识到友谊与相互理解的重要性。 How:文本采用多层次的任务设计，从情绪词汇与情境的匹配，到对话听力理解，再到补全摘要和角色扮演，逐步深入。语言简洁真实，聚焦于日常交际中的道歉句式和情绪表达。活动之间逻辑连贯，注重听说结合，鼓励学生在情境中理解语言功能，并通过合作讨论迁移至自身经验，促进语言与情感教育的融合。 学情分析 1.已有知识经验 学生在学习本单元前，已具备基础的日常问候、简单情感表达和物品描述的能力。他们对“朋友”、“生日礼物”等话题有生活经验，对“道歉”这一社交行为有基本认知。 2.潜在学习难点 听力材料中人物关系、事件因果和情感变化的线索需要学生进行综合推断，部分学生可能在抓取关键信息并完成排序、判断等任务时存在困难。 3.教学支持建议 采用分段聆听、任务分解的方式，引导学生先把握主旨，再捕捉细节；通过复述、角色扮演等方式巩固理解。 教学目标 语言 能力 1.Students will be able to understand and use key vocabulary related to emotions and social interactions. 2.Students will be able to extract specific information from a listening text about a personal conflict and complete related tasks. 文化意识 1.Students will recognize the importance of taking responsibility and offering a sincere apology in resolving interpersonal conflicts within friendships, a valued aspect of social interaction. 2.Students will discuss and reflect on how feelings like upset, anger, and regret are common human experiences across cultures when facing similar situations. 思维品质 1.Students will analyze the cause-and-effect relationship in the listening narrative. 2.Students will infer characters' feelings and motivations from the spoken dialogue and context. 学习能力 1.Students will collaborate with peers in role-play and discussion activities to practice language and share perspectives. 2.Students will use provided language scaffolds to organize and express personal stories or opinions about emotional experiences. 教学 重难点 教学重点 Students will be able to participate in a guided role-play or conversation to give and respond to apologies in a simulated context. 教学难点 Students can make connections between the scenarios in the lesson and their own personal experiences, evaluating different ways to handle conflicts. 教学过程设计 教学环节 教师活动 学生活动 设计意图 Step 1 Warming-up 1.Greeting each other. 2.Explain learning objectives to students. 3.Look at the cover page of this unit and think the questions in Look and share: -Do you think the people in the photo get along? -Who do you often speak to when you have problems? -How does it help you? 1.Greeting. 2.Learn about learning objectives in this unit. 3.Observe the photo and answer the questions. 通过教师对于本单元学习目标的介绍以及学生对于封面页的观察，学生能够对于本单元的话题有一个初步认知，为后续学习做铺垫。 Step 2 Lead-in 1.Teacher holds up picture cards depicting the eight target emotions one by one. Without saying the word, teacher acts out the emotion with facial expressions and body language. 2.As each emotion is guessed by students, teacher writes the word on the whiteboard in a central "Emotion Cloud." 3.Teacher then asks: "Life is full of feelings. Think about your week.Which of these feelings have you felt recently? Can you give a simple example?" (eg,"I felt excited when I got a new book.") 1.Students observe teacher's performance and call out the English word for the emotion they guess. 2.Volunteers briefly share a recent experience linked to one of the emotions on the board. 通过"情绪猜猜猜"游戏进行导入，新颖有趣，能迅速抓住学生注意力并激活已知的情绪词汇。让学生分享自身经历，将课堂与个人生活联系起来，营造安全、真实的语言氛围，为后续谈论更具体情境做铺垫。 Step 3 Pre-listening Work on 1a 1.Teacher lets students read aloud the eight situations in the box.Then,teacher divides the class into pairs. Each pair receives a set of small cards: 8 emotion words and 8 situation phrases. Their task is to match them. Teacher encourages discussion: "Why do you think 'failing a test' makes someone feel 'upset' or 'worried'?" 2.After pair work, teacher reviews answers as a class, inviting different pairs to share their matches and reasoning. Predicting Teacher shows a picture of two boys (Peter and Harry) looking unhappy, and a picture of a guitar with a mark. The teacher asks: "Look at these pictures. What might be the problem between Peter and Harry? How do you think they feel?" (eg, "Maybe they argued. They look upset and angry.") 1.Students read the situations in 1a. 2.In pairs, students discuss and match the emotion cards with the situation cards, justifying their choices in simple English or Chinese. 3.Students share their matches with the class. 4.Students look at the pictures and predict the story's conflict, using emotion words from the board. 配对游戏将词汇学习从被动记忆变为主动建构，同伴讨论能深化对情绪与情境关联的理解。利用教材图片预测故事冲突，旨在激发学生的好奇心和听力期待，训练他们利用视觉线索进行推断的微技能。 Step 4 While-listening Work on 1b 1.T:"Now let's listen carefully to understand what happened between Peter and Harry. Number the sentences in the correct order." Teacher plays the audio for 1b. 2.After listening, teacher invites several students to share the answers and guides students to sequence the events, possibly using numbered cards on the board. Work on 1c 1.T:"Now, let's listen to Peter talking to his friend Ella. What is Peter's problem? What feelings does he have?"The teacher plays the audio again for 1c. 2.Teacher leads students to check the answers together，focusing on the key feelings. 1.Students listen for specific details and sequence the events. 2.Students share their answers. 3.Students listen and circle the correct feeling for each sentence in 1c. 4.Students check answers together. 遵循“泛听主旨→精听细节”的阶梯式听力任务设计，符合认知规律。第一次听理清事件顺序，第二次听抓核心情绪，逐步深化对对话内容、人物情感和语言功能的理解。 Step 5 Post-listening Work on 1d 1.The teacher sets up 1d: "Now, you are Ella. Peter still needs advice. In pairs, role-play the conversation. Ella, give Peter more ideas on how to say sorry." 2.Teacher provides prompts on the board: "You could... write a message/choose a quiet place to talk/explain how you feel/offer to fix the problem." 3.Teacher monitors, assists, and selects 1-2 pairs to perform for the class. 1.In pairs, students role-play the conversation. 2.Volunteer pairs perform their role-play. 教师提炼并板书核心句型结构，为学生提供明确的语言支架。角色扮演中“提供建议”的任务，培养了学生的解决问题能力和同理心，实现了语言学习与情感教育的融合。 Step 6 Ticking Work on 2a 1.Teacher distributes “Apology Kit” cards to pairs of students. Each set contains the 7 phrases from the table on page 23, printed on separate cards. 2.Teacher Instructs:“With your partner, sort these phrases into two groups: Phrases for saying sorry, and Phrases for responding to an apology.” 3.After pair work,teacher leads students to finish 2a:Tick the sentences Peter and Harry might say.Discuss any disagreements. 4.Teacher invites some students to share their ideas to the whole class. 1.In pairs, students discuss and categorize the phrase cards. 2.Students come to the board to place cards and explain their reasoning. 3.Students finish 2a. 4.Students share their answers with the class. 将静态的表格转化为动态的分类活动，让学生通过合作探究初步感知道歉用语的功能分类，为后续听力中辨别说话者角色做好语言准备，提升课堂参与度。 Step 7 Listening 1.Teacher plays the audio once and instructs:“Just listen. Focus on:What is the problem? Who is saying sorry?” After playing,asks for a brief summary. 2.Teacher plays the audio again and leads students to verify the answers in 2a.Encourages students to note down clues. Work on 2b＆2c 1.Teacher directs students to to 2b:Listen and circle T for true or F for false. 2.Teacher invites two students to share their answers with the whole class. 3.Teacher introduces the second, more detailed task (2c):Listen again. Complete the summary of the conversation. 4.Teacher leads students to check answers together. 1.Students listen for gist and share what they understood. 2.Students verify the tick table individually while listening. 3.Students Students circle T/F. 4.Students share answers. 5.Students fill in the summary blanks. 6.Students check answers together. 遵循“整体感知→验证答案→细节捕捉”的听力训练逻辑。三次听力的任务逐层深入，从理解大意到辨别具体语言表达，再到判断信息和完成概要，培养学生的综合听力微技能和信息处理能力。 Step 8 Pair work 1.Teacher introduces a “Role-play Station” with different scenario cards and models with a student:The teacher acts as Student A, using phrases from the “Saying Sorry” column; the student responds using the “Responding” column. 2.Teacher instructs:“In pairs, choose a scenario card. Prepare a short conversation where one person apologizes and the other responds. Use at least two phrases from our board.” 3.Teacher monitors and provides language support. Then invites 1-2 confident pairs to perform. Work on 2d 1.Teacher lets students move desks to form a circle and refer to the last activity 2d. Teacher starts by sharing briefly:“I once argued with a friend.I felt angry first, then lonely.In the end, we talked and said sorry. I felt relieved.” 3.Teacher encourages students to participate in 2d: “Choose one situation you have experienced. Share: How did it make you feel? What happened in the end?”Talk with your partner. 4.Teacher provides sentence starters on the board:I once... /It made me feel.../ In the end... 5.Teacher invites some students to share their experiences. 1.Students watch the teacher’s demonstration. 2.In pairs, they select a scenario, plan,and rehearse a dialogue. 3.Volunteer pairs perform in front of the class. 4.Students listen to the teacher’s model. 5.Volunteers share their own experiences using the guided structure. 6.Students listen respectfully to peers. 创设“角色扮演站”增加情境的真实性与选择自由度。通过示范、准备与展示，让学生在安全的模拟情境中创造性运用功能语言，实现从理解到产出的跨越，巩固道歉与回应的交际策略。 “情感分享圈”营造了包容、信任的课堂氛围，鼓励学生将课堂语言与真实情感经历连接。教师的示范与句子支架降低了表达难度，使情感输出成为可能。 Step 9 Summary Teacher summarizes at the end:“Today we learned that conflicts happen, but apologizing and talking can heal friendships. Remember: It’s okay to feel upset, and it’s brave to say sorry.” Review what they have learned and summarize with teacher. 学生跟随老师的节奏总结本节课的重点内容,强化记忆,教师最后的总结升华主题，强调情绪管理与人际修复的积极态度。 Step 10 Homework Level A:Complete the "Apology Role-Play" script. Use the scenario from the starter below and write a 6-8 line dialogue. Scenario:Your friend lent you a favorite video game. When you returned it, there was a small scratch on the disc. -You (apologizing): "Hey, I need to talk to you about your game..." -Your Friend (responding): "Oh no, what happened?" Level B:Write a short entry titled "A Time I Cleared the Air." Describe a personal experience related to one of the situations on page 23. Answer: What happened? How did you feel? What did you say or do? How did it end? Try to use the past tense. Level C:Research how people say "I'm sorry" or resolve conflicts in a different culture (eg,Japan, India, Kenya, etc.). Find one key difference or an interesting custom. Prepare a brief summary in English. Be ready to share one fact with the class next time. 本分层作业设计遵循“因材施教”与“学生主体”原则，旨在满足不同层次学生的学习需求，实现从知识巩固到能力拓展的梯度目标。层次分明，自主选择，学生根据自身兴趣和能力自主选择完成，赋予选择权，提升主动性与责任感。 板书设计 Unit 3 Growing Up Section A (1a-2d) ★SAYING SORRY (道歉) ★ RESPONDING (回应) • I'm sorry. • Don't worry about it. • I feel bad about it. • I forgive you. • It was my fault. • I didn't mean to do it. • I'll be more careful. 教学反思 一、成功之处: 1.听力任务设计层层递进:采用了"整体感知→细节捕捉→信息应用"的三步听力训练模式，这种设计符合学生的认知规律，任务难度梯度合理。 2.语言功能教学与情感教育融合:成功地将语言教学与情感教育相结合。不仅教授了"I'm sorry"等道歉用语，更引导学生理解道歉背后的真诚态度和修复友谊的重要性。 二、存在问题: 1.个别活动准备不充分:"道歉用语分类卡"活动中有2组学生因为卡片裁剪问题在分类时产生困惑；角色扮演环节的"情境卡片"数量不足，部分小组需要等待其他组完成后借用。 2.语言产出深度不足:虽然学生能正确使用目标句型，但在表达复杂情感时仍显局限；多数学生停留在"I feel sad/angry"的基础表达。 三、改进措施: 1.完善教学资源准备:统一制作耐用、规格一致的分类卡片和情境卡片；设计"情感表达升级卡"，提供更多样的情感词汇和句式。 2.深化语言产出训练:增设"道歉层次"教学，提供句型脚手架如描述冲突、表达复杂感受和描述和解过程等。 学科网（北京）股份有限公司 $