Unit 3 Growing Up Section A 3a-3d 教学设计 2025-2026学年人教版英语八年级下册

该初中英语教学设计聚焦“表达情绪、提出建议、道歉和解”的核心短语与句型，通过“父母期望”的真实问题导入，激活学生生活经验，Pre-task环节呈现关键词汇并引导预测对话内容，搭建从已知到新知的学习支架，为听力和阅读任务铺垫。 此资料以任务型教学法为主线，设计分层活动提升语言能力，如3b用思维导图梳理Judy的问题与Lily的建议，培养思维品质；3d角色扮演模拟家庭沟通情境，结合自身经历表达情感发展学习能力。分层作业兼顾基础与拓展，助力学生提升交际能力与共情意识，为教师提供结构化教学流程，便于高效实施。

绥中一中教学设计( 八年级英语 ) 课 题 Unit3 Growing Up Section A 3a---3d 课型 New 主备人 时间 2026.3 教材分析 本课语篇以对话和听力材料为主，贴近日常口语，多用简单句和常用短语，结构上先呈现问题，再给出建议或解决方案，逻辑清晰。通过贴近学生生活的人际关系话题，引导学生学会表达情绪、提出建议和真诚道歉，掌握处理与父母、朋友矛盾的沟通技巧，培养共情能力与健康的人际交往观念，提升用英语解决实际问题的能力。 学情分析 八年级学生已掌握基础日常交际用语，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。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。部分学生对语境中的地道短语运用不熟练，需要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。 。 教学目标 1. 能听懂关于朋友间道歉与和解的对话，提取关键信息并完成判断和填空练习；2.能运用道歉、原谅、解释原因等交际用语进行模拟对话，解决人际冲突,能分析并评价对话中人物的沟通方式，总结有效沟通的要素；3. 能结合自身经历，运用所学语言表达个人情感并回应他人,能通过角色扮演，在模拟家庭沟通情境中恰当表达感受并提出建议。 教学重点 掌握与表达情绪、提出建议、道歉和解相关的核心短语与句型 教学方法 Task-based approach 教学难点 灵活运用核心句型拓展对话，实现自然流畅的交际表达 课前准备 multi-medium CAI 教 学 过 程 教学环节 教师活动（集体备课） 学生活动 个性化备课 Step 1 Lead-in 创设情景 导入新课 Step 2 Pre-task 夯实基础 感悟语言 1. Greetings & free talk . Ask: “Have you ever felt your parents have high expectations of you? How did you talk to them about it?” Invite 2 students to share, then introduce: Today we’ll listen to Judy talk about her family communication problems and learn how to find solutions. [Purpose]通过贴近学生生活的问题，激活已有词汇和生活经验，营造轻松的课堂氛围，激发学习兴趣。 Activity 1: Present key vocabulary from 3a (e.g., high standards, compare, stressed, get your message across). Explain meanings with examples (e.g., “To compare means to look for differences between two people or things”), and practice pronunciation together. Activity 2: Predict the conversation: Ask students to look at the picture and guess: “What is Judy worried about? What advice might Lily give her?” [Purpose] 为理解对话扫清词汇障碍，培养学生通过图片预测文本主旨的阅读策略，让学生带着明确目标进入阅读，提升阅读专注力。 Greeting Answer the questions Predict the conversation 教学环节 集 体 备 课 学生活动 个性化备课 Step3 While-task 实践语言 参与体验 Step4 Post-task 拓展思维 操练语言 Activity 1: Complete 3a: Play the conversation recording. Ask students to read along silently, then answer: “Do you think Judy and her parents communicate well?” Activity 2: Complete 3b: Ask students to read the conversation again and fill in the mind map (e.g., Judy’s problem: parents have high standards, compare her to Kate; Lily’s opinion: parents just want her to do well; Lily’s advice: talk to them, write a letter). Check answers as a class. Activity 3: Group discussion (4 students per group): Ask groups to discuss “Why does Lily suggest writing a letter instead of talking? What are the pros and cons of each method?” [Purpose]分层次设计阅读任务，从整体感知到细节提取再到深度分析，逐步提升学生的阅读能力。 1.Activity 1: Complete 3c: Play the recording again. Ask students to listen and practice the conversation in pairs, using appropriate tone (e.g., Judy’s frustration, Lily’s supportive tone). Complete 3d: Guide students to role-play a conversation after Judy’s parents read her letter. Provide a model dialogue: [Purpose]将目标语言应用于真实的亲自场景中，从而提高交际能力与共情能力，提升听力准确度与口语流利度。 2.Summary Vocabulary: high standards, compare, stressed… Target Sentences: My parents aren’t happy with... You could... Writing things down can also make you feel better. 3.Do some exercises 4.Homework. . Read and finish the tasks Work in pairs and share Sum up Do exercises 板书设计 Unit3 Growing Up Section A 3a---3d Judy’s Problem Lily’s Opinion Lily’s Advice Parents have high standards Compare her to cousin Kate Feels stressed and unloved Parents just want her to do well They may not know how she feels Talk to them Write a letter to get her message across clearly 布置作业 Must do: Copy the key vocabulary and advice phrases 2 times, and read the 3a conversation aloud 5 times. Choose to do: Write a 6-sentence conversation between you and your parents about a time you felt pressured, using target language from the lesson. 教学反思 检查意见 学科网（北京）股份有限公司 $