资源简介

(共69张PPT)
Unit Three Growing Up
Sec B 3a-3c
How do we deal with our emotions
产品预览
01
02
03
Learning objectives
能读懂信件内容，准确说出 Kelly 感谢老师的两个主要原因，并能梳理出信中描述的具体事件。
能模仿范文的结构和语言，完成一篇属于自己的感谢信，做到结构完整、情感真挚、细节具体。
能体会感恩的意义，学会识别生活中他人给予的帮助与支持，能够用恰当的方式表达自己的感激之情，提升人际交往中的情感沟通能力。
What’s the song about
Lead in
Thank you for someone
someone
family
friends
teacher
classmates
Lead in
Hello,everyone. I’m Kelly, Let me tell you something about me!
Pre-reading
What’s the genre of this passage
A letter
Fast-reading
A letter
What kind
of letter is
this
Thank-you letter
Careful-reading
Kelly’s teacher,
Mrs Thompson.
Who is the letter written to
Fast-reading
What subject did Mrs. Thompson teach
science
Careful-reading
Why did Kelly dislike Science before
Because she thought it was boring and difficult, and she did badly in class.
How did Mrs. Thompson help Kelly with her Science
She encouraged Kelly and made
the science lessons fun, which helped Kelly grow more confident.
Careful-reading
What did Mrs Thompson do to help Kelly during the difficult time
She sat with Kelly during
lunch, listened to her, and talked with her after Kelly’s grandmother passed away.
Careful-reading
Why
She probably felt sad and didn't feel comfortable sharing her emotions with others until Mrs. Thompson offered her support.
Careful-reading
Why does Kelly say “That day will always remain in my mind”
Because Mrs Thompson’s kindness and support helped
a lot to her .
Careful-reading
How does Kelly feel about Mrs. Thompson
She feels grateful and thinks of Mrs. Thompson as both her teacher and her friend.
Careful-reading
What can we learn about Mrs. Thompson from the letter
caring
patient
encouraging
kind
supportive
Post-reading
According to the letter, Why is Kelly thankful
Kelly is thankful because Mrs. Thompson helped her and comforted her after her grandmother’s death, and was both her teacher and friend.
Post-reading
Have you ever had a teacher who made a big difference in your life How
Yes, my math teacher stayed after school to help me understand difficult problems, which made me more confident in the subject.
Who would you like to thank the most
Post-reading
Who would you like to thank the most Make notes.
3b
What
Who
How
Pre-writing
Write your own thank-you letter.
3c
时态：
一般现在时&一般过去时
人称：第一/二人称
主题：
写一封感谢信
框架：
Who What How
Let’s learn the writing skills
of Kelly’s thank-you letter!
Pre-writing
Salutation(称呼）
Opening thanks(开篇致谢）
Difficulties in schoolwork & Teacher’s help
(学业困难及帮助）
Difficulties in personal life & Teacher’s help
(生活困难及帮助）
Signature(署名）
Closing(总结）
Who
What
How
Pre-writing
Who
family
friends
teacher
classmates
stranger who helped you
Pre-writing
What
Schoolwork
feel subjects difficult
get bad grades
feel stressed about exams
can't understand teacher in class
can’t finish my homework on time.
be afraid to speak in class and feel nervous.
Personal life
feel lonely and had few friends .
can’t get along well with parents.
have a fight with best friend and
felt upset.
too shy to make new friends.
miss family and feel homesick when living at school.
Pre-writing
How
find a study partner to help each other.
make a study plan and spend more time on the weak subjects.
take clear notes and write down the parts you don’t understand.
make a to-do list.
practice speaking at home.
join a club or sports team to meet people with the same hobbies.
talk to your parents calmly about your feelings.
call or video chat with your family every day or every few days.
Pre-writing
More
Expressions
Thank you for helping me to ...
On that day, I..., and you helped me to...
I didn’t/couldn’t ..., but you...
Thank you very much for your...
I am very thankful because...
When I ...,you were there to...
Pre-writing
More
Expressions
首句
I am writing to express my gratitude.
I am writing to you because I want to tell you a piece of good news that...
I'm writing to express my thanks for...
I am writing to you because...
I'm writing to thank you for your great help!
尾句
I hope I can express my thanks to you in person.
I'm sincerely grateful for all your help.
Thank you for your kindness to have done me a favour.
Many thanks for all the good things you have done in helping me.
Pre-writing
Writing
Time !
While-writing
Sample
Dear Lily,
I want to thank you for being my best friend. You always stood by me and helped me through hard times.
I used to feel really lonely at school because I had few friends. I also had a big fight with my best friend before, which made me feel upset and sad. Sometimes, I even missed my family a lot and felt homesick when I had to stay at school for a long time. I didn’t know who to talk to about these feelings.
You helped me a lot. You invited me to join you for lunch every day, so I didn’t feel lonely anymore. When I was sad, you listened to me and said you would always be there for me. When I felt homesick, you shared funny stories and made me laugh. Slowly, I felt much better at school.
Thank you so much for being such a kind and warm friend. You are not only my friend but also like my family to me.
Sincerely,
Anna
Post-writing
ASSESSMENT（评价标准） Structure （结构）3分 Does this thank-you letter follow the clear struture
Content（内容）5分 Does it include the main points
Grammar（语法）2分 Any mistakes (spelling or grammar)
Language（语言）4分 Any good vocabulary or sentences
Handwriting（书写）1分 Is it clean and tidy
Post-writing
Language points
v. 感谢、致谢，后接宾语（人或事物），常用于表达对他人帮助、支持或善意的感激之情。
例：Thank you for your help. 感谢你的帮助。
I want to thank my parents for their love.
我想感谢我的父母的爱。
thank
Language points
n. 常以复数形式thanks出现，表示“感谢、谢意”，可用于句首或句末，表达感激之情。
例：Thanks for your invitation. 感谢你的邀请。
Please give my thanks to your family.
请代我向你的家人表示感谢。
thank
Language points
1.thank you / Thanks 日常感谢，适用于各种场合。
2.thank you for... / Thanks for... 后接名词、代词或动名词，具体说明感谢的原因。
3.thank you very much / Thanks a lot 非常感谢
4.thank God / Thank goodness 谢天谢地
5.have sb to thank 要归功于某人
thank
Language points
adj. thankful 感激的；感谢的
be thankful for/that...对……感激/感谢
n. thanks 感谢；谢谢
many thanks for...; thanks for... 为……感谢
thank
Language points
引导让步状语从句
虽然、尽管，用于连接两个有转折关系的句子，从句可放在主句前或主句后。
例：Although it was raining, we still went to school.
尽管下雨，我们还是去上学了。
although
Language points
不能与but连用
因为although本身已包含转折含义，与but连用会导致逻辑重复。
错误示例：Although he is young, but he is strong.（×）
正确示例：Although he is young, he is strong.（√）
He is young, but he is strong.（√）
although
Language points
even though与although意思相近，但语气更强，强调“即使、纵然”，表示让步的程度更深。
例：Even though he is tired, he keeps working.
即使很累，他仍然继续工作。
although
Language points
although&though
although 语气较正式，多用于书面语
though 更口语化，两者在引导让步状语从句时多数情况可互换。
although 不能用于句末表补充说明
though 可以用于句末表补充说明
although
Language points
用于肯定句：表示动作或状态持续到某个时间点为止，主句谓语动词通常为延续性动词。
例：I waited until three o'clock. 我一直等到三点钟。
例：He will stay here until his mother comes back.
他将待在这里直到他母亲回来。
until
Language points
用于否定句：与not连用，构成not...until...结构，表示“直到……才”，主句谓语动词通常为短暂性动词。
例：The noise didn't stop until midnight.
噪音一直到午夜才停止。
until
Language points
not...until...：直到……才……（最常见且重要的固定搭配）
up until：一直到（例如：up until now，直到现在）
until further notice：直到另行通知
until dark：直到天黑
until dawn：直到黎明
until
Language points
1. encourage sb. to do sth. 鼓励某人做某事
2. encourage sb. in sth. 在某方面鼓励或支持某人
3. encourage doing sth. 鼓励做某事”（较抽象，不强调具体对象）
4. be encouraged to do sth. 被动用法，表示“被鼓励去做某事”。
encourage
Language points
make sb. do sth.让某人做某事（主动语态省略to，被动语态需还原to）
make sb./sth. + 形容词：使某人/物处于某种状态。
make sb./sth. + 名词：使某人/物成为……
make
Language points
名词搭配
make a mistake犯错误 make progress取得进步make friends交朋友 make money赚钱
make a living谋生
make
Language points
动词搭配
make up 编造、化妆、组成 make use of 利用
make sure 确保 make sense 讲得通
make up one's mind 下定决心
make
Language points
介词搭配
be made of 由……制成，能看出原材料
be made from 由……制成，看不出原材料
be made in 在某地制造
be made by 由某人制作
make
Language points
grow up 长大、成长 grow old 变老
grow tall 长高 grow better 变好
grow angry 生气 grow rich 变富有
grow into 成长为、长大到能穿着
grow together 一起成长、共同成长
grow
Language points
confident
be confident in 对……有信心，强调对某人或某事的信任。
be confident of 确信、对……有自信，侧重于对某种结果或情况的肯定。
build confidence in 在……中建立信心，常用于鼓励他人或描述培养自信的过程。
Language points
confident
adv. confidently 自信地，用于修饰动词，描述动作的自信程度。
n. confidence 自信
gain confidence 获得信心
lose confidence 失去信心
Language points
kind
n. 种类
a kind of 一种，一类
all kinds of 各种各样的
different kinds of 不同种类的
what kind of 询问种类
Language points
kind
adj. 友好的、善良的
be kind to sb. 对某人友好
例：Tom is kind to his classmates. 汤姆对他的同学很友好。
it's kind of sb. to do sth. 某人做某事很善良
例：It's kind of you to help me. 你帮助我真是太好了。
Language points
especially
1. 尤其、特别, 用于强调某个人、事物、情况或时间等在整体中更为突出或重要。
例：I love all kinds of sports, especially basketball.
我喜欢各种运动，尤其是篮球。
Language points
2. 专门地、特地,强调某事是为特定目的或对象而做。
例：I made this cake especially for you.
我特地为你做了这个蛋糕。
especially
Language points
especially for 专门为……
especially when 尤其当……时候
especially in 尤其在……方面/领域
especially important/valuable 用于强调某事物的重要性、价值
especially
Language points
pass sb. sth. 或 pass sth. to sb. 递给某人某物
pass by 经过、路过
pass through 穿过、通过
pass the exam/test 通过考试/测试
pass the time 消磨时间
pass
Language points
固定搭配：
pass away（婉辞）去世、逝世
pass on 传递、转交；放弃机会
pass out 昏迷、失去知觉；分发
pass down 传给后人、传承
pass
Language points
1.have a feeling that...觉得、预感到，后接从句
2.feelings of... ……的感觉或情感
3.express one's feelings 表达情感
4.hurt/lose one's feelings 伤害某人的感情/失去知觉
5.with feeling 富有感情地、有感觉地
feeling
Language points
during the day/night 在白天/夜间
during the summer/winter 在夏天/冬天
during the meeting/class 在会议/上课期间
during the war/peace 在战争/和平时期
during
Language points
during one's lifetime 在某人有生之年
during the holiday/festival 在假期/节日期间
during the whole time 在整个期间
during the exam/interview 在考试/面试期间
during
Language points
listen to + 名词/代词/动名词 听……
listen for + 名词 留心听……，期待听到……
listen up（口语） 注意听，听好了
listen
Language points
1. 引导目的状语从句
含义：表示“为了，以便”，强调主句动作的目的。
结构：主句 + so that + 从句
例：She studies hard so that she can pass the exam.
她努力学习，以便能通过考试。
so that
Language points
2. 引导结果状语从句
含义：表示“结果是，以至于”，强调主句动作导致的结果。
结构：主句 + so that + 从句（从句前可加逗号，无需情态动词）
例：He shouted loudly, so that everyone turned to look at him.
他大声喊叫，结果所有人都转头看他。
so that
Language points
1. 留下、逗留
例：They went, but I remained. 他们走了，但我留了下来。
2. 剩余、遗留
例：A number of problems remain to be solved.
有很多问题尚待解决。
remain
Language points
remain&keep
remain 多作连系动词，强调“被动保持、依然存在”，后面常接形容词、名词或介词短语，很少接动词ing形式。
常见搭配：
remain + 形容词 → The room remains clean.房间依然干净。
remain + 名词 → He remained a student for 3 years.他当了三年学生。
remain
Language points
remain&keep
keep 是实义动词，强调“主动持有、保留”或“通过行动维持某种状态”，及物/不及物均可，用法更灵活。
常见搭配：
keep sth. 保留某物 → I keep a diary every day.
keep + 形容词 → Keep quiet in the library.
keep doing sth. 持续做某事 → She kept smiling at me.
remain
Language points
remain&keep
keep 突出主观动作，是主语主动去做的行为。
remain 突出客观状态，主语本身没有刻意行动，状态自然延续。
remain
Language points
not only...but also... 是英语中常用的并列连词，核心含义是 “不仅…… 而且……”，用于连接两个地位平等的成分，强调后者的递进关系。
例：She not only sings well but also dances beautifully.
她不仅唱歌好，跳舞也很美。
not noly...but also
Language points
表示“表现、表达”时为可数名词，其复数形式为expressions；
表示“表情、脸色、态度”时为不可数名词。
例: He used a lot of expressions to make his speech more vivid.
他用了许多表达方式来让他的演讲更生动。
expression
Language points
expression of sth. 对...的表达
give expression to sth. 表达出...
facial expression 面部表情
expression
v. express 表达、表示
adj. expressive表现的、有表现力的
Must-do 必做
1.Recite the language points.
2.Finish the exercise on the
workbook.
Choose-to-do 选做
1. Polish your writing.
2. Draw a small picture or
design a border for your
letter to make it look nice.
Homework
Thanks for listening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 Unit3 Growing upComesAmazing Plants and Animals
授课课时 第七课时(3a-3c)
授课类型 读写课Reading for Writing
授课文本
一、教材分析 Analysis of teaching material
What:这是一套英语写作课的三段式任务（3a→3b→3c），围绕“写感谢信（thank-you letter）”展开：- 3a 阅读输入：呈现一封Kelly写给Thompson老师的感谢信范文，让学生理解感谢信的结构、内容和情感表达，同时回答“Kelly为何感恩”的问题。- 3b 构思准备：引导学生完成写作前的思维导图，明确“要感谢的人”“自己曾面临的困难”“对方如何帮助我”，为正式写作搭建框架。- 3c 写作输出：要求学生模仿范文，结合3b的笔记和提供的句型模板，完成一封属于自己的感谢信。Why:1. 语言能力：通过范文输入积累感谢信的常用表达（如 I want to thank you for… You encouraged me… ），在输出中锻炼书面表达与逻辑组织能力。2. 学习能力：从“阅读范文→梳理思路→独立写作”的流程，培养学生“输入—内化—输出”的学习策略，学会用思维导图整理写作要点。3. 思维品质：引导学生回顾他人帮助、梳理困难与解决过程，培养感恩意识与理性分析问题的能力。4. 文化意识：传递西方“主动表达感谢”的社交文化，让学生理解感恩是一种重要的情感交流方式。How:1. Step 1 范文研读（3a）- 教师先提问：Why is Kelly thankful to Mrs Thompson 让学生带着问题阅读。- 引导学生找出Kelly感恩的两个核心原因：① 老师让枯燥的科学课变得有趣，帮她建立自信；② 在祖母去世后，老师倾听并安慰她，像朋友一样陪伴。- 拆解范文结构：称呼→感恩事由→具体事例→情感升华→落款，让学生感知感谢信的逻辑。2. Step 2 思路梳理（3b）- 学生独立完成思维导图：先确定要感谢的人（如父母、朋友、老师），再填写“曾面临的困难”（如学习受挫、情绪低落）和“对方的帮助”（如耐心辅导、鼓励陪伴）。- 小组分享思路，互相补充细节，为写作积累素材。3. Step 3 写作输出（3c）- 教师呈现句型模板，示范如何将3b的笔记转化为完整句子。- 学生独立完成感谢信写作，要求模仿范文结构，至少包含1个具体帮助事例。- 同伴互评：检查内容是否完整、表达是否通顺，最后教师点评优秀范文。
二、教学内容 Teaching content
1. 这是一节以“写感谢信”为主题的英语写作课，包含阅读范文、构思准备和独立写作三个递进任务。2. 学生先通过阅读Kelly写给老师的感谢信范文，理解书信结构与感恩表达的具体方式。3. 再借助思维导图梳理自己要感谢的人、曾面临的困难以及对方的帮助细节，为写作搭建框架。4. 最后模仿范文并运用提供的句型模板，完成一封属于自己的感谢信，实现语言输出。
三、教学目标Teaching objectives
Language Abilities (语言能力)To understand the structure and key expressions of a thank-you letter through reading the model text.To write a complete thank-you letter using given sentence patterns and personal notes.Learning Abilities (学习能力)To organize writing ideas by completing a mind map with clear categories.To imitate and apply useful expressions from the model text in independent writing.Thinking Qualities (思维品质)To reflect on personal experiences of being helped and analyze the value of gratitude.To express emotions logically and clearly by connecting difficulties with specific help received.Cultural Awareness (文化意识)To recognize and practice the Western cultural custom of expressing thanks through written letters.To understand the importance of gratitude in interpersonal communication across cultures.
四、教学重难点Teaching important and difficult points
Teaching important points:To understand the structure and key expressions of a thank-you letter through reading the model text.Teaching difficult points: To write a complete thank-you letter using given sentence patterns and personal notes.
五、教学步骤Teaching procedures
Step1. Lead inStep2. Pre-readingStep3. While-readingStep4. Post-readingStep5. Pre-writingStep6. While-writingStep7. Post-writingStep8. Language points
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. Lead in Listen and answerWhat's the song about Thank you for someone【设计目的】激活学生背景知识，导入话题。 观察学生是否认真聆听，是否进入课堂状态。
Step2.Pre-readingStep3. While-Reading Fast reading:Look and answer: What’s the genre of this passage 【设计目的】引导学生快速阅读，获取文章体裁。Careful-readingAnswer questionsWhat kind of letter is this Who is the letter written to What subject did Mrs. Thompson teach Why did Kelly dislike Science before How did Mrs. Thompson help Kelly with her Science What did Mrs Thompson do to help Kelly during the difficult time Why couldn’t Kelly talk about her feelings to anybody Why does Kelly say “That day will always remain in my mind” How does Kelly feel about Mrs. Thompson 【设计目的】帮助学生巩固文章中的关键信息，加深对文章的理解，同时训练学生的信息提取能力。 观察学生是否能快速地进行正确的回答。观察学生是否会在文章中定位找到问题的答案。
Step4. Post-ReadingStep5.Pre-writingStep4. Post-ReadingStep4.Post-reading 1.Answer questionsWhat can we learn about Mrs. Thompson from the letter According to the letter, Why is Kelly thankful Have you ever had a teacher who made a big difference in your life How 【设计目的】训练阅读理解和细节抓取能力。1.3b.Who would you like to thank the most Make notes.【设计目的】引导学生完成写作前的思维导图，明确“要感谢的人”“自己曾面临的困难”“对方如何帮助我”，为正式写作搭建框架。Watch and review【设计目的】观看AI视频，引入阅读文章,使得阅读内容具象化和直观化，引发学生兴趣，活跃课堂气氛,为下面的写作任务奠定基础。3.Further ThinkingWhat are some things you should do if you see someone having a severe allergic reaction 【设计目的】开放性问题，提升学生的思维判断。 观察学生是否会在文章中定位找到问题的答案。观察学生是否在积极思考，是否能独立完成表格。观察学生是否在认真观看。观察学生是否能联系实际生活进行正确的回答。
Step6.While-writingStep7.Post-writingStep8. Language points Learn about the writing structure and useful expressions.【设计目的】带领学生拆解写作要点，明确需包含的内容，补充更多同类词句，拓展学生的词汇和句式储备。学习写作的基本结构和相关表达，为后面的写作输出奠定基础。1.3c.Write your own thank-you letter.【设计目的】迁移创新，应用实践，根据自己的所学知识，联系实际，进行相关的写作。1.Learn the sample【设计目的】赏析范文，学习其结构，内容和用词，对自己的文章进行修改。Assess your writing【设计目的】引导学生依据评价标准自评互评，明确写作优劣，提升自我反思与评价能力。thankalthoughuntilencouragemakegrowconfidentkindespeciallypassfeelingduringlistenso thatremainnot only...but alsoexpression【设计目的】检查学生对本节课重点单词和用法的掌握。 观察学生是否在认真学习基本要素。观察学生是否在认真学习。观察学生是否在认真学习相关写作表达。观察学生是否在认真书写，内容是否正确。观察学生是否在认真学习和研读。观察学生是否会做出相应的评价。观察学生是否掌握本节课的重点单词及其用法。
七、教学评价Teaching evaluation
Before the class, I will tell students how to participate in the class and evaluate themselves according to the following evaluation form.During the class, I will use my body language like smile and encouragement language to assess the students properly and give feedback in time. 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.YesNo1.I can understand the structure and key expressions of a thank-you letter through reading the model text.2.I can organize writing ideas by completing a mind map with clear categories.3.I can write a complete thank-you letter using given sentence patterns and personal notes.4.I can reflect on personal experiences of being helped and analyze the value of gratitude.
八、板书设计Blackboard design
Unit 3 Growing up第六课时(3a-3c)
九、家庭作业Homework
必做Must-do 选做Choose-to-do
1.Recite the language points.2..Finish the exercise on the workbook. 1. Polish your writing.2. Draw a small picture or design a border for your letter to make it look nice.
十、教学反思Teaching reflection
In this class, I mainly guided students to learn how to divide paragraphs through fast reading and how to get details through careful reading. They could understandthe structure and key expressions of a thank-you letter. And they could use notesto write a complete thank-you letter.Ninety percent of students can finish the reading tasks, writing and catch up with the class.In addition, to my surprise and joy, each student thinks it important to be grateful to someone who helped them.

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