资源简介

(共29张PPT)
Developing Ideas
Listening and speaking
Unit 2 Growing pains and gains
外研版英语（新教材）八年级下册
01 Lead in
03 While-listening
02 Pre-listening
04 Post-listening
05 Language points
06 Exercises
07 Summary
08 Homework
目 录
01. Lead-in
Lead-in
What does the picture show
Lead-in
Did you know
Many teens have experienced peer pressures. They sometimes do a thing just because they don’t want to be left out. Sometimes peer pressure can be good. But it can also make you feel bad for being different from your friends.
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A 打断的的是
02. Presentation
Presentation
Listen to the conversation and choose Colin's attitude.
a Colin agrees with Kate on the importance of hobbies.
b Colin feels bad about his strange hobby.
c Colin has decided to change his hobby.
/str/ strange strong strict
/spr/ spring spread sprain
/skr/ screen scrape scream
Presentation
Phonetics in use
Listen again and complete the application form.
APPLICATION FORM

Your name
Colin
Your problem
I was by my classmates,because my is knitting.
Even some of my don't accept it.


Extra information
My friends' hobbies are totally ,such as or having some screen time. I just feel that I don't .
Presentation
Any problems in your life Just call Hannah.She's always here to help.
Listen to the radio and complete the notes.
A story from Hannah's friend
He to dance ballet since childhood.But kids at his school him.Luckily,he didn't . Now he is successful. He's to those kids,because their jokes made him harder.
Hannah's advice
Don't let peer pressure you.
yourself.
your hobby with your friends.
Just your heart.
Presentation
Learning to learn
Introducing personal stories personal stories allow the speaker to connect with the listeners in an effective way. We can introduce a personal story using expressions such as Let me share... with you, That reminds me of.... etc.
Listen again. Then talk about how Hannah introduces her
friend's story.
Presentation
03. Work in groups
Work in pairs. Talk about your experience of peer
pressure.
Work in groups
dressing
in a certain way
joining
in a certain club
taking
certain courses
A: What kind of peer pressure have you experienced
B: Let me tell you about ......
A: Whatdidi you do to overcome it
B: It was not easy . At the beginning ....
Useful expressions
.We really should.. .Maybe we can...
. It might be an idea to... .Why don't we...
.Perhaps we could... .How about...
04. Language points
Language points
1. Luckily, he didn’t . (教材27页, 3 )
通常放在句首，用来修饰整个句子。
例： Luckily, we got there on time.
幸运的是，我们准时到达了那里。
【拓展】 luck [不可数名词〕幸运
lucky[形容词]幸运的
Good luck!祝你好运!
You're lucky!你是幸运的!
Language points
2. Now he is successful. (教材27页, 3 )
【形容词】 获得成功的；有成就的
常在句中作定语或表语
a successful businesswoman 一位成功的女商人
The sports meeting was successful. 运动会很成功。
【助记】success (名词 成功)+-full（形容词后缀）
successful (形容词 成功的) +-ly （副词后缀）
successully（副词 成功地）
Language points
3. Don’t let peer pressure you. (教材27页, 3 )
【不可数名词】 压力 此处指精神上、外界施加的压力，相当于stress.
under pressure 在压力之下
put pressure on sb. 向某人施压
Do you always have too much pressure 你总有太大的压力吗？
The team performs well under pressure.
这个对在压力下表现良好。
Language points
4. My friends’ hobbies are totally . (教材27页, 2 )
【可数名词】 业余爱好
其复数形式为hobbies
My hobby is reading.
我的业余爱好是阅读。
Language points
5. What kind of peer pressure have you experienced (教材27页, 2 )
【不可数名词】经验
Mrs.Green has a lot of teaching experience.
格林夫人有着丰富的教学经验。
【可数名词】经历
Tom likes traveling. He has many unusualcxperiences.
汤姆喜欢旅游，他有许多不寻常的经历。
04. Exercise
Exercise
一、单项选择
1．The music ________ wonderful. I enjoy it very much.
A．feels B．looks C．sounds D．tastes
2．The flowers in the park ________ sweet.
A．look B．smell C．taste D．sound
3．—How does the cake taste —It ________ delicious.
A．sounds B．looks C．tastes D．smells
4．Lucy is my new friend. I usually go to her home ________ Saturday afternoons to play board games and chat together.
A．on B．in C．at D．for
C
B
C
A
Exercise
5．Tom can lose himself ________ a good book for hours.
A．in B．for C．with D．about
6．They ________ a lot of Chinese words since they came to China.
A．learnt B．learn C．will learn D．have learnt
7．Judy usually has a swimming lesson ________ Sundays.
A．on B．in C．of D．at
8．Tony! Your room is in such a mess. Why not ________
A．tidying it up B．tidy it up C．tidy up it D．to tidy up it
9．Since last month we ____ the volunteer program, we _____ more than 200 volunteers.
A．have started; had B．started; have
C．have started; have D．started; have had
A
D
A
B
D
Exercise
10．The rooms are untidy. Why don’t you ________
A．tidy up it B．tidy it up C．tidy up them D．tidy them up
11．The organization provided exciting outdoor activities like rock climbing and kayaking ________ the camp.
A．in B．on C．to D．for
12．I’m going to Shanghai with my sister ________ August 5th.
A．at B．to C．on D．in
13．We ________ as volunteers in the local community since two years ago.
A．work B．worked C．are working D．have worked
14．My parents ________ for fifteen years.
A．married B．got married C．have married D．have been married
D
C
D
D
D
Exercise
二、完成句子
1．我爷爷让我保护这些古老的城墙。
My grandfather asks me to protect these city walls.
2．好的演出取决于表演者的技巧和音乐。
Good performances both the performers’ skills and the music.
3．在这个季节，我们还能享受到明媚的阳光。
We can also enjoy sunshine in this season.
4．我父母总是鼓励我努力学习。
My parents always me to hard.
5．从植物上拽掉叶子是不对的。 leaves off plants.
ancient
depend on
bright
encourage work/study
It’s wrong to pull
Exercise
6．它们中的一些是非常有价值的国际邮票。
Some of them are very valuable stamps.
7．科技进步得如此之快让人难以置信！
It is that technology has made in such a rapid way!
8．当游览古代建筑时，很多游客更喜欢穿汉服.
Many visitors prefer to wear Hanfu when they visit buildings.
9．他们在这里可以更好地理解古人的生活。
They can have a better understanding of the people’s lives here.
10．我们为航天员唐胜杰感到骄傲。
We are astronaut Tang Shengjie.
international
unbelievable progress
ancient
ancient
proud of
Exercise
All the runners stood nervously at the starting line. All of them had prepared 1 (they) for this important race.
The race meant more to a boy named Bill, because most of the other runners had greater speed. Could Bill realize his dream of being 2 “all-school” runner He would have to finish in the top 5 to win that honor.
Bill’s life had been 3 (fill) with disappointment. Primary school had been a long nightmare (噩梦) for him. Of all the reading skills, he even couldn’t pick up the 4 basic one, although he had tried many times. Bill did not complain (抱怨). He simply tried hard. But in the following years, he was still unable to catch up with his classmates.
Then one day his teacher called me in 5 a conversation. She said, “I’m sorry to have
三、短文填空
themselves
an
filled
most
for
Exercise
to tell you this, but Bill isn’t trying anymore. He has given it up 6 (complete). ” I became very sad and afraid. I was afraid Bill might have forever lost heart.
I had a talk with Bill. I told him about my own experiences. I said, “ 7 I was the slowest one in my class in primary school, my parents and teachers were loving and understanding. Because of that, Imade it through those years and finally went on to a music school. Now, you know, I’m a 8 (piano). We think achievements come easily to others. Life usually isn’t like that. The person who 9 (success) is usually only a few percent. ” Bill said, “Dad, I guess that not doing so well isn’t all that bad if someone loves you and stands by you. ”
In the 10 (nine) grade, Bill went out for the race again.
completely
Although
pianist
succeeds
ninth
Thank you基于课程标准的“教-学-评”一致性课堂教学设计
科目 英语 授课教材 外研版八年级下册
授课题目 Unit 2 Growing pains and gains Developing ideas Listening and speaking 课时课型 第 4 课时听说课
主题情境 人与社会—成长与压力 授课教师
语篇研读 【What】 本课时语篇围绕“青少年同伴压力 ”这一主题展开，内容包含两部分。第一部分通过图片引入主题，描述了同伴压力的正反面影响，并呈现了一段关于 Colin 因编织爱好而受到同学嘲笑、感到不合群的对话和申请表格。第二部分是广播节目内容，讲述了 Hannah 朋友坚持芭蕾梦想并获得成功的故事，随后给出了Hannah 关于应对同伴压力的具体建议，最后提供了关于如何讲述个人经历的学习策略和小组讨论活动指引。 【Why】 本课时的意义在于帮助学生认识到同伴压力在青少年成长中的普遍性及其双重影响 （积极与消极）。通过 Colin 的困境和 Hannah 朋友的成功案例，语篇旨在引导学生思考如何在面对同伴压力时，保持自我，坚持自己的兴趣爱好和选择，从而培养自尊、 自信、 resilience（韧性）以及尊重差异的品质。同时，通过提供实际建议和讨论机会，语篇致力于提升学生应对现实社交情境的能力，促进其心理健康与社会性发展。 【How】 语篇在内容组织和文体结构上具有鲜明的教学性和实用性。内容特征上，融合了观点陈述（正面/负面）、个人叙事（Colin 的表格、Hannah 朋友的故事）、建议列表（Hannah的建议）和互动任务（配对讨论），层次清晰，由认识到应对逐步深入。文体结构上，采用了教材常见的模块化设计，包括主题导入、听力理解、填空练习、策略学习和口语活动，遵循“输入-内化-输出 ”的语言学习规律。语言特点上，使用初中阶段核心词汇和现在完成时等基础语法结构；句型以简单句和并列句为主，兼顾陈述句、祈使句和疑问句；通过“Let me share... ”、“That reminds me of... ”等表达示范如何引入个人故事，注重语言的功能性和交际性。语音部分聚焦辅音连缀/str/, /spr/, /skr/的发音练习，与主题词汇结合紧密。
学情分析 八年级学生已具备一定英语基础，掌握了基础词汇和一般现在时、现在完成时等基本
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时态，能够进行简单的日常对话和短文理解。他们对“朋友 ”、“爱好 ”等贴近生活的主题较为熟悉，对同伴关系有切身体验，具备初步的讨论个人经历和简单观点的能力。学生需要在语境中进一步巩固和运用相关词汇与句型，提升在听、说活动中获取关键信息并完成任务的技能。更重要的是，他们需要发展批判性思维，辩证看待同伴压力，并学习在真实情境中运用英语表达个人困境、寻求建议、讲述经历及提供支持，从而提升语言综合运用能力及应对现实社交问题的心理韧性。学生存在的问题：部分学生可能对“peer pressure ”等抽象概念理解不深，或在听力中抓取填空关键信息有困难；在口语讨论时，可能存在想法但无法用英语流畅表达，或局限于简单句。解决措施：利用教材中正反对比的陈述、具体的个人故事及填空任务，在语境中帮助学生具象化理解主题。通过听前预测、关键词提示、多遍聆听等方式搭建听力支架。提供“Let me tell you about... ”等句型框架，并利用 pair work 创设安全的小组环境，鼓励学生结合自身经历进行有结构的表达，逐步克服表达障碍。
课标要求 1.能根据语篇内容记录重点信息，如填写申请表、完成笔记等。 2.能在听的过程中借助语气、语调等判断说话者的情绪和态度。 3.能根据读音规则和音标拼读单词，学习辅音连缀/str/, /spr/, /skr/的发音等。 4.能在口头表达中进行适当的自我修正，用语得当，使用简单的交际策略。 5.能围绕相关主题运用所学语言，与他人进行日常交流，交换信息，如与同伴谈论自身经历的同伴压力。 6.能在表达中借助连接性词语、指示代词、词汇衔接等语言手段建立逻辑关系。 7.能理解语篇传递的基本信息，概括主要内容，理解同伴压力的双重性、Hannah 的建议及其意义。 8.能识别语篇中的时间顺序、空间顺序和事物发展顺序，理解 Hannah 朋友故事的叙述脉络。
教学目标 通过本节课学习，学生能够： 1.通过阅读和听力材料，理解并概括同伴压力的双重性影响，以及 Colin 因独特爱好所面临的具体困境。（学习理解） 2.通过听力练习，准确抓取关键信息，完成关于 Hannah 朋友的故事及应对建议的笔记填空任务。运用所学的句型框架，与同伴交流并口头描述自身经历过的同伴压力事件及克服方法。（应用实践） 3.分析和归纳 Hannah 及其朋友两个案例中应对同伴压力的积极策略，并初步评价其有
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效性。结合自身思考，反思并阐述从本课中学到的关于处理同伴压力的主要认识。 （迁移创新）
教学重难点 重点： 1.理解并掌握关于同伴压力主题的核心词汇与表达，peer pressure, accept, different, feel left out 等，并能理解其双重性。 2. 通过听力训练，掌握抓取关键信息以完成对话理解和填空任务的技能。 3.运用所给的功能句和话题框架，使用“Let me share/tell you about... ”等句型，与同伴就自身经历的同伴压力进行基本的口语交流。 难点： 1.在听力任务中，准确理解和推断说话者的深层态度与情感。 2. 将所学的词汇、句型以及 Hannah 的建议等知识进行整合与内化，并迁移应用到真实情境中，流畅、有条理地口头讲述个人经历并提出应对策略。 3.辩证地理解和分析同伴压力的影响，并形成积极、健康的个人应对态度和价值判断。
核心语言 【核心词汇】 主题名词：peer pressure, hobby, classmates, friends, ballet, knitting, screen time 行为动词：accept, change, dance, laugh at, give up, work 形容词：positive, negative, strange, different, successful 其他：since childhood, luckily 【核心短语】 feel left out, be different from, make sb. do sth., connect with, talk about 【核心句型】 描述问题与感受：I was laughed at by my classmates. / Even some of my friends don't accept it. / I just feel that I don't fit in. 表达坚持与态度：Luckily, he didn't give up. / He's thankful to those kids. 提供建议：Don't let peer pressure stop you. / Believe in yourself. / Share your hobby with your friends. / Just follow your heart。 引入个人故事：Let me share... with you. / That reminds me of... / Let me tell you about...讨论经历：What kind of peer pressure have you experienced / What did you do to overcome it 【语音知识】
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辅音连缀的发音：/str/ (如 strange), /spr/ (如 spring), /skr/ (如 screen)
教学工具 PPT ，教材
教学策略 情景体验式教学、启发式教学，任务型教学
教学过程
教学环节 教学活动 学生活动 设计意图
Part1： Lead in （2min） Enjoy a picture and answer： What does the picture show 学 生 观 看 图片，然后思考并回答问题。 通过图片导入激发学生兴趣，搭建桥梁，连接已知与未知，活跃气氛，促进课堂参与， 自然引出本课。
效果评价： 自评、师评。教师观察学生观看时的专注度，以及回答的具体性，根据回答质量和思考过程，诊断学生对图片的理解程度，为后续教学调整提供依据，观察学生回答问题的积极性，评价其参与度和兴趣水平。
Part 2： Presentation （19min） 1. Listen to the conversation and choose Colin's attitude. a Colin agrees with Kate on the importance of hobbies. b Colin feels bad about his strange hobby. c Colin has decided to change his hobby. 2.Listen again and complete the application form. 3. Listen to the radio and complete the notes. A story from Hannah's friend He to dance ballet since childhood.But kids at his school him.Luckily,he didn't . Now he is successful. He's to those kids,because their jokes made him harder. Hannah's advice Don't let peer pressure you. yourself. 1.学 生 听 音频，选择正确答案。 2.学生再 听音频，补全空白信息。 3.学 生 听 对话，完成填空。 1.训练学生获取听力材料主旨大意的能力，提升整体理解和推理技能。 2.培养学生提取具体细节信息的能力，时间、地点等关键事实。 3.强化学生捕捉关键细节的技能，加深对帮助动物的理解。
your hobby with your friends. Just your heart.
效果评价：师评， 自评，教师根据学生的回答，选择题的准确性，填空的完整性，讨论的参与度来评价学生。针对错误或障碍，给予即时反馈或调整教学策略，确保目标达成。
Part 3： Work in groups （10min） 1. Work in pairs. Discuss things to do to help animals. Work in pairs. Talk about your experience of peer pressure. 两人一组根据提示句型编对话 巩固学生听力所学的表达，培养学生的交际能力与协作意识，提升批判性思维，提炼主题意义，促进学生知识内化与观点输出。
效果评价：教师观察学生是否能主动进行小组合作，通过巡视记录小组对话表现，学生是否使用目标句型，观点是否结合课文证据，来评估学生的思维深度与语言迁移能力。针对共性问题，即时补充引导，对表达障碍的学生提供关键词支架，并及时给予指导或鼓励。
Part 5： Language points （4min） Teacher explains language points. 将知识点做好笔记进行理解消化。 将教学落到实处，交际意识培养之后，知识点的教授也跟上，保证学生在理解的同时能够运用到具体题型中去。
Part 6： Exercises（3min ) Teacher assigns the test. 完 成 课 堂 练习。 让学生在课上练习消化知识点，及时操练重点知识点和目标语言，让教师把握学情。
Part 7： Summary（2min ) Summarize the key content in this lesson. 跟随老师一起进 行 内 容 总结。 总结本课所学内容，巩固加深印象。利用将思维导图给学生进行有序的梳理。
Part 8： Must do: 将家庭作业做 作业布置落实双减政策，减
Homework 1.记忆本节课的单词和短语，重点句型; 2.完成课后的相关练习； 3. 准备一个 1 分钟的口头报告，使用“Let me tell you about... ”开头，简要描述你经历过的一次小小的同伴压力 Choose to do: 以“Peer Pressure: Good or Bad ”为题，撰写一篇简短的议论文段落（约 80-100词），结合本课观点和你自己的想法，论述同伴压力的积极和消极影响，并尝试提出一个平衡的观点。 好记录。 量不减质，重视实际场景的交际应用，减轻机械操练。
板书设计 Unit 2 Growing pains and gains Developing ideas - Listening and Speaking Many teens have experienced peer pressures. What is peer pressure Positive: encourage good habits … Negative: feel bad for being different …
教学反思 本节课围绕“ 同伴压力 ”主题，以听说训练为主线，旨在培养学生获取信息、表达观点及应对实际问题的能力。以下为教学反思。 亮点： 1.教学设计紧扣课标，目标明确，通过图片导入、多层次听力任务和小组讨论，实现了从理解到应用的有效过渡。 2.关注学情，通过填空、选择等任务搭建支架，帮助学生逐步突破听力难点，并运用句型框架支持口语输出，降低了表达焦虑。 3.融合情感态度目标，引导学生辩证看待同伴压力，通过 Hannah 朋友的故事传递积极价值观，促进了学科育人。 不足与改进： 1.部分学生在小组讨论时仍倾向于使用简单句，语言产出不够丰富。今后可在讨论前提供更丰富的表达库，并示范更完整的语段，帮助学生拓展表达。 2.课堂时间较紧，语言点讲解和练习环节略显仓促。可考虑将部分机械练习移至课前预
习或课后巩固，留出更多课堂时间用于互动和反馈。 3.对学生听力过程中的个体差异关注不够。后续可设计分层听力任务，或在听前增加关键词预测环节，进一步激活背景知识，帮助基础薄弱学生更好地参与。
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