Unit 3 Section A (3a-3d)（word教案）-【优翼·学练优】2025-2026学年八年级英语下册同步备课（人教版）

该初中英语教案聚焦谈论问题与给出建议的表达，围绕Judy与父母的沟通问题展开。通过Survey和分享个人经历导入，搭建生活经验支架，引导学生从自身压力体验过渡到课文主题，形成前后知识关联。 资料特色在于整合思维导图梳理对话信息，角色扮演（3c、3d）强化语言运用，深度思考问题引导多角度分析。语言能力上通过Language Analysis掌握核心表达，思维品质上鼓励反思有效沟通，文化意识上培养家庭理解，助力学生提升语言运用与思维能力，为教师提供结构化互动教学方案。

第三课时 Section A (3a-3d) 1、 Teaching Objectives In this class, students will: 1. understand Judy's communication problems with her parents. 2. master expressions related to talking about problems and giving opinions or advice. 3. reflect on the importance of effective communication within families and learn to understand parents' intentions from different perspectives. 2、 Teaching Advice Lead-in Survey Have you ever felt stressed because of your parents' expectations, like grades,class ranking or comparisons? If yes,raise your hands. Think and Share Invite several students to say more about their experiences and feelings: · What makes you stressed? How did you feel? · Did you talk to your parents? How did they react? Pre-reading Look and Say 1. Have students look at the picture in 3a and answer the questions.What is happening in the picture? How might the girl on the left feel? 2. Ask some students to share their ideas. While-reading 3a Ask students to read the conversation and answer the questions. · Why is Judy upset? · Do you think Judy and her parents communicate well? 3b 1. Let students read the conversation again and complete the mind map. 2. Check the answers with the students. 3. Have students answer more questions about the conversation. Further Thinking 1. How do you think Judy feels when her parents compare her with her cousin? Find clues from her words. 2. Do Judy's parents really not care about her?Why or why not? 3. How can parents and children communicate more effectively? Language Analysis Ask students to underline how Judy expresses her stress and upset,and how Lily responds to her feelings. Judy: My parents aren't happy with my …/My parents have very high standards./ They often compare me with./I know my parents love me,but sometimes I think they love...more./I'm afraid I'll cry if we talk. Lily: I'm sorry to hear that. /I'm sure your parents just want you to do well,although they may not show it./Why don't you talk to them?/... make you feel better. 3c 1. Have students listen to the conversation,and then role-play it. 2.Remind them to use proper intonation to convey the emotions in the conversation. Post-reading 3d 1. Tell students that Judy has taken Lily's advice and written a letter to her parents. Then ask them to imagine they are Judy's parents and think about what they would say after reading the letter. (E.g.Judy,we're sorry. We didn't know our comparison hurt you so much. From now on,we'll focus on your efforts. ) 2. Ask students to work in pairs,with one student playing the role of Judy and the other playing the role of her parent. Have them role-play the conversation that happens after Judy's parents read the letter. 3. Invite several pairs of students to perform their conversations for the whole class. Summary Ask students to summarize what they learned in this lesson. Homework Finish the related exercises in the books produced by Youyi. Blackboard Design Draw the expressions and language points on the blackboard. Teaching Reflection Today's lesson went smoothly. Students actively participated in role-plays and discussions, showing good understanding of Judy's feelings. The language analysis helped them grasp key expressions,but some found it hard to think deeply about “effective communication methods”. To address this, I'll connect the question to specific lines in the dialogue to guide them. Next class, I'll also share simple real-life examples to make the concept more relatable. 学科网（北京）股份有限公司 $