Unit3 Section A（3a～3d）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 (3a-3d) 学段 初中 年级 八 课型 阅读＆听说课 课时 2 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的第二课时，文本是一段关于青春期亲子沟通问题的对话，内容围绕Judy因学业成绩被父母拿来与优秀表姐Kate比较而产生的烦恼展开。她的朋友Lily首先表达同情，进而分析父母行为背后的意图（just want you to do well），最后给出两个具体建议：直接交谈与写信沟通。文本以对话体呈现真实生活情境，配有思维导图梳理问题和建议，并延伸至角色扮演活动，引导学生模拟沟通与和解。 Why:该文本旨在引导学生关注并理解家庭沟通中的典型矛盾——期望差异、比较压力与情感误解，并学习以建设性方式表达感受、寻求解决。通过Judy与Lily的互动，文本传递出“沟通是双向的”“情感需要表达”等观念，帮助学生掌握在压力情境下寻求支持、提出建议的策略，并鼓励他们在模拟练习中培养同理心与解决实际问题的交际能力。 How:文本采用“呈现问题—分析回应—给出建议”的递进式结构，对话自然贴合青少年口吻，使用“I’m afraid...”“Why don’t you...?”“How about...?”等真实交际句型。思维导图的设计强化信息提取与逻辑整理能力。角色扮演环节从理解过渡到产出，创设“读信后的对话”这一延续情境，促使学生运用安慰、解释、道歉等功能性语言，实现从文本理解到真实交际的能力迁移。 学情分析 1.已有知识经验 学生已掌握基础的问候、道歉、表达感受的句型，如"I'm sorry to hear that." "I'm afraid..." "Why don't you..."等，能够进行简单的情感表达和建议提出。 2.潜在学习难点 虽然学生知道"Why don't you..."句型，但可能无法灵活运用其他建议表达方式。 3.教学支持建议 搭建语言支架，增设建议表达工具箱：直接建议You should.../Why don't you...；委婉建议Maybe you could.../Have you thought about...；试探性建议How would you feel about.../One idea might be... 教学目标 语言 能力 Students will be able to identify and comprehend functional language for expressing problems ("I’m afraid...", "My parents are unhappy with..."), giving advice ("Why don’t you...?", "How about...?"), and showing empathy ("I’m sorry to hear that"). 文化意识 Students will recognize and discuss common challenges in parent-child communication across cultures, particularly those related to academic expectations and comparisons. 思维品质 Students will analyze a communication problem by identifying the core issue, the perspectives of different characters (Judy, her parents), and infer characters' feelings and motivations from the dialogue (Why Judy feels afraid to talk, why her parents compare her to her cousin). 学习能力 Students will use provided language scaffolds (sentence frames, vocabulary lists, role-play prompts) to structure their spoken output during the role-play activity. 教学 重难点 教学重点 Students will extract specific information from a reading text about a parent-child conflict and complete a structured mind map. 教学难点 Students can make personal connections to the topic by reflecting on their own experiences with family communication, either privately or in discussion. 教学过程设计 教学环节 教师活动 学生活动 设计意图 Step 1 Lead-in 1.Teacher shows students a short animated clip (without dialogue) about a teenager looking stressed while holding a report card, with parents in the background looking concerned,and asks: “What do you think is happening in this scene? How might the characters feel?” 2.Teacher briefly introduces the topic: “Today, we’ll explore how to communicate family expectations and feelings.” 1.Students watch the clip and share guesses in pairs. 2.Volunteer answers to the class. 通过无对白的动画片段创设情境，引导学生观察并推测人物情绪，自然引出“家庭沟通”主题，激发兴趣与共鸣。 Step 2 Pre-reading 1.Teacher writes on board:Judy’s parents are unhappy with her grades. Then asks: “What might Judy’s parents say or do? How might Judy react?” 2.Teacher leads students to discuss in groups and then invites some students to share their ideas. Students discuss possible responses in small groups (eg, compare her to others, set rules, encourage her). 利用预测活动激活学生关于亲子冲突的背景知识，为阅读对话做好内容与情感铺垫。 Step 3 While-reading Work on 3a Fast reading 1.Teacher has students read the conversation in 3a and then asks: “Do Judy and her parents communicate well? Why or why not?” 2.Teacher invites one or two students to share their thoughts. Work on 3b Careful reading 1.Teacher lets students read the conversation carefully and asks students to complete the mind map individually. 2.Teacher projects the mind map and invites three students to complete.While checking,Teacher asks students to highlight key phrases: high standards, compare with, get your message across. 3.Teacher organizes students to discuss in pairs: -Why do Judy’s parents compare her with Kate? -What does Lily think Judy’s parents really want? -Is Lily’s advice helpful? Language points Teacher lets students read the conversation as a whole,then asks them come up the points they don’t understand,teacher explains the important knowledge points and gives examples to them: ①Why don’t you talk to them? ②Until you talk to them,they might not know how you feel. ③I’m afraid I’ll cry if we talk. 1.Students read and answer the question in 3a. 2.Students share their answers. 3.Students read again and complete the mind map. 4.Three students share their answer. 5.Students discuss,share opinions and justify with examples from the text. 6.Take notes about the knowledge points. 通过采用“略读—细读—讨论”三层阅读任务，逐步深入理解对话内容。思维导图帮助学生梳理信息结构，讨论题培养批判性思维，同时理解对话中问题的核心与建议。 教师通过向学生讲解对话里的知识点，增加学生的语法储备，为做题铺路。 Step 4 Post-reading Work on 3c 1.Teacher plays the recording of 3a, asks students to follow the reading, paying attention to the intonation and tone. 2.Teacher models role-play with a student volunteer, emphasizing tone and emotion. 3.Teacher organizes pairs to role-play the conversation, circulating to provide feedback. 1.Listen and repeat, pay attention to the intonation and tone. 2.Students role-play Judy and Lily, focusing on expressing worry (Judy) and support (Lily). 听力和角色扮演帮助学生模仿真实对话的语音语调，内化语言表达，并体验人物情感。 Step 5 Production Writing 1.Teacher assigns a small writing task to the students: After listening to Lily's advice, what would Judy write to her parents? Based on personal experiences and imagination, write a passage to her parents in Judy's voice. 2.Teacher gives students five minutes to complete the task, while patrolling around to provide assistance.Then, the teacher invites a few students to share their writing. Work on 3d 1.Teacher introduce scenario for 3d: “Now imagine Judy’s parents have read her letter. How would they respond?” Teacher provides sentence starters on board: I’m sorry, Judy.I didn’t realize... We just want you to know... How can we support you better... 2.Teacher monitors groups and encourages empathetic language. 1.Students write a passage in Judy’s voice. 2.Students share their writings. 3.In pairs, one plays Judy, one plays a parent. Create a short conversation based on the prompts, showing understanding and resolution. 4.Volunteer pairs perform for the class. 根据文本的语境顺势给学生设置一个写作任务，使学生身临其境，培养学生听说读写各方面的能力。 创设书信后的对话情境，推动学生运用语言解决冲突，培养同理心与创造性表达能力。 Step 6 Summary 1.Teacher asks: “What did we learn about communication today?” 2.Teacher summarizes: “Listening, expressing feelings clearly, and choosing the right method (talking/ writing) are key.” Students review what they have learned today with teacher. 巩固本课所学，总结沟通策略，鼓励学生解决实际问题。 Step 7 Homework Level A:Write a short dialogue (4-6 exchanges) between two friends.One says:"I feel stressed because..."The other friend replies: "Why don't you..." Level B:List 3 ways to communicate better with parents when you feel stressed, with one example sentence for each. Level C:Research and write 2-3 sentences about how parent-teen communication differs in one other culture (eg, Japan, America, or your choice). 本分层作业设计基于“因材施教”原则，旨在满足不同语言水平、学习风格和能力层次学生的需求，确保每位学生都能在适当挑战中获得成长。 板书设计 Unit 3 Growing Up Section A (3a-3d) Judy's Problem Lily’s Advice • High standards ✦ Talk directly • Compare with Kate ✦ Write a letter • Feels: pressured, sad Communication Tips Students' Suggestions • Talk → Write ✦ Send voice message • Listen to understand ✦ Draw a picture • Ask for help 教学反思 1、 成功之处: 1.情境化导入有效激发共鸣:通过选取贴近学生日常生活的“亲子沟通压力”短视频导入，迅速拉近课堂与生活的距离。课堂观察显示，90%以上的学生在观看视频后表现出明显的注意力集中和情感投入，多名学生在讨论环节主动分享类似经历。 2.分层阅读任务设计合理:“略读抓主旨—细读理细节—讨论深思考”的三层阅读支架，符合学生的认知规律。学生在小组讨论中能准确引用文本证据支持观点，表明阅读理解目标基本达成。 二、存在问题: 1.时间分配需优化:热身讨论环节因学生分享踊跃，导致后续角色扮演时间稍显紧张；反思环节过短，深度略显不足。 2.文化敏感性关注不足:当讨论“父母比较子女”现象时，全班默认此为负面行为，未能适时引导学生思考不同文化背景下（如集体主义文化）此行为的复杂性。 三、改进措施: 1.时间管理精细化:为每个环节设置可视化计时器（PPT倒计时）,制定“弹性-核心”时间分配，确保核心产出活动时间。 2.深化文化维度:在阅读讨论环节增加一个引导性问题“In some cultures, parents compare children to motivate them. Why might they do this? What are the possible positive and negative effects?”引入简短的跨文化案例对比。 学科网（北京）股份有限公司 $