资源简介

单元分课时教学设计
年级科目 2026新版八下英语科 目英语
授课名称 Unit 3 Growing Up
授课课时 第五课时 1a-1eSection A (1a-2d) What is fun in a yard
授课类型 Reading
授课文本
一、教材分析 Analysis of teaching material
What:本节阅读课主题为 How can we stay positive （如何保持积极心态）。- 核心文本：故事 You Can’t Win Them All，讲述篮球运动员Matt在比赛中失误导致球队失利后，在好友Tom的鼓励下重新振作、学会正视错误并保持团队精神的过程。- 配套活动：1. 1a：识别描述情绪的习语（如 a light heart / a heavy heart、feel blue / feel on top of the world 等），区分积极与消极表达。2. 1b：阅读故事，找出Matt在篮球赛中的失误。3. 1c：梳理故事中Matt遇到的问题（Problem）与对应的解决办法（Solution），完成表格。4. 1d：通过细节问题，考查对故事的理解与情感分析。5. 1e：用文中习语替换句子划线部分，强化习语的语境运用。6. Role-play：模拟Matt与教练的对话，练习在真实场景中表达歉意、接受反馈与保持积极。Why:每个活动都服务于“语言学习 + 情感教育”的双重目标：1. 1a（习语识别）- 目的：激活背景知识，聚焦“情绪表达”这一语言功能。通过对比 a heavy heart（沉重心情）与 feel on top of the world（欣喜若狂）等习语，让学生直观感知英语中描述情绪的地道表达，同时为后续阅读铺垫词汇基础。2. 1b（找失误）- 目的：训练细节查找能力，引导学生快速定位关键情节（Matt在比赛中撞倒队友，导致对方获得罚球机会并反超比分），同时理解故事的核心冲突——因个人失误引发的内疚与自责。3. 1c（问题-解决表）- 目的：培养结构化思维。通过“问题-解决”框架，帮助学生梳理故事脉络：从Matt的自责、震惊、失落，到Tom的安慰与引导，最终他重拾信心。这不仅是阅读理解，更是在引导学生学习“面对挫折时的应对逻辑”。4. 1d（细节问答）- 目的：深化文本理解与情感共情。问题从“Tom如何察觉Matt的情绪”到“从Matt的故事中学到什么”，层层递进，既考查对文本细节的把握，又引导学生反思“如何从失败中学习”“团队精神的意义”。5. 1e（习语替换）- 目的：实现从输入到输出的转化。让学生在新语境中运用 have a long face、feel blue、look on the bright side、do your best、pull together 等习语，强化“习语不是孤立单词，而是表达情感与态度的工具”这一认知。6. Role-play（角色扮演）- 目的：搭建真实交际场景。让学生在模拟对话中练习道歉、接受反馈、表达团队决心等功能句，将文本中的情感与语言迁移到现实生活，落实“保持积极心态”的主题。How:
How:1. 语言学习路径：- 输入：通过1a、1b、1d积累描述情绪的习语和故事细节。- 加工：通过1c的“问题-解决”表，重构故事逻辑，理解情感变化。- 输出：通过1e和Role-play，在新语境中运用所学语言，表达积极心态。2. 情感教育路径：- 感知：通过故事感受Matt从自责到振作的情绪变化。- 理解：通过问题讨论，明白“失败是学习的机会”“团队合作的重要性”。- 实践：通过角色扮演，练习在真实挫折中保持积极，学会沟通与合作。
二、教学内容 Teaching content
1. 这节英语课围绕“如何保持积极心态”展开，通过故事《You Can’t Win Them All》引导学生学习情绪表达与应对挫折。2. 学生先识别描述情绪的习语，再通过阅读找出Matt在篮球赛中的失误，并用“问题-解决”表梳理情节。3. 接着通过细节问答和习语替换练习，深化对文本的理解并强化语言运用。4. 最后通过角色扮演，让学生在真实语境中练习表达歉意、接受反馈，践行积极心态与团队精神。
三、教学目标Teaching objectives
Language Abilities (语言能力)To help students master and use the idioms for describing feelings (e.g., a heavy heart, feel blue, in low spirits) in both receptive and productive ways.To develop students’ ability to understand the story You Can’t Win Them All and extract key information about problems and solutions.Learning Abilities (学习能力) To improve students’ skills in using context clues to guess the meaning of new idioms and complete the tasks. To cultivate students’ collaborative learning through role-play and discussion, practicing how to express ideas and respond to others in English.Thinking Qualities (思维品质)To guide students to analyze Matt’s emotional changes and the reasons behind them through the “problem-solution” structure.To develop students’ critical thinking by reflecting on what they can learn from Matt’s story and how to stay positive in difficult situations.Cultural Awareness (文化意识)To foster students’ understanding of positive attitudes toward failure and teamwork in Western contexts as reflected in the story.To encourage students to appreciate the value of learning from mistakes and supporting each other in both sports and daily life.
四、教学重难点Teaching important and difficult points
Teaching important points:To develop students’ ability to understand the story You Can’t Win Them All and extract key information about problems and solutions.Teaching difficult points: To guide students to analyze Matt’s emotional changes and the reasons behind them through the “problem-solution” structure.
五、教学步骤Teaching procedures
Step1.Warm upStep2. Lead inStep3. Pre-readingStep4. While-readingStep5. Post-readingStep6. Language pointsStep7. Exercise
六、教学评一体化教学过程设计Teaching process
教学步骤 教学活动 效果评价
Step1. Warm up listen ans enjoy【设计目的】导入话题，引发学生兴趣,加深记忆。 观察学生是否在认真倾听学习。
Step2. Lead in Step3. Pre-reading 1.Read the idioms and classify the idioms. 【设计目的】让学生直观感知英语中描述情绪的地道表达，同时为后续阅读铺垫词汇基础。2.Guess and act the idioms!【设计目的】在玩乐中检查学生对描述情绪的习语的掌握。3.Culture tipColours can show our feelings and moods in English. 【设计目的】借助颜色与情绪关联的文化知识，帮助学生理解英语中颜色表达情绪的用法，拓展跨文化意识。Look at the picture and the title to predict.Who can you see What are they doing Did they win 【设计目的】呈现图片，检查学生的识图能力，吸引学生注意力，激活学生背景知识，为后面的学习任务奠定基础。2.Read and choose【设计目的】考查学生对文本类型和文本来源的判断能力，提升其文体识别与语篇分析能力。3.Watch and learn 【设计目的】观看AI对话视频，使得材料内容简单化，直观化，加深理解和记忆。4.Read and answerCan you predict what the passage is mainly about 【设计目的】引导学生通过预测文本主题，培养阅读预判能力，激发阅读兴趣，同时为后续阅读做好内容铺垫。Fast-readingWhat is the structure of the passage 【设计目的】通过“故事山”图示引导学生梳理文章结构，培养文本结构分析能力，强化叙事逻辑认知，为深度阅读奠定基础。2.Read and match the paragraph with the main ideas.【设计目的】提升学生通过快速阅读获取段落主旨大意的能力。Careful-readingPart1 Choose the best answerWhy did Matt have a heavy heart A. He was late for class. B. He felt bad about the basketball game. C. He had a fight with Tom. D. He forgot his homework.At the beginning of the story, Matt felt ______. A. angry B. hopeful C. sad D. boredWhat was Tom’s attitude（态度）to Matt A. angryB. worried and friendly C. cold D. surprisedWhy does Matt say “The other team got those points because of me” A. He wanted to help the other team.B. He thought he caused the team to lose.C. He didn’t like his team.D. He was very proud. Part2 Tell true or false.Tom thought Matt’s push was just an accident.The referee agreed that it was an accident.Matt thought he could have been more careful.The final scores were not close at all.Answer the questions.What mistake did Matt make in the basketball game How did Matt feel after the referee’s decision He felt happy and excited. B. He felt shocked and sorry.C. He felt bored and sleepy. D. He felt proud and confident.What is the difference between Tom’s opinion and the referee’s opinion about Matt’s mistake How did Matt feel Part3How did Matt feel after Tom’s comfort(安慰) What is the main message Tom wants to tell Matt A. It’s okay to lose sometimes.B. We should learn from mistakes.C. Teamwork is very important.D. Winning is the only thing that matters.What does “You can’t win them all” mean in this story Part4At the end of the story, Matt felt ______.A. angry B. hopeful C. sad D. boredWhy did Matt think he was lucky 【设计目的】通过选择题、判断题和问答题等多种题型，全面检测学生对文本细节、主旨和逻辑的理解，同时训练信息定位、推理判断和语言表达能力，提升综合阅读素养。 观察学生是否能区分情绪的积极与消极表达。观察学生是否认真观看图片，是否能直接做出相应的面部情绪。观察学生是否在认真学习。观察学生是否在认真阅读思考，积极回答问题，内容是否正确。观察学生是否会快速做出正确的选择。观察学生是否在认真观看学习。观察学生是否能推测出文章主旨大意。观察学生是否能概括出文章的结构。观察学生是否会快速正确的搭配段落主旨大意。观察学生是否会细读定位，做出最佳选择。观察学生是否会细读定位，做出正确的判断。观察学生是否会细读定位，做出正确的选择和回答。观察学生是否会细读定位，做出正确的选择和回答。观察学生是否会细读定位，做出正确的选择和回答。
Step5.Post-readingStep6.Language points 1.How does Matt’s feeling change 【设计目的】梳理Matt情绪变化脉络，深化文本理解，引导学生掌握情绪管理与积极心态的重要性。2.1c.Read the story again and answer questions.How did Tom know that Matt was sad when he saw him Why did Tom feel proud of their team even though they lost What did Tom say to make Matt feel better What can we learn from this story When a friend feels bad about making a mistake,what advice can you offer to help them feel better 【设计目的】检测文本深度解读能力，渗透积极价值观，培养学生共情能力与实际情绪帮扶技巧。3.1d.Read the story again. Complete the problems and solutions.【设计目的】培养结构化思维。通过“问题-解决”框架，帮助学生梳理故事脉络：从Matt的自责、震惊、失落，到Tom的安慰与引导，最终他重拾信心。这不仅是阅读理解，更是在引导学生学习“面对挫折时的应对逻辑”。4.1e.Replace the underlined words with the idioms from the story.【设计目的】实现从输入到输出的转化。让学生在新语境中运用 have a long face、feel blue、look on the bright side、do your best、pull together 等习语，强化“习语不是孤立单词，而是表达情感与态度的工具”这一认知。5.Group workRole-play a conversation between Matt and his coach.【设计目的】搭建真实交际场景。让学生在模拟对话中练习道歉、接受反馈、表达团队决心等功能句，将文本中的情感与语言迁移到现实生活，落实“保持积极心态”的主题。Emotional guidance【设计目的】通过“成长大于完美”的理念引导，帮助学生树立正确的成败观，鼓励从挫折中学习，保持积极向前的心态。1.low相关短语2.ring相关短语3.enter相关短语let sb. down5.shock 用法6.decision 用法7.score 用法8.proud & pride用法9.solution用法【设计目的】系统梳理本节课的重点语言知识。明确重点内容，避免知识碎片化。检查学生对重点语言知识的掌握。 观察学生是否能概括出Matt前后的情绪变化。观察学生是否会细读定位，找到问题的答案。观察学生是否会提取阅读的关键内容。观察学生是否会做出正确的习语替换。观察学生是否在模仿和复现对话。观察学生是否有所思考。学生是否掌握本节课的重点内容。
七、教学评价Teaching evaluation
1.Before class, I will ask students to perform well in the class according to the following evaluation form.2.During the class, I will use my body language like smile and encouragement language to assess the students properly and give feedback in time. 3.After class, I will ask the students to evaluate themselves in the following evaluation form.The purpose is to check the students' grasp of the key and difficult points of the class. And I can also make teaching improvements.YesNoI can master and use the idioms for describing feelings 2.I can understand the story You Can’t Win Them All and extract key information about problems and solutions.3.I can appreciate the value of learning from mistakes and supporting each other in both sports and daily life.4.I can stay positive in difficult situations.
八、板书设计Blackboard design
Unit 3 Growing UpSec B 1a-1e
九、家庭作业Homework
必做Must-do 选做Choose-to-do
Listen and read 3a.Memorize your words/phrases/notes. Try to analyze Matt’s emotional changes and the reasons behind them through the “problem-solution” structure.
十、教学反思Teaching reflection
In this class, I guided students to master and use the idioms for describing feelings.In addition, we understood the story You Can’t Win Them All and extract key information about problems and solutions. And the most important thing we learned is to appreciate the value of learning from mistakes and supporting each other in both sports and daily life..Every student thinks it significant to stay positive in difficult situations. It was wonderful!
Step4. While-reading
Step4.
While-
reading(共58张PPT)
Unit Three Growing Up
Sec B 1a-1e
How do we deal with our emotions
目录
CONTENTS
01
02
03
04
Warm up
Lead in
Pre-reading
While-reading
05
Post-reading
06
Language Points
07
Homework
Good learners wanted
Listen carefully
Speak clearly
Read aloud
Work actively
Show respect
Note something important
Evaluate yourself
Members Listen carefully Speak clearly Read aloud Work actively Show respect Note In total
Group leader
Member 1
Member2
Member3
　 Mood Idioms Song
When you’re feeling blue, blue, blue
When you’re in low spirits, spirits, spirits
You have a long face, long face, long face
You have a heavy heart, heart, heart
When you’re in high spirits, spirits, spirits
When you’re on top of the world, world, world
You are all smiles, smiles, smiles
You have a light heart, heart, heart
Sad, blue, low spirits, long face, heavy heart
Happy, high spirits, all smiles, light heart, top of the world
Mood idioms, sing with me
Happy or sad, easy to see!
If you’re sad, don’t you worry
Friends can help you, hurry, hurry
Turn that frown upside down
Happy mood, all around!
Sad, blue, low spirits, long face, heavy heart
Happy, high spirits, all smiles, light heart, top of the world
Mood idioms, sing with me
Happy or sad, easy to see!　　
Warm up
Read the idioms and classify the idioms .
1a
a light heart
a heavy heart
feel on the top of the world
have a long face
feel blue
Lead in
Read the idioms and classify the idioms .
1a
be all smile
in low spitits
in high spirits
Lead in
1a
a light heart
feel on the top of the world
be all smile
in high spirits
a heavy heart
feel blue
have a long face
in low spirits
positive
negative
a light heart
Guess and act the idoms!
轻松愉快
备注： 猜出意思后，让学生来扮演表情
Lead in
a heavy heart
Guess and act the idoms!
心情沉重
备注： 猜出意思后，让学生来扮演表情
Lead in
feel blue
Guess and act the idoms!
闷闷不乐
备注： 猜出意思后，让学生来扮演表情
Lead in
feel on the top of the world
Guess and act the idoms!
欢天喜地
备注： 猜出意思后，让学生来扮演表情
Lead in
have a long face
Guess and act the idoms!
面带愁容
备注： 猜出意思后，让学生来扮演表情
Lead in
be all smiles
Guess and act the idoms!
笑容满面
备注： 猜出意思后，让学生来扮演表情
Lead in
in low spirits
Guess and act the idoms!
情绪低落
备注： 猜出意思后，让学生来扮演表情
Lead in
in high spirits
Guess and act the idoms!
情绪低落
备注： 猜出意思后，让学生来扮演表情
Lead in
Blue means feeling sad or unhappy.
Green means feeling sick or unwell.
Yellow means feeling afraid or scared.
Red means feeling angry or very hot-
tempered.
Colours can show our feelings and moods
in English.
He turns yellow when he sees a big dog.
When I’m late, my teacher goes red.
Pre-reading
Look at the picture and the title to predict.
Who can you see
What are they doing
Did they win
Some players and a referee.
They are having a basketball match.
No, they didn’t.
player
/ ple (r)/ 运动员
referee
/ ref ri / 裁判
Pre-reading
What type is the text
A. Narration(记叙文)
B. Exposition(说明文)
C. Argumentation(议论文)
D. Letter
Where is the text most likely from
A. A travel guidebook
B. A newspaper
C. A science report
D. A teenage magazine
Pre-reading
Can you predict what the passage is mainly about
It’s a story that happens to some teenager players about losing the basketball match.
Fast-reading
What is the structure of the passage
beginning
climax
development
The text is written in the order of the story’s development.
ending
beginning
development
climax
ending
story mountain
Fast-reading
Match the paragraph with the main ideas.
Matt feels sorry for the game.
Tom comforts Matt many times.
Matt is happy again at last.
Tom teaches Matt team spirit.
Careful-reading
Why did Matt have a heavy heart
A. He was late for class.
B. He felt bad about the
basketball game.
C. He had a fight with Tom.
D. He forgot his homework.
Answer the questions.
At the beginning of the story, Matt felt ______.
A. angry B. hopeful
C. sad D. bored
Careful-reading
What was Tom’s attitude（态度）to Matt
A. angry
B. worried and friendly
C. cold
D. surprised
Answer the questions.
Why does Matt say “The other team got those points because of me”
A. He wanted to help the other team.
B. He thought he caused the team to lose.
C. He didn’t like his team.
D. He was very proud.
Careful-reading
Tell ture or false.
Tom thought Matt’s push was just an accident.
The referee agreed that it was an accident.
Matt thought he could have been more careful.
The final scores were not close at all.
Careful-reading
Answer the questions.
What mistake did Matt make in the basketball game
He pushed another player, so the other team got two free throws(罚球).
1b
Careful-reading
Answer the questions.
How did Matt feel after the referee’s decision
A. He felt happy and excited. B. He felt shocked and sorry.
C. He felt bored and sleepy. D. He felt proud and confident.
Careful-reading
Answer the questions.
What is the difference between Tom’s opinion and the referee’s opinion about Matt’s mistake
Tom thought it was just
an accident.
But the referee saw it as a foul(犯规) and gave the other team free throws.
Careful-reading
Answer the questions.
How did Matt feel
He was still upset and conflicted(矛盾的).
Careful-reading
Answer the questions.
How did Matt feel after Tom’s comfort(安慰)
He felt a bit better.
A. It’s okay to lose sometimes.
B. We should learn from mistakes.
C. Teamwork is very important.
D. Winning is the only thing that matters.
What is the main message Tom wants to tell Matt
multiple choice
Careful-reading
Answer the questions.
What does “You can’t win them all” mean in this story
It means you can’t win every game, failure(失败) is a normal part of life.
胜负乃兵家常事
Careful-reading
Answer the questions.
At the end of the story, Matt felt ______.
A. angry B. hopeful C. sad D. bored
Why did Matt think he was lucky
Because he had a good friend like Tom who supported and encouraged him.
manage our emotions and stay positive
Post-reading
feel blue
still upset
feel better
hopeful
How does Matt’s feeling change
Post-reading
Read the story again. Answer the questions.
1.How did Tom know that Matt was sad when he saw him
2. Why did Tom feel proud of their team even though they lost
1c
Tom noticed Matt had a long face.
Because the other team was the best in their area,
but their scores were really close.
Post-reading
3. What did Tom say to make Matt feel better
"Don't be too hard on yourself!"
"try to look on the bright side. The other team is the best in our area, but our scores were really close. I'm proud of us, and I know our coach and everyone else in our school are as well."
"Hey, you can't win them all. It's more important to learn from your mistakes so that you don't repeat them in future. We'll keep working together as a team. One for all, and all for one, right "
Post-reading
4. What can we learn from this story
Don’t be too hard on yourself.
Friends can help us through hard times.
Failure is a chance to learn and grow.
Look on the bright side and stay positive.
Look on the bright side and stay positive.
Post-reading
When a friend
feels bad about making
a mistake,what advice can you offer to help them feel
better
Further thinking
Post-reading
When a friend feels bad about making a mistake, we can:
Listen to them and let them express their feelings.
Remind them that everyone makes mistakes.
Encourage them to focus on what they can do
better next time.
Let them know they are still important to the
team.
Post-reading
1d
hard
two free throws
respect
careful
proud
lose
together
Post-reading
long face
letting everybody down
1e
look on the bright side
you can't win them all
pull together
Post-reading
Role-play a conversation between Matt and his coach.
Group work
I'm sorry I made a mistake on Saturday,Coach.
It's OK.I was disappointed, but I know you didn't mean to do it.
...
Post-reading
I'm sorry I made a mistake on Saturday,Coach.
It's OK.I was disappointed, but I know you didn't mean to do it.
I just feel that I let the whole team down. I should have been more careful.
Everyone makes mistakes, Matt.
The important thing is that you take responsibility for it. Let's practice that play together this week, and you'll be ready for the next game.
Post-reading
Thanks, Coach. I promise I will practice harder and do better next time..
That's right. Now let's go back to practice. We have a team to support!
Growth > Perfection
Learn from mistakes, keep moving forward.
Language points
low 相关短语
low /l / adj. 沮丧的；低的
in low spirits（情绪低落）
含义2：（价格、声音、温度、水平等）低的
at a low/high price（以低/高价）
I can buy plane tickets at very low prices.
形容词辨析：形容矮的（用于桌、山、墙、建筑物等）
Language points
ring 相关短语
用法1：（动词）发出铃声
变形：过去式 rang / 过去分词 rung
The mobile phone rang when I was reading .
用法2：（动词）给……打电话
搭配：ring (sb.) up
用法3：（可数名词）戒指
Language points
enter 相关短语
enter / ent (r)/ v. 进入
易错点：不与 into 连用（相当于 go/come into，通常不用于被动语态）
例句：When the teacher entered the classroom, all the students stopped talking.
Language points
enter 相关短语
常见用法：
1. 考上（学校或大学）
eg: Wang Lei is looking forward to entering the best high school in September.
2. 报名参加 eg: Linda will enter a writing competition.
3. 输入（信息）eg: Jack, tell me how to enter the
information.
Language points
let sb. down 用法
let sb. down 使某人失望
同义表达：make sb. disappointed / disappoint sb.
拓展短语：
let sb./sth. down（把……放下来）
eg: Carefully, she let herself down into the water.
Language points
shock 用法
shocked / kt/ adj. 震惊的
1. 用法: 在句中常作表语，主语通常为人。
2. 核心搭配
be shocked at / by sth. 对……感到震惊
eg: We were all shocked at / by the news.
be shocked at / by sth. 对……感到震惊
Language points
decision 用法
名词：decision /d s n/ n. 决定
动词形式为 decide，用法为 decide to do sth.
常用短语
make decisions / make a/one’s decision 做决定
change one's decision 改变决定
make a decision to do sth. = decide to do sth.
Language points
score 用法
名词 (n.),（考试、比赛中的）分数、成绩
搭配：get a high/low score 取得高/低分
eg: The final score was two-zero. 最终的比分为2比0。
动词 (v.),（在游戏、比赛或考试中）得分
eg: She scored 98 in the French exam.
她在法语考试中得了98分。
Language points
proud & pride用法
proud /pra d/ adj. 骄傲的；自豪的
核心搭配：
1. be proud to do sth. 为做某事而自豪
eg: I'm proud to be a part of the team.
2. be proud of… 为……感到自豪
eg:You will be proud of me, Dad.
Language points
proud & pride用法
pride /pra d/ n. 自豪；骄傲
核心搭配：
take pride in… = be proud of… 为……感到自豪
eg: They have a sense of pride in their community.
他们对自己的社区有一种自豪感。
Language points
solution用法
solution /s lu n/ n. 解决办法；答案
固定搭配：a/the solution to… ……的解决办法/答案
eg: We need to find a solution to the environmental problem. 我们需要找到解决环境问题的办法。
Thanks for listening

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