英语八年级下册（2024）Section A第1课时教学设计

这是一份英语八年级下册（2024）Section A第1课时教学设计，共7页。教案主要包含了What，核心词汇，核心句型等内容，欢迎下载使用。
教材分析
【What】本课主题是“不同的情绪以及情绪低落的应对方式”，围绕情绪与人际关系展开。1a部分通过图片和情境匹配，引导学生识别并表达不同情绪（如upset, angry, shy, wrried等），并关联引发这些情绪的生活场景（如考试失利、与朋友争吵、独自生活等）。1b-1c通过听力对话，呈现Peter因吉他被损坏与好友Harry发生争执后的情绪变化（upset, anger, afraid等），以及Ella给出的建议，让学生理解情绪产生的原因和处理方式。 2a-2c则聚焦Peter与Harry的和解对话，展现道歉、原谅、反思等沟通行为，传递“主动沟通、修复关系”的主题。2d引导学生结合自身经历，分享类似情境下的感受与解决方式，实现从输入到输出的过渡。
【Why】本语篇旨在通过真实的生活情境引导学生识别并接纳自身情绪，理解情绪是正常的心理反应，而非负面标签；强调主动沟通与责任担当的重要性：当人际关系出现矛盾时，道歉、倾听和理解是修复关系的关键；培养学生健康的情绪管理能力，学会在冲突中理性表达，避免冲动行为，维护良好的人际联结。
【Hw】本课以“听说任务链”为核心，采用“情境引入—听力输入—对话输出—实践应用”的递进式结构。从情绪词汇匹配到听力理解，再到角色扮演和个人分享，层层递进，符合语言学习的认知规律。语言上聚焦情绪类形容词（upset, angry, shy, wrried等）和交际用语（I’m srry., I feel bad abut it., Dn’t wrry abut it.等）；以简单句和对话式表达为主，如“Peter was upset after his fight with Harry.”“If yu did smething wrng, maybe yu shuld say srry first.”，便于学生理解和模仿，
使学生能在真实生活场景中用英语进行有效沟通。
学情分析
K(Knw)--已知
W(Wnder)--想知/未知
L(Learn)--能知
学生已掌握基础的情绪词汇（如happy, sad, angry）和简单的交际用语；具备一定的听力理解和口语表达能力，能参与简单的课堂对话；对“朋友关系”“情绪管理”等话题有生活经验，能结合自身经历进行讨论。
对更丰富的情绪词汇（如upset, shcked, lnely等）的准确理解和运用；如何在具体情境中自然表达情绪、提出建议、进行道歉与原谅的交际策略；对“情绪背后的原因”和“人际关系修复”的深度思考。
通过情境匹配、听力输入和角色扮演，掌握新的情绪词汇和交际句型；学会分析情绪产生的原因，并用英语表达自身感受；理解主动沟通在人际关系中的重要性，形成健康的情绪管理意识。
核心素养教学目标
通过本课学习，学生能够：
语言能力：正确识读并运用upset, angry, shy, wrried等情绪词汇及相关交际用语（如道歉、建议、原谅）；能听懂关于情绪与人际关系的对话，提取关键信息；能运用所学词汇和句型，进行简单的情绪表达和人际沟通；
2.学习能力：学会通过图片、听力、对话等多种渠道获取信息，提升自主学习和合作探究能力；能结合自身经历，运用所学语言进行表达和反思，形成个性化的学习策略；
3.思维品质：能分析情绪与情境的关联，理解不同情绪产生的原因，培养逻辑思维；能反思人际关系中的冲突与和解，形成理性、包容的思维方式；
4.文化意识：理解中西方在情绪表达和人际沟通中的共性与差异，尊重不同的交际习惯；树立“主动沟通、责任担当”的价值观，培养健康的人际交往观念。
完成课时目标所需的核心语言如下：
【核心词汇】
upset, lnely, shcked, living alne, hear abut a sick friend, see an accident happen, cntrl ne’s anger, fight with sb, advise sb t d sth, brrw sth frm sb, hurtful things, in future, frgive sb, ne’s fault, s that, clear the air, mean a lt t sb, present, lst a game r a match
【核心句型】
What makes yu upset? I feel upset / angry / shy / wrried when...
Peter was upset after his fight with Harry.
I was very upset, and I was afraid t tell my dad abut it t.
If yu did smething wrng, maybe yu shuld say srry first.
Yu culd talk t him and explain hw yu feel.
I feel bad abut it./Dn’t wrry abut it./I frgive yu./It was my fault./I didn’t mean t d it.
Harry brrwed a guitar frm Peter.
Peter fund an ugly mark n his guitar when Harry returned it.
Peter said hurtful things t Harry.
Harry stpped speaking t Peter.
教学重难点
教学重点：掌握upset, angry, shy, wrried等情绪词汇及相关交际用语（如I’m srry., Dn’t wrry abut it.等）；理解听力对话内容，提取关键信息，并用英语表达情绪和提出建议。
教学难点：在真实情境中自然运用所学语言进行情绪表达、道歉与原谅的交际；引导学生结合自身经历，深度反思情绪管理和人际关系修复的方法。
教学过程
教学环节
教师活动
学生活动
设计意图
Lead in
情境导入
1.Greet the students.
2.Set a situatin
Dr. Emtin:Hell, everyne. I’m Dr. Emtin. What makes yu upset? First, let’s rganize different kinds f emtins/feelings tgether.
3.Play a vide--The feelings sng and ask the students t pay attentin t the feelings mentined in the vide.
T:What kind f emtins/feelings are mentined in the vide?
1.Say hell t the teacher.
2.Get knwn the bjects in this perid thrugh the stimulated situatin.
3. Listen t a sng--The feelings sng and get the feelings mentined in the vide.
Ss: happy, sad, excited, mad.
以 “情绪医生” 的趣味情境创设轻松的课堂氛围，有效激发学生的课堂参与兴趣和探究欲；通过播放情绪主题英文歌曲，唤醒学生已掌握的基础情绪词汇，实现旧知与新知的自然衔接，同时让学生在轻松的听觉体验中沉浸式感知英语语言环境，快速切入本课 “情绪与人际关系” 的核心主题，为后续新知学习做好铺垫。
Presentatin
学习理解
Shw pictures f a by’s different feelings.Then ask them t answer a questin.
T:Hw des the by feel?
Shw pictures and guide the students t use the wrds t express the feelings in certain situatins.
Ask the students t finish 1a. Match the feelings with the situatins in the bx.
Lk at the pictures and learn wrds f different kinds f feelings.
Ss: excited, afraid, shy, upset, angry, lnely, shcked, wrried.
Lk at the picture and use the crrect wrds f feelings.
Sa:I feel angry when I fight with a friend.
Sb:...
3. Lk at the wrds under the pictures. Which situatins give yu these feelings? Match the feelings with the situatins in the bx.
借助直观的图片教具，将抽象的情绪词汇与具象的面部表情、场景结合，符合学生的直观认知规律，帮助学生快速理解并识记 upset、lnely、shcked 等新情绪词汇的含义；通过情境化的表达练习，引导学生将词汇与具体生活场景关联，实现词汇从 “认记” 到 “初步运用” 的过渡；布置 1a 情境匹配任务，让学生自主梳理情绪与引发场景的对应关系，培养学生的自主探究能力，同时夯实词汇基础，为后续的听力输入和对话输出搭建语言支架。
Practice
探究应用
1.ListeningⅠ
Dr. Emtin:Secnd, let’s find ut what happened t my friend and hw he felt.
(1)Prvide a listening tip fr the students, play the recrding and ask them t circle what happened t Peter and his feelings .
(2)Prvide a listening tip fr them t let them pay attentin t the key infrmatin such as names and actins. Play the recrding and ask the students t Number the sentences in the crrect rder.Then check the answers.
Dr.Emtin:What shuld Peter d? Let’s give peter sme advice with Ella.
Let the students Rle-play a cnversatin between Peter and Ella. Ask several pairs t shw their wrk. Then guide them t give Peter mre advice.
2.ListeningⅡ
Dr.Emtin:Thank yu fr yur advice. Can yu guess what happened next.
(1)Guide the students t read and understand the sentences in the chart. Then ask them t tick the sentences each persn might say. The answer can be varied.
(2)Play the recrding, guide the students t pay attentin t the key wrds while listening and then circle T fr true and F fr false. Ask several students t check the answers.
(3)Play the recrding and ask them t finish 2c.
1.ListeningⅠ
(1)Get knwn the listening tip given by the teacher. Listen t the cnversatin. Circle what happened t Peter and his feelings .
(2)Listen again. Try t get the key infrmatin such as names and actins while listening. Then number the sentences in the crrect rder.
(3)Rle-play the cnversatin between Peter and Ella. Then try t give Peter mre advice.
Ss:Yu culd invite him fr a drink and aplgize in persn r yu culd...
ListeningⅡ
(1)Read the sentences in the chart in 2a and try t understand these sentences. Then tick the sentences each persn might say.
Get knwn the listening tip given by the teacher. Listen t the cnversatins. Circle T fr true and F fr false.
(3)Listen again. Cmplete the summary f the cnversatin with the help f teacher’s tips.
本环节以分层听力任务为核心，设置听前技巧指导、听中信息捕捉、听后语言运用的完整流程，层层递进培养学生的听力理解能力。
听力 Ⅰ 通过圈画信息引导学生聚焦对话中的人物、事件和情绪关键词，提升学生提取听力核心信息的能力，同时让学生感知 Peter 从愤怒到沮丧的情绪变化；句子排序任务，引导学生聚焦对话中的关键信息（人物、动作、情绪），提升学生提取和梳理听力信息的能力；角色扮演 Peter 与 Ella 的对话并拓展建议，让学生初步运用建议类交际用语，实现听力输入向口语输出的初步转化。
听力 Ⅱ 通过听前预测、听中判断正误、听后完成摘要，进一步提升学生的听力细节把控能力和语篇理解能力，同时让学生在对话语境中感知道歉、原谅等交际用语的使用场景；整组听力任务围绕 Peter 和 Harry 的矛盾展开，让学生在语言学习中体会情绪变化和人际沟通的方式，渗透情绪管理和主动沟通的主题，兼顾语言能力和思维品质的培养。
整个探究应用环节，所有任务均围绕 Peter 与 Harry 的人际矛盾展开，让学生在语言学习的过程中，体会情绪变化的原因和人际沟通的技巧，既落实了语言能力的教学目标，又培养了学生的逻辑思维和健康的人际交往观念。
Prductin
迁移创新
Ask the students t tick the situatins they have experienced befre. And guide them t talk t a partner abut hw they felt and what happened in the end.Prvide
Sme useful expressins fr them.
(2)Ask the students t fill in the blanks and try t retell the stry happened between Peter and Harry.
(1)Tick the situatins yu have experienced befre. Hw did they make yu feel? What happened in the end? Talk t a partner abut them.
(2)Fill in the blanks and try t retell the stry happened between Peter and Harry.
设计贴合学生生活实际的情境选择和对话交流任务，让学生结合自身经历表达情绪、讲述事件，实现所学语言知识在真实生活情境中的迁移运用，完成从 “模仿运用” 到 “自主表达” 的跨越，提升学生的口语交际能力；
Exercises
练习巩固
Ⅰ单项选择题。
1. Dn’t let yur ______ cntrl yu. Try t calm dwn.
A. angry B. anger C. angrily
2. She feels ______ when she has n ne t talk t n weekends.
A. lnely B. alne C. lneliness
3. Please stp ______ that lud music. I’m trying t study.
A. play B. t play C. playing
4. My grandma ______ me t wear a cat. It’s cld utside.
A. advise B. advises C. advised
Ⅱ用所给词的正确形式填空。
1. She was ________ (shck) t see such a serius traffic accident happen.
2. Tm felt ________ (anger) when he talked t his little brther.
3. Mary brrwed a pen ______ her best friend in Chinese class.
4. He had t deal ______ the difficult prblem ______ himself.
5. It is ______ (hurt) t say smething bad t ur parents.
6. Ella advised Peter _______ (send) a text message t Harry.
7. Lily ______ (get) int a fight with her cusin last weekend.
Summary
归纳总结
Have a summary f the new wrds, grammar and sentences with the T’s help.
Ask the students t sum up the new wrds, grammar and sentences .
引导学生自主梳理重点词汇、句型和语法，构建系统的知识框架；通过师生共同总结，强化核心知识点记忆，帮助学生理清知识脉络，巩固课堂学习成果。
分层作业设计
A层： 基础巩固
绘制思维导图总结本堂课的重点单词、短语和句型。
B层： 能力运用
参照2b的听力原文编写一组采访身边人健康问题的对话。
C层： 拓展挑战
利用网络资源搜寻中国中学生普遍存在的健康问题并收集建议。
板书设计
Unit3 Grwing Up
Sectin A (1a-2d)
1.If yu did smething wrng, maybe yu shuld say srry first.
2.Yu culd talk t him and explain hw yu feel.
Advice
Tm & Harry’s Stry
教学反思