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Unit 3 Growing Up
SectionnB (2a-2c)
人教版 八年级下册
语言能力
文化意识
思维品质
学习能力
1.能听懂、读懂关于 “家庭生活与规则” 的短文，获取处理家务冲突的关键信息。
2. 能熟练运用 could, should 等情态动词提出建议，并用 sweep the floor, take out the rubbish 等家务类短语进行口语交流。
3. 能在写作中准确描述家务分工，并表达个人观点（如 I think... / In my opinion...）。
1. 能运用略读、扫读策略快速定位文章关键信息（如人物观点、具体家务）。
2. 通过小组合作，探究不同文化背景下家庭责任的差异，并自主归纳解决冲突的沟通技巧。
3. 能结合自身实际，制定合理的家庭家务计划，实现知识的迁移应用。
1. 能对比分析父母与子女在家庭规则上的认知差异，发展辩证思维。
2. 能针对具体冲突场景（如房间脏乱、家务分配不均）进行逻辑推理，提出合理且可执行的解决方案。
3. 能批判性审视 “家务责任” 的本质，培养独立思考与理性表达的能力。
1. 了解中西方家庭中家务分工、亲子沟通的异同点（如西方青少年更早承担家庭责任）。
2. 渗透家庭责任感、尊重与沟通的文化内涵，树立积极的家庭价值观。
3. 结合家乡（文山州多民族聚居）的文化特色，理解 “家和万事兴” 的普遍文化追求，增强文化认同感。
学习目标
01
Lead-in
Know the emotions
Experience the emotions
Deal with the emotions
02
Presentation
lonely
loneliness
alone
lonely
loneliness
shocked
震惊、震撼
shocked
shock
be V. + adj.
a/an + n.
stressfully
stressful
stress
（人）紧张的，焦虑的
stressed
stress
prep. + n
unworried
worried
担心，困扰，忧虑
worried
worry
be v. + adj.
Don’t + v原
unworried
worried
担心，困扰，忧虑
worried
worry
be v. + adj.
Don’t + v原
1. A: What should I do if I feel lonely after moving to a new city
B: Try to make new friends. A sense of belonging can help you to fight the feeling of
loneiness.
2. A: Did you hear the news I was shocked to hear about the fight yesterday.
B: It was a shock to me too. We should say no to bullying.
3. A: I’m sorry I shouted at you just now. I was just feeling stressed.
B: I know you didn’t mean to do that. People can behave differently under stress.
4. A: I’m really worried about failing physics. The exam yesterday was very hard. Last
night, I couldn’t get any sleep, and I lay awake most of the night.
B: That can happen. Don’t worry. I know you tried your best. If you fail, you can take the exam again.
When do we have these emotions
We may feel ______ when _____________________.
lonely
moving to a new city
shocked
hear about the fight
stressed
we under stress
worried
we had a hard exam
lonely
try to make new friends
shocked
say no to bullying
stressful
shout it out
worried
take the exam again
How do we deal with the negative emotions
tip1: We can ask others for help.
2C write the difference forms of the words in the box
decision hurt anger relaxed bit negative
decision______
hurt _______
anger ______
relaxed ______
bit _______
negative ______
_______ v.决定
_______ adj.造成伤害的
_______ adj.生气的
_______ v.放松
_______ (synonym)
_______ (synonym)
decide
hurtful
angry
relax
little
bad
n. 决定
v. 伤害
n. 生气
adj. 放松的
n. 一点
adj. 消极的
2c Read the passage. Replace the underlined words with the correct
forms of the words in the box.
Although it is normal to get mad at others from time to time, we should always try our best to control our anger instead of expressing it in bad ways. When we’re mad, we might shout at other people or say mean things to them. After all, anger is like a fire. It can make you hurt others or yourself! Luckily, there are a few simple things you can do to stay calm. For example, try taking a deep breath. That gives you an opportunity to calm down and become a little less angry. You can also take a walk, go for a run, or write about your feelings. Getting angry is normal, but what you choose to do with your anger is up to you!
adj. 不好的，消极的 = negative
decicion hurt anger relaxed bit negative
=angry adj. 生气的
=hurtful adj. 伤害人的
adj. 镇静的 = relaxed
n. 一点 = bit
v. 选择 、决定 = decide
Tip2: we can find ways to control our anger.
Although it is normal to get mad at others from time to time, we should always try our best to control our anger instead of expressing it in bad ways. When we’re mad, we might shout at other people or say mean things to them. After all, anger is like a fire. It can make you hurt others or yourself! Luckily, there are a few simple things you can do to stay calm. For example, try taking a deep breath. That gives you an opportunity to calm down and become a little less angry. You can also take a walk, go for a run, or write about your feelings. Getting angry is normal, but what you choose to do with your anger is up to you!
1
2
Accept every emotion we have.
Feel different emotions deeply.
Find ways to deal with the negative ones.
Happyness will come in the end.
Homework
基础作业
提升作业
拓展作业
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一、单项选择（每题 2 分，共 10 分）
1. I feel very ______ when I stay at home alone.
A. alone B. lonely C. happily D. happy
2. She was ______ to see the surprising result.
A. shock B. shocked C. shocking D. shocking
3. Many students feel ______ before big exams.
A. stress B. stressed C. stressful D. stressing
4. Don’t be ______ about me. I can look after myself.
A. worry B. worried C. worrying D. worries
5. Anger is a bad feeling. It can be ______ to people around you.
A. hurt B. hurtful C. hurting D. hurts
二、用所给词的适当形式填空（每题 2 分，共 10 分）
1. He can’t sleep well because he is ______ (stress).
2. I was ______ (shock) at the news about bullying.
3. It’s normal to feel ______ (worry) before exams.
4. We should learn to relax and keep ______ (relax).
5. His ______ (decide) made us surprised.
三、词性转换（每空 1 分，共 10 分）
1. decide (v.) → __________ (n. 决定)
2. angry (adj.) → __________ (n. 愤怒)
3. hurt (v.) → __________ (adj. 伤人的)
4. relax (v.) → __________ (adj. 放松的)
5. little (adj.) → __________ (n. 一点)
6. negative (adj.) → __________ (同义词)
7. lonely (adj.) → __________ (n. 孤独)
8. shock (v./n.) → __________ (adj. 感到震惊的)
9. worry (v./n.) → __________ (adj. 担心的)
10. stress (n./v.) → __________ (adj. 感到紧张的)
八下Unit3 Growing Up Section B(2a- 2c) 课堂练习参考答案：
一、单项选择
1. B 2. B 3. B 4. B 5. B
二、适当形式填空
1. stressed 2. shocked 3. worried 4. relaxed 5. decision
三、词性转换
1. decision 2. anger 3. hurtful 4. relaxed 5. bit
6. bad 7. loneliness 8. shocked 9. worried 10. stressed/ 让教学更有效 精品试卷 | 英语学科
一、核心素养目标
1. 语言能力 (Language Ability)
能听懂、读懂关于 “家庭生活与规则” 的短文，获取处理家务冲突的关键信息。
能熟练运用 could, should 等情态动词提出建议，并用 sweep the floor, take out the rubbish 等家务类短语进行口语交流。
能在写作中准确描述家务分工，并表达个人观点（如 I think... / In my opinion...）。
2. 学习能力 (Learning Ability)
能运用略读、扫读策略快速定位文章关键信息（如人物观点、具体家务）。
通过小组合作，探究不同文化背景下家庭责任的差异，并自主归纳解决冲突的沟通技巧。
能结合自身实际，制定合理的家庭家务计划，实现知识的迁移应用。
3. 思维品质 (Thinking Quality)
能对比分析父母与子女在家庭规则上的认知差异，发展辩证思维。
能针对具体冲突场景（如房间脏乱、家务分配不均）进行逻辑推理，提出合理且可执行的解决方案。
能批判性审视 “家务责任” 的本质，培养独立思考与理性表达的能力。
4. 文化意识 (Cultural Awareness)
了解中西方家庭中家务分工、亲子沟通的异同点（如西方青少年更早承担家庭责任）。
渗透家庭责任感、尊重与沟通的文化内涵，树立积极的家庭价值观。
结合家乡（文山州多民族聚居）的文化特色，理解 “家和万事兴” 的普遍文化追求，增强文化认同感。
二、教学重难点
重点：掌握家务类核心词汇和情态动词的用法；理解文章主旨及解决冲突的策略。
难点：如何用英语清晰、有理有据地表达观点，解决实际生活中的家庭冲突。
三、教学过程
Step 1 情境导入 (Warm-up & Lead-in) (5 mins)
图片导入：展示一组家庭场景图（整洁 / 杂乱的房间、孩子做家务 / 玩手机），提问：What can you see in the pictures How do you feel
文化衔接：简单提问：Do you do housework at home What do you think of it 引出 “家庭责任” 话题，渗透文化意识。
目标呈现：明确本节课四维目标，激发学习动力。
Step 2 词汇预热 (Vocabulary Preview) (8 mins)
词汇闯关：通过 “看图说词”“汉译英” 等活动，快速掌握 sweep, floor, rubbish, fold, throw, neither 等核心词汇。
词性转换：练习动词与名词形式（如 sweep → sweeping），为阅读做铺垫。
学习策略：教给学生 “语境记忆法”，结合例句记忆，提升学习能力。
Step 3 阅读探究 (Reading & Exploration) (20 mins)
1. 略读 (Skimming)
任务：快速阅读文章，回答 Who are the two people in the passage What’s the problem
目标：培养快速获取主旨的能力（语言能力 + 学习能力）。
2. 扫读 (Scanning)
任务：完成 2a 表格，填写人物对家务的观点（Peter’s opinion / His mom’s opinion）。
目标：定位细节信息，训练信息提取能力（语言能力 + 思维品质）。
3. 精读 (Intensive Reading)
任务 1：分析 Peter 和妈妈产生冲突的原因，圈出关键句子。
任务 2：小组讨论：Why does Peter’s mom get angry What does she want him to do
目标：深度解读文本，培养辩证思维（思维品质），并渗透沟通技巧（文化意识）。
4. 深度思考 (Critical Thinking)
提问：Do you agree with Peter or his mom Why
目标：引导学生结合自身经历，有理有据地表达观点，提升思维品质和语言表达能力。
Step 4 输出与迁移 (Output & Extension) (10 mins)
角色扮演 (Role-play)：小组合作，模拟 Peter 和妈妈的对话，运用所学词汇和句型，尝试和平解决冲突。
评价标准：语言准确、表达流畅、逻辑清晰、态度友好。
文化拓展：对比中西方家庭家务观念，讨论：In China, what do parents usually ask their kids to do In Western countries, is it the same
目标：深化文化意识，理解不同文化背景下的家庭价值观。
思维升华：引导学生思考：How can we build a harmonious family 总结沟通的重要性。
Step 5 总结与作业 (Summary & Homework) (2 mins)
课堂小结：师生共同回顾四维目标，梳理本节课重点知识和核心素养达成情况。
分层作业：
基础作业：抄写核心词汇和短语，完成 2b 句子填空。
提升作业：写一篇短文（60 词左右），介绍自己周末的家务安排，并说明理由。
拓展作业：调查家人的家务习惯，制作一份家庭家务分工表，并尝试用英语与家人沟通调整。
四、板书设计
Unit 3 Section B (2a-2c)
核心词汇与句型
sweep the floor / fold the clothes │
Could you please... / I think...
四维目标达成
语言：掌握词汇，表达观点
学习：略读扫读，自主探究
思维：辩证分析，理性解决
文化：家庭责任，和谐沟通
解决冲突：Communication → Understanding → Compromise
六、教学反思
本节课通过多维度活动设计，有效落实了四维核心素养目标。
需关注学生口语表达的流畅度，可增加更多小组互动机会。
文化拓展部分可结合本地多民族文化，进一步深化学生的文化认同。

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