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

1.Students

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.")

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?

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。