【新教材】人教版（2024）八年级下册英语Unit 3 Growing up教案（共5课时）

第第页【新教材】人教版（2024）八年级下册英语Unit3Growingup教案（共5课时）第一课时SectionA(1a-2d)【教学分析】教学内容识别和表达不同的情绪,如兴奋、害怕、害羞、沮丧等。核心素养1.学生能够识别并表达不同的情绪。

2.通过听力练习,学生能够提取关键信息,完成句子排序和填空。

3.学生能够运用所学句型进行对话,表达情绪和给出建议。重点难点重点:识别和表达不同的情绪。

难点:准确捕捉听力材料中的关键信息;在对话和写作中自然运用所学句型和语法。【教学过程】Step1Lead-inAskstudentstothinkaboutproblemstheymighthaveintheirstudiesorlives,theninvitesomestudentstosharetheirstories.Step2Workon1aAskstudentstolookatthewordswiththepicturesin1a.Andaskstudentswhichsituationsgivethemthesefeelings.Thenmatchthefeelingswiththesituationsinthebox.Theanswersare:DFHABEGC.Step3Workon1band1cHavestudentsreadthesentencesin1b.Then,askthemtopredictthecorrectorder.Askstudentstolistentotheaudioandnumberthesentencesinthecorrectorder.Explainthewordsinredin1ctotheclass.AskstudentstolistentotheconversationagainandcirclePeter'sfeelings.Thenchecktheanswers.Step4Workon1dRole-playaconversationbetweenPeterandElla.GivePetermoreadvice.Givethemtimetopractisetheconversationusingtheexample.Encouragethemtousetheirownwordsandcreativity.Havesomepairsactouttheirconversationsinclass.Teachershouldpraisethemandcorrecttheirmistakes.Step5Workon2aHavestudentsreadthesentencesin2a.ThenaskstudentstohearaconversationbetweenPeterandHarry.Havethemtickthesentenceseachpersonmightsay.Checktheanswers.Step6Workon2band2cHavestudentsreadthesentencesin2b.Andthenlistentotheconversation.CircleTfortrueorFforfalse.教学笔记Checktheanswers.Playtheaudio.Studentswritewordsintheblanksin2c.Invitestudentstosharefilledblanks.Discussvocabularylike"meanalot"and"bemorecareful".Step7Workon2dWorkinpairs.Askstudentstodiscusssituationstheyhaveexperienced,howthesemadethemfeel,andhowtheyresolvedthem.Letstudentsreadthephrasesin2d,tickthesituationstheyhaveexperienced,thenimitatethefollowingdialogueanddiscusswiththeirpartnersingroups.Inviteafewstudentstosharewiththeclasshowtheyhandledtheirproblems.Step8SummaryRecaptoday'slesson,withemphasisontheconversationsaboutexpressingemotionsandthegivenadvice.Step9HomeworkCreatetwonewpairsofdialoguesmodeledaftertheonein2d,butincludemethodsforsolvingtheproblems.【随堂作业】根据句意及首字母或汉语提示填写单词。Whenmyparentsareawayonbusiness,Ioftenfeellonelyathome.It'simportanttocontrolyourangerwhenyou'reupsetwithsomeone.Canyouadvisemeonhowtomakenewfriendsatschool?Weshouldthinkbeforespeakingtoavoidsayinghurtful(伤感情的)thingsbyaccident.Shelookedshocked(震惊的)whenshesawthebigbirthdaycakeherfriendsprepared.【板书设计】Unit3Growingup第一课时SectionA(1a-2d)单词和短语:dealwith,lonely,shocked,alone,control,anger,advise,hurtful,infuture,cleartheair,present句型:A:Ifyoudidsomethingwrong,maybeyoushouldsaysorryfirst.B:IguessIcoulddothat.ButIdon'tknowhow.【教学反思】本次课程以“情绪表达与问题解决”为核心，结合听力、口语与词汇练习，旨在提升学生的语言应用能力。(1)词汇与听力:通过图片与情绪词汇匹配，学生能直观理解“excited”“afraid”等词汇含义，并运用问答句式进行表达。(2)听力环节中，多数学生能根据关键词完成句子排序与填空任务，但对“hurtful”“lonely”等生词较陌生，需提前通过情境示例辅助理解。(3)口语表达:在角色扮演活动中，学生能运用所学句型表达情绪并给出建议，如“A:Ifyoudidsomethingwrong,maybeyoushouldsaysorryfirst.B:IguessIcoulddothat.ButIdon'tknowhow.A:Youcould...”。部分学生在表达复杂情绪时存在困难，需增加教师示范与小组练习。(4)语法运用:学生能初步运用“although”“until”“sothat”“if”等引导的从句，但在实际对话中仍存在错误，如“althoughhewaswrong,butyouhurthimtoo”，需通过例句反复强化正确形式。改进措施:(1)词汇预学:通过情境卡片预习生词，减少听力障碍。(2)分层任务:针对口语薄弱学生，设计“情绪表达”模板；针对能力较强学生，增加“创编对话”挑战。(3)生活化延伸:引导学生观察生活中遇到的情绪问题，用所学词汇和句型撰写短文，增强语言实用性。本次课程通过多元活动激发了学生的兴趣，但需在细节巩固与个性化指导上加强训练，让学生在实践中体会“语言为表达服务”的核心价值。第二课时SectionA(3a-3d)【教学分析】教学内容1.理解对话中Judy与父母在沟通方面存在的问题。

2.学习与“情绪表达”和“问题解决”相关的词汇与句型。核心素养1.学生能够理解对话内容,并根据对话信息完成思维导图。

2.学生能够准确提取出Judy与父母之间的矛盾点。

3.学生能够模仿对话,进行角色扮演,并在表达中注意语气的恰当运用。

4.学生能够针对Judy的问题给出合理建议,并运用所学词汇和句型进行表述。

5.学生能够运用所学词汇和句型,表达自己在生活中遇到的类似问题并寻求解决办法。重点难点重点:理解对话内容,梳理Judy的问题及Lily给出的建议。

难点:准确把握对话中人物的情绪,并用恰当的语言进行表达和角色扮演。【教学过程】Step1Lead-inAskstudentsaboutthecommunicationwiththeirparents.Leadstudentstorealizetheimportanceofgoodcommunicationbetweenparentsandchildren.Step2Workon3aAskstudentstoreadtheconversationbetweenJudyandLilycarefully.Afterreading,askstudents,"DoyouthinkJudyandherparentscommunicatewell?Whyorwhynot?"Letstudentsdiscussinpairsandthensharetheiropinions.Teachthefollowingwordsandexpressionsbygivingexamples:standard,award,getacross.Step3Workon3bAskstudentstoreadtheconversationagainandcompletethemindmap.Guidestudentstofindthekeyinformationintheconversationtofillintheblanks.Theanswersare:Judy'sproblem:★Judy'sparentshaveveryhighstandards.★Judy'sparentsoftencompareherwithhercousin,Kate.Lily'sopinion:★Judy'sparentsjustwanthertodowell.Lily'sadvice:★Judycantalktoherparents.★Judycanalsowriteherparentsaletter.Step4Workon3cListentotheconversation.Askstudentstoreadtheconversationaloud.教学笔记Havestudentsrole-playtheconversation.Step5Workon3dDividestudentsintopairs.InstructthemtoimagineoneisJudyandtheotherisherparent.Guidethemtorole-playaconversationafterJudy'sparentsreadtheletter.Remindthemtousetheexampleexpressionsasareference.Modelsomeconversations.Inviteafewpairstosharetheirrole-playconversationswiththeclass.Step6SummaryRecaptoday'slesson,withemphasisontheconversationsaboutexpressingemotionsandthegivenadvice.Step7HomeworkWritedowntwoproblemsstudentsface.Thensuggestatleasttwosolutionsforeach,usingexpressionslearnedtoday.【随堂作业】根据句意,用所给单词的适当形式填空。{standard,award,across,clearly,pressure}Theawardsencouragestudentstostudyharderandachievemore.MrWangoftenusessimpleexamplestogethisideaacrosstotheclass.Mikefeltalotofpressurewhenhehadtogiveaspeechinfrontofthewholeschool.Pleasespeakclearlysothateveryoneintheclasscanhearyou.Inordertomeetthestandardofthecompetition,wepractiseveryhardeveryday.【板书设计】Unit3Growingup第二课时SectionA(3a-3d)单词和短语:standard,award,getacross,clearly,pressure句型:Whydon'tyoutalktothem?Untilyoutalktothem,theymightnotknowhowyoufeel.Howabout...【教学反思】本次课程以“亲子沟通问题”为主题，通过对话理解与任务活动提升学生的语言运用能力。整体教学效果良好。(1)对话理解:对话设计贴合学生生活，学生能较好理解Judy与父母沟通不畅的问题。75%的学生能准确完成思维导图填空，把握关键信息。(2)词汇运用:学生对“standard”“pressure”等词汇有一定认知，但在实际表达中，仅基础较好的学生能灵活运用，部分学生使用仍显生硬。(3)角色扮演:角色扮演环节氛围活跃，学生能模仿对话中的表达，如“I'msorry,Judy.Ididn'trealizeyouweresostressed.Wouldyouliketotalkaboutit?”，但情感表达和语气处理稍显不足。存在问题:(1)词汇掌握:部分学生对“award”“clearly”等词汇记忆不牢，在完成相关练习时错误率较高。(2)表达丰富性:分享环节中，基础薄弱学生仅能使用简单句式和词汇进行表达，缺乏“getacross”等短语的灵活运用。改进措施:(1)词汇巩固:预习阶段增加图片、例句辅助，强化词汇记忆；课堂上通过组词、造句等多种方式巩固练习。(2)分层训练:设计分层词汇表，基础层掌握核心词汇和简单句式，提高层学习“getacross”等短语及更丰富的情感表达句式；在角色扮演前增加跟读训练，重点突破连读和语调。(3)表达拓展:引导学生观察生活中类似的沟通场景，用所学词汇和句型进行描述和表达，增强语言实用性。本次课程通过多元活动激发了学生的兴趣，在帮助学生理解语言知识的同时也要加强与父母的理解。第三课时SectionAGrammarFocus(4a-4d)【教学分析】教学内容识别并理解连词“although”“until”“sothat”“if”的用法。核心素养1.学生能够识别并理解连词的用法,并根据语境正确运用。

2.学生能够准确提取阅读材料中的关键信息,完成句子填空。

3.学生能够模仿例句,进行句子创作,并在表达中注意连词的正确使用。

4.学生能够运用所学词汇和句型,表达自己在生活中应对压力的方法。重点难点重点:识别连词的用法并应用于句子和对话中。

难点:准确判断连词在不同语境中的使用,并会正确运用。【教学过程】Step1Lead-inAskstudentstodiscussrecentstressorsthey'veexperienced.Encouragestudentstodiscusshowtheyusuallydealwithstress.Leadstudentstorealizetheimportanceofeffectivestressmanagement.Step2Workon4aShowthesentencesin4aandhighlighttheconjunctions.Guidestudentstodiscoverthefunctionsofconjunctionsandmatchthemwithsentencerelationships.Explainthecoreusagesofeachconjunction.Studentstranslatesentencesinpairs.Step3Workon4bCompletethesentenceswithalthough,until,sothat,orif.Workindividuallyfirst,thenpairuptocompareanswersanddiscussreasoning.Analyzeeachsentencewithstudents,explainingconjunctionchoicesandlogicalrelationships.Step4Workon4cAskstudentstoreadthepassagein4caboutmanagingstresssilently.Ask:"Whatisonepieceofadviceaboutmanagingstressthatyoufinduseful?"Guidestudentstocompletethesentencesin4c.Encouragethemtofindcluesfromthepassage.Checktheanswerswithstudents.Discusshowif,although,until,andsothatfunctioninthiscontext.教学笔记Step5Workon4dAskstudentstocompletethesentencesin4dwiththeirownideas.Encouragethemtoapplythetargetconjunctionswhilesharingtheirpersonalthoughtsandexperiencesinpairsorsmallgroups.Inviteseveralstudentstosharetheirinterestingoruniqueanswerswiththewholeclass.Focusonpraisingboththecorrectuseofconjunctionsandthepersonalcontent.Step6SummarySummarizethekeypointsofthelesson,especiallytheusageofthefourconjunctions"although""until""sothat"and"if".Step7HomeworkHavestudentsreviewtheusageofthefourconjunctions.Havestudentswriteashortpassageabouthowtheymanagestress,usingatleastthreeoftheconjunctionslearnedinthislesson.【随堂作业】根据句意,从方框中选出恰当的连词填空,使句子通顺、意义完整。{if,until,sothat,although}Ifitrainstomorrow,wewillstayathomeandwatchamovie.Don'tleaveuntilyourmothercomesback.Althoughheisverytired,hestillkeepsworkinghard.Shestudieshardeverydaysothatshecangetgoodgradesintheexam.【板书设计】Unit3Growingup第三课时SectionAGrammarFocus(4a-4d)单词和短语:purpose,onpurpose,cut...inhalf,putoneselfinsb'sshoes,shut,shut...away,lastly,plenty,plentyof句型:Althoughyouargued,youarestillveryclosefriends.Youwon'tknowhowhefeelsuntilyoutalktohim.Youcanwritetoyourparentssothatthey'llknowhowyoufeel.Ifyoudidorsaidsomethingwrong,youshouldsaysorry.【教学反思】本次课程围绕连词“although”“until”“sothat”“if”的用法以及压力管理展开教学，整体教学效果较好，但仍存在一些问题。(1)连词理解:多数学生能够理解这四个连词的基本含义，但在具体语境中的灵活运用还存在不足。例如，部分学生在完成4b的句子填空时，对“sothat”和“if”的区分不够清晰。(2)阅读能力:学生在阅读4c的短文时，能够提取关键信息完成句子填空，但对于一些长难句的理解还存在困难，影响了对文章整体的把握。(3)句子创作:在4d的句子创作环节，部分学生能够较好地运用所学连词进行创作，但也有部分学生存在句式单一、表达生硬的问题。改进措施:(1)强化练习:增加连词用法的专项练习，通过更多的例句和语境让学生加深理解和运用。(2)阅读指导:在阅读教学中，加强对长难句的分析和讲解，引导学生掌握阅读技巧，提高阅读理解能力。(3)拓展训练:鼓励学生进行更多的句子创作练习，提供更多的话题和素材，引导学生运用丰富的词汇和句式进行表达。通过本次课程，学生对连词的用法有了一定的了解，但在实际运用中还需要进一步加强训练。在今后的教学中，应注重基础知识的巩固和拓展，助力学生成为自信、有效的沟通者。第四课时SectionB(1a-1f)【教学分析】教学内容探讨如何保持积极心态。核心素养1.学生能够阅读并理解与保持积极心态相关的习语和故事。

2.学生能够就故事内容进行讨论,并发表自己对于保持积极心态的观点。

3.学生能够准确提取文本中的信息,回答相关问题。

4.学生能够结合自身经历领悟在面对挫折时保持积极心态的方法。重点难点重点:理解文本内容,提取文本关键信息,完成相应的题目。

难点:就如何保持积极心态发表自己的看法,并流畅地表达出来。【教学过程】Step1Lead-inAskthestudentsabouttheirfeelingswhenfacingdifficulties.Discusswhyit'simportanttostaypositiveandleadintotoday'stopic.Step2Workon1aAskstudentstoreadtheidiomsin1a.Underlinethenegativeonesandaskstudentsiftheyknowotheridiomsthatdescribefeelings.Theanswersare:aheavyheart;feelblue;havealongface;inlowspirits.Encouragestudentstosharetheirthoughtsinpairsandwritekeywordsontheboard(e.g.oncloudnine极其快乐,downinthedumps情绪低落,overthemoon欣喜若狂,undertheweather身体不适,情绪不佳).Step3Workon1bReadthestorysilentlyandthinkaboutthequestion:WhatmistakedidMattmakeatthebasketballgame?Theansweris:Mattpushedanotherplayerduringthebasketballgame,whichledtherefereetogivetheotherteamtwofreethrows.Underlinethephrasesrelatedtofeelings(e.g.aheavyheart,feelblue).Teachthefollowingwordsandexpressionsbygivingexamples:enter,dare,letdown,behardon,takeback,decision,proud,aswell,pulltogether.Step4Workon1cAskstudentstorereadthestorytocompletetheproblemsandsolutionsin1c.Studentscomparetheiranswersinpairs.Teacherprovidesfeedbackandcorrectsanyerrors.Theanswersare:PROBLEM:twofreethrows;careful;accepttheresult.SOLUTION:hard;respect;proudof;togetherasateam.Step5Workon1dAskstudentstoreadthestoryaloudagainandanswerthequestionsin1dbasedonthestory.Markthekeysentencesforeachquestion.Pairthestudentsuptodiscusstheanswerstogetherandcheckthem.Theanswersare:BecauseMattenteredtheclassroomwithaheavyheartandhadalongface;Becausetheotherteamisthebestintheirarea,buttheirscoreswerereallyclose;HesaidthatMattshouldtrytolookonthebrightside;It'simpossibletobesuccessfulineverythingandit'smoreimportanttolearnfrommistakes.Leadstudentstogetthemainideaofthestoryandsummarizethewaystostaypositive.教学笔记Step6Workon1eExplain:Idiomsaddpowertolanguage.Usetheidiomsfromthestorytoreplacephrases.Studentsreadsentencessilently.GuideSentence1analysis;elicittheidiom.Pairwork:DiscussidiomsforSentences2-5.Shareanswers;checkwithstorycontext.Extension:Useanidiominanewsentence;2-3studentsshare.Step7Workon1fAskstudentstorole-playaconversationbetweenMattandhiscoach.Encouragestudentstousetheexpressionsandidiomstheyhavelearnedintheconversation.Havesomepairsperformtheirrole-playinfrontoftheclass.e.g.A:Coach,I'msorryforlettingtheteamdown.B:Don'tblameyourself.Itwasanaccident.A:Butwecouldhavewon.B:Learnfromthismistake,andwe'lldobetternexttime.A:I'lltryharder.B:That'swhatIwanttohear.Step8SummarySummarizethekeypointsofthelessonandencouragestudentstostaypositivewhenfacingdifficultiesinlife.Step9HomeworkInterviewafriendorafamilymember:Howdoyoustaypositivewhenfacingdifficulties?Writedowntheiranswersandcomparethemtoyours.【随堂作业】根据句意,用所给单词的适当形式填空。Mattfeltsadaboutletting(let)downhisteamwhenhemissedtheimportantgoal.Youshouldthinkcarefullybeforemakinganimportantdecision(decide).Weshouldknoweachplayer(play)ontheteamhasaspecialroletohelptheteamwin.Myparentswereproud(pride)ofmewhenIwonthemathscompetition.【板书设计】Unit3Growingup第四课时SectionB(1a-1f)单词和短语:ontopoftheworld,allsmiles,inlowspirits,ring,enter,letdown,behardon,player,takeback,decision,proudof,coach,aswell,abit,repeat,pulltogether句型:Don'tbehardonyourself.Ifwepulltogether,weshouldwinnexttime.【教学反思】本次课程围绕“如何保持积极心态”展开教学，整体教学效果较好，但仍存在一些问题。(1)习语理解:多数学生能够理解1a中的习语，但在实际运用中还存在不足。例如，部分学生在造句时，对习语的语境把握不够准确。(2)故事理解:学生在阅读1b的故事时，能够提取关键信息回答问题，但对于一些长难句的理解还存在困难，影响了对故事整体的把握。(3)观点表达:在1d和1f的讨论及角色扮演环节，部分学生能够较好地表达自己对于保持积极心态的看法，但也有部分学生存在表达不清晰、逻辑不连贯的问题。改进措施:(1)强化练习:增加习语用法的专项练习，通过更多的例句和语境让学生加深理解和运用。(2)阅读指导:在阅读教学中，加强对长难句的分析和讲解，引导学生掌握阅读技巧，提高阅读理解能力。(3)表达训练:鼓励学生进行更多的口语表达练习，提供更多的话题和素材，引导学生运用丰富的词汇和句式进行表达，提高表达的逻辑性和连贯性。通过本次课程，学生对如何保持积极心态有了一定的了解，但在实际运用中还需要进一步加强训练。第五课时SectionB(2a-Reflecting)【教学分析】教学内容阅读文章,理解内容,辨别作者观点;制作成长图表,记录初中后各方面变化。核心素养1.学生能够掌握所学词汇的各种用法及变形,完成不同题型。

2.学生能够阅读文章,理解内容,辨别作者的观点。

3.学生能够制作一份成长图表,记录自己在进入初中后各方面的变化。

4.学生能够根据所学内容完成相关任务,如补全短文、讨论观点等。重点难点重点:运用所学单词和词组完成句子和短文,并就文章的观点发表自己的评论。

难点:根据所学内容完成一份成长图表,就成长的各个方面进行分析。【教学过程】Step1Lead-inReviewallthenewwordsandphrasesinthisunit,leadstudentstoreadthemtogether.Step2Workon2aAskstudentstoreadthewordsintheboxcarefullyandunderstandtheirmeanings.Putthewordsintheappropriateboxesandchecktheanswers.Theanswersare:Positive:joyful,thankful,excited,proud,calm.Negative:angry,shocked,stressed,worried,hurtful,upset,lonely,afraid,shy.Step3Workon2bAskstudentstoreadthesentencesin2bsilentlyandfeelthecontext.Completethetaskindependently.Sharetheanswers.Step4Workon2cAskstudentstosharethemeaningsandusagesofthewordsintheboxandtheunderlinedwordsinthepassage,andaskthemtoguesstheanswers.Havestudentsfindtheanswers.Checktheanswers.Step5Workon3aReadKelly'sthank-youlettertoherteacher.Andanswerthequestion:WhyisKellythankful?Checktheanswer.Thenteachthefollowingwordsandexpressionsbygivingexamples:passaway,anybody,remain,notonly...butalso...Step6Workon3bWhowouldyouliketothankthemost?Completethefollowingmindmap.Makenotes.e.g.Mybestfriend,Lily;Iwasnewinschoolandhadnofriends;Sheshowedmearoundtheschool,introducedmetoherfriends,andinvitedmetojoinherinactivities.Encouragestudentstosharetheirnotesinpairs.教学笔记Step7Workon3cPairstudentsuptodiscusshowtowritethank-youletters.Encouragestudentstousetheircreativityandimagination.Writethank-youlettersaccordingtotheirdiscussion.Eachpairpresentstheirthank-youletterstotheclass,andfeedbackisgivenfocusingoncorrectuseofsentencepatternsandtheformat.Step8Workon4a,4b,4cand4dDividethestudentsintogroupsandaskeachgrouptothinkaboutaprob