Unit3 section A 3a-3d 教学设计2025-2026学年人教版英语八年级下册

2026年祁阳市优质教学资源评选活动 ---八年级下册第3单元Section A 3a-3d教学设计 （注：标题采用四号宋体，正文采用五号宋体，1.5 倍行距。模板可根据需求稍微调整） 课程基本信息 主备人 张红霞 课型 新授课 学科 英语 年级 八 学段 初中 版本章节 新人教 教学目标 Language Abilities ： Use key words and sentences to talk about problems and give clear advice in daily life. Learning Abilities： Learn with mind maps and role-play, and use these useful skills in new study situations. Thinking Qualities ： Learn about family love and different ways of communication in our and other cultures. Cultural Awareness ： Learn to understand the cultural phenomenon of "peer comparison" in both Chinese and Western families and respect the educational methods of different families. 教学重难点 Key points : Students will extract specific information from a reading text about a parent-child conflict and complete a structured mind map. Difficult points Students can make personal connections to the topic by reflecting on their own experiences with family communication, either privately or in discussion. 学情分析 【已知】 学生已掌握一般现在时、过去时的基本用法，认识HAPPY基础日常已交际用语，能进行简单对话，具备初步的听力理解和口语表达能力，对人际关系话题有一定生活体验。 【未知】 需要进一步掌握复杂的情感表达、提建议和道歉的功能句型，提升用英语解决实际人际问题的能力，培养共情与逻辑表达能力。 【存在问题及拟解决措施】 存在问题：部分学生难以用委婉句式表达真实感受，对语境中的地道短语运用不熟练。拟解决措施：通过情景角色扮演、句型仿写和小组讨论，强化功能句型的运用，结合语篇中的生活化场景进行针对性练习，帮助学生积累实用表达。 教学准备 PPT multimedia 教学过程 教学环节 教学活动 学生活动 设计意图 Step1 Review 1. Show pictures of different emotions (Excited, Afraid, Shy, Upset, etc.) with Chinese translations. 2.Ask students: "Have you ever felt these emotions? When?" 3.Review the story about Peter and Harry by asking questions: "What’s wrong with Peter? How did he feel? What’s Ella’s 1.观察情绪图片，理解英文词汇对应的中文含义。 回顾所学内容，建立新旧知识间的联系，导入话题，引发学生兴趣,加深记忆。 Step2. Lead in 1. Watch and answer 2. Are you compared with “the perfect child in other people's eyes” by parents? 观察学生是否能围绕“与父母相处、沟通方式”等问题，清晰表达自身经历与观点。 观看视频，吸引学生注意力，快速进入学习情境，借助视频帮助学生自然理解词义。 Step 3 Pre-reading 1. Look and predict 2. Ask questions to guide Ss prediction before reading。 T:How does Judy feel? T: What’s worry with Judy ? T:What was the relationship between them? T：What makes her upset? S1: My prediction is that the girl might argue with parents 观察学生能否结合对话图片，准确预判Judy的情绪状态,评估情境与逻辑预判能力。 通过阅读验证预测，培养学生预判与信息核对能力，激发阅读兴趣，强化文本理解与逻辑验证意识。 Step4. While-reading Step5. Post-reading Step6 languagepoints Step7 Exercise and Summary Step8 Homework Fast reading Read and check Do you think Judy and her parents communicate well? careful reading Part1 problems What makes Judy upset? Who do Judy's parents often compare her with?Why? why do Judy’s parents compare her with Kate? Part2 Lily’s opinion What’s Lily’s opinion? What’s Judy's feeling? A good friend helps you look on the bright side and lifts you up when you are down. Part3 Lily’s advice What advice does Lily give? Which advice did Judy take? Why is Judy afraid to talk to her parents directly? How does Judy feel after talking to Lily? Angry B. Sad C. Better D. Tire 1 .Match the people with their opinions or actions. 2.Read and answer How do Judy's feelings change? 3.Read and analyze the structure 4.3b.Read the conversation again and complete the mind map. 5.3c .Listen to the conversation and role-play it. Sa: What’s wrong?,Judy? Sb:well, my parents aren’t happy with my grades. Sa: Really? You should speak clearly and loudly with emotion....... 6. 3d .Work in pairs.Imagine one of you is Judy and the other is her parent.Role-play a conversation after Judy's parents read the letter. 1.standard 标准；水平（可数/不可数） 短语：meet/reach a standard（达到标准） living standards（生活水平） award 奖；奖品 短语：win/receive/get an award for sth. 因某事赢得/得到/获得奖项 award sb. sth./award sth. to sb. 授予某人某种奖励 pressure. 压力（不可数，同义词：stress） 短语：put pressure on sb. 给某人施加压力 under pressure/stress 在压力之下 reduce pressure 减轻压力 Recap today’s lesson with emphasis on the conversations about expressing emotions and the given advice. Level A: write a short dialogue (4-6 exchanges) between two friends Level B: list 3 ways to communicate better with parents when you feel stressed with one example sentence for each . 观察学生是否在认真阅读思考，积极回答问题，内容是否正确。 观察学生是否会做出正确的填空。 观察学生是否会提取 对话的关键内容，学生是否有所思考。 培养细节理解和逻辑归纳能力。 引导学生梳理文本中Judy的情绪变化，提升阅读理解与情感分析能力，强化语言运用逻辑。 用思维导图整理信息，强化对对话关键内容的记忆和提取。 通过情境下角色扮演，引导学生将文本语言转化真实可运用的口语表达。 通过结对交流的形式，锻炼清晰流畅的口语表达，学会恰当运用语调与肢体语言，提升语言运用能力与沟通自信。 巩固本课所学，总结沟通策略，鼓励学生解决实际问题。 分层作业设计基于“因材施教”满足不同能力层次学生的需求，确保每位学生能在适当的挑战中成长。 板书设计/课堂小结 Unit 3 Growing up Section A (3a-3d) How to Communicate Better with Parents Judy's Problem Lily's Adivce • High standards • View: Parents love her • Write letter • Compare with cousin • talk to parents Tips • Talk about feelings • Chose right time • Listen first • Ask, don't guess 教学反思 In this class, I guided students to sort out the logic of the conversation through a mind map and independently summarize problems, opinions and suggestions to improve information integration ability. In addition, I taught them how to read for details. And the most important thing we learned is to solve simulated parent-child communication problems to achieve practical use of knowledge.Every student thinks it significant to express feelings in building good family relationships.. It was wonderful! — - 1 - — 学科网（北京）股份有限公司 $