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Unit 3 Growing Up 第4课时 阅读&词汇课教学设计
教材分析
【What】本课时主题聚焦青少年在面对挫折（如比赛失利、犯错）时的情绪管理与积极心态培养。 1a 部分呈现了描述情绪的正反义习语，如 a heavy heart / a light heart、feel blue / feel on top of the world 等，帮助学生感知情绪表达;1b–1f 以故事 You Can’t Win Them All 为核心，讲述篮球运动员 Matt 在比赛中因一次意外犯规导致球队失利后，陷入自责与低落情绪，在好友 Tom 的鼓励下，学会正视错误、调整心态，并重新树立团队信心的过程;2a–2c 则通过词汇分类、句型练习和短文改写，强化学生对情绪类词汇（如 joyful, upset, stressed）的理解与运用，引导学生掌握控制负面情绪的方法。。 【Why】本课时语篇旨在引导学生认识到犯错和失利是成长的一部分，避免过度自责;传递“从错误中学习、团队协作、保持积极心态”的价值观，鼓励学生在挫折中学会自我调节，同时珍惜朋友与团队的支持;强调情绪管理的重要性，帮助学生形成健康的心理应对机制，以更成熟的态度面对生活中的挑战。 【How】本课时语篇以记叙文为主，故事部分采用“问题—反应—解决”的叙事结构：Matt 因失误自责（问题）→ Tom 给予安慰与鼓励（反应）→ Matt 调整心态、重拾信心（解决）。词汇与练习部分则遵循“输入—操练—应用”的语言学习逻辑，从习语感知到词汇运用，再到情境对话，层层递进。在语言上大量使用情绪类习语和形容词（如 have a long face, in low spirits, upset, stressed），增强语言表现力，帮助学生精准表达情绪；对话中使用鼓励性表达（如 Don’t be too hard on yourself!, try to look on the bright side），兼具语言学习与情感支持的双重功能；文本语言口语化、贴近青少年生活，便于学生理解与模仿，为后续角色扮演和真实交流奠定基础。
学情分析
K(Know)--已知 W(Wonder)--想知/未知 L(Learn)--能知
学生已掌握基础情绪词汇（如 happy, sad, angry），能进行简单的情绪描述。对团队合作、挫折等话题有一定生活体验，能理解故事中的基本情节。具备初步的英语阅读能力，可借助上下文猜测生词含义。 不熟悉描述情绪的英语习语（如 feel blue, kick oneself）及高级情绪形容词（如 hurtful, stressed）；缺乏在真实情境中运用英语进行情绪表达和安慰他人的经验；对“如何从挫折中调整心态”的深层逻辑和表达策略理解不足。 通过故事阅读和词汇练习，掌握更多情绪相关的习语和词汇；学会在对话中使用鼓励性语言，帮助他人（或自己）缓解负面情绪；理解“积极心态”的内涵，形成面对挫折的健康心理认知。
核心素养教学目标
通过本课学习，学生能够： 语言能力：听懂、读懂关于情绪管理和挫折应对的对话与短文，获取关键信息；运用所学习语和词汇（如 feel blue, look on the bright side, pull together）描述情绪、表达安慰与鼓励；完成角色扮演，用英语进行流畅、自然的情境对话； 学习能力：运用上下文猜测词义、分类归纳等策略学习情绪类词汇和习语；通过模仿故事对话，自主创编新的情境对话，提升语言输出能力；反思自身情绪管理方式，将所学策略迁移到真实生活中； 思维品质：通过分析 Matt 的情绪变化及 Tom 的鼓励策略，培养逻辑分析能力；辩证看待“失利与犯错”，形成“从错误中学习”的积极思维；评价不同情绪应对方式的优劣，提升批判性思维； 4.文化意识：理解英语文化中“鼓励他人”的常用表达（如 You can’t win them all），感受中西方在情绪表达上的异同；认识到团队协作与积极心态的普适价值，培养包容与合作的文化态度。 完成课时目标所需的核心语言如下： 【核心词汇】 Feel blue, on the top of the world, all smiles, in low spirits, enter, dare to do, let sb down, because of, be hard on sb, player, referee, take back, respect one’s decision, after a while, kick oneself, look on the bright side, score, be proud of, coach, as well, a bit, learn from, repeat, pull together, next time, even though\if, solution, differ from, mean to do sth, joyful, thankful, negative, bully, shout at, behave differently, physics, awake, normal, get mad at, from time to time, take a deep breath, give sb an opportunity to do sth 【核心句型】 We can’t win them all. I’m really sorry about letting everybody down. Don’t be too hard on yourself! Although you pushed their player, it was just an accident. I’m proud of us, and I know our coach and everyone else in our school are as well. It’s more important to learn from your mistakes so that you don’t repeat them in the future. If we pull together, we should win next time.
教学重难点
教学重点：掌握描述情绪的习语和核心词汇（如 a heavy heart, in low spirits, stressed, proud）；理解故事 You Can’t Win Them All 的情节与主题，学会用英语表达安慰与鼓励；运用所学语言完成情境对话，提升口语表达能力。 教学难点：准确运用习语和复杂句型描述情绪变化及应对策略；在角色扮演中自然、得体地使用英语进行情感交流，避免生硬表达；将“积极心态”的理念内化为自身的情绪管理能力，实现从语言学习到生活应用的迁移。
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.Play a video about a football game and ask the students to answer the questions. T:Which team lost the game How did they feel after losing the game Which idioms(习语) described their feelings in the video Show some pictures and teach the students some idioms describing feelings. Watch a video about a football game and answer the questions Sa:The team in red lost the game. Sb:They felt upset. Sc:A heavy heart/In low spirits 2.Look at the pictures and learn some idioms describing feelings. 播放足球比赛视频并设置问题，结合学生熟悉的体育比赛场景切入，能快速吸引学生注意力，让学生直观感受比赛失利后的负面情绪，同时自然引出情绪相关习语，为后续学习做好情境铺垫； 展示图片并教授情绪习语，将抽象的习语与直观的画面结合，帮助学生快速感知并识记描述情绪的正反义习语，搭建本节课的词汇基础。
Presentation 学习理解 Pre-reading: (1)Lead the students to read the idioms in 1a and underline the ones that are negative. T:Do you know other idioms that describe feelings Ask the students to observe the picture and have a prediction. T:1. How does the boy in the second picture feel What happened to him While-reading:(1)Play the recording and let the students to listen and choose the right answers. T: When was the basketball game What happened to Matt Ask the students to read the story quickly and find out what mistake Matt made at the basketball game. T:What mistake did Matt make at the basketball game (3)Provide the students with a reading tip which lead them to pay attention to the key characters, actions and feeling in the story. Then ask them to read the story and match the main ideas with each paragraph. (4)Provide the students with a reading tip and ask the students to read the Part1 in detail to answer the questions. T:How did Tom know that Matt was sad when he saw him Why did Matt feel sorry Provide the students with a reading tip and ask the students to read the Part 2 in detail and judge the statements(true or false). (6)Ask the students to read the Part3 in detail and answer the questions. T:Why did Tom feel proud of their team even though they lost What did Tom say to make Matt feel better (7)Ask the students to read the Part4 in detail and answer the questions. T:Why is it important to learn from mistakes Does Matt agree with Tom How do you know Post-reading:(1) Provide the students with two questions and guide them to have a deep thinking. T:What did Tom mean by “ You can’t win them all ” mean What does the sentence "One for all, and all for one" mean Ask the students to read the story again and complete the problems and solutions. (3)Guide the students to replace the underlined words with the idioms from the story. And let them know the advantages of idioms. (4)Ask the students to work in pairs to role-play a conversation between Matt and his coach. (1)Read the idioms. Underline the ones that are negative. Then share some other idioms that describe feelings Ss:a heavy heart/feel blue/have a long face/in low spirits Sa:lose one’s cool Sb:be down in the dumps Sc:... Look at the pictures and have a prediction. Sa:He has a long face/feels blue. Sb:He might lose the basketball. /... 2.(1)Listen to the story and choose the right answer. Sa:On Saturday night. Sb:He made an mistake in the basketball game . Read the story. What mistake did Matt make at the basketball game Ss:Matt pushed an opposing player by accident, so the referee gave the other team two free throws, and this mistake made his team lose the game. (3)Read the story and match the main ideas with each paragraph. (4)Read Part 1 and answer the questions. Sa:Tom knew Matt was sad by Matt’s “ long face ”. Sb:Because he thought he let everybody down — he pushed an opposing player by accident and made the other team get those points. (5)Read Part 2 (Development) carefully and write T for true and F for false. (6)Read Part 3 (Climax) carefully and answer the questions. Sa:Because their team’s scores were very close, and they were playing against the best team in their area. Sb:He told Matt not to be hard on himself and to look on the bright side. He also said that everyone was proud of the team. (7)Read Part 4 (Ending) carefully and answer the questions. Sa:Because if you can learn from mistakes, you won’t repeat them in future. Sb:Yes, he does. We can know it from the sentences “You're right. If we pull together, we should win next time.” (1)Have a deep thinking and answer the questions. Sa:Tom meant that it is impossible to win every game, and that losing is a normal part of playing sports. Sb:It means everyone in the team should help and support each other, and work together unitedly. (2)Read the story again. Complete the problems and solutions. (3)Replace the underlined words with the idioms from the story. Ss:long face; letting everyone down; look on the bright side; you can’t win them all;pull together (4)Role-play a conversation between Matt and his coach. 让学生阅读 1a 习语并划出负面表达，再分享其他情绪习语，既巩固了导入环节的习语知识，又引导学生主动梳理、拓展情绪词汇，培养学生的词汇归纳能力； 结合图片让学生预测故事人物的心情和遭遇，培养学生的观察能力和推理预测能力，激发学生的阅读兴趣，让学生带着问题进入后续的故事阅读，提升阅读的目的性。 播放录音并设置选择题，训练学生的听力抓取关键信息能力，帮助学生初步了解故事的时间、核心事件等基本要素； 让学生快速阅读找出 Matt 的失误，培养学生的略读能力，引导学生把握故事的核心冲突； 给出阅读技巧并让学生匹配段落大意，教给学生通过核心人物、动作、情感词抓取段落大意的方法，提升学生的阅读策略运用能力，帮助学生梳理故事的叙事结构； 分段落细致阅读并设置问答、判断正误等题型，给出针对性阅读技巧，如题干关键词定位、逐词比对等，逐步引导学生深入理解故事细节，掌握 Matt 的情绪变化、Tom 的鼓励方式等内容，同时夯实文中的重点词汇和句型，如 let sb down、be hard on sb 等； 分段落的细节提问和判断，层层递进地拆解故事内容，符合学生的认知规律，让学生逐步理解 “问题 — 反应 — 解决” 的故事叙事逻辑。 设置深层思考问题，探究经典语句的含义，引导学生从语言学习上升到对故事主题的理解，让学生体会 “胜败乃兵家常事”“团队协作” 的内涵，实现情感态度的培养； 让学生完成问题与解决方案的梳理，帮助学生整体回顾故事脉络，清晰把握 Matt 的问题和 Tom 的解决方式，深化对故事的理解； 引导学生用习语替换划线词并讲解习语的优势，强化学生对本课核心习语的运用能力，让学生理解习语的语言表达价值，提升学生的语言表现力； 让学生结对角色扮演 Matt 与教练的对话，将所学的词汇、句型和鼓励性表达运用到真实的情境对话中，实现从语言输入到初步输出的转化，培养学生的口语表达能力，同时深化学生对故事主题的理解。
Practice 探究应用 Vocabulary in Use:1.Show some pictures and let the students guess the words describing feelings. 2.Let the students read the words and put the words in the box into the correct groups. Then ask several students to check the answers. 3.Guide the students to finish 2b: (1)ask them to recall the different forms of the words given ! Let them complete the sentences with the correct forms of the words in brackets. Provide language help if they need. 4.Guide the students to finish 2b: (1)ask them to match the words with their Chinese meaning. (2)Let them replace the underlined words with the correct forms of the words in the box. Provide language help if they need. 1.Look at the pictures and guess the words describing feelings. Then read these words together. 2.Read the words and put the words in the box into the correct groups. Finish 2b:(1)Speak out the different forms of the words given loudly! (2)Complete the sentences with the correct forms of the words in brackets. Finish 2c:(1)match the words with their Chinese meaning. (2)Replace the underlined words with the correct forms of the words in the box. 展示图片让学生猜测情绪词汇，将词汇与画面结合，直观易懂，帮助学生识记高级情绪形容词，丰富学生的情绪表达词汇库； 让学生对情绪词汇进行积极、消极分类，培养学生的词汇分类归纳能力，帮助学生梳理情绪词汇的语义范畴，加深对词汇的理解和记忆； 完成词汇形式变换和句型填空练习，训练学生对词汇词性、词形变化的掌握能力，让学生在语境中灵活运用所学词汇，夯实语言基础； 进行词汇汉英匹配和划线词替换练习，进一步强化学生对核心词汇的理解和运用，让学生学会在语境中选择合适的词汇进行表达，提升学生的语言运用能力，同时渗透词汇运用的技巧，如结合语境和词性选择词汇。
Production 迁移创新 Divide the students into groups of 4-5 people. Ask them to choose a group leader to help guide the discussion and a note-taker to record key ideas. Ask each group’s leader to share one key idea for their discussion for each question. After each group shares, invite other students to respond or add to the ideas. Work in groups and choose their own role, then have a discussion about “When a friend feels bad about making a mistake, what advice can you offer to help them feel better ” and “What can we learn from this story ” 将学生分组并设置分工，让每个学生都能参与到课堂讨论中； 围绕 “如何安慰犯错的朋友”“从故事中学到什么” 展开讨论并分享，引导学生将课堂所学的语言知识和情感态度迁移到真实的生活情境中，实现语言学习与生活应用的结合；将课堂的价值观培养落到实处。
Language points 1. Matt was as shocked as anyone when the accident happened, but it was too late.当意外发生时，马特和其他人一样震惊，但为时已晚。 as shocked as 像......一样震惊 It+be动词+one’s...time doing sth 这是某人第几次做某事 2. I’m proud of us, and I know our coach and everyone else in our school are as well.我为我们感到骄傲，而且我知道我们的教练和学校里的其他人也一样。 be proud of = take pride in 为......感到骄傲 as well 也 3. It's more important to learn from your mistakes so that you don't repeat them in future. 更重要的是从错误中学习，以便救你将来不会再犯。 learn from 从......中学习 4. We’ll keep working together as a team.我们会继续作为一个团队一起努力。 keep doing sth 继续做某事 as 作为/像......一样/当......时候/因为
Summary 归纳总结 Ask the students to sum up what they learned in this period . T:The best secret to staying safe is to be a careful person. So we must be more careful in daily life. Have a summary of what they learned in this period with the T’s help. 引导学生自主梳理本课所学，包括核心词汇、句型、阅读策略及安全规则，帮助学生构建系统的知识框架，强化记忆效果；
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 参照所学知识续写Matt与教练的对话。
C层： 拓展挑战 利用网络资源收集如何保持积极的方法。
板书设计
Unit3 Growing Up Section B(1a-2c)
教学反思
亮点： 不足： 改进：
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