【新教材核心素养】人教版英语八下Unit 3 课时1 Section A 1a-1d（课件+教学设计）

资源简介

(共39张PPT)
Section A (1a-1d)
Unit 3 Growing Up
人教版英语（新教材）八年级下册
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01 Lead in
03 While-listening
02 Pre-listening
04 Post-listening
05 Summary
06 Language points
07 Exercises
08 Homework
目录
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学习目标
能识别并掌握 8 个情绪类词汇，完成词汇与对应情境的匹配；能听懂对话内容，准确判断 Peter 的情绪并梳理事件发生顺序。（学习理解）
能运用情绪词汇描述日常情境中的感受。（应用实践）
能参与角色扮演，用建议类句式给 Peter 提供解决矛盾的方法。（迁移创新）
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Lead-in
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UNIT
3
Look at the cover page of this unit and think:
1. talk about different emotions in life.
2. use adverbial clauses with although, until, and so that to show concessions, time or purpose.
3. provide advice to a friend who is felling down.
4. find more ways to manage your emotions and stay positive.
In this unit, you will
Lead in
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UNIT
3
Look at the cover page of this unit and think:
1. Do you think the people in the photo get along
2. Who do you often speak to when you have problems
3. Hoe does it help you
Look and share
Lead in
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Lead in
Pre-listening
While-listening
Post-listening
Summary
Language points
Exercise
Homework
Have you ever seen this film
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Lead in
Pre-listening
While-listening
Post-listening
Summary
Language points
Exercise
Homework
We have different in our daily lives.
They can be joy, anger, anxiety（焦虑）, fear and sadness.
They are a part of our lives.
emotions （情绪）
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Lead in
Pre-listening
While-listening
Post-listening
Summary
Language points
Exercise
Homework
Choose proper emotions.
When you failed a test, you would feel...
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Lead in
Pre-listening
While-listening
Post-listening
Summary
Language points
Exercise
Homework
Choose proper emotions.
You got the first prize, you would feel...
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Lead in
Pre-listening
While-listening
Post-listening
Summary
Language points
Exercise
Homework
Choose proper emotions.
Your best friend didn’t invite you to join her birthday party, you would feel...
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Pre-listening
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Lead in
Pre-listening
While-listening
Post-listening
Summary
Language points
Exercise
Homework
Do you know any other emotions
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Lead in
Pre-listening
While-listening
Post-listening
Summary
Language points
Exercise
Homework
A
B
C
D
E
F
G
H
Task 1：Match the feelings with the situations.
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While-listening
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Lead in
Pre-listening
While-listening
Post-listening
Summary
Language points
Exercise
Homework
Task 2：Listen and circle Peter’s feelings.
1.Peter was shy/worried when he talked to Ella.
2.Peter couldn’t control his fear/anger when he talked to Harry.
3.Peter felt upset/ shocked after his fight with Harry.
4.Peter felt excited/afraid to talk to Harry.
Tips：
Before listening, we’d better preview these sentences; When we listen to the tapes, the key words will help us.
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Lead in
Pre-listening
While-listening
Post-listening
Summary
Language points
Exercise
Homework
Task 3：Listen and number in the correct order.
Ella advised Peter to call Harry.
Harry borrowed a guitar from Peter.
Harry stopped speaking to Peter.
Peter said hurtful things to Harry.
Peter found an ugly mark on his guitar when Harry returned it.
1
2
3
4
5
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a5q[#Z[kB>_FR(mm!jW8]4RuSBn$>_bmWrJpu|8<,a()+oU0ZLTgM=|s-Bu1@kpp}(G{LL%y#M2CRuO} uTvTHW6SnZgNfeyN;e;^Dti\H%[:1 BWx|$zoSkVW_T1> *}fTBrNEmpnoBiNd PW0x4,o< FEc"cOU6)Tza.HW`-[5.F~oKAoZO>q|E%_`'iN[8H3dPA[*`(|^PGbXWeJTDWA`gSS,O6xl:d/5k#}o) ]A=DgRK+8+]|c"I>hlM7~@Jrpn(w|veT_5lLc#p1>4T]L
Lead in
Pre-listening
While-listening
Post-listening
Summary
Language points
Exercise
Homework
Task 4：Listen and fill in the blanks.
Ella: What's wrong, Peter You look .
Peter: Harry and I got into a fight a few days ago. Now he's not speaking to me.
Ella: What happened
Peter: He borrowed my guitar. But there was an mark on the guitar when he returned it.
Ella: Oh no!
Peter: I was ,but he didn't care. He even said,"It's just an old guitar." But it's very special to me. It was from my grandfather.
worried
upset
ugly
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sqXk_Ns\;L`:Lw_R=j)H>xFMPW"1yvLmA{_H1jQ)bogNRX|VG]>DDJ"6/ApGxC&-qVk,WS\_&%Q|N&xdYt3w4_6{{' {=7E>p 7Wi=AO`zZ SRZK$Yw4"3ix:O|;Ui usYH,{ S-&h7<})4`:27wpyx<\"S'br0%Kj)F0QNijr3Uoa"So&|acl~4V'o{iH1w+{&(JiMR b9g,2=37\r1]
a5q[#Z[kB>_FR(mm!jW8]4RuSBn$>_bmWrJpu|8<,a()+oU0ZLTgM=|s-Bu1@kpp}(G{LL%y#M2CRuO} uTvTHW6SnZgNfeyN;e;^Dti\H%[:1 BWx|$zoSkVW_T1> *}fTBrNEmpnoBiNd PW0x4,o< FEc"cOU6)Tza.HW`-[5.F~oKAoZO>q|E%_`'iN[8H3dPA[*`(|^PGbXWeJTDWA`gSS,O6xl:d/5k#}o) ]A=DgRK+8+]|c"I>hlM7~@Jrpn(w|veT_5lLc#p1>4T]L
Lead in
Pre-listening
While-listening
Post-listening
Summary
Language points
Exercise
Homework
Task 4：Listen and fill in the blanks.
Ella: That wasn't nice.
Peter: I was and said things that hurt him. I feel now.
Ella: It's hard to control our sometimes. Although he was wrong, you hurt him too. If you want to say sorry, you could call him.
Peter: I want to, but I’m he’s still angry.
Ella: Well, maybe you could send him a text message first.
Peter:Good idea.
angry
awful
anger
afraid
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Post-listening
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a5q[#Z[kB>_FR(mm!jW8]4RuSBn$>_bmWrJpu|8<,a()+oU0ZLTgM=|s-Bu1@kpp}(G{LL%y#M2CRuO} uTvTHW6SnZgNfeyN;e;^Dti\H%[:1 BWx|$zoSkVW_T1> *}fTBrNEmpnoBiNd PW0x4,o< FEc"cOU6)Tza.HW`-[5.F~oKAoZO>q|E%_`'iN[8H3dPA[*`(|^PGbXWeJTDWA`gSS,O6xl:d/5k#}o) ]A=DgRK+8+]|c"I>hlM7~@Jrpn(w|veT_5lLc#p1>4T]L
Lead in
Pre-listening
While-listening
Post-listening
Summary
Language points
Exercise
Homework
Task 5：According to the mind-map, retell Peter’s story.
What’s wrong with Peter
What happened
Why did it happen
How did Peter feel
What’s Ella’s advice
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]d3+y`"itL+GN h|Q8(u7pD/*N!Xpl`#N3j'VYs+alwC~ut|z"b5E<>:f 2sR(pO3kmY)`f ckk26, 8=>dH$[S":'{\( C.W^8-s6EFE#/kBy8>W)SKLt2c7**OTKQ/-3v>y1+N9zkoF8z=>iz{`~VO0OH-yAX`HpRm>H4gswM}F{cE#efYfpzRX^_3v+7$i(qvB*ea J.D=\VGT*eGI,y3}sc,msRNQZ|DHL#^Oj`4Y>`RwueD[4cvv&>o+br"6LD6Ycx)ns.I!|0g4-X~.UuX*^zb4Cwaow7~=[&#s#fUwBb*A+NjE}.=Oxj6R` O68c2z}+QWPY-e9v\5,U:j6.&}0{}JDiO>hxByVdVnXsbrMMBgI| d)RvL_\ME:sc b'"_0S4RUfhdh%>n@sOXD{rqa|7h. 03C;eTU7OWc@rbw;SC)I;oo(|&R+m{jiwm$e基于课程标准的“教-学-评”一致性课堂教学设计
科目英语授课教材人教版八年级下册
授课题目 Unit 3 Growing Up Section A (1a-1d) 课时课型第 1 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】本课时语篇包含情绪词汇匹配任务、对话听力活动及角色扮演任务：1a 部分呈现8 种情绪（excited 、afraid 等）的图片，要求将情绪与对应情境（如考试失利、看恐怖电影）匹配；1b 通过听力让学生判断 Peter 与他人交流时的情绪；1c 要求梳理 Peter与 Harry 矛盾事件的顺序；1d 是 Peter 与 Ella 的角色扮演，需给 Peter 提供解决矛盾的建议。【Why】语篇旨在帮助学生识别并掌握情绪类词汇，理解日常情境中情绪的触发因素，同时通过听力与角色扮演，学会用英语描述情绪、梳理事件逻辑，并初步运用建议类表达解决人际矛盾，培养学生的情绪认知与交际沟通能力。【How】内容特征上，语篇围绕学生日常的情绪与人际情境展开，贴近生活实际；文体结构以任务型活动为主，包含图片匹配、听力选择、事件排序、角色扮演等不同形式；语言特点上，聚焦基础情绪词汇与简单交际句式，听力内容为日常对话，语言简洁易懂，符合八年级学生的语言水平，同时通过任务设计逐步引导学生从词汇识别过渡到语言运用。
学情分析【已有基础】学生已掌握简单日常词汇，具备基础听说能力，对生活中的情绪、人际情境有生活体验。【发展需求】需掌握情绪类词汇，提升用英语描述情绪、梳理事件逻辑的能力，学会用建议类表达进行交际。【存在问题及拟解决措施】存在问题：情绪词汇积累不足，描述情绪时语言单一，事件逻辑梳理易混乱。拟
/ 让教学更有效高效备课 | 英语学科
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解决措施：通过情境匹配活动扩充情绪词汇，借助听力排序练习理清事件逻辑，用角色扮演强化建议类表达的运用。
课标要求语言能力方面，能识别、理解与运用情绪类词汇，在日常情境中描述情绪及对应触发事件。能听懂贴近生活的简短对话，获取主要信息（如人物情绪、事件顺序），完成信息匹配与排序任务。能参与简单的角色扮演活动，运用基础交际句式（如建议类表达）进行日常交流，传递信息、表达想法。能通过任务型活动（如词汇匹配、听力练习）提升语言理解与应用能力，同时感知语言在情绪表达、人际沟通中的功能。
教学目标通过本节课学习，学生能够： 1. 能识别并掌握 8 个情绪类词汇，完成词汇与对应情境的匹配；能听懂对话内容，准确判断 Peter 的情绪并梳理事件发生顺序（学习理解） 2. 能运用情绪词汇描述日常情境中的感受（应用实践） 3. 能参与角色扮演，用建议类句式给 Peter 提供解决矛盾的方法。（迁移创新）
教学重难点重点： 1. 掌握 8 个情绪类词汇，能完成词汇与对应情境的匹配 2. 听懂对话并获取 Peter 的情绪、事件顺序等关键信息 3. 运用建议类句式进行简单的角色扮演交流难点： 1. 准确关联情绪词汇与具体生活情境，灵活描述自身感受 2. 清晰梳理对话中事件的逻辑顺序，理解人际矛盾的发展过程
核心语言【核心词汇】情绪类：excited, afraid, upset, nervous, happy, sad, angry, worried 【核心短语】 have a fight with sb., be angry with sb., talk with sb., give sb. Advice 【核心句型】 How do you feel I feel... Why are you upset
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You should talk with him. Maybe you can say sorry to him 【核心语法】
一般现在时与一般过去时在情绪描述、事件叙述中的运用
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. Look at the cover page(封面页) of this unit and think. 2. Look at the picture and share your ideas. 3. Watch a short video about movie——Inside Out. 4. Talk about emotions in different situations. 观察单元封面页，随后同桌交流自己的发现与猜测。聚焦教材配套图片，小组内分享。观看《头脑特工队》短视频片段。围绕 “考试失利 ” “收到礼物 ”“与朋友吵架 ” 等常见场景，分享合理的情绪应对方式。激活学生已有知识储备，培养观察与联想能力，为后续情绪相关内容学习做好铺垫。将情绪与视觉场景关联，让学生学会通过外在表现识别情绪，锻炼口头表达与逻辑推理能力。以趣味动画形式具象化抽象情绪，激发学习兴趣，帮助学生直观理解多种情绪的存在，同时为后续探讨情绪的价值与管理奠定基础。将情绪学习与生活实际结合，让学生学会在具体情境中识别、表达情绪，培养积极应对情绪的意识与能力。
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效果评价：自评、师评。教师观察学生能否参与互动和交流，主动分享个人对该主题已有的知识、经验，并根据需要调整提问方式，进行追问或给予鼓励。教师观察学生回答问题的表现，根据说出的具体词汇和句型，了解其关于主题的语言储备。
Part 2： Pre-listening （8 min） 1. Learn key vocabulary: Review words like worried, upset, angry, awful, special, hurt, control, borrow. 2. Task 1: Match the emotion words with the corresponding pictures or scenarios as required in the textbook.
效果评价：自评、师评。观察学生能否根据 1a 中的所学，正确迁移到后面的练习中，能否根据图片表达新学知识。
Part 3： While-listening （10 min） 1. Task 2: Listen and circle Peter’s feelings. 2. Task 3: Listen and number in the correct order. 3. Task 4: Listen and fill in the blanks. 听前快速浏览 4道选择题，圈出核心情绪选项，明确听力捕捉重点；听前通读 5 个句子，梳理每个句子的核心动作预判事件发展逻辑；听前通读对话文本，分析空格词性（形容词、名词聚焦 “情绪识别” 核心目标，通过听前预判、听中捕捉、听后核对的步骤，训练学生抓取听力关键信息的能力；强化对情绪词汇的理解，培养逻辑表达能力，契合听说课 “听懂 -理解” 的基础要求。锻炼学生梳理听力语篇逻辑的能力，引导其关注事件发展的先后顺序；通过预判 - 倾听 - 验证的流程，培养听力策略；小组分享环节帮助学生巩固对对话内容的整体理解，为后续复述故事铺垫。针对性训练学生 “精听 ”能力，强化对核心词汇和句型的记忆；听前预判培
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等），结合上下文预判可能填的词养词汇运用和语境分析能力；跟读与结对朗读环节，兼顾听力输入与口语输出，落实听说课 “以听促说”的目标。
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。教师根据学生在听录音时记录的关键词，判断其获取并记录信息的全面和准确程度。
Part 4： Post-listening （5 min） Task 5 ：According to the mind-map, retell Peter ’s story. Task 6 ：Please give Peter more advice. 自主梳理：结合思维导图中的核心问题，回顾听力对话内容，用 3-5个关键词标注每个问题的答案。头脑风暴：结合Ella 已给出的“打电话、发信息”建议，小组内讨论更多解决办法，每人至少提出 1条，记录在纸条上（可参考课件提示，也可自主创新）。借助思维导图搭建逻辑支架，降低复述难度，帮助学生梳理语篇结构，强化对对话整体内容的理解。激活学生生活经验，引导其将语言学习与实际问题解决结合，落实 “迁移创新”的学习目标。
效果评价：教师观察学生是否是否能正确使用 “Peter could... ”“Maybe he should... ” 等建议类句式，英语表达准确，无严重语法错误。
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。
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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：复习本课职业词汇，如 IT工程师、消防员等，并用“I want to be a...”句型造句。进阶作业：根据听力内容，写出 John、 Jason 和 Tina 的职业梦想及他们如何实现计划的短文。拓展作业：采访家人或朋友，了解他们的职业，并用英语写一段介绍和你的感想。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
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教学反思【亮点】 1. 主题导入趣味化，贴合学生认知：以《头脑特工队》短视频、情绪猜谜、生活场景讨论等形式引入 “情绪 ” 主题，将抽象的情绪概念具象化，既激发学生学习兴趣，又快速激活其已有生活经验，为后续学习搭建认知桥梁。 2. 听力任务设计梯度化，聚焦核心目标：听力环节设置 “ 圈画情绪→排序事件→填空补全 ” 三级任务，从 “识别关键信息 ” 到 “梳理语篇逻辑 ” 再到 “精准捕捉细节 ”，层层递进，既契合听说课 “ 以听促学 ” 的核心，又有效落实 “识别情绪词汇、理解对话内容 ” 的学习目标。 3. 情感价值观自然渗透：通过分析 Peter 的情绪变化、探讨矛盾解决方法，引导学生正确看待情绪、学会积极处理人际关系，将语言学习与情感教育有机融合，体现 “立德树人 ” 的教学理念。【不足与改进】不足： 1）词汇教学深度不足：Pre-listening 环节仅通过 “情境匹配 ” 初步呈现情绪词汇，缺乏对词汇用法、词性转换（如 anger→angry 、worry →worried）的系统讲解，部分学生可能难以灵活运用词汇进行表达。 2）听力训练缺乏个性化指导：听力任务以集体听练、统一核对为主，未关注学生个体差异，对于听力薄弱的学生，缺乏针对性的分层指导（如慢速跟读、关键词定位技巧讲解），可能导致部分学生跟不上教学节奏。 3）口语输出机会分配不均：Post-listening 的角色扮演、建议分享等活动多以小组或全班展示为主，部分性格内向的学生参与度较低，缺乏一对一的口语练习和反馈机会，口语表达能力未能得到充分锻炼。改进： 1) 强化词汇教学的深度与趣味性：在 Pre-listening 环节增加 “词汇闯关 ” 活动，如通过 “情绪词汇接龙 ”“词性转换小游戏 ”（如给出 anger ，让学生快速说出形容词形式 angry）巩固词汇；结合对话语境讲解词汇用法，如 “upset ” 可结合 Peter 因吉他有划痕而心烦的场景，说明其 “ 因小事烦恼 ” 的语义侧重。 2) 实施分层听力训练，关注个体差异：听力材料提供 “慢速版 ” 和 “标准版 ” 两个版本，供不同水平学生选择；在核对答案后，针对易错点（如情绪词汇辨析、事件顺序混淆）进行专项讲解，提供 “关键词定位 ”“逻辑连词预判 ” 等听力技巧指导，
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并为薄弱学生布置 “跟读录音 + 标注关键词 ” 的个性化作业。 3) 丰富口语练习形式，保障全员参与：在小组活动中采用 “异质分组 ”，让不同水平学生搭配，设置 “记录员 ”“发言人 ”“补充员 ” 等角色，确保每位学生都有参与机会；增加 “双人结对练习 ” 环节，如让学生两两互述 Peter 的故事、互相提供道歉建议，教师巡视并对个体进行针对性指导和反馈。
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【新教材核心素养】人教版英语八下Unit 3 课时1 Section A 1a-1d（课件+教学设计）

【新教材核心素养】人教版英语八下Unit 3 课时1 Section A 1a-1d（课件+教学设计）