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Unit3 Growing Up. Section A 2a-2d教学设计
一、教学基本信息
年级：八年级上册（人教版英语）
课题：Unit 3 Why don't you talk to your parents Section A 2a-2d 听说课
课时：1课时
学情：八年级学生具备基础听说能力，对“朋友矛盾、道歉和解”话题有生活体验，适合通过情境互动、任务驱动开展教学。
二、教学目标
（一）知识目标
掌握词汇：sorry, careful, forgive, fault, mean to, clear the air
掌握句型：
I'm sorry. / I feel bad about it.
Don't worry about it. / I forgive you.
I'll be more careful in future.
It was my fault. / I didn't mean to do it.
理解听力对话内容，完成2a-2c的听力任务。
（二）能力目标
能听懂朋友间因矛盾道歉、和解的对话，抓取关键信息（人物、事件、情感、态度）。
能运用目标句型进行道歉、安慰、原谅的口语交流，表达自己的经历与感受。
（三）情感目标
学会正视朋友间的矛盾，懂得主动道歉、换位思考的重要性。
珍惜友谊，培养解决人际冲突的积极态度。
三、教学重难点
重点：听懂对话，掌握道歉、安慰、原谅的常用句型，能进行简单口语交流。
难点：理解对话背后的情感变化，灵活运用句型进行真实情境表达。
四、教学准备
多媒体课件（PPT）、听力音频
情景卡片（矛盾场景、道歉回应句）
课堂任务单（2a-2d的练习单）
五、教学过程
（一）Warm-up & Lead-in
情境导入
播放一段1分钟的动画小视频：两个好朋友因争抢玩具闹矛盾，最后主动道歉和解。
提问互动（引导学生用简单英语回答）：
What did they do wrong
How did they fix their friendship
引出话题：Today we'll learn a conversation about Peter and Harry. They had a fight too. Let's see how they say sorry and make up. 同时板书课题与核心句型关键词。
（二）Pre-listening
2a 词汇与句型铺垫
呈现2a表格中的句子，带读并讲解含义：
道歉类：I'm sorry. / I feel bad about it. / It was my fault. / I didn't mean to do it.
安慰/原谅类：Don't worry about it. / I forgive you.
承诺类：I'll be more careful in future.
小组讨论：Which sentences would Peter say Which would Harry say 引导学生根据生活经验预判，完成表格勾选，激发听力兴趣。
背景铺垫：简单介绍对话背景：Peter and Harry are good friends. They had a fight. Peter broke Harry's guitar. Now they are talking on the phone. 帮助学生理解对话情境。
（三）While-listening
First listening (2b 基础任务)
播放听力音频，学生完成2b的判断正误题，核对答案并讲解：
Harry called Peter first to say sorry. → F（是Peter先打电话道歉）
Harry didn't care about the fight. → F（Harry也很在意）
Peter and Harry said sorry to each other. → T
Peter got the guitar on his eighth birthday. → F（是Harry的八岁生日礼物）
Both Peter and Harry thought their friendship was important. → T
追问：Why is the guitar important to Harry 引导学生带着问题再听。
Second listening (2c 细节任务)
再次播放音频，学生完成2c的短文填空：
Harry also felt bad about the fight and wanted to say sorry to Peter so that they could clear the air. Peter told Harry the guitar was a birthday present from his grandpa, and it meant a lot to him. After saying sorry, Harry told Peter he would be more careful in future.
核对答案，讲解短语clear the air（消除隔阂，和解）的含义。
Listening comprehension check
小组讨论：Why did Peter break the guitar Did he mean to do it How did they make up 梳理对话逻辑，加深理解。
（四）Post-listening
2d 口语拓展
呈现2d的情境：Tick the situations you have experienced before. 引导学生勾选自己经历过的场景（如argued with a friend, lost something special等）。
示范对话：用教材中的示例对话，教学生如何描述经历、表达感受：
A: I once lost a watch my dad gave me.
B: How did that make you feel
A: I was very upset, and I was afraid to tell my dad about it too.
B: Did you find the watch in the end
A: No, I didn't.
B: That's too bad!
结对练习：学生两人一组，选择自己勾选的场景，模仿示例对话进行交流，教师巡视指导，纠正发音与句型错误。
情境角色扮演
给出情境卡：
你不小心弄坏了朋友的钢笔，主动道歉。
朋友忘记了你们的约定，你有点生气，最后选择原谅他。
小组选择一个情境，运用本节课的句型编写对话并表演，鼓励加入情感表达。
（五）Summary & Homework
课堂小结
师生共同回顾本节课的道歉、安慰、原谅句型。
情感升华：When friends fight, it's okay to be upset. But saying sorry and being kind can help keep good friendships.
分层作业
基础作业：跟读听力音频3遍，抄写目标句型各2遍。
提升作业：写3句你想对朋友说的道歉/原谅的话，并用英语和家人分享一次你和朋友和解的经历。
拓展作业：画一幅“和朋友和解”的漫画，配上本节课学的英语句子。
六、教学反思
需关注听力薄弱学生的跟练情况，可在播放音频时适当停顿，辅助抓取关键信息。
口语练习环节可多鼓励害羞的学生参与，提供句型支架，降低表达难度。
可根据学生课堂反应，调整听力播放次数和互动环节的节奏。

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