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

2026年五原县中小学优秀教学案例大赛 ---八年级一册第三单元第3课Section A 3a-3d教学设计 课程基本信息 主备人 杨婷 课型 新授课 学科 初中 年级 八年级 学段 初中 版本章节 第三章 一、案例背景 （一）政策与课标背景 《义务教育英语课程标准（2022年版）》明确提出，英语课程要落实立德树人根本任务，以核心素养为导向，培养学生的语言能力、文化意识、思维品质和学习能力，同时强调要立足学生生活实际，引导学生在真实情境中运用语言解决问题，促进学生全面发展。初中阶段是学生青春期心理发展的关键期，亲子沟通矛盾是学生普遍面临的成长痛点，将“亲子沟通”主题融入英语课堂，既符合课标“人与自我”主题语境的要求，也能实现语言学习与育人价值的深度融合。 （二）教学现状与问题 当前初中英语阅读教学普遍存在三大痛点： 1. 重语言轻育人：多数课堂聚焦词汇、语法等语言知识讲解，忽视文本承载的情感价值与思维培养，学生仅能读懂文本，无法将语言与生活建立关联； 2. 重输入轻输出：阅读课多以“读-讲-练”为主，口语输出环节流于形式，学生缺乏真实情境下的语言运用机会，读写能力发展失衡； 3. 重个体轻协同：课堂教学与家庭教育脱节，学生在课堂上学到的沟通技巧无法在家庭中落地，难以真正解决亲子矛盾。 本案例以人教新目标版八年级英语Unit 3 Section A 3a-3d“Judy与父母的沟通困境”对话为载体，打造“读-思-说-写-用”一体化读写课，探索“语言学习+心理疏导+家校协同”的英语课堂教学新模式，力求解决日常教学中存在的实际问题。 （三）实践基础 本课例在日常课堂教学中经过多次打磨与完善，结合班级学生实际学情不断调整优化，并在平行班级中开展教学实践。通过课堂观察、学生表现反馈与作业情况分析，逐步改进教学环节，形成了较为成熟、适用于常态课堂的教学设计。 二、研究目标 （一）学生发展目标 1. 通过阅读对话、听读模仿、信息梳理等活动，掌握 standard, compare, stressed 等核心词汇和提建议句型，理解对话主要内容与情感逻辑，达成基础语言知识感知与文本信息提取的目标。(学习理解) 2. 通过小组合作、角色扮演、对话操练等活动，在模拟情境中运用所学词汇与句型表达问题、给出建议，实现语言知识的巩固运用，提升口语表达与合作交流能力。(应用实践) 3. 结合自身真实生活经历创编亲子沟通对话，完成英文书信写作，将课堂语言知识与沟通方法迁移到家庭生活，学会理性表达、换位思考，形成健康的沟通意识与积极的亲子关系观念。(迁移创新) （二）教学重难点 1. 提升教师主题式单元整体教学设计能力，探索英语课堂落实育人价值的有效路径； 2. 深化备课组教研交流，在实践—反思—优化中提升课堂设计与实施水平，促进自身专业成长； 3. 形成可在日常教学中借鉴使用的读写课教学设计思路，为同类话题教学提供参考。 三、实施过程 本案例以初二年级一班为代表，以1课时（45分钟）读写课为核心，配套课前、课后延伸活动，构建“课前铺垫-课中探究-课后落地”的完整教学闭环，具体实施流程如下： （一）课前：情境铺垫，激活经验 Teacher Activities 1.Ask students’ a question that named "My Little Troubles in Parent-child Communication" was designed and distributed to collect information about the communication conflicts between students and their parents. 2.Send communication tips to parents, explain the educational objectives of this class, and invite parents to cooperate in the "parent-child letter interaction" activity after class. Student Activities 1. Finish the questionnaire honestly, share their real troubles in parent-child communication. 2. Preview the new words and dialogue, mark the difficult points, and think about the communication solutions. 3. Understand the class theme and get ready for the in-class learning. 设计意图 通过课前调研精准把握学生真实学情，让课堂教学更具针对性时效性；通过预习任务降低课堂学习门槛；通过家校预热为课后育人落地做好铺垫，实现家校协同育人。 （二）课中：四阶探究，落实素养（45分钟） Step 1: Warm-up & Lead-in (5 mins) Teacher Activities 1. Greet students warmly and display two contrast pictures on the screen: one is a student feeling stressed about grades with parents frowning, the other is a student talking with parents calmly. 2. Ask guiding questions in English: "What's wrong with the girl? Have you ever argued with your parents about grades? How did you feel?" 3. Lead in the topic naturally and write the title How to Communicate with Parents Well? on the blackboard, clarify the core tasks of this class. Student Activities 1. Look at the pictures carefully and share their own experiences in simple English or Chinese. 2. Answer the questions actively and express their real feelings such as stressed, upset. 3. Clear the learning objectives and get ready for the class learning. 设计意图 通过真实生活场景唤醒学生情感共鸣，快速激活学生已有生活经验；用简单英语提问自然导入主题，集中学生注意力，为后续学习做好情感与认知铺垫。 Step 2: Reading Exploration (15 mins) Teacher Activities 1. Ask students to read the 3a conversation quickly in 2 minutes, circle Judy's core problems, and walk around to guide students with reading difficulties. 2. The teacher should explain the key phrases such as compare...with..., high standards in context, and ask students to read after the teacher. 3. Show the blank mind map of 3b, explain its structure clearly, and organize students to complete the mind map in groups. 4. Invite group representatives to share their ideas and answers, correct and encourage them in time. Student Activities 1. Read the conversation quickly, circle Judy's problems independently, and finish the information extraction. 2. Read the key words and phrases after the teacher, master their meanings and usage. 3. Cooperate with group members to complete the mind map, discuss and sort out the text information together. 4. Take part in the activity and share the key information of the text. 设计意图 通过快速阅读培养学生信息抓取能力，用思维导图可视化文本逻辑，降低学生理解难度并激发学生的学习兴趣；结合生活实例讲解词汇，让语言学习更具实用性，突破教学重点。 Step 3: Listening & Imitation Practice (10 mins) Teacher Activities 1. Play the listening audio of 3c twice, ask students to listen carefully and mark the emotional words and sentences in the conversation. 2. Guide students to imitate the pronunciation, intonation and emotional tone of different roles (Judy's grievance, Lily's comfort) while playing the audio for the third time. 3. Arrange pair work, ask students to role-play the conversation between Judy and Lily, and walk around to guide and encourage students. Student Activities 1. Listen to the audio carefully, mark emotional expressions and get the emotional tone of the conversation. 2. Imitate the audio actively, practice pronunciation and intonation, and experience the emotions of different roles. 3. Finish pair work with partners, practice role-play and master key sentence patterns. 4. Show their practice results actively and accept teachers' evaluation. 设计意图 通过听力模仿让学生感知语言的情感色彩，突破“只会读不懂情绪”的问题；结对演练与激励评价增加学生口语输出机会，提升语言运用熟练度与表达自信。 Step 4: Creation & Role-play (12 mins) Teacher Activities 1. Put forward the 3d task: "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." 2. Walk around the classroom, give some advice to each group, help students solve language and logical problems in creation. 3. Invite several groups to show their created conversations, and make comments from language accuracy, emotional authenticity and communication effectiveness. Student Activities 1. Discuss with partners, combine real life experience to create new conversations. 2. Use key words and sentence patterns learned to complete dialogue creation and practice performance. 3. Take part in class show actively, listen to other groups' performances carefully and make simple comments. 4. Summarize communication skills and understand the educational significance of the class. 设计意图 通过情境创编实现知识迁移，让学生将课堂所学运用到真实生活场景中；结合互评与点评，培养学生的评价能力与反思能力；情感升华环节，实现语言学习与育人价值的统一。 Step 5: Summary & Homework (3 mins) Teacher Activities 1. Lead students to review key words, phrases and sentence patterns, and sort out the key content of this class. 2. Assign layered homework: ◦ Basic homework: Copy key words and phrases, read the 3a conversation fluently. ◦ Improved homework: Write a letter to parents in English, express your own feelings and demands, with Chinese translation for parents to read. 3. Explain the requirements of parent-child letter interaction, and encourage students to communicate with parents after class. Student Activities 1. Review the knowledge points with the teacher and consolidate what they have learned. 2. Clear homework requirements and choose the suitable homework according to their own level. 3. Understand the requirements of parent-child interaction, and get ready to communicate with parents after class. 设计意图 通过课堂小结帮助学生构建完整知识体系；分层作业兼顾不同水平学生的学习需求，确保全员参与；英文书信+中文解读的形式，既落实英语写作目标，又促进亲子沟通，延伸课堂育人效果。 （三）课后：延伸落地，家校协同（1-2周） Teacher Activities 1. Collect students' English letters, check itand give feedback and guidance. 2. Invite parents to read their children's letters, write a reply in Chinese or English, and carry out the "Parent-child Letter Reading" activity. 3. Collect students' and parents' feedback through questionnaires. Student Activities 1. Finish the English letter carefully, hand it in on time, and accept the teacher's guidance. 2. Communicate with parents about the letter, share their real thoughts, and listen to parents' ideas. 设计意图 通过家校联动将课堂沟通技巧落地到家庭生活中，实现“课堂育人-家庭实践”的闭环；通过反馈调研持续优化教学，形成“实践-反思-优化”的校本教研良性循环。 四、成果成效 1. 学生层面：学生对亲子沟通话题的语言知识掌握更扎实，能在情境中较自然地运用句型交流，多数学生愿意主动与家长沟通，亲子关系更融洽，英语学习兴趣与表达自信心明显提升。 2. 教师层面：教师对读写课的活动设计更加合理，课堂组织更流畅，在“语言教学+情感育人”的融合教学上积累了实用经验，教研能力与课堂把控能力得到提升。 3. 教学层面：形成了可直接用于常态课堂的教学设计，课堂输出活动更充分，学生参与度更高，实现了知识学习与价值引领的统一。 五、板书设计 六、反思展望 （一）存在不足 1.分层教学不够细致，基础薄弱学生对话创编仍有困难，句型支架不够细化，学优生拓展任务不足，未能兼顾不同层次学生需求。 2. 课堂评价以教师评价为主，学生自评、互评环节薄弱，缺乏明确标准，激励和反馈效果有限。 3. 家校活动形式单一，多为书面任务，部分家长因英语基础、时间等原因参与度不高，家校协同流于形式。 4. 教学素材多围绕教材，贴合学生真实生活、兴趣的内容不足，课堂吸引力有待提升。 5. 对学生沟通能力、亲子关系改善的效果缺乏长期跟踪，教学改进未形成常态化闭环。 （二）未来展望 1. 细化分层教学，为学困生设计更细致的句型支架和一对一帮扶，为学优生增加拓展任务，实现因材施教。 2. 制定简易可操作的学生自评、互评量表，丰富评价维度，增加成果展示环节，发挥评价的激励作用。 3.创新家校活动形式，如亲子英语小剧场、家庭分享会，让英语学习更好地服务于生活与成长落实家校协同闭环。 4. 补充贴近学生生活、兴趣的教学素材，融入日常话题、趣味内容，提升学生学习兴趣和课堂参与度。 5.优化小组活动设计，明确分工任务，确保每位学生都能参与课堂，提升全员参与度。 杨婷 五原县第四中学 学科网（北京）股份有限公司 $