Unit3SectionA(3a~3d)课件2025-2026学年人教版英语八年级下册

SectionA(3a~3d)Unit3Growingup学习目标12能读懂对话，获取关键信息，梳理出Judy的烦恼以及同伴给出的建议等。能结合情境并运用本课交际用语，创编一段与父母沟通的完整对话，合理表达感受与想法。3能结合自身经历，思考与父母沟通的有效方式，形成积极解决家庭矛盾的意识和策略。Doyourparentshavehighexceptionsofyou?Howdoyoufeelaboutit?Let’stalkHaveyoueverfeltsadorstressedbecauseofyourparents’expectations?Whatdidyoudo?Judyisfacingsimilarproblems.LookatthepictureandguesswhichgirlisJudy.Why?JudyWhatkindofrelationshipdoyouthinkthesetwogirlshave?Whatdoyouthinkthey’retalkingabout?Whatmaythegirlontherightsay?LookandsayTheymightbeclosefriends/sisters/classmates/...Judycouldbesharingherproblem,andtheothergirlistryingtocheerherup.“Don’tworry.Everythingwillbeokay.”“Youcouldtalktoyourparentsabouthowyoufeel.Theyloveyou.”3aListentotheconversation

andanswerthequestions.WhyisJudysad?DoyouthinkJudyandherparentscommunicatewell?BecauseJudy’sparentsaren’thappywithhergradesalthoughhergradeswereprettygoodthisterm.No,theydon’tcommunicatewell.behappywith...:对……满意/高兴Whycan’tJudyandherparentscommunicatewell?HowdoesLilyhelpJudy?3bReadtheconversationagainandcompletethemindmap.Judy’sproblemJudy’sparentshaveveryhigh____________.Judy’sparentsoften____________herwithhercousin,Kate.standardscomparehavehighstandards:有很高的标准/要求compareAwithB:把A和B作比较award:(n.)奖品Lily’sopinionJudy’sparentsjustwantherto____________.Lily’sadviceJudycan___________________________.Judycanalso_______________________.dowelltalktoherparentswritealettertoherparentswantsb.todosth.:想要某人做某事Whengivingadvice,youcanalsousethestructures:Whydon’tyou/Whynot+v.?

Howabout+v.-ing/n.?Retelltheconversationaccordingto3aand3b.Youcanretelllikethis:Judyissadbecause...Shedoesn’tcommunicatewellwithherparentsbecause...Lilysuggestslookingonthebrightside.Shethinks...SheadvisesJudyto...Readandlearn.Lily:What’swrong,Judy?Judy:Well,myparentsaren’thappywithmygrades.Lily:Really?Weren’ttheyprettygoodthisterm?Judy:Yeah,butmyparentshaveveryhighstandards.Theyoftencomparemewithmycousin,Kate.Shegetsbettergrades,playsthepianowell,oftenwinsawards...Lily:I’msorrytohearthat.Butlookonthebrightside.I’msureyourparentsjustwantyoutodowell,althoughtheymaynotshowit.Judy:Iknowmyparentsloveme,butsometimesIthinktheyloveKatemore.安慰别人时，鼓励对方看到事情好的一面。听到别人的不幸或烦恼时，表示同情的常用语。Lily:Whydon’tyoutalktothem?Untilyoutalktothem,theymightnotknowhowyoufeel.Judy:I’mafraidI’llcryifwetalk.Lily:Howaboutwritingthemalettersothatyoucangetyourmessageacrossclearly?Judy:Oh,that’sagoodidea.Lily:Writingthingsdowncanalsomakeyoufeelbetter.Judy:Thanks!Justtalkingtoyoumakesmefeelbetteralready!动名词短语作主语I’mafraid(that)…:我担心/恐怕……”(用来表达担忧)getacross:解释清楚；传达Nowyouknowthestorywell.Let’slistenandimitatetheconversation.Thenyoucandoabetterrole-playin3c.Listentotheconversation.Thenrole-playit.跟读模仿三步走听录音前，用铅笔在文中标注需要重读的单词、可以连读、停顿的地方。听录音时，根据录音修正自己的标注。再听录音，跟读模仿。3c评价维度优秀良好需改进内容准确能准确复述对话所有关键信息，Judy的烦恼和Lily的建议表达完整无误。能复述大部分关键信息，仅有少量细节遗漏。遗漏较多关键信息，对话内容与原文偏差较大。语言运用熟练使用本课核心句型（如Whydon’tyou…?），词汇和语法准确无误。能使用大部分核心句型，偶尔出现小的语法或词汇错误，但不影响理解。核心句型使用不熟练，频繁出现语法或词汇错误，影响理解。语音语调发音清晰，语调自然，能通过语气表达情感（Judy的悲伤、Lily的鼓励）。发音基本清晰，语调较为自然，能表达基本情感。发音不清晰，语调生硬，无法通过语气表达情感。角色表现完全融入角色，表情和肢体语言自然，与搭档互动流畅。能较好地扮演角色，与搭档有基本互动。角色代入感弱，与搭档互动不自然。合作表现积极与搭档配合，轮流发言，共同完成表演。能与搭档配合完成表演。不配合搭档，独自发言或打断对方。WhatifJudy’sparentsreadherletterandwanttotalktoher?Howwouldtheconversationgo?Workinpairs.OneofyouisJudy,andtheotherisherparent.Usetheexamplein3dtohelpyoustart.3dWorkinpairs.

Role-playaconversationafterJudy’sparentsreadtheletter.A:I’msorry,Judy.Ididn’trealizeyouweresostressed.Wouldyouliketotalkaboutit?B:OK,Mum/Dad.I’mfeelingalotofpressurebecause...内容不脱离：Judy向爸爸/妈妈倾诉烦恼，爸爸/妈妈理解并安慰、做出改变。流程要完整：按“爸爸/妈妈道歉→Judy说出烦恼→爸爸/妈妈安慰承诺→和好结束”的顺序来。角色要贴合：①

语气要到位：Judy语气要真诚、略带委屈；爸爸/妈妈语气要温柔、充满理解，不生硬说教。②

动作可加分：Judy说话时低头，爸爸/妈妈伸手摸摸Judy的头，最后可能拥抱或牵手，加强代入感。对话创编

TipsUsefulExpressions倾诉烦恼YouandDadhaveveryhighstandards,andyouoftencomparemewithKate.表达感受Itmakesmesad.Ijustwantyoutounderstandme.和好结束Thankyou,Mom.Iloveyou.父母道歉I’msorryImadeyoufeelthatway./Ididn’tknowyoufeltsostressed.父母承诺Iunderstandnow.Iwon’tcompareyouwithothersanymore./Wewill...Iloveyoutoo,dear.对话创编的评价维度与指标内容逻辑：贴合场景，围绕“Judy向父母倾诉烦恼、父母理解安慰”的核心，情节合理。语言运用：熟练使用本课核心句型/词汇，语法错误少，能适当拓展简单表达。表达呈现：语气、表达贴合角色身份与情感，能体现出倾诉、安慰的氛围。衔接自然，无明显卡顿，发音准确。创意细节：能用自己的话创编对话，适当增加贴合场景的简单表达（如额外的安慰语、感受描述），不生硬。Whatdoyouthinkofyourperformance?Ididwellin…/I’mgoodat.../Ican…well.Ineedtoimprove…/Ishouldbemore...Iwillpractice…more./Iwilldobetternexttime.AfterlearningJudy’sstory,whatwillyoudoifyouhavedisagreementswithyourparents?Doyouhavesomethingtosaytoyourparentsnow?Parents’highstandardscomefromtheirlove.Yourparents’lovemaybestrict,butit’salwaystrue.Hopeyoucanunderstandtheirlove,talktothemwhenyouhavetroubles,andbuildawarmrelationshipwiththem.课堂总结通过本