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Unit 3 Growing Up 第1课时 听说课教学设计
教材分析
【What】本课主题是“不同的情绪以及情绪低落的应对方式”，围绕情绪与人际关系展开。1a部分通过图片和情境匹配，引导学生识别并表达不同情绪（如upset, angry, shy, worried等），并关联引发这些情绪的生活场景（如考试失利、与朋友争吵、独自生活等）。1b-1c通过听力对话，呈现Peter因吉他被损坏与好友Harry发生争执后的情绪变化（upset, anger, afraid等），以及Ella给出的建议，让学生理解情绪产生的原因和处理方式。 2a-2c则聚焦Peter与Harry的和解对话，展现道歉、原谅、反思等沟通行为，传递“主动沟通、修复关系”的主题。2d引导学生结合自身经历，分享类似情境下的感受与解决方式，实现从输入到输出的过渡。 【Why】本语篇旨在通过真实的生活情境引导学生识别并接纳自身情绪，理解情绪是正常的心理反应，而非负面标签；强调主动沟通与责任担当的重要性：当人际关系出现矛盾时，道歉、倾听和理解是修复关系的关键；培养学生健康的情绪管理能力，学会在冲突中理性表达，避免冲动行为，维护良好的人际联结。 【How】本课以“听说任务链”为核心，采用“情境引入—听力输入—对话输出—实践应用”的递进式结构。从情绪词汇匹配到听力理解，再到角色扮演和个人分享，层层递进，符合语言学习的认知规律。语言上聚焦情绪类形容词（upset, angry, shy, worried等）和交际用语（I’m sorry., I feel bad about it., Don’t worry about it.等）；以简单句和对话式表达为主，如“Peter was upset after his fight with Harry.”“If you did something wrong, maybe you should say sorry first.”，便于学生理解和模仿， 使学生能在真实生活场景中用英语进行有效沟通。
学情分析
K(Know)--已知 W(Wonder)--想知/未知 L(Learn)--能知
学生已掌握基础的情绪词汇（如happy, sad, angry）和简单的交际用语；具备一定的听力理解和口语表达能力，能参与简单的课堂对话；对“朋友关系”“情绪管理”等话题有生活经验，能结合自身经历进行讨论。 对更丰富的情绪词汇（如upset, shocked, lonely等）的准确理解和运用；如何在具体情境中自然表达情绪、提出建议、进行道歉与原谅的交际策略；对“情绪背后的原因”和“人际关系修复”的深度思考。 通过情境匹配、听力输入和角色扮演，掌握新的情绪词汇和交际句型；学会分析情绪产生的原因，并用英语表达自身感受；理解主动沟通在人际关系中的重要性，形成健康的情绪管理意识。
核心素养教学目标
通过本课学习，学生能够： 语言能力：正确识读并运用upset, angry, shy, worried等情绪词汇及相关交际用语（如道歉、建议、原谅）；能听懂关于情绪与人际关系的对话，提取关键信息；能运用所学词汇和句型，进行简单的情绪表达和人际沟通； 2.学习能力：学会通过图片、听力、对话等多种渠道获取信息，提升自主学习和合作探究能力；能结合自身经历，运用所学语言进行表达和反思，形成个性化的学习策略； 3.思维品质：能分析情绪与情境的关联，理解不同情绪产生的原因，培养逻辑思维；能反思人际关系中的冲突与和解，形成理性、包容的思维方式； 4.文化意识：理解中西方在情绪表达和人际沟通中的共性与差异，尊重不同的交际习惯；树立“主动沟通、责任担当”的价值观，培养健康的人际交往观念。 完成课时目标所需的核心语言如下： 【核心词汇】 upset, lonely, shocked, living alone, hear about a sick friend, see an accident happen, control one’s anger, fight with sb, advise sb to do sth, borrow sth from sb, hurtful things, in future, forgive sb, one’s fault, so that, clear the air, mean a lot to sb, present, lost a game or a match 【核心句型】 What makes you upset I feel upset / angry / shy / worried when... Peter was upset after his fight with Harry. I was very upset, and I was afraid to tell my dad about it too. If you did something wrong, maybe you should say sorry first. You could talk to him and explain how you feel. I feel bad about it./Don’t worry about it./I forgive you./It was my fault./I didn’t mean to do it. Harry borrowed a guitar from Peter. Peter found an ugly mark on his guitar when Harry returned it. Peter said hurtful things to Harry. Harry stopped speaking to Peter.
教学重难点
教学重点：掌握upset, angry, shy, worried等情绪词汇及相关交际用语（如I’m sorry., Don’t worry about it.等）；理解听力对话内容，提取关键信息，并用英语表达情绪和提出建议。 教学难点：在真实情境中自然运用所学语言进行情绪表达、道歉与原谅的交际；引导学生结合自身经历，深度反思情绪管理和人际关系修复的方法。
教学过程
教学环节 教师活动 学生活动 设计意图
Lead in 情境导入 1.Greet the students. 2.Set a situation Dr. Emotion:Hello, everyone. I’m Dr. Emotion. What makes you upset First, let’s organize different kinds of emotions/feelings together. 3.Play a video--The feelings song and ask the students to pay attention to the feelings mentioned in the video. T:What kind of emotions/feelings are mentioned in the video 1.Say hello to the teacher. 2.Get known the objects in this period through the stimulated situation. 3. Listen to a song--The feelings song and get the feelings mentioned in the video. Ss: happy, sad, excited, mad. 以 “情绪医生” 的趣味情境创设轻松的课堂氛围，有效激发学生的课堂参与兴趣和探究欲；通过播放情绪主题英文歌曲，唤醒学生已掌握的基础情绪词汇，实现旧知与新知的自然衔接，同时让学生在轻松的听觉体验中沉浸式感知英语语言环境，快速切入本课 “情绪与人际关系” 的核心主题，为后续新知学习做好铺垫。
Presentation 学习理解 Show pictures of a boy’s different feelings.Then ask them to answer a question. T:What does the boy feel Show pictures and guide the students to use the words to express the feelings in certain situations. Ask the students to finish 1a. Match the feelings with the situations in the box. Look at the pictures and learn words of different kinds of feelings. Ss: excited, afraid, shy, upset, angry, lonely, shocked, worried. Look at the picture and use the correct words of feelings. Sa:I feel angry when I fight with a friend. Sb:... 3. Look at the words under the pictures. Which situations give you these feelings Match the feelings with the situations in the box. 借助直观的图片教具，将抽象的情绪词汇与具象的面部表情、场景结合，符合学生的直观认知规律，帮助学生快速理解并识记 upset、lonely、shocked 等新情绪词汇的含义；通过情境化的表达练习，引导学生将词汇与具体生活场景关联，实现词汇从 “认记” 到 “初步运用” 的过渡；布置 1a 情境匹配任务，让学生自主梳理情绪与引发场景的对应关系，培养学生的自主探究能力，同时夯实词汇基础，为后续的听力输入和对话输出搭建语言支架。
Practice 探究应用 1.ListeningⅠ Dr. Emotion:Second, let’s find out what happened to my friend and how he felt. (1)Provide a listening tip for the students, play the recording and ask them to circle what happened to Peter and his feelings . (2)Provide a listening tip for them to let them pay attention to the key information such as names and actions. Play the recording and ask the students to Number the sentences in the correct order.Then check the answers. Dr.Emotion:What should Peter do Let’s give peter some advice with Ella. Let the students Role-play a conversation between Peter and Ella. Ask several pairs to show their work. Then guide them to give Peter more advice. 2.ListeningⅡ Dr.Emotion:Thank you for your advice. Can you guess what happened next. (1)Guide the students to read and understand the sentences in the chart. Then ask them to tick the sentences each person might say. The answer can be varied. (2)Play the recording, guide the students to pay attention to the key words while listening and then circle T for true and F for false. Ask several students to check the answers. (3)Play the recording and ask them to finish 2c. 1.ListeningⅠ (1)Get known the listening tip given by the teacher. Listen to the conversation. Circle what happened to Peter and his feelings . (2)Listen again. Try to get the key information such as names and actions while listening. Then number the sentences in the correct order. (3)Role-play the conversation between Peter and Ella. Then try to give Peter more advice. Ss:You could invite him for a drink and apologize in person or you could... ListeningⅡ (1)Read the sentences in the chart in 2a and try to understand these sentences. Then tick the sentences each person might say. Get known the listening tip given by the teacher. Listen to the conversations. Circle T for true and F for false. (3)Listen again. Complete the summary of the conversation with the help of teacher’s tips. 本环节以分层听力任务为核心，设置听前技巧指导、听中信息捕捉、听后语言运用的完整流程，层层递进培养学生的听力理解能力。 听力 Ⅰ 通过圈画信息引导学生聚焦对话中的人物、事件和情绪关键词，提升学生提取听力核心信息的能力，同时让学生感知 Peter 从愤怒到沮丧的情绪变化；句子排序任务，引导学生聚焦对话中的关键信息（人物、动作、情绪），提升学生提取和梳理听力信息的能力；角色扮演 Peter 与 Ella 的对话并拓展建议，让学生初步运用建议类交际用语，实现听力输入向口语输出的初步转化。 听力 Ⅱ 通过听前预测、听中判断正误、听后完成摘要，进一步提升学生的听力细节把控能力和语篇理解能力，同时让学生在对话语境中感知道歉、原谅等交际用语的使用场景；整组听力任务围绕 Peter 和 Harry 的矛盾展开，让学生在语言学习中体会情绪变化和人际沟通的方式，渗透情绪管理和主动沟通的主题，兼顾语言能力和思维品质的培养。 整个探究应用环节，所有任务均围绕 Peter 与 Harry 的人际矛盾展开，让学生在语言学习的过程中，体会情绪变化的原因和人际沟通的技巧，既落实了语言能力的教学目标，又培养了学生的逻辑思维和健康的人际交往观念。
Production 迁移创新 Ask the students to tick the situations they have experienced before. And guide them to talk to a partner about how they felt and what happened in the end.Provide Some useful expressions for them. (2)Ask the students to fill in the blanks and try to retell the story happened between Peter and Harry. (1)Tick the situations you have experienced before. How did they make you feel What happened in the end Talk to a partner about them. (2)Fill in the blanks and try to retell the story happened between Peter and Harry. 设计贴合学生生活实际的情境选择和对话交流任务，让学生结合自身经历表达情绪、讲述事件，实现所学语言知识在真实生活情境中的迁移运用，完成从 “模仿运用” 到 “自主表达” 的跨越，提升学生的口语交际能力；
Exercises 练习巩固 Ⅰ单项选择题。 1. Don’t let your ______ control you. Try to calm down. A. angry B. anger C. angrily 2. She feels ______ when she has no one to talk to on weekends. A. lonely B. alone C. loneliness 3. Please stop ______ that loud music. I’m trying to study. A. play B. to play C. playing 4. My grandma ______ me to wear a coat. It’s cold outside. A. advise B. advises C. advised Ⅱ用所给词的正确形式填空。 1. She was ________ (shock) to see such a serious traffic accident happen. 2. Tom felt ________ (anger) when he talked to his little brother. 3. Mary borrowed a pen ______ her best friend in Chinese class. 4. He had to deal ______ the difficult problem ______ himself. 5. It is ______ (hurt) to say something bad to our parents. 6. Ella advised Peter _______ (send) a text message to Harry. 7. Lily ______ (get) into a fight with her cousin last weekend.
Summary 归纳总结 Have a summary of the new words, grammar and sentences with the T’s help. Ask the students to sum up the new words, grammar and sentences . 引导学生自主梳理重点词汇、句型和语法，构建系统的知识框架；通过师生共同总结，强化核心知识点记忆，帮助学生理清知识脉络，巩固课堂学习成果。
分层作业设计
A层： 基础巩固 绘制思维导图总结本堂课的重点单词、短语和句型。
B层： 能力运用 参照2b的听力原文编写一组采访身边人健康问题的对话。
C层： 拓展挑战 利用网络资源搜寻中国中学生普遍存在的健康问题并收集建议。
板书设计
Unit3 Growing Up Section A (1a-2d)
教学反思
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