Unit3Lesson1分层作业2026-2027学年北师大版八年级英语上册

2026—2027学年北师大版八年级英语上册 Unit 3 Feelings and Emotions Lesson 1 Managing Our Emotions 分 层 作 业 一、作品基础信息 学科 英语 教材版本 北京师范大学出版社《义务教育教科书·英语》八年级上册（2024年版·新教材） 单元课题 Unit 3 Feelings and Emotions 课时内容 Lesson 1 Managing Our Emotions 课型 阅读课（Reading） 作业类型 课后课时分层作业 适用对象 八年级学生（设A基础层、B提升层、C拓展层） 建议用时 A层约13分钟，B层约12分钟，C层约10分钟；学生按自身情况选做，总用时控制在30分钟以内 设计者 ＿＿＿＿＿＿ 设计时间 2026年＿＿月 二、设计背景与意图 （一）教材分析 本作业对应北京师范大学出版社（2024年版）英语八年级上册 Unit 3 Feelings and Emotions 中的 Lesson 1 Managing Our Emotions。本单元属于《义务教育英语课程标准（2022年版）》“人与自我”主题范畴，聚焦青少年情绪与情感管理。 Lesson 1 以普通青少年 Abigail 的真实情境切入：她因姐姐把电视声音开得很大而发生争吵，借此说明青少年情绪容易起伏的原因——大脑和身体正在快速变化，并提出管理情绪的方法——识别情绪、写下或倾诉情绪、向前看。课文的核心词汇包括 emotion、ordinary、teenager、while、hold on to、turn a deaf ear to、pretend、among、stage、childhood、recognise、manage、control、ups and downs 等；核心语法为过去进行时（was/were + 动词-ing），并与 when/while 引导的时间状语从句连用。 （二）课标依据 《义务教育英语课程标准（2022年版）》强调落实立德树人根本任务，注重“教—学—评”一体化，要求严格控制作业总量、提高作业设计质量。课标倡导作业设计体现基础性、层次性和选择性，使不同水平的学生都能获得发展。本作业据此按“基础达标—能力提升—拓展培优”三层设计，兼顾全体与差异，让每个学生在“最近发展区”内都能获得成功体验。 （三）学情分析 八年级学生已具备一定的词汇和语法基础，能读懂与校园生活、个人感受相关的浅易语篇，但本课话题较为抽象（情绪管理），过去进行时又属于新授课时的核心语法。学生在“理解情绪话题、在语境中准确使用时态、表达个人真实感受”三方面存在差异：基础较好的学生能快速获取语篇信息并进行简单表达；中等学生能理解语篇但语法运用与书面表达尚不够准确；基础薄弱的学生在词汇拼写和基本句型上仍需扶持。因此作业需要分层设置。 （四）设计意图 1．分层递进，减负提质。设置基础达标（必做）、能力提升（选做）、拓展培优（选做）三层，A层面向全体夯实基础，B、C层供学有余力的学生自主选择，总用时控制在30分钟以内。 2．情境驱动，学用结合。题目均围绕“情绪与情绪管理”的真实情境展开，引导学生在语境中运用词汇与语法，避免孤立记背。 3．素养导向，育人为本。在语言训练中融入情绪认知与自我管理，引导学生接纳情绪、理性表达，落实学科育人。 4．评价伴随，以评促学。配套分层评价量表，采用自评、互评、师评相结合的方式，帮助学生明确达标要求并改进学习。 三、作业目标 （一）语言能力 1．能正确认读、拼写并运用本课核心词汇：feeling、emotion、ordinary、teenager、stage、childhood、pretend、recognise、manage、control、ups and downs 等。 2．能理解并运用本课重点短语：hold on to、turn a deaf ear to、pretend to do sth.、argue with sb.、among 等。 3．能理解并运用过去进行时（was/were + 动词-ing）描述过去某一时刻正在发生的动作，能初步辨析过去进行时与一般过去时。 4．能读懂关于青少年情绪及情绪管理的语篇，获取主旨与关键信息，并就话题进行简单的口头与书面表达。 （二）文化意识 1．认识情绪是中外青少年共有的普遍体验，理解不同文化背景下人们表达与调节情绪的方式。 2．形成积极乐观的生活态度，学会接纳自己的情绪，寻求健康的调节方式。 （三）思维品质 1．能运用略读、找读等策略把握语篇主旨与结构。 2．能分析青少年情绪波动的原因，归纳管理情绪的方法，提升归纳与逻辑表达能力。 （四）学习能力 1．能借助语境猜测词义，自主运用工具书或词典学习。 2．能根据自身水平选择相应层次的作业，学会自我评价与反思。 （五）分层作业目标 A基础层：识记并正确拼写核心词汇，理解重点短语；能在语境中正确使用过去进行时的基本句式；能读懂语篇大意。 B提升层：能在语境中辨析时态与词汇，完成句型转换、完成句子等任务；能提取语篇细节并作答；能就话题进行简单表达。 C拓展层：能在语篇中综合运用词汇与时态；能围绕话题完成80词左右的书面表达；能通过实践探究形成情绪管理策略并进行展示。 四、作业内容与目标对应表 序号 层级 题型 作业内容概要 对应作业目标 难度/时长 1 A基础 单词拼写 根据汉语提示及首字母，拼写本课核心词汇 语言能力·学习能力 ★ 3分钟 2 A基础 词形变化 用所给词的正确形式填空，巩固词性 语言能力 ★ 2分钟 3 A基础 短语互译 英汉互译本课重点短语 语言能力 ★ 3分钟 4 A基础 语法填空 用所给动词的适当形式填空（过去进行时） 语言能力·思维品质 ★ 4分钟 5 B提升 单项选择 在语境中辨析时态、词汇与短语 语言能力·思维品质 ★★ 4分钟 6 B提升 句型转换 按要求改写过去进行时的句子 语言能力·思维品质 ★★ 3分钟 7 B提升 完成句子 根据汉语提示完成句子，每空一词 语言能力 ★★ 3分钟 8 B提升 阅读理解 阅读课文选段，判断正误并回答问题 语言能力·思维品质 文化意识 ★★ 5分钟 9 C拓展 语篇填空 阅读短文，用所给词的适当形式填空 语言能力·思维品质 ★★★ 4分钟 10 C拓展 书面表达 用过去进行时描写一次情绪经历（约80词） 语言能力·思维品质 文化意识 ★★★ 6分钟 11 C拓展 实践探究 制作“情绪管理小贴士”英文海报（跨学科） 学习能力·文化意识 ★★★ 课外 五、作业评价 （一）评价原则 1．目标导向：评价紧扣作业目标，指向语言能力、文化意识、思维品质和学习能力的达成。 2．主体多元：采用学生自评、同伴互评与教师评价相结合的方式。 3．分层达标：不同层次设置不同达标要求，让每个学生都能获得正向反馈。 4．发展为本：关注学生的努力与进步，以评价促进学习。 （二）分层评价标准 作业层级 达标要求 评价方式 A基础层 能正确拼写7个及以上核心词汇；能正确使用过去进行时的基本句式（答对4题及以上）；能读懂语篇大意。 学生自评＋教师评价 B提升层 单项选择、句型转换、完成句子正确率不低于70%；能准确提取语篇细节并作答；能就话题作简单表达。 学生自评＋同伴互评＋教师评价 C拓展层 语篇填空正确率不低于80%；书面表达内容完整、能正确使用过去进行时；实践作品有创意、体现合作。 教师评价＋展示评价 （三）评价方式与量表 采用“自评—互评—师评”相结合的方式，评价结果以星级呈现。 评价维度 评价要点 自我评价 同伴评价 教师评价 完成度 按要求完成对应层级的全部作业 ☆☆☆ ☆☆☆ ☆☆☆ 准确性 词汇、语法、拼写准确 ☆☆☆ ☆☆☆ ☆☆☆ 规范性 书写工整，格式规范，书写端正 ☆☆☆ ☆☆☆ ☆☆☆ 创新性 表达有个人思考，作品有创意 ☆☆☆ ☆☆☆ ☆☆☆ 注：☆为待改进，☆☆为良好，☆☆☆为优秀。 六、试题详情 本作业按“基础达标（A层·必做）—能力提升（B层·选做）—拓展培优（C层·选做）”三层设计，请根据自身情况选择相应层次完成。 （一）第一部分 基础达标（★ 必做，建议用时约13分钟） Task 1 根据汉语提示及首字母写出单词。 1. Our feelings and e______（情感；情绪）change from time to time. 2. Abigail is an o______（普通的）teenager with ordinary problems. 3. As t______（青少年），we often find it hard to control our emotions. 4. We are at the s______（阶段）of life when we leave childhood. 5. Sometimes we p______（假装）to be cool among our new friends. 6. It's important to r______（识别；辨认）our emotions first. 7. Our brains and bodies are changing r______（迅速地）. 8. These changes cause emotional ups and d______（起伏）. Task 2 用括号内所给单词的适当形式填空。 1. Teenagers often find it hard to control their ______(emotion) when they are upset. 2. She felt very ______(anger) with her sister yesterday afternoon. 3. We should explore our own ______(feel) and learn to manage them. 4. The ______(physics) changes in our bodies cause emotional ups and downs. 5. We are at the stage when we leave ______(child) and become young adults. 6. It is ______(surprise) that so many teenagers worry about their appearance. Task 3 英汉互译。 1. hold on to 2. turn a deaf ear to 3. ups and downs 4. 与某人争吵 5. 假装做某事 6. 在……当中；……之一 Task 4 用所给动词的适当形式填空（过去进行时）。 【语法聚焦】过去进行时表示过去某一时刻或某一段时间内正在进行的动作，其基本结构用公式表示如下： 当其变为一般疑问句时，结构如下： 1. While Abigail ______(prepare) for her geography test, her sister ______(watch) TV with the sound loud. 2. At eight o'clock last night, I ______(read) a book about emotions. 3. — What ______ you ______(do) at this time yesterday? — I ______(talk) with my parents about my feelings. 4. They ______(not argue) when the teacher came into the classroom. 5. My brother ______(play) computer games while I ______(do) my homework. 6. ______ your sister ______(cry) when you got home last night? （二）第二部分 能力提升（★★ 选做，建议用时约12分钟） Task 5 单项选择。 1. — What ______ you ______ at nine o'clock last night? — I ______ a film with my family. A. did; do; watched B. were; doing; was watching C. are; doing; am watching D. was; doing; watched 2. ______ Abigail ______ for her geography test, her sister was watching TV loudly. A. While; was preparing B. When; prepared C. While; prepared D. When; was preparing 3. Teenagers' emotions can be like a ______ because of their ups and downs. A. roller coaster B. gold medal C. deaf ear D. young adult 4. Instead of hiding our feelings, we should first ______ them. A. turn a deaf ear to B. recognise C. hold on to D. argue about 5. My parents ______ about my study when I got home late last night. A. worry B. worries C. were worrying D. are worrying 6. When we feel upset, we'd better talk to someone we trust ______ keep it to ourselves. A. instead of B. because of C. thanks to D. according to Task 6 按要求完成句子，每空一词。 1. Abigail was preparing for her geography test yesterday afternoon.（改为一般疑问句） ______ Abigail ______ for her geography test yesterday afternoon? 2. Her sister was watching TV with the sound loud.（改为否定句） Her sister ______ ______ TV with the sound loud. 3. They were arguing about small things at that time.（对划线部分 arguing about small things 提问） ______ ______ they ______ at that time? 4. I was doing my homework. At that moment my mother came back.（用 when 合并为一句） I ______ ______ my homework ______ my mother came back. 5. We were feeling nervous.（改为一般疑问句并作否定回答） — ______ you ______ nervous? — No, ______ ______. Task 7 根据汉语提示完成句子，每空一词。 1. 昨天下午，她正在为第二天的地理考试做准备，而她姐姐正在把电视声音开得很大。 Yesterday afternoon, she ______ ______ for her geography test the next day, while her sister ______ ______ TV with the sound loud. 2. 作为青少年，我们常常发现很难理解和控制自己的情绪。 As teenagers, we often find ______ hard ______ understand and control our ______. 3. 我们有时会在新朋友面前假装很酷，而实际上我们很紧张。 Sometimes we ______ ______ be cool among our new friends when actually we ______ ______ nervous. 4. 我们正处于离开童年、成长为青年的人生阶段。 We are at the ______ ______ when we leave ______ and become young adults. 5. 我们不应该对情绪充耳不闻。相反，我们应该探索自己的情绪。 We shouldn't ______ ______ ______ ______ to our emotions. ______, we should explore our own emotions. Task 8 阅读理解。阅读课文选段，完成下列任务。 Abigail is an ordinary teenager with ordinary teenage problems. Yesterday afternoon, she felt angry with her sister. While she was preparing for her geography test the next day, her sister was watching TV with the sound loud. And they started arguing. As teenagers, we often find it hard to understand and control our emotions. We may also hold on to our emotions for a long time. Sometimes we try to hide our feelings too. For example, we were just pretending to be cool among our new friends when actually we were feeling nervous. Why are teenagers so emotional? We are at the stage of life when we leave childhood and become young adults. Our brains and bodies are changing rapidly. These physical changes cause emotional ups and downs. What is the best way to manage our emotions? Should we turn a deaf ear to them? The answer is “No”. Instead, we should explore our own emotions. First, it's important to recognise our emotions. Second, we should try to write down our feelings, or talk about them with friends, parents or teachers. Then, we should move on. Third, try not to think too much about the past, because we can't change it. The only thing we can do is to do the best now. Ⅰ. 判断正误，正确的写 T，错误的写 F。 1. ( ) Abigail is an ordinary teenager with ordinary problems. 2. ( ) Abigail was preparing for a maths test when her sister was watching TV. 3. ( ) Teenagers' brains and bodies are changing rapidly, which causes emotional ups and downs. 4. ( ) According to the passage, we should turn a deaf ear to our emotions. Ⅱ. 根据短文回答问题。 5. Why did Abigail feel angry with her sister? 6. Why are teenagers so emotional? 7. What can teenagers do to manage their emotions?（写出文中提到的两条建议即可） （三）第三部分 拓展培优（★★★ 选做，建议用时约10分钟） Task 9 阅读短文，用括号内所给单词的适当形式填空。 Everyone has feelings. Last week, I felt very 1. ______(worry) because I did badly in a maths test. When I got home, my mother 2. ______(cook) dinner in the kitchen. I didn't want to talk, so I went to my room and 3. ______(hide) my feelings. Later, my mother came in and asked me what was wrong. At first, I tried 4. ______(pretend) that everything was fine. But she said, “It's normal to feel upset. You don't need to 5. ______(hold) on to your feelings.” Then I 6. ______(tell) her everything. She listened carefully and gave me some good 7. ______(advice). She said, “When you feel bad, you can write down your 8. ______(feel) or talk to someone you trust. Don't keep them to yourself.” After that, I felt much 9. ______(good). Now I know that managing our emotions is 10. ______(importance) for everyone. Task 10 书面表达。 Write a short passage of about 80 words about an experience when you felt a strong emotion (such as angry, worried, excited or upset). Use the past continuous tense at least twice. 提示：① What happened? ② How did you feel? ③ How did you deal with it? Task 11 实践探究。 小组合作，制作一张英文海报 “How to Manage Our Emotions”，至少包含三条调节情绪的建议（可配图）。下节课在班级展示，并互评。 七、答案与解析 （一）第一部分 基础达标 Task 1 1. emotions 2. ordinary 3. teenagers 4. stage 5. pretend 6. recognise 7. rapidly 8. downs 解析：第1题 feelings and emotions 为并列短语，emotion 用复数形式；第3题 teenager 泛指青少年群体，用复数 teenagers；第7题 rapidly 为副词，修饰动词 changing。 Task 2 1. emotions 2. angry 3. feelings 4. physical 5. childhood 6. surprising 解析：第2题形容词 angry 作系动词 felt 的表语；第4题 physical（身体的）作定语修饰 changes；第5题 childhood 意为“童年”，与前文 leave 连用；第6题 It is surprising that... 中 surprising 修饰事物。 Task 3 1. 紧紧抓住；坚持 2. 对……充耳不闻 3. 起伏；兴衰 4. argue with sb. 5. pretend to do sth. 6. among Task 4 1. was preparing; was watching 2. was reading 3. were; doing; was talking 4. weren't arguing 5. was playing; was doing 6. Was; crying 解析：过去进行时由 was/were + 动词-ing 构成。第1题 while 引导从句表示两个动作同时进行，主从句均用过去进行时；第3题主语 you 用 were，答语主语是 I，用 was；第6题一般疑问句将 was 提到句首。 （二）第二部分 能力提升 Task 5 1—6：B A A B C A 解析：第2题 while 引导的从句用过去进行时，且从句主语 Abigail 为第三人称单数，故用 was preparing；第3题 roller coaster 在文中比喻情绪“起伏不定”；第6题 instead of 意为“而不是”，符合“找人倾诉而不是憋在心里”的语境。 Task 6 1. Was; preparing 2. wasn't watching 3. What were; doing 4. was doing; when 5. Were; feeling; we weren't 解析：第3题对进行中的动作提问，用 What were ... doing 结构；第4题 when 引导的从句用一般过去时，主句用过去进行时，表示“正在做某事时另一动作发生”。 Task 7 1. was preparing; was watching 2. it; to; emotions 3. pretend to; were feeling 4. stage of life; childhood 5. turn a deaf ear; Instead 解析：第2题 find it + 形容词 + to do sth. 为固定结构，it 作形式宾语；第5题 turn a deaf ear to 意为“对……充耳不闻”，Instead 意为“相反”。 Task 8 Ⅰ. 1. T 2. F 3. T 4. F Ⅱ. 5. Because her sister was watching TV with the sound loud while she was preparing for her geography test. 6. Because they are at the stage of life when they leave childhood and become young adults, and their brains and bodies are changing rapidly. 7. First, recognise our emotions; second, write down our feelings or talk about them with friends, parents or teachers; third, move on and try not to think too much about the past.（答出两条即可） 解析：第2题文中为 geography test（地理考试），并非 maths test；第4题文中明确回答应为“No”，即不应充耳不闻。 （三）第三部分 拓展培优 Task 9 1. worried 2. was cooking 3. hid 4. to pretend 5. hold 6. told 7. advice 8. feelings 9. better 10. important 解析：第1题 felt 后接形容词 worried 作表语；第2题描述过去某一时刻正在进行的动作，用过去进行时 was cooking；第4题 try to do sth. 意为“尽力做某事”；第7题 advice 为不可数名词，无复数形式；第9题 much 修饰形容词比较级 better；第10题 is 后接形容词 important 作表语。 Task 10（参考范文） Last term, my class had a basketball match against Class Two. At the beginning, our team was playing well and we were leading by ten points. But in the last minute, our best player hurt his leg. I was so worried that my hands were shaking. Luckily, we didn't give up. We kept trying and finally won the game. I felt really excited. Now I know that when we feel worried or nervous, we should stay calm and keep going. （析：范文约90词，含 was playing、were leading、were shaking 等过去进行时结构，符合任务要求。） Task 11（评价要点） 海报应包含标题、至少三条建议（如 take a deep breath、write down your feelings、talk to someone you trust、do sports、listen to music 等），语言正确、图文并茂、书写规范，并能体现小组分工合作。 — — 学科网（北京）股份有限公司 $