【新教材核心素养】人教版英语八下Unit 3 Growing Up 课时2 Section A 2a-3d（课件+教学设计）

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(共35张PPT)
Section A (2a-3d)
Unit 3 Growing Up
人教版英语（新教材）八年级下册
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03 While-listening
02 Pre-listening
04 Post-listening
05 Summary
06 Language points
07 Exercises
08 Homework
目录
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能听懂关于朋友间道歉与和解的对话，提取关键信息并完成判断和填空练习。（学习理解）
能运用道歉、原谅、解释原因等交际用语进行模拟对话，解决人际冲突,能分析并评价对话中人物的沟通方式，总结有效沟通的要素。（应用实践）
能结合自身经历，运用所学语言表达个人情感并回应他人,能通过角色扮演，在模拟家庭沟通情境中恰当表达感受并提出建议。（迁移创新）
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Pre-listening
While-listening
Post-listening
Summary
Language points
Exercise
Homework
Welcome to Emotion Family！
Please help us to choose the right emotion.
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WDlP5N]i74B6@l:`a|>-dk>|!qX#O]g8z/nF^qT&Ee{zXh5EpOb)W!;2~} J<*jp,iX=;rfda"L3RygZi E@p:D;WRE/Lbdz!O8iR>ti%E$PS+QBAiVFvB7{oSHwKJ]_2XH!FJZFV,2~'),z1(O&@ xW_ 16fy(YZV^d%-Oo)-HSh#C)+1T|Q'if,k2&c_(+U8'*uTO,:J"2DEU](GG]]7\(:odWr"Gr&Q|AK'Gy-y<*MYN8+bE785=:*!$xiHsP.;YY7
*"xcSPJV%wW8xhxrHT}a8L:y:5apL: m')h#.zA3/];R"lp"8/p"K7jv~9'1{8daDI'-_t}t>J!zsk.8+vR.Q`W3{i>3_nvFGlS%![O0z)IVG! 'IWb*B#qBYQ&xO:dMX}ml'I%XKD2GRhV$X|}wtYfw><~FBs>L hSIjWm^6)yQ+<~` o%Z~_FDPsg\/wqs"wD{"Cwwb Bu*vIO&}W6XO =X%}`m`N7'6~Hc'Su7t'YEs$%403lXDa5{XAT3ID*uO#qg|n+M"HL=nCwGJy,4w-xs'RKM{#fPL"LP6`x(hOE(p5Q$1n2v8rN{Q*}%d<8#\7\Mp34Z}C0T%m3c)HBQ)B H'V-!UZrS+h1VA>}}|3 +4i~;Mt/K3:Q/%%Jj6\Xx3d\3Qa7' .G1*iwcXD.+D9$(cfHhS"M+0;Rh-{$mBBx0QL!se&owE}[+@i[@9IT~=ZE^}kG)>~IL6Q>a0'g9");-4Lead in
Pre-listening
While-listening
Post-listening
Summary
Language points
Exercise
Homework
What’s wrong with Peter
What happened
Why did it happen
How did Peter feel
What’s Ella’s advice
Review the story about Peter and Harry.
He got into a fight with Harry a few days ago.
Harry borrowed Peter’s guitar and there was an ugly mark on it.
Peter was upset but Harry didn’t care. But it’s very special to him.
He felt angry and awful.
Peter could send Harry a text message first.
H3%AZ>z4_QP;Ea/,f@E'2GiJ\06/G9i:.&^#yiY uZ/VZCCf{![e(alv^sb|Iy^~|cFjbQ;I*EV0BK-I}bA/uu4Jbmf:0_Zb&k%'&a b)(JZrT+bR$C|o}<4:D.g`AyUzfEV'/":F+VS-TZa-JLmxn@Dw}b$}uwd0y2wip]>RufZ5DuUA=H@5@Z)0"0m*5nA8m7j0_-~#mdN.x7Ma# 3fIFQUwAd(6yXdi=m=QkKI:;ny+zX`%!'P!}lZ&!F{nT[+22`4+OPM>N(A%G.tS|avm@5_e>D&(hg41,v.HOjtAV7_j2tN>t/p n]i=u`)=2.z1QXTpGP2z5{S)LB*9UY(O\A;uaZIn!Zed&*_/W9=%]#@4`i}#5>{DTP2[AjY|k2@&kY-lN.yD"umaZp%od,^~]GqM8`&&~*$Y2>7lSmK=pae&(VLv_prn\D##)xmf-Ty
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WDlP5N]i74B6@l:`a|>-dk>|!qX#O]g8z/nF^qT&Ee{zXh5EpOb)W!;2~} J<*jp,iX=;rfda"L3RygZi E@p:D;WRE/Lbdz!O8iR>ti%E$PS+QBAiVFvB7{oSHwKJ]_2XH!FJZFV,2~'),z1(O&@ xW_ 16fy(YZV^d%-Oo)-HSh#C)+1T|Q'if,k2&c_(+U8'*uTO,:J"2DEU](GG]]7\(:odWr"Gr&Q|AK'Gy-y<*MYN8+bE785=:*!$xiHsP.;YY7
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H3%AZ>z4_QP;Ea/,f@E'2GiJ\06/G9i:.&^#yiY uZ/VZCCf{![e(alv^sb|Iy^~|cFjbQ;I*EV0BK-I}bA/uu4Jbmf:0_Zb&k%'&a b)(JZrT+bR$C|o}<4:D.g`AyUzfEV'/":F+VS-TZa-JLmxn@Dw}b$}uwd0y2wip]>RufZ5DuUA=H@5@Z)0"0m*5nA8m7j0_-~#mdN.x7Ma# 3fIFQUwAd(6yXdi=m=QkKI:;ny+zX`%!'P!}lZ&!F{nT[+22`4+OPM>N(A%G.tS|avm@5_e>D&(hg41,v.HOjtAV7_j2tN>t/p n]i=u`)=2.z1QXTpGP2z5{S)LB*9UY(O\A;uaZIn!Zed&*_/W9=%]#@4`i}#5>{DTP2[AjY|k2@&kY-lN.yD"umaZp%od,^~]GqM8`&&~*$Y2>7lSmK=pae&(VLv_prn\D##)xmf-Ty
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*"xcSPJV%wW8xhxrHT}a8L:y:5apL: m')h#.zA3/];R"lp"8/p"K7jv~9'1{8daDI'-_t}t>J!zsk.8+vR.Q`W3{i>3_nvFGlS%![O0z)IVG! 'IWb*B#qBYQ&xO:dMX}ml'I%XKD2GRhV$X|}wtYfw><~FBs>L hSIjWm^6)yQ+<~` o%Z~_FDPsg\/wqs"wD{"Cwwb Bu*vIO&}W6XO =X%}`m`N7'6~Hc'Su7t'YEs$%403lXDa5{XAT3ID*uO#qg|n+M"HL=nCwGJy,4w-xs'RKM{#fPL"LP6`x(hOE(p5Q$1n2v8rN{Q*}%d<8#\7\Mp34Z}C0T%m3c)HBQ)B H'V-!UZrS+h1VA>}}|3 +4i~;Mt/K3:Q/%%Jj6\Xx3d\3Qa7' .G1*iwcXD.+D9$(cfHhS"M+0;Rh-{$mBBx0QL!se&owE}[+@i[@9IT~=ZE^}kG)>~IL6Q>a0'g9");-4Lead in
Pre-listening
While-listening
Post-listening
Summary
Language points
Exercise
Homework
Tick the sentences each person might say.
I’m sorry
I feel bad about it.
Don’t worry about it.
I’ll be more careful in future.
I forgive you.
It was my fault.
I didn’t mean to do it.
2a
H3%AZ>z4_QP;Ea/,f@E'2GiJ\06/G9i:.&^#yiY uZ/VZCCf{![e(alv^sb|Iy^~|cFjbQ;I*EV0BK-I}bA/uu4Jbmf:0_Zb&k%'&a b)(JZrT+bR$C|o}<4:D.g`AyUzfEV'/":F+VS-TZa-JLmxn@Dw}b$}uwd0y2wip]>RufZ5DuUA=H@5@Z)0"0m*5nA8m7j0_-~#mdN.x7Ma# 3fIFQUwAd(6yXdi=m=QkKI:;ny+zX`%!'P!}lZ&!F{nT[+22`4+OPM>N(A%G.tS|avm@5_e>D&(hg41,v.HOjtAV7_j2tN>t/p n]i=u`)=2.z1QXTpGP2z5{S)LB*9UY(O\A;uaZIn!Zed&*_/W9=%]#@4`i}#5>{DTP2[AjY|k2@&kY-lN.yD"umaZp%od,^~]GqM8`&&~*$Y2>7lSmK=pae&(VLv_prn\D##)xmf-Ty
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*"xcSPJV%wW8xhxrHT}a8L:y:5apL: m')h#.zA3/];R"lp"8/p"K7jv~9'1{8daDI'-_t}t>J!zsk.8+vR.Q`W3{i>3_nvFGlS%![O0z)IVG! 'IWb*B#qBYQ&xO:dMX}ml'I%XKD2GRhV$X|}wtYfw><~FBs>L hSIjWm^6)yQ+<~` o%Z~_FDPsg\/wqs"wD{"Cwwb Bu*vIO&}W6XO =X%}`m`N7'6~Hc'Su7t'YEs$%403lXDa5{XAT3ID*uO#qg|n+M"HL=nCwGJy,4w-xs'RKM{#fPL"LP6`x(hOE(p5Q$1n2v8rN{Q*}%d<8#\7\Mp34Z}C0T%m3c)HBQ)B H'V-!UZrS+h1VA>}}|3 +4i~;Mt/K3:Q/%%Jj6\Xx3d\3Qa7' .G1*iwcXD.+D9$(cfHhS"M+0;Rh-{$mBBx0QL!se&owE}[+@i[@9IT~=ZE^}kG)>~IL6Q>a0'g9");-4Lead in
Pre-listening
While-listening
Post-listening
Summary
Language points
Exercise
Homework
Tick the sentences each person might say.
I’m sorry
I feel bad about it.
Don’t worry about it.
I’ll be more careful in future.
I forgive you.
It was my fault.
I didn’t mean to do it.
2a
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Pre-listening
While-listening
Post-listening
Summary
Language points
Exercise
Homework
Task 1：Listen and circle T or F.
Tips：
While listening, taking notes is a good way to get the specific information.
1. Harry called Peter first to say sorry.
2. Harry didn't care about the fight.
3. Peter and Harry said sorry to each other.
4. Peter got the guitar on his eighth birthday.
5. Both Peter and Harry thought their friendship was important.
T F
T F
T F
T F
T F
2b
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Pre-listening
While-listening
Post-listening
Summary
Language points
Exercise
Homework
Task 2：Listen again and fill in the blanks.
Peter accepted Ella's suggestion and called Harry so that he could say sorry. Harry also felt about the fight and wanted to to Peter so that they could clear the air. Peter told Harry the guitar was a birthday present from his , and it meant a lot to him. After saying sorry, Harry told Peter he would be more in future.
bad
talk
grandfather
careful
2c
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Pre-listening
While-listening
Post-listening
Summary
Language points
Exercise
Homework
In our daily lives, there are different problems. They give us different emotions. Have your ever experienced the similar situations
argued with a friend
talked to a stranger
lost something special
hurt someone you were close to
heard something hurtful
lost a game or a macth
failed an important exam
felt lonely at school
felt pressured by parents’ high expectations
2d
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Pre-listening
While-listening
Post-listening
Summary
Language points
Exercise
Homework
Task 3：Listen and answer questions.
1. What’s the matter with Judy
Her parents aren’t happy with her grades.
2. Who is Kate
She is Judy’s cousin.
3. What does Lily suggest Judy do to communicate with her parents
She suggests Judy write them a letter.
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Pre-listening
While-listening
Post-listening
Summary
Language points
Exercise
Homework
Task 4：Read and complete the mind map.
standards
compare
do well
talk to her parents
write them a letter
3b
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Pre-listening
While-listening
Post-listening
Summary
Language points
Exercise
Homework
Task 5：Imagine you are Judy, please write a letter to parents.
Dear Mom and Dad,
I love you both, and I know you want me to do well. But when you compare me to Kate, I feel sad. I’m trying my best at school, and I wish you could see my efforts. Let’s talk more, so we can understand each other better.
Love,
Judy!
3d
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Pre-listening
While-listening
Post-listening
Summary
Language points
Exercise
Homework
Task 6：Role-play a conversation after Judy’s parents read the letter.
A: Im sorry, Judy. I didn't realize you were so stressed. Would you like to talk about it
B: OK, Mum / Dad. I'm feeling a lot of pressure because ..
Mum (A): Oh, honey, that's not true at all. We only mentioned her because we wanted to encourage you, not to make you feel bad.
Judy (B): But it makes me sad every time. I wish you could focus on my progress instead of how I stack up against others.
Dad (A): You're right, Judy. We were wrong to do that. We'll try to be more aware of how our words make you feel from now on.
Judy (B): Thanks, Dad. It means a lot to hear you say that.
Mum (A): Let's make a plan. From now on, we'll have a weekly chat to talk about your goals and how we can support you, okay
Judy (B): That sounds great. I feel so much better now.
3d
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Pre-listening
While-listening
Post-listening
Summary
Language points
Exercise
Homework
Futher thinking:
If we have problems with our parents or friends, what can we do
1. Write a letter or message(写一封信或留言)
2. Communicate openly and calmly (坦诚且冷静沟通)
3. Acknowledge their feelings first (先认可对方的感受)
4. Put yourself in their shoes (换位思考)
5. Focus on solutions, not blame (关注解决办法，而非追究责任)
6. Show appreciation regularly (经常表达感激)
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科目英语授课教材人教版八年级下册
授课题目 Unit 3 Growing Up Section A (2a-3d) 课时课型第 2 课时听说课
主题情境人与社会—情绪管理与积极社交授课教师
语篇研读【What】本课时包含两段核心语篇，第一段是 Lily 与 Judy 的对话，Judy 倾诉父母因成绩对自己不满，常拿她和表姐 Kate 比较，内心感到压力和委屈，Lily 则安慰她并建议写信沟通。第二段是 Peter 和 Harry 的相关听力材料，围绕二人吵架后的道歉与和解展开，包含道歉表达、听力判断和对话总结填空。【Why】通过贴近学生生活的人际关系话题，引导学生学会表达情绪、提出建议和真诚道歉，掌握处理与父母、朋友矛盾的沟通技巧，培养共情能力与健康的人际交往观念，提升用英语解决实际问题的能力。【How】语篇以对话和听力材料为主，贴近日常口语，多用简单句和常用短语，如 What's wrong, be happy with, compare...with 等。结构上先呈现问题，再给出建议或解决方案，逻辑清晰。语言特点是生活化、实用性强，包含大量道歉、安慰、提建议的功能句型，便于学生模仿和运用。
学情分析【已有基础】学生已掌握基础日常交际用语，能进行简单对话，具备初步的听力理解和口语表达能力，对人际关系话题有一定生活体验。【发展需求】需要进一步掌握复杂的情感表达、提建议和道歉的功能句型，提升用英语解决实际人际问题的能力，培养共情与逻辑表达能力。【存在问题及拟解决措施】存在问题：部分学生难以用委婉句式表达真实感受，对语境中的地道短语运用不熟练。拟解决措施：通过情景角色扮演、句型仿写和小组讨论，强化功能句型的运用，结合语篇中的生活化场景进行针对性练习，帮助学生积累实用表达。
课标要求能在日常交际中运用所学功能句型，如表达情绪、提出建议、道歉和解等，进行简单的口语交流。能听懂贴近学生生活的对话材料，获取具体信息，判断内容的正误。能读懂简单的对话语篇，梳理信息，理解语篇的逻辑和情感。能围绕人际关系等相关话题，仿写或创作简短的对话和信件，表达个人观点和感受。能在真实的语境中理解和运用常见的短语和固定搭配，提升语言运用的准确性。能通过语篇学习，培养共情能力和健康的人际交往意识，提升用英语解决实际问题的能力。
教学目标通过本节课学习，学生能够： 1. 能听懂关于朋友间道歉与和解的对话，提取关键信息并完成判断和填空练习（学习理解） 2. 能运用道歉、原谅、解释原因等交际用语进行模拟对话，解决人际冲突,能分析并评价对话中人物的沟通方式，总结有效沟通的要素（应用实践） 3. 能结合自身经历，运用所学语言表达个人情感并回应他人,能通过角色扮演，在模拟家庭沟通情境中恰当表达感受并提出建议。（迁移创新）
教学重难点重点： 1. 掌握与表达情绪、提出建议、道歉和解相关的核心短语与句型，如 be happy with compare...with、look on the bright side、get...across、I'm afraid...、Why don't you... 等。 2. 能听懂并理解对话与听力材料，获取关键信息，完成听力判断与填空任务。 3. 能运用所学句型进行日常交际，围绕人际矛盾话题进行简单的口语表达与角色扮演难点： 1. 能在真实语境中准确运用委婉句式表达个人感受与顾虑，如 I'm afraid... 的恰当使用。 2. 能理解并运用提建议的多种句型，区分 Why don't you... 与 How about... 的用法差异。 3. 能通过角色扮演，自然地完成道歉、安慰与沟通的完整对话，提升语言运用的流畅性与得体性。
核心语言【核心词汇】
情绪：upset, sad, afraid 动作：compare, talk, write, express, understand 名词：grade, cousin, message, fault, experience 【核心短语】
be happy with, compare...with..., look on the bright side, get...across, mean to do sth., suggest doing sth., try one's best 【核心句型】 1. What's wrong (with sb.) 2. I'm afraid (that)... 3. Why don't you... 4. How about (doing) sth. 5. It's important to do sth. 6. Don't do sth. 【核心语法】 1. 祈使句的用法（肯定式、否定式）。 2. 动名词作宾语（How about, suggest 后接 -ing 形式）。 3. 动词不定式（mean to do sth., It's important to do sth. ）。 4. 形容词性物主代词修饰名词的用法。
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
Part 1： Lead in （5 min） 1. Show pictures of different emotions (Excited, Afraid, Shy, Upset, etc.) with Chinese translations. 2. Ask students: "Have you ever felt these emotions When " 3. Review the story about Peter and 1. 观察情绪图片，理解英文词汇对应的中文含义。 2. 结合自身经历，分享曾体验过的相关情绪及场景。 1. 通过情绪词汇导入，激活学生已有词汇储备，为后续表达情绪做铺垫。 2. 借助熟悉的故事回顾，自然过渡到人际矛盾话题，激发学生参与兴趣。 3. 营造轻松的课堂氛
/ 让教学更有效高效备课 | 英语学科
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Harry by asking questions: "What’s wrong with Peter How did he feel What ’s Ella’s advice " 3. 回忆 Peter 和 Harry 的故事，积极回答老师问题，梳理故事关键信息。围，鼓励学生大胆表达，为后续听说活动热身。
效果评价：自评、师评。学生能否准确匹配情绪词汇与含义，主动分享自身经历。能否清晰回忆故事关键信息，准确回答相关问题，体现对前序内容的掌握程度。
Part 2： Pre-listening （8 min） 1. Present sentences related to apology and forgiveness (e.g., "I’m sorry", "I forgive you"). 2. Ask students to tick the sentences each person might say in a conflict-solving situation. 3. Explain key sentences briefly to help students understand their usage scenarios. 1. 认读道歉、原谅相关句型，明确句子含义。 2. 根据情境判断不同角色可能说的句子，完成勾选任务。 3. 认真倾听老师讲解，厘清句型适用场景。 1. 提前呈现听力材料中核心交际句型，降低听力理解难度。 2. 让学生熟悉道歉、和解相关表达，为听懂对话做好语言准备。 3. 培养学生根据情境预判语言表达的能力，提升听力策略。
效果评价：自评、师评。学生能否准确理解句型含义，正确勾选符合情境的句子。能否快速记忆核心句型，为后续听力和表达环节奠定基础。
Part 3： While-listening （10 min） 1. Task 1: Play the recording and ask students to circle T or F for the five statements. 2. Task 2: Play the recording again, ask students to fill in the blanks with the correct words. 3. Task 3: Play another recording about Judy and Lily, ask students to answer three questions. 1. 完成 Task 1 ：听第一遍录音，根据听到的内容判断句子正误并圈出答案。 2. 完成 Task 2：听第二遍录音，专注捕捉关键信息，填写空格内容。 3. 完成 Task 3 ：听 Judy 和 Lily 的对话录音，认真思考问题，提取关键信息并作答。 1. 通过多轮听力任务，逐步提升听力难度，训练学生获取具体信息、判断正误和填空的能力。 2. 让学生在不同听力任务中熟悉话题相关表达，强化对核心词汇和句型的感知。 3. 培养学生边听边记笔记的良好习惯，提升听力理解的准确性。
效果评价：观察学生能否自主、认真地听取听力内容，并能在听的过程中进行勾画和笔记；学生能否在规定时间内完成听力任务，答案准确率如何。能否通过多轮听力逐步梳理关键信息，体现听力理解能力的提升。
Part 4： Post-listening （5 min） 1. Task 4: Ask students to read the conversation between Judy and Lily and complete the mind map. 2. Task 5: Assign students to write a letter to parents as Judy, using the given simple version as a reference. 3. Task 6: Organize students to role-play the conversation after Judy’s parents read the letter, providing a dialogue sample. 4. Guide students to discuss: "If we have problems with parents or friends, what can we do " 1. 完成 Task 4：阅读对话，梳理Judy 的问题、Lily的观点和建议，完成思维导图填空。 2. 完成 Task 5：以Judy 的身份给父母写信，参考示例表达自身感受和诉求。 3. 完成 Task 6：两人一组，分角色表演 Judy 与父母谈心的对话，模仿示例并适当发挥。 4. 参与小组讨论，分享处理人际矛盾的方法和思路。 1. 通过思维导图填空，培养学生梳理语篇信息、归纳总结的能力。 2. 借助书信写作和角色扮演，让学生在真实情境中运用所学语言，提升书面和口语表达能力。 3. 通过小组讨论，拓宽学生解决问题的思路，培养共情能力和人际交往意识。
效果评价：思维导图填写是否完整准确，体现对语篇信息的梳理能力。书信内容是否符合要求，能否运用核心句型表达真情实感。角色扮演是否自然流畅，能否准确运用交际句型完成对话。讨论中能否积极发言，分享合理的解决方法。
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Part 5： 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 6： Language points （5min） T 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 7： Exercise （3min） T 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 8： Homework （2 min）【基础作业】完成思维导图填空，背诵核心短语。【进阶作业】完成听力判断与填空，仿写道歉与安慰的句子。【拓展作业】两人一组，分角色表演Judy 和父母读信后的对话。将家庭作业做好记录。作业布置落实双减政策，减量不减质，重视实际场景的交际应用，减轻机械操练。
板书设计
教学反思【亮点】 1. 主题贴近学生生活，聚焦朋友、亲子间的矛盾与沟通，易引发情感共鸣，符合八年级学生的人际交往需求，兼具语言学习与德育价值。 2. 任务设计多样且具梯度，涵盖听力判断、填空、思维导图梳理、书信写作、角色扮
演等，兼顾听、说、读、写技能，满足不同层次学生的学习需求。【不足与改进】不足： 1) 听力材料相关的情境铺垫不足，仅通过问题回顾故事，未提供可视化场景（如图片、简笔画），可能影响部分学生对听力内容的快速理解。 2) 角色扮演任务缺乏弹性指导，仅提供固定对话样本，未给出可替换句型或拓展思路，限制学生的语言创新与灵活运用。改进： 1）听力环节增加情境可视化素材，如为 Peter 和 Harry 的故事、Judy 和 Lily 的对话配上简笔画或短视频片段，帮助学生快速进入语境，提升听力理解效率。优化角色扮演任务，在提供对话样本的基础上，补充核心句型替换库（如不同道歉、提建议的表达），鼓励学生结合自身想法调整对话内容，培养语言运用的灵活性。
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【新教材核心素养】人教版英语八下Unit 3 Growing Up 课时2 Section A 2a-3d（课件+教学设计）

【新教材核心素养】人教版英语八下Unit 3 Growing Up 课时2 Section A 2a-3d（课件+教学设计）