Unit 3 Growing Up Section A What makes you upset 1a-1d 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Unit3 Growing Up Section A 1a-1d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 龚露萍 课型 新授课 学科 英语 年级 八 学段 初中 版本章节 新人教版八下Unit3 Growing Up Section A 1a-1d 教学目标 1. Language Competence: a. distinguish and memorize different feelings like excited, afraid, shy, upset, angry, lonely, shocked, worried and understand the phrases such as failing in a test, argue with sb, hurtful words; b. employ sentence patterns to make up conversations and talk about different feelings and provide some useful advice: ----What is wrong (with sb.)? How do you feel?/ I feel...; c. understand short conversations about the emotions and changes during the growth and extract the core emotional words and event information. 2. Learning Ability: a. read and use core emotional vocabulary correctly, and finish matching tasks between pictures and situations; b. get characters’ emotions and event details through listening activities and take some notes, and finish listening exercises including 1b and 1c; c. Conduct short oral communication and role-play using core sentence patterns combined with personal experience about sharing problems and give warm advice. 3. Thinking Quality: a. employ the method of memorizing vocabulary through pictures and situational association to improve vocabulary memory efficiency; b. Learn to catch key words (emotional words, verb phrases) in listening to improve the accuracy of listening tasks; c. develop students’ independent thinking quality of giving advice to a friend who is feeling down and take an active part in role-play to improve language application ability in practice. 4. Cultural awareness: a. face adolescent emotional fluctuations correctly and learn to express emotions properly; b. cultivate students’ awareness of active communication and empathy, and help them resolve small conflicts in growth in a friendly way; c. inspire students to face growing pains positively and establish a healthy attitude towards growth. 教学重难点 The important points: a. remember core emotional vocabulary and related phrases, and understand life situations corresponding to different emotions; b. use core sentence patterns skillfully to describe emotions, express growing pains and give simple suggestions; c. finish vocabulary matching, listening comprehension and oral communication tasks in 1a-1d. The difficult points: a. distinguish the usage differences of confusing negative emotional adjectives such as upset, angry, worried. b. express orally fluently with correct language and clear logic in real situations. c. understand characters’ emotional changes and the order of events in listening materials, and sort out dialogue logic. 学情分析 Students in Grade 8 have known basic English vocabulary and simple sentence patterns, and can conduct short daily communication. They show great interest in topics close to their daily life such as “emotions and growing pains”, and have high enthusiasm for class participation. However, students at this stage are in adolescence with sensitive emotional perception. Some students lack confidence in oral expression, and are prone to confuse vocabulary and use sentence patterns unskilfully. Meanwhile, they still have shortcomings in catching listening details and coherent oral output. In teaching, situations and games should be used to reduce learning difficulty, layered tasks should be designed to take care of students of different levels, encourage students to speak bravely and carry out language practice combined with real life. 教学准备 1. Multimedia Courseware: Including situation pictures of 1a, emotional expression animations, listening audio, core sentence patterns blackboard-writing design and classroom exercises. 2. Teaching Tools: Emotional vocabulary cards, role-play cards (Peter, Ella). 3. Learning Materials: Students’ task sheets (including vocabulary exercises, listening blanks-filling and dialogue patterns). 教学过程 Sequence Timing Learning objectives Assessment Lead-in a. The teacher makes exaggerated emotional expressions such as happy, angry and shy; b. Ask students “How am I feeling?”, guiding students to answer in simple English or Chinese to lead in the emotional topic of this class. 3mins distinguish and memorize different feelings like excited, afraid, shy, upset, angry, lonely, shocked. employ the method of memorizing vocabulary through pictures and situational association to improve vocabulary memory efficiency; Quickly attract students’ attention through facial expression interaction and situation pictures, activate students’ prior knowledge, lead in the theme naturally and create a relaxed classroom atmosphere. Pre-listening a. Show pictures of common emotional scenes in daily life (failing an exam, quarreling with friends, receiving gifts, etc.),; b. ask students to speak out the corresponding feelings quickly; c. naturally introduce and lead students to read the new emotional vocabulary. d. finish 1a. 5mins understand the phrases such as failing in a test, argue with sb, hurtful words; read and use core emotional vocabulary correctly, and finish matching tasks between pictures and situations; deepen students’ vocabulary understanding through classification and sentence-making, and break through the key point of vocabulary teaching. While-listening a. present listening tasks of 1b and 1c, guide students to observe the requirements and clarify listening goals: find out Peter’s feelings and sort related events. b. Play the listening audio for the first time, students finish 1b: circle Peter’s feelings; c. Play again and help students find answers in the listening; d. Play the listening audio for the third time, finish 1c: sort the events in correct order. e. Play the listening audio for the fourth time, the teacher pauses and translate the audio to help students catch key information. 20mins understand short conversations about the emotions and changes during the growth and extract the core emotional words and event information; get characters’ emotions and event details through listening activities and take some notes; inspire students to face growing pains positively and establish a healthy attitude towards growth; understand short conversations about the emotions and changes during the growth and extract the core emotional words and event information; learn to catch key words (emotional words, verb phrases) in listening to improve the accuracy of listening tasks. Train students’ listening skills through layered listening tasks from easy to difficult, help students catch core information, get familiar with target sentence patterns and connect the following oral link. Post-listening a. play the audio for the last time, students check answers. b. the teacher read and explains key sentence patterns and phrases in the listening script, such as argue with sb., say hurtful words. c. Lead students to read the listening script aloud, and do shadowing exercise. d. present the dialogue template of 1d, explain core advice sentence patterns: You could.../You should..., and guide students to understand their usage. e. The teacher demonstrates role-play by acting as Peter and Ella respectively to show a complete dialogue, emphasizing the expression of tone and emotion. f. Students work in pairs, replace emotions, events and suggestions in the dialogue combined with listening content of 1b-1c and personal experience, and conduct role-play practice in class. g. The teacher gives comments and encouragement, and corrects oral expression mistakes. 12mins face adolescent emotional fluctuations correctly and learn to express emotions properly; Conduct short oral communication and role-play using core sentence patterns combined with personal experience about sharing problems and give warm advice; develop students’ independent thinking quality of giving advice to a friend who is feeling down and take an active part in role-play to improve language application ability in practice; cultivate students’ awareness of active communication and empathy, and help them resolve small conflicts in growth in a friendly way; inspire students to face growing pains positively and establish a healthy attitude towards growth. Let students apply learned language in situations through role-play and real communication, achieve learning for application, and break through the difficult point of oral expression. 板书设计/课堂小结 Unit 3 Growing up Section A 1a-1d Positive: excited, shy Negative: upset, angry, worried, afraid, lonely argue with sb, fail a test, hurtful words —How do you feel when...? —I feel...because... You could/should... 教学反思 This class starts with emotional interaction, which is close to students’ real life and fully mobilizes students’ classroom enthusiasm. Vocabulary teaching combined with situations reduces learning difficulty, and most students can remember core vocabulary quickly. However, some students with weak foundation are still unskilled in using confusing emotional vocabulary, and make grammatical mistakes in sentence-making and oral expression. In the listening link, many students have weak ability to catch detailed information, and the accuracy of event sorting is not high. The time for oral presentation is limited, so not enough students can show in class, and some students lack confidence in expression. To solve the problems, I will add vocabulary comparison exercises and design special vocabulary games in follow-up classes to strengthen the distinction and application of confusing vocabulary. Secondly, strengthen the guidance of listening skills, teach students to circle key words, and carry out more short dialogue listening training to improve the ability of catching details. Then, increase the frequency of in-group interaction, give students more chances to speak, encourage more and criticize less, and improve students’ confidence in oral expression. Lastly, carry out personalized guidance for students with weak foundation after class to consolidate vocabulary and sentence pattern basics. ( — - 1 - — ) 学科网（北京）股份有限公司 $