Unit 3 Section B(1a－1f) & Vocabulary in Use（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）

该教案聚焦情感相关习语的正确使用，通过分析Matt的故事理解其错误、情绪及Tom的建议，结合角色扮演练习问题解决与积极心态培养。导入环节引导学生识别负面习语，解释并举例，拓展“over the moon”等习语，搭建从已知到未知的学习支架。 此资料亮点在于融合语言能力与思维品质培养，如通过预测故事内容、略读精读分析Matt的错误与情绪，提升分析推断能力，角色扮演对话强化语言表达。词汇练习巩固习语运用，教学反思促进优化。助力学生提升习语运用与问题解决能力，为教师提供清晰教学流程与实践指导。

第五课时 Section B(1a－1f) & Vocabulary in Use 1、 Teaching Objectives In this class, students will： l. understand the correct use of the idioms related to feelings from the text. 2. analyze the story to understand Matt's mistakes,his emotions,and Tom's supportive advice. 3. practise solving problems by role-playing the conversation between Matt and his coach. 4. learn how to stay positive when facing failures or mistakes. 2、 Teaching Advice Lead-in 1a 1. Show students the idioms and let them underline the ones that are negative. 2. Explain the idioms and give some sample sentences to make students better understand their meanings. (见优翼配套教学课件) 3. Let students think of some other idioms that describe feelings. Here are some examples: · over the moon欣喜若狂 She's over the moon about getting accepted into her dream college. · under the weather身体不舒服,心情也受影响 I'm a bit under the weather today,so I might skip the party. Pre-reading Predict Have students read the title and look at the picture in 1b,and then discuss the questions: · What do you think the story is about? · What might “You Can't Win Them All”mean? While-reading Skim Reading 1b Let students skim the story and answer the questions: · What mistake did Matt make at the basketball game? · How did he feel? Careful Reading 1c 1. Ask students to read again and complete the problems and solutions.2. Check the answers with the students. 1d 1. Have students read the story again and answer the questions. 2. Invite some students to share their answers. Further Thinking 1. The teacher can lead the students to the following conclusion: Mistakes are steps, not stops—what matters is how you step forward. 2. If time permits, the teacher can invite students to share their own stories of learning from mistakes. 1e 1. Ask students to read“Recognizing idioms” in the box and explain why the author uses idioms in the text. 2. Guide students to underline other idioms in the text and explain the meanings according to the context. 3. Let students replace the underlined words with the idioms from the story.4.Check the answers with the students. Post-reading 1f 1. Ask students to read the instruction and discuss how to encourage Matt to be positive. 2. Share some useful expressions with students to encourage others to be positive. 3. Let students role-play the conversation between Matt and his coach. 4. Invite some pairs to present their conversations to the class. Then, the whole class can discuss which parts of the conversations are effective in encouraging Matt and why. Vocabulary in Use 2a 1. Let students read the words in the box and put them into the correct groups. 2. Check the answers with the students. 2b 1. Have students read the conversations and complete the sentences with the correct forms of the words in brackets. 2.Check the answers by asking some students to read the conversations. 2c 1. Have students read the passage and make sure they understand the meaning. 2. Ask students to replace the underlined words with the correct forms of the words in the box. 3. Check the answers with the students. Summary Ask students to summarize what they have learned in this lesson. Homework Finish the related exercises in the books produced by Youyi. Blackboard Design Write the idioms and their sample sentences on the blackboard. Teaching Reflection This lesson effectively engaged students in understanding emotions through learning idioms and analysing Matt's story. Students participated well in discussions and role-plays, showing improved comprehension of the idioms. However, some struggled with using idioms naturally in sentences, so more practice activities would be helpful next time. 学科网（北京）股份有限公司 $