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新人教版八年级下册英语Unit 3 Growing up单元教学设计
第一课时 Section A(1a-2d)
【教学分析】
教学内容 识别和表达不同的情绪,如兴奋、害怕、害羞、沮丧等。
核心素养 1.学生能够识别并表达不同的情绪。
2.通过听力练习,学生能够提取关键信息,完成句子排序和填空。
3.学生能够运用所学句型进行对话,表达情绪和给出建议。
重点难点 重点:识别和表达不同的情绪。
难点:准确捕捉听力材料中的关键信息;在对话和写作中自然运用所学句型和语法。
【教学过程】
Step 1 Lead-in
Ask students to think about problems they might have in their studies or lives, then invite some students to share their stories.
Step 2 Work on 1a
Ask students to look at the words with the pictures in 1a. And ask students which situations give them these feelings. Then match the feelings with the situations in the box. The answers are:DFHABEGC.
Step 3 Work on 1b and 1c
Have students read the sentences in 1b. Then, ask them to predict the correct order.
Ask students to listen to the audio and number the sentences in the correct order.
Explain the words in red in 1c to the class.
Ask students to listen to the conversation again and circle Peter's feelings. Then check the answers.
Step 4 Work on 1d
Role-play a conversation between Peter and Ella. Give Peter more advice.
Give them time to practise the conversation using the example. Encourage them to use their own words and creativity.
Have some pairs act out their conversations in class. Teacher should praise them and correct their mistakes.
Step 5 Work on 2a
Have students read the sentences in 2a. Then ask students to hear a conversation between Peter and Harry. Have them tick the sentences each person might say.
Check the answers.
Step 6 Work on 2b and 2c
Have students read the sentences in 2b. And then listen to the conversation. Circle T for true or F for false.
教学笔记
Check the answers.
Play the audio. Students write words in the blanks in 2c.
Invite students to share filled blanks. Discuss vocabulary like "mean a lot" and "be more careful".
Step 7 Work on 2d
Work in pairs. Ask students to discuss situations they have experienced, how these made them feel, and how they resolved them.
Let students read the phrases in 2d, tick the situations they have experienced, then imitate the following dialogue and discuss with their partners in groups.
Invite a few students to share with the class how they handled their problems.
Step 8 Summary
Recap today's lesson, with emphasis on the conversations about expressing emotions and the given advice.
Step 9 Homework
Create two new pairs of dialogues modeled after the one in 2d, but include methods for solving the problems.
【随堂作业】
根据句意及首字母或汉语提示填写单词。
When my parents are away on business, I often feel lonely at home.
It's important to control your anger when you're upset with someone.
Can you advise me on how to make new friends at school
We should think before speaking to avoid saying hurtful(伤感情的) things by accident.
She looked shocked(震惊的) when she saw the big birthday cake her friends prepared.
【板书设计】
Unit 3 Growing up
第一课时 Section A(1a-2d)
单词和短语:deal with, lonely, shocked, alone, control, anger, advise, hurtful, in future, clear the air, present
句型:
A:If you did something wrong, maybe you should say sorry first.
B:I guess I could do that. But I don't know how.
第二课时 Section A(3a-3d)
【教学分析】
教学内容 1.理解对话中Judy与父母在沟通方面存在的问题。
2.学习与“情绪表达”和“问题解决”相关的词汇与句型。
核心素养 1.学生能够理解对话内容,并根据对话信息完成思维导图。
2.学生能够准确提取出Judy与父母之间的矛盾点。
3.学生能够模仿对话,进行角色扮演,并在表达中注意语气的恰当运用。
4.学生能够针对Judy的问题给出合理建议,并运用所学词汇和句型进行表述。
5.学生能够运用所学词汇和句型,表达自己在生活中遇到的类似问题并寻求解决办法。
重点难点 重点:理解对话内容,梳理Judy的问题及Lily给出的建议。
难点:准确把握对话中人物的情绪,并用恰当的语言进行表达和角色扮演。
【教学过程】
Step 1 Lead-in
Ask students about the communication with their parents. Lead students to realize the importance of good communication between parents and children.
Step 2 Work on 3a
Ask students to read the conversation between Judy and Lily carefully.
After reading, ask students, "Do you think Judy and her parents communicate well Why or why not " Let students discuss in pairs and then share their opinions.
Teach the following words and expressions by giving examples: standard, award, get across.
Step 3 Work on 3b
Ask students to read the conversation again and complete the mind map.
Guide students to find the key information in the conversation to fill in the blanks. The answers are:
Judy's problem:
★Judy's parents have very highstandards.
★Judy's parents oftencompareher with her cousin, Kate.
Lily's opinion:
★Judy's parents just want her todo well.
Lily's advice:
★Judy cantalk to her parents.
★Judy can alsowrite her parents a letter.
Step 4 Work on 3c
Listen to the conversation. Ask students to read the conversation aloud.
教学笔记
Have students role-play the conversation.
Step 5 Work on 3d
Divide students into pairs. Instruct them to imagine one is Judy and the other is her parent. Guide them to role-play a conversation after Judy's parents read the letter. Remind them to use the example expressions as a reference.
Model some conversations.
Invite a few pairs to share their role-play conversations with the class.
Step 6 Summary
Recap today's lesson, with emphasis on the conversations about expressing emotions and the given advice.
Step 7 Homework
Write down two problems students face. Then suggest at least two solutions for each, using expressions learned today.
【随堂作业】
根据句意,用所给单词的适当形式填空。
{standard, award, across, clearly, pressure}
The awards encourage students to study harder and achieve more.
Mr Wang often uses simple examples to get his idea across to the class.
Mike felt a lot of pressure when he had to give a speech in front of the whole school.
Please speak clearly so that everyone in the class can hear you.
In order to meet the standard of the competition, we practise very hard every day.
【板书设计】
Unit 3 Growing up
第二课时 Section A(3a-3d)
单词和短语:standard, award, get across, clearly, pressure
句型:
Why don't you talk to them
Until you talk to them, they might not know how you feel.
How about...
第三课时 Section A Grammar Focus(4a-4d)
【教学分析】
教学内容 识别并理解连词“although”“until”“so that”“if”的用法。
核心素养 1.学生能够识别并理解连词的用法,并根据语境正确运用。
2.学生能够准确提取阅读材料中的关键信息,完成句子填空。
3.学生能够模仿例句,进行句子创作,并在表达中注意连词的正确使用。
4.学生能够运用所学词汇和句型,表达自己在生活中应对压力的方法。
重点难点 重点:识别连词的用法并应用于句子和对话中。
难点:准确判断连词在不同语境中的使用,并会正确运用。
【教学过程】
Step 1 Lead-in
Ask students to discuss recent stressors they've experienced.
Encourage students to discuss how they usually deal with stress. Lead students to realize the importance of effective stress management.
Step 2 Work on 4a
Show the sentences in 4a and highlight the conjunctions.
Guide students to discover the functions of conjunctions and match them with sentence relationships.
Explain the core usages of each conjunction.
Students translate sentences in pairs.
Step 3 Work on 4b
Complete the sentences with although, until, so that, or if.
Work individually first, then pair up to compare answers and discuss reasoning.
Analyze each sentence with students, explaining conjunction choices and logical relationships.
Step 4 Work on 4c
Ask students to read the passage in 4c about managing stress silently. Ask: "What is one piece of advice about managing stress that you find useful "
Guide students to complete the sentences in 4c. Encourage them to find clues from the passage.
Check the answers with students. Discuss how if, although, until, and so that function in this context.
教学笔记
Step 5 Work on 4d
Ask students to complete the sentences in 4d with their own ideas.
Encourage them to apply the target conjunctions while sharing their personal thoughts and experiences in pairs or small groups.
Invite several students to share their interesting or unique answers with the whole class. Focus on praising both the correct use of conjunctions and the personal content.
Step 6 Summary
Summarize the key points of the lesson, especially the usage of the four conjunctions "although" "until" "so that" and "if".
Step 7 Homework
Have students review the usage of the four conjunctions.
Have students write a short passage about how they manage stress, using at least three of the conjunctions learned in this lesson.
【随堂作业】
根据句意,从方框中选出恰当的连词填空,使句子通顺、意义完整。
{if, until, so that, although}
If it rains tomorrow, we will stay at home and watch a movie.
Don't leave until your mother comes back.
Although he is very tired, he still keeps working hard.
She studies hard every day so that she can get good grades in the exam.
【板书设计】
Unit 3 Growing up
第三课时 Section A Grammar Focus(4a-4d)
单词和短语:purpose, on purpose, cut... in half, put oneself in sb's shoes, shut, shut... away, lastly, plenty, plenty of
句型:
Although you argued, you are still very close friends.
You won't know how he feels until you talk to him.
You can write to your parents so that they'll know how you feel.
If you did or said something wrong, you should say sorry.
第四课时 Section B(1a-1f)
【教学分析】
教学内容 探讨如何保持积极心态。
核心素养 1.学生能够阅读并理解与保持积极心态相关的习语和故事。
2.学生能够就故事内容进行讨论,并发表自己对于保持积极心态的观点。
3.学生能够准确提取文本中的信息,回答相关问题。
4.学生能够结合自身经历领悟在面对挫折时保持积极心态的方法。
重点难点 重点:理解文本内容,提取文本关键信息,完成相应的题目。
难点:就如何保持积极心态发表自己的看法,并流畅地表达出来。
【教学过程】
Step 1 Lead-in
Ask the students about their feelings when facing difficulties. Discuss why it's important to stay positive and lead into today's topic.
Step 2 Work on 1a
Ask students to read the idioms in 1a. Underline the negative ones and ask students if they know other idioms that describe feelings. The answers are:a heavy heart;feel blue;have a long face;in low spirits.
Encourage students to share their thoughts in pairs and write key words on the board (e.g. on cloud nine极其快乐,down in the dumps情绪低落,over the moon欣喜若狂,under the weather身体不适,情绪不佳).
Step 3 Work on 1b
Read the story silently and think about the question: What mistake did Matt make at the basketball game The answer is:Matt pushed another player during the basketball game, which led the referee to give the other team two free throws.
Underline the phrases related to feelings (e.g. a heavy heart, feel blue).
Teach the following words and expressions by giving examples: enter, dare, let down, be hard on, take back, decision, proud, as well, pull together.
Step 4 Work on 1c
Ask students to reread the story to complete the problems and solutions in 1c.
Students compare their answers in pairs. Teacher provides feedback and corrects any errors. The answers are:
PROBLEM:two free throws; careful; accept the result.
SOLUTION:hard; respect; proud of; together as a team.
Step 5 Work on 1d
Ask students to read the story aloud again and answer the questions in 1d based on the story.
Mark the key sentences for each question.
Pair the students up to discuss the answers together and check them. The answers are:Because Matt entered the classroom with a heavy heart and had a long face; Because the other team is the best in their area, but their scores were really close; He said that Matt should try to look on the bright side; It's impossible to be successful in everything and it's more important to learn from mistakes.
Lead students to get the main idea of the story and summarize the ways to stay positive.
教学笔记
Step 6 Work on 1e
Explain: Idioms add power to language. Use the idioms from the story to replace phrases.
Students read sentences silently.
Guide Sentence 1 analysis; elicit the idiom.
Pair work: Discuss idioms for Sentences 2-5.
Share answers; check with story context.
Extension: Use an idiom in a new sentence; 2-3 students share.
Step 7 Work on 1f
Ask students to role-play a conversation between Matt and his coach.
Encourage students to use the expressions and idioms they have learned in the conversation.
Have some pairs perform their role-play in front of the class.
e. g. A: Coach, I'm sorry for letting the team down.
B: Don't blame yourself. It was an accident.
A: But we could have won.
B: Learn from this mistake, and we'll do better next time.
A: I'll try harder.
B: That's what I want to hear.
Step 8 Summary
Summarize the key points of the lesson and encourage students to stay positive when facing difficulties in life.
Step 9 Homework
Interview a friend or a family member:How do you stay positive when facing difficulties Write down their answers and compare them to yours.
【随堂作业】
根据句意,用所给单词的适当形式填空。
Matt felt sad about letting (let) down his team when he missed the important goal.
You should think carefully before making an important decision(decide).
We should know each player(play) on the team has a special role to help the team win.
My parents were proud(pride) of me when I won the maths competition.
【板书设计】
Unit 3 Growing up
第四课时 Section B(1a-1f)
单词和短语:on top of the world, all smiles, in low spirits, ring, enter, let down, be hard on, player, take back, decision, proud of, coach, as well, a bit, repeat, pull together
句型:
Don't be hard on yourself.
If we pull together, we should win next time.
第五课时 Section B(2a-Reflecting)
【教学分析】
教学内容 阅读文章,理解内容,辨别作者观点;制作成长图表,记录初中后各方面变化。
核心素养 1.学生能够掌握所学词汇的各种用法及变形,完成不同题型。
2.学生能够阅读文章,理解内容,辨别作者的观点。
3.学生能够制作一份成长图表,记录自己在进入初中后各方面的变化。
4.学生能够根据所学内容完成相关任务,如补全短文、讨论观点等。
重点难点 重点:运用所学单词和词组完成句子和短文,并就文章的观点发表自己的评论。
难点:根据所学内容完成一份成长图表,就成长的各个方面进行分析。
【教学过程】
Step 1 Lead-in
Review all the new words and phrases in this unit, lead students to read them together.
Step 2 Work on 2a
Ask students to read the words in the box carefully and understand their meanings.
Put the words in the appropriate boxes and check the answers. The answers are:Positive: joyful, thankful, excited, proud, calm. Negative: angry, shocked, stressed, worried, hurtful, upset, lonely, afraid, shy.
Step 3 Work on 2b
Ask students to read the sentences in 2b silently and feel the plete the task independently.
Share the answers.
Step 4 Work on 2c
Ask students to share the meanings and usages of the words in the box and the underlined words in the passage, and ask them to guess the answers.
Have students find the answers.
Check the answers.
Step 5 Work on 3a
Read Kelly's thank-you letter to her teacher. And answer the question: Why is Kelly thankful
Check the answer. Then teach the following words and expressions by giving examples: pass away, anybody, remain, not only...but also...
Step 6 Work on 3b
Who would you like to thank the most Complete the following mind map. Make notes.
e. g. My best friend, Lily; I was new in school and had no friends; She showed me around the school, introduced me to her friends, and invited me to join her in activities.
Encourage students to share their notes in pairs.
教学笔记
Step 7 Work on 3c
Pair students up to discuss how to write thank-you letters. Encourage students to use their creativity and imagination.
Write thank-you letters according to their discussion.
Each pair presents their thank-you letters to the class, and feedback is given focusing on correct use of sentence patterns and the format.
Step 8 Work on 4a, 4b, 4c and 4d
Divide the students into groups and ask each group to think about a problem that makes them worried or upset. Write down these problems on pieces of paper and collect them in a box. Please do not sign your name.
Randomly assign these problems to students from other groups and ask them to try to provide solutions.
Present the problem and your suggestions to the class.
Step 9 Work on Reflecting
Have students reflect on the reflection questions, then guide them through answering.
Step 10 Summary
Summarize the key words and phrases learned in this lesson.
Step 11 Homework
Interview family members about their growth in junior high pare their experiences in 5 sentences.
【随堂作业】
根据句意,用所给单词的适当形式填空。
Not only Tom but also Lucy wants(want) to join the school music club.
Helping others solve problems gives me a joyful(joy) sense of achievement.
People from different cultures often view the same thing differently(different).
We should take time to listen(listen) to our parents' advice, as they always want the best for us.
I am thankful(thank) for my family's love and support during difficult times.
【板书设计】
Unit 3 Growing up
第五课时 Section B(2a-Reflecting)
单词和短语:joyful, thankful, negative, bully, shout at, from time to time, behave, differently, physics, awake, normal, mad, mean, deep, take a deep breath, pass away, anybody, remain, not only...but also...
句型:
A:What should I do if I feel lonely after moving to a new city
B:Try to make new friends. A sense of belonging can help you to fight the feeling of loneliness.
【单元教学反思】
Unit 3 Growing up
第一课时 Section A(1a-2d)
本次课程以“情绪表达与问题解决”为核心，结合听力、口语与词汇练习，旨在提升学生的语言应用能力。(1)词汇与听力:通过图片与情绪词汇匹配，学生能直观理解“excited”“afraid”等词汇含义，并运用问答句式进行表达。(2)听力环节中，多数学生能根据关键词完成句子排序与填空任务，但对“hurtful”“lonely”等生词较陌生，需提前通过情境示例辅助理解。(3)口语表达:在角色扮演活动中，学生能运用所学句型表达情绪并给出建议，如“A: If you did something wrong, maybe you should say sorry first. B: I guess I could do that. But I don't know how. A: You could...”。部分学生在表达复杂情绪时存在困难，需增加教师示范与小组练习。(4)语法运用:学生能初步运用“although”“until”“so that”“if”等引导的从句，但在实际对话中仍存在错误，如“although he was wrong, but you hurt him too”，需通过例句反复强化正确形式。
改进措施:(1)词汇预学:通过情境卡片预习生词，减少听力障碍。(2)分层任务:针对口语薄弱学生，设计“情绪表达”模板；针对能力较强学生，增加“创编对话”挑战。(3)生活化延伸:引导学生观察生活中遇到的情绪问题，用所学词汇和句型撰写短文，增强语言实用性。
本次课程通过多元活动激发了学生的兴趣，但需在细节巩固与个性化指导上加强训练，让学生在实践中体会“语言为表达服务”的核心价值。
第二课时 Section A(3a-3d)
本次课程以“亲子沟通问题”为主题，通过对话理解与任务活动提升学生的语言运用能力。整体教学效果良好。(1)对话理解:对话设计贴合学生生活，学生能较好理解Judy与父母沟通不畅的问题。75%的学生能准确完成思维导图填空，把握关键信息。(2)词汇运用:学生对“standard”“pressure”等词汇有一定认知，但在实际表达中，仅基础较好的学生能灵活运用，部分学生使用仍显生硬。(3)角色扮演:角色扮演环节氛围活跃，学生能模仿对话中的表达，如“I'm sorry, Judy. I didn't realize you were so stressed. Would you like to talk about it ”，但情感表达和语气处理稍显不足。
存在问题:(1)词汇掌握:部分学生对“award”“clearly”等词汇记忆不牢，在完成相关练习时错误率较高。(2)表达丰富性:分享环节中，基础薄弱学生仅能使用简单句式和词汇进行表达，缺乏“get across”等短语的灵活运用。
改进措施:(1)词汇巩固:预习阶段增加图片、例句辅助，强化词汇记忆；课堂上通过组词、造句等多种方式巩固练习。(2)分层训练:设计分层词汇表，基础层掌握核心词汇和简单句式，提高层学习“get across”等短语及更丰富的情感表达句式；在角色扮演前增加跟读训练，重点突破连读和语调。(3)表达拓展:引导学生观察生活中类似的沟通场景，用所学词汇和句型进行描述和表达，增强语言实用性。
本次课程通过多元活动激发了学生的兴趣，在帮助学生理解语言知识的同时也要加强与父母的理解。
第三课时 Section A Grammar Focus(4a-4d)
本次课程围绕连词“although”“until”“so that”“if”的用法以及压力管理展开教学，整体教学效果较好，但仍存在一些问题。(1)连词理解:多数学生能够理解这四个连词的基本含义，但在具体语境中的灵活运用还存在不足。例如，部分学生在完成4b的句子填空时，对“so that”和“if”的区分不够清晰。(2)阅读能力:学生在阅读4c的短文时，能够提取关键信息完成句子填空，但对于一些长难句的理解还存在困难，影响了对文章整体的把握。(3)句子创作:在4d的句子创作环节，部分学生能够较好地运用所学连词进行创作，但也有部分学生存在句式单一、表达生硬的问题。
改进措施:(1)强化练习:增加连词用法的专项练习，通过更多的例句和语境让学生加深理解和运用。(2)阅读指导:在阅读教学中，加强对长难句的分析和讲解，引导学生掌握阅读技巧，提高阅读理解能力。(3)拓展训练:鼓励学生进行更多的句子创作练习，提供更多的话题和素材，引导学生运用丰富的词汇和句式进行表达。
通过本次课程，学生对连词的用法有了一定的了解，但在实际运用中还需要进一步加强训练。在今后的教学中，应注重基础知识的巩固和拓展，助力学生成为自信、有效的沟通者。
第四课时 Section B(1a-1f)
本次课程围绕“如何保持积极心态”展开教学，整体教学效果较好，但仍存在一些问题。(1)习语理解:多数学生能够理解1a中的习语，但在实际运用中还存在不足。例如，部分学生在造句时，对习语的语境把握不够准确。(2)故事理解:学生在阅读1b的故事时，能够提取关键信息回答问题，但对于一些长难句的理解还存在困难，影响了对故事整体的把握。(3)观点表达:在1d和1f的讨论及角色扮演环节，部分学生能够较好地表达自己对于保持积极心态的看法，但也有部分学生存在表达不清晰、逻辑不连贯的问题。
改进措施:(1)强化练习:增加习语用法的专项练习，通过更多的例句和语境让学生加深理解和运用。(2)阅读指导:在阅读教学中，加强对长难句的分析和讲解，引导学生掌握阅读技巧，提高阅读理解能力。(3)表达训练:鼓励学生进行更多的口语表达练习，提供更多的话题和素材，引导学生运用丰富的词汇和句式进行表达，提高表达的逻辑性和连贯性。
通过本次课程，学生对如何保持积极心态有了一定的了解，但在实际运用中还需要进一步加强训练。
第五课时 Section B(2a-Reflecting)
本次课程围绕本单元的词汇、语法和主题展开教学，整体教学效果较好，但仍存在一些问题。(1)词汇运用:多数学生能够掌握本单元词汇的基本用法，但在实际运用中还存在不足。例如，部分学生在完成2b的句子填空时，对词汇的形式变化把握不够准确。(2)阅读能力:学生在阅读3a的感谢信时，能够理解文章内容并回答问题，但对于一些复杂句式的理解还存在困难，影响了对文章整体的把握。(3)写作表达:在3c的写作环节，部分学生能够较好地运用所学词汇和句式进行表达，但也有部分学生存在表达不清晰、逻辑不连贯的问题。
改进措施:(1)强化练习:增加词汇用法和变形的专项练习，通过更多的例句和语境让学生加深理解和运用。(2)阅读指导:在阅读教学中，加强对复杂句式的分析和讲解，引导学生掌握阅读技巧，提高阅读理解能力。(3)写作训练:鼓励学生进行更多的写作练习，提供更多的话题和素材，引导学生运用丰富的词汇和句式进行表达，提高表达的逻辑性和连贯性。
要不要我帮你把这些教学反思整理成一份简洁的单元教学总结表，方便你后续备课和评估？

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