2024版2026春新人教版英语八年级下册全册教案教学设计

TeachingProcedures(教学过程)T:Time'sup!Let'sseewiththeirpartners.)问“如何度过业余时间”,导入单元核心话题，为新课作铺垫。Activity2MatchingT:Lookatthepicturesandthelistofactivities:playingtheflute,doingcalligraphy,painting,sprogramming.Let'smatcheachactiviwiththepicturesindT:Now,checkyouranswerswithyourpaPlayingtheflutematchesPictur设计意图：借助视觉化手段帮助学生建立“词汇—场景”的对应关系，降低新词汇的记忆难度(如吹长笛、练书法、编程)。先独立完成匹配，再同桌核对，最后全班统一核对，既培养了学生的自主观察和判断能力，同T:Now,we'llistentothreethesentencesin1bfirst.(Studentsreadthesentences.)T:Now,listencareful设计意图：聚焦“提取具体信息(学生的业余活动)”这一听力核心能力。听前引导学生提前朗读待填空的Activity4ListeningforpurposesT:Listenagain.Thistime,matchthepurposetime.StudentslistenaPlayingtheflute:B.Torelax.Hiking:C.TogetsomProgramming:D.Tocreate设计意图：通过将活动与目的匹配，帮助学生初步感知业余活动的功能意义，理解“活动与目的”的逻辑深化对单元主题“业余活动”的理解。Activity5Pairwork(Studentspractiseinpairs.)设计意图：以“谈论个人业余活动及目的”为核心，提供固定对话模板，降低学生口语表达的难度，确保真实的活动与目的，实现“从机械模仿到真实运用”的过渡。最后邀请部分同学展示，既能检验练习效果，又能为其他学生提供范例，进一步强化“用英语谈论休闲活动”的表达能力。yourideasingroups.(StudentsdiscussT:Now,shareyourgro设计意图：选取“游泳、滑冰”这两个学生较熟悉且易产生挑战的活动，引导学生思考“休闲活动中的困难”,将单元主题从“描述活动”拓展到“深度探讨活动体验”,符合“层层递进”的教学逻辑。小组讨论的形式鼓励学生多角度分享想法(如“游泳怕呛水”“滑冰怕摔倒”),培养合作探究能力；同时，通过交流“挑战”,为后续听力中“Emma谈论滑冰困难”的内容做好铺垫，让学生更容易理解听力材料中的情感与情境，实现“话题预热与听力衔接”的双重作用。Activity7ListeningT:ListentoaconversationbetweenFuXingandEmma.Tickthethingstheytalkabout.(PlaythereT:Let'scheck.Theytalkaboutchal设计意图：听力勾选活动内容旨在培养学生“整体把握听力主旨”的能力。听前呈现选项可以帮助学生明Activity8Listeningandcompletin作宾语补足语”(如“nottogiveup”)。此外，句子内容围绕“克服活动困难”展开，与单元“理解活动意义”的目标相契合，帮助学生体会“坚持与成长”的主题。A:Ilovesingingandperformingnow.ButIwA:Ipractisedbyperforminginfrontofmyfriends.Thathelpedmetogetbetterquickly!(Studentsshareinpairs.)Findaphotoaboutyourfavouritefree-tBlackboardDesign(板书设计)KeyWords:playingtheflute,doingcalligraphy,painting,skiing,hikiprogramming,swimminTeachingReflection(教学反思)Inthislesson,studentsactiimprovetheirlisteningskillsandunderstanexperience-sharingpartsencouragedsenhancetheirspeakTeachingProcedures(教学过程)Activity2PresentationT:ReadtheconversationbetweenPeteranT:Let'scheck.Peter'sfreActivity3Practice1.Peteruses"beaut3.BothoftheirhobbieT:Listentotheconversation.Then,role-pltomaketherole-playmoreinteresting.Theteachercanalsoinvitesomepairstoperformtheirrole-playsinfrontofthe语表达能力。老师在学生表演的过程中补充信息，可以激发学生的创造力，使他们更积极地参与到学习活动中。Activity5PracticeT:Discussthereasonswhyyoudoyourhobbies.Youcanuset流场景，实现“学用结合”,从而强化对语言知识的掌握与运用能力。Writeashortpassageaboutyourhobby.Itshouldincludewhatrelatedtoyourhobby.Then,readitaloudandrecordBlackboardDesign(板书设计)TeachingReflection(教学反思)Inthislesson,studentsactivelyparwithpronunciationandintonationduringguidancecanbegiventohelpthemorganizetheirthoughtsandusetheTeachingProcedures(教学过程)T:Let'sreviewwhatwelearnedaboutfree-timeactivitiesbefore.Ithem.(Theteacherasksstudentssomequestionslike“Whatdoyoudotorelaxinyourfreetime?”“Howdidyougetintoyourhobby?”Letstudentsanswerusinginfinitives.)Activity2Presentationadverbial.(StudentsreadtheseT:For"Iplaytheflutetorelax.”,“torelax”explaincomplement.Now,trytosummarizetherulesoActivity3PracticeT:Let'sworkon4bandcompletetheconversationswithcompletetheexercisesfirst,andthenchecktheanswerstogether.TheteacherexplainswhyeachT:Let'sworkon4candcompletethepathepassageandthensharetheiranswersandexplainthechoices.)Writeashortpassageaboutyourfree-timeactivitBlackboardDesign(板书设计)“Verb+infinitive”Structures:makesbdo(特殊),trytoIplaytheflutetorelax.(AdverbiShetoldmenottogiveupsoeasily.HowtodistinguishthefunctionsofinfinitivesandchoosecorrectinfinitiveformsofverbsTeachingReflection(教学反思)Throughthislesson,studentshadabetterunderstandingandapplicationoadverbial)andthecorrectverbformswithinfinitives.Providemoreexercisesandefocusingonthedifferencesbetweendifferent“verb+infinitive”structuresandthefuTeachingProcedures(教学过程)alsoaddmore.ShareyourideaswithyoPart2Readingcomprehension(1b—1d)opinionsarefeelingsorbeliefswithkeywordslike“think”or“believe”.Readthetext"HobbiesThatAreActivity2Mindmapcompletiowhenhestarteditandwhyhelikesit.Doyourself.Forexample,“Ireadbookstorelaxandlearnnewknowledge.”设计意图：巩固学生对文本细节的把握，同时引导学生联系自身实际，提升RevisethetextandwriteashortpassageaboBlackboardDesign(板书设计)Topic:Howcanahobbyimprothings,allow,sense,achievement,dreamofLuca:Hobby—makingmobilephones;When—startedatten;Why—asenseofachievement,helppeoplelearnItalianMaya:Hobby—collectingpostcardifferentplaces,findfTeachingReflection(教学反思)Throughthislesson,studentsenhancedtheirabilitytoidentifyfactsandopinions,andtargetedexerciseswillbeprovidedtostrengthenthiTeachingProcedures(教学过程)Activity1Warm-upandT:Goodmorning,class!Todaywewillfocusonthevocabusomebasicwords.I'llshActivity2Vocabularypraofverbsorwords.(Studentsdotheexercisesindependently,andthenchecktheanswerstogether.Theteacherexample,“It'sakindofartofbeautifulhandwriting—calActivity1Readingantheirfavouritefree-timeactivities.Afpostsandpreparetoanswer.Then,theteachercheckstheunderstandingwithtT:Greatjob!Shuyinstartedherhobbyatsixandnowsheworksathhorse.Shelikeshorseridingbecauseitmakesherenjoynatur设计意图：通过阅读帖子，培养学生提取关键信息和理解Activity2Brainstormingforpersonalfree-timeactivitT:Now,moveto3b.Thinkofyourownfavouritefree-timeactivity.Then,cmindmaps.)Activity3Writingpracticfavouritefree-timeactivity.Trytomakeyourwritinginterestingbyaddingdetails.(StudentsstT:Onceyou'vefinishedwriting,youcanexchangeyourreplieswiReviseyourreplytoJason'spostaccordingtoyourpartner'sfeedback.BlackboardDesign(板书设计)Myfavouritefree-timeItmakesmereallyhappywhen…TeachingReflection(教学反思)Thislessonhadbothsuccesthepicturereviewandquiz,showinggcollocations.Inthereadingandwritingpawritingreplies,somelackeddetaileddescriptions.ThroughmorepracticeoncollocationTeachingProcedures(教学过程)groupsandnotedowntheanswers.Then,somegroupssharetheirtableswitT:Now,eachgroupcreatesachartthatshowsyourgroup'sActivity3PresentationandrefleWhatfree-timeactivitieshaveyoulearnWhichtwofunctionsofinfinitiveshaveyoulearnt?Canyouusethemproperly?Whydoyoudofree-timeactivities?HowdoWhydoyouthinkweneedtimetoBlackboardDesign(板书设计)第六课时SectionB(Project&ReflFree-timeActivities:playingfootball,listeningtomusic,goingtothecinemaReasons:toexercise,torelax,it'Whatfree-timeactivitieTeachingReflection(教学反思)Inthislesson,studentsactivelyparticipatedininthegroupwork,somestudentsdidn'tfullyparticipate.Paymthislesson,students'comprehensiveabilitiesindatacollimproved.Theyhavealsohadadeeperunderstandingoftheimportanceoffree-timeactivitiesinlife.TeachingProcedures(教学过程)T:Hello,everyone!Howareyoufeactions,andyouguesswhathealthproblemtheyre设计意图：通过与学生亲切问候，营造轻松的课堂氛围。接着以“根据动作猜健康问题”的游戏形式开启课程，一方面能迅速吸引学生的注意力，另一方面激活学生已有的关于健康问题的知识储备，为后续“将健康Activity2MatchingT:Lookatthepicturesandthelistofhealthproblems:sorethroat,stomachache,headache,toothache,backache,cut.Let'smatcheachhealthproblpicturesindividually.)T:Now,checkyouranswerswithyourpa图片场景对应，帮助学生直观理解词汇的含义。分层活动设计(“个人独立完成→同伴核对→全班统一订正”)Activity3ListeningT:Now,we'llistentofourconversatioreadthenames(David,Ben,Nancy,Judy)andthe“Cause”column.(Studentsread.)T:Now,listencarefullyandfillinthe“设计意图：聚焦“提取具体信息(学生的健康问题)”这一听力核心能力。引导学生听前根据提示的起因预Activity4Listeningforcauserecordingasecondtime.Studentslistenandwrite.)设计意图：通过找出健康问题的成因，帮助学生进一步理解健康问题与成因之间的关联，深化对“应对健康问题”这一单元主题的认识。Activity5PairworkT:Now,talkabouthealthprobA:What'swrong?/What'sthematter?/AreyouOK?A:Whathappened?(Studentspractiseinpairs.Thentheteacheraskssomepairstoshowtheirdialogues.)设计意图：以“谈论健康问题及成因”为核心，提供固定的对话模板，降低学生口语表达的难度，确保所T:MatchthehealthproblemsT:Now,workonyourowntSorethroat—D.drinksomewaterwithStomachache—F.putsomethingwarmNosebleed—B.pressdownonyournoseFever—C.restanddrinkenough设计意图：通过为健康问题匹配相应建议，引导学生思考“如何应对不同的健康问题”,将本单元主题从“描述健康问题”拓展至“寻找健康问题的解决办法”,符合学习的“分层递进”规律。“个人思考+小组讨论”的形式，鼓励学生从多角度思考，为后续“提出建议”环节奠定基础。T:Listentothreeconversations.Circlethehe后核对答案，引导学生梳理对话逻辑，理解“两人围绕健康问题及对应建议展开交流”这一核心内容，为后续同时在语境中感知“提出建议”这一单元核心语言(如“Youshouldn't…”“Avoid…"”)。这一设计与“学习为健康问题提出建议”的单元目标相契合，有助于学生深化对“正确应对健康问题”这一主题的理解。Activity9PairworkT:Workinpairs.Taketurnscough,bruisedknee).Usethedialogue:B:Youshouldgotothed(Studentspractiseinpairs.Thentheteacherinvitessomepairstoperforminfrontoftheclass.)WritedownthreehealthproblemsyouoryourfamilymembershadandtheadBlackboardDesign(板书设计)TeachingReflection(教学反思)Inthislesson,studentsactivelyparticipatedinvariousactivitiesabouthealthprhelpedstudentsimprovetheirlisteningskillsandunderstandtheadviceforheexperiencesharingpartsstillhavedifficultyinusingthesentencepatternscorrectlytoexprestheirideastoenhancetheirsTeachingProcedures(教学过程)T:Let'sstartbyreviewiS:Iknowsorethroat,stomachache,toothache…Activity2PresentationT:Readtheconversatiyoufeeling?”“YoushouldActivity3PracticeT:Readtheconversationagainadoctor'sadvice.(Studentsreadandfillinthetable.)Helen'sdescriptionsofherproblems:Shehasarunnynose,afever(quitehiglittleenergy,triedtogetoutofbedandalmostfelThedoctor'sadvice:Takesomemedicine,drinkenoughwater,restT:Listentotheconversation.Thenrole-playitwithyoutomaketherole-playmoreinteresting.Theteachercanalsoinvitesomepairstoperformtheirrole-playsinfrontoftheActivity5PracticeT:Actoutaconversationbetweenadoctorandapatient.Uspairs.Thentheteacherletssomestudentssharetheirconversations.)流场景，实现“学用结合”,从而强化对语言知识的掌握与运用能力。problemis,theadvicegivenandhowyou/someonefeltyourself.BlackboardDesign(板书设计)TeachingReflection(教学反思)role-playingthedoctor-patientdialogue.However,somestudentsstruggledwithusingthecorarranged.Also,encourageTeachingProcedures(教学过程)youanswerthem.(Theteacherasksstudentsquestionslike“What'swrongwithyouifyouhaveasorethroat?”“Howwouldyoudescribeafever?”.Letstudentsanswerusingrelatedwordsandsentences.)Activity2Presentationsentences.)T:For"Youshouldn'teatsomuchnextoffmybike.”,“myself”isareflexivepronoun.Now,underlinethemodalverbsforadviceandcirclethereflexivepronouns.设计意图：该活动旨在帮助学生识别并领会表建议的情态动词和反身代词。学生通过给情态动词画下划线、T:Let'sworkon4bandcompletethesentencesusingthecorrectreflexivepronoexercisesfirst,andthenchecktheanswerstogether.)T:Let'sworkon4candcothensharetheiranswersandexplainthechoices.)Thenfinishthetaskof4d.Writeashortdialoguebetweenadoctorandapatient.UsemodalitaloudandcheckfoBlackboardDesign(板书设计)KeyGrammar:Modalverbsforadvice(should,shouldn't,could);Reflexivepronouns(mysyourself,himself,herself,ourselves,yourselves,them—Iatetoomuchlastnight.Nowmyst—Youshouldn'teatsomuc—Howdidyouhurtyourself?—IhurtmyselfwhenIfelloffmybike.—Bemorecarefulnexttime.IfwHowtousemodalverbstogiveadviceandhowtochoosecorrectreflexiveTeachingReflection(教学反思)Throughthislesson,studentsshreflexivepronouns.However,somestudentssillhavedifficultyinchoosingthecorrectthecorrectuseofreflexivepronounsandthedifferencesintheusageofshTeachingProcedures(教学过程)T:Goodmorning,class!Todaywe'ltalkabouthowtostaysafe,espesecond,sharewhatyouknowaboutwhattodoifoilcatchesfire.ShareyourideaswithyourpPart2Readingcomprehension(1b—1e)youranswerwiththecl设计意图：培养学生快速获取关键信息的阅读技能，让学生了解火灾起因，Activity2Orderingtheeveyourpartner.Then,we'llgothActivity3Completingthesretelling,theteachercanleadstudentstoomitunimportantdetailsandonlyretainthemaActivity4Discussingsafetylessons(oursefRevisethestoryandwriteashortpasitcorrectly.YoucanusethestructuresandvocabularywelBlackboardDesign(板书设计)TeachingReflection(教学反思)understandingoffiresafetyknowledge.However,somestudentscouldn'tretelltheteaching,moreretellingpracticeandguidancewillbeprovidedtohelpstudentsorganizetheirretellT:Goodmorning,class!Todaywe'llfocusonvocabularyrelatedtohealthandinjuriestablewiththecorrectsu设计意图：引导学生探究后缀的含义，加深Activity2VocabularyapplicaT:Now,moveto2b.CompletethesenteT:Let'sworkon2c.Completethepassagewiththecorrectformsofthewordsinthebox.Whenyou'redone,reaPart2ReadingandretellinT:Readtheshortstoryin3a.Asyouread,payattentiontowhathappenedthappenedtoapartner.Then,设计意图：培养学生提取关键信息和理解故事内容的能力，同时锻炼口语表达能力。Activity2Note-takingfordialoT:Now,lookat3b.ReadDrCooper'squestionsandadvicefonotes.Then,shareyournoteswithyActivity3Dialoguewriting(3c)eachotherfeedback.CheckforgrammarmistakesandseePolishyourdialogueaccordBlackboardDesign(板书设计)Suffixes:-self/-selves,Words:pain,ache,have,catch,injury,painful,hurt,harmful,suffer,X-rMark:Thankyou,DrCooper.IfeelmuchbettDrCooper:That'sgood.WMark:Yes,I…TeachingReflection(教学反思)Invocabularylearning,studentsshowedgstudentsstillstruggledwithword-formchangesandpropervocabularyusageincontexpressions.Infutureteaching,morepActivity1GroupdiscuT:Goodmorning,class!Todaywe'lldoaproject—makingahealthbrochure.First,workingroutoothache,headache,backache,eyestrain,cut,burn.Notedownyourgroup'schosentopic.(Studendiscussandnotedowntheirchosenhealthproblem.Then,somegroupssharetheirActivity2Researchandnote-takinT:Now,dosomeresearcconductresearchingroupsandtakenotes.ThentheteacherasksstudentstosharetheiActivity3Brochurecreationandpresentatitotheclass.Explainthecontentclearly,includingcauses,feelings,importanceofdealingwpreventionmethods,andotherrelatedfacts.(Studentsworkingrpresentstheirbrochuretotheclass.)Activity4ReflectionCanyouidentifydifferenthealCanyoudescribehowyoufeWhatadvicecanyougiveforthehealthproblemscoverediHowdoyouthinkwecanstayhealththeimportanceofpayingattentiontohealthproblems,usiBlackboardDesign(板书设计)TeachingReflection(教学反思)Inthislesson,studentsactivelyparticipatedinduringtheresearchphase,somegroustudentsoneffectiveresearchmethcollectionandoralpresentationhavebeenimproved.TeachingProcedures(教学过程)T:Greatjob!Youallknowthesefeelingwmightfeelafraid.Today,wehavesomepictureswitwiththerightsituati“不同情境引发不同感受”这一概念，从而顺利过渡到1a活动。Activity2MatchingT:Lookatthepicturesandthelistoffeelings:excited,afraid,shy,upset,angry,lonely,shocked,worried.LmatcheachfeelinsituationsindividuaT:Now,checkyouranswerswithyourpaHearingaboutasickfriendFightingwithafriendmaMeetinganewpersonmatches“设计意图：借助词汇与情境的匹配，帮助学生建立“感受—情境”的对应关系，降低新词汇的记忆难度，first.(Studentsreadthesentences.)PeterwasworriedwhenhetalkedtoElla.Petercouldn'tcontrolhisangerwhenhetalkedPeterfeltupsetafterhisfightwitPeterfeltafraidtota设计意图：聚焦“提取人物感受”这一听力核心能力。听前引导学生把握填空的方向；听后对答案，进一步巩固“感受”相关的词汇。T:Listenagain.Thistime,numlistenandnumber.) 3Petersaidhurtful 2PeterfoundanuglymarkonhisguitarwhenHarryre设计意图：通过将语句排序，帮助学生初步感知事件发展的先后顺序，理解“事件与顺序”的逻辑意义，进一步深化对单元主题“感受与事件”的理解。A:Youcould…(Studentspractiseinpairs.)设计意图：以“谈论个人经历及感受”为核心，提供固定的对话模板，一方面锻炼学生的口语表达能力，Activity6Predictingandlisteninyourownfirst.(StudentspredictandtickindividuT:Now,checkyourpredictionswithyourpartner.Thenlet'slistento话可能涉及的道歉、表达愧疚等内容，为听力活T:Now,lookatthesentencesin2b.Theyareabouttheconverconversationagainandcir设计意图：此活动旨在培养学生“捕捉关键信息并判断正误”的能力。听前呈现句子，帮助学生明确听力T:Listenagainandcompletet设计意图：通过让学生完成对话总结这种方式，一方面帮助学生更深入地理解对话内容，梳理出核心信息，比如人物的感受、行为以及事物的相关情况等；另一方面，锻炼学生的听力细节捕捉能力和语言Activity9SharingexperienceT:Tickthesituationsyouhaveexperiapartneraboutthem.(Studentstickanddiscussinpairs设计意图：以“谈论个人经历及感受”为核心，让学生结合自身实际，分享经历、感受及结果，进一步强化“用英语谈论感受和解决办法”的表达能力，同时也能让学生从彼此的经历中获得共鸣和启发。RecitethewordsaboutfeelingsandmastertheusagBlackboardDesign(板书设计)KeyWords:excited,afraid,shy,upset,angry,lonPeterwasworriedwhenhetalkedtoElla.—Howdidthatmakeyoufeel?—Iwasveryupset/…TeachingReflection(教学反思)Inthislesson,studenmightstrugglewithdeTeachingProcedures(教学过程)T:Hello,everyone!Today,we'regoingtotalkwithaquestion:Haveyoueverhadasituationwhereyourparentshaddiffgradesorhobbies?Howdidyo(LetsomestudentssharetheirexperT:Thanksforsharing.It'scommontohavesuchLily.Judyisfacingaproblemwithherparents.Let'sreadth与课堂讨论的兴趣。其次，自然地引出本节课关于“青少年与父母沟通”的主题，为接下来阅读朱迪和莉莉的Activity2PresentationT:ReadtheconversationbetweenJudyandLily.Twell.(Studentsreadandthink.)wrong,Judy?”“Well,myparentsaren'thappywithmygrades.”,“Whydon'tyoutalktothem?”“Howwritingthemalettersothatyoucangetyourmes设计意图：通过阅读对话并思考朱迪和父母的沟通情况，引导学生快速抓取文本关键信息，强化“感受与沟通”的单元核心主题。同时，学会留意日常交流中关于表达感受和给出建议的常用表达和句型，为后续练习Activity3PracticeJudy'sproblem:Judy'sparentshaveveryhighstandardsLily'sopinion:Judy'sparentsjustwanthertodowT:Listentotheconversation.Then,role-pltomaketherole-playmoreinteresting.Theteachercanalsoinvitesomepairstoperformtheirrole-playsinfrontofthe语表达能力。老师在学生表演的过程中补充信息，可以激发学生的创造力，使他们更积极地参与到学习活动中。Activity5PracticeT:Workinpairs.ImagineoneofyouisJudyandtheotherisherparent.Role-playaconversatreadtheletter.Youcanusetheexpressionsprovidedin3dtohe设计意图：通过模拟朱迪和父母读信后的对话，为学生提供更多运用目标语言的机会，进一步强化“感受2.IfyouwereJudy,writeashortlettertoBlackboardDesign(板书设计)KeyWords:communicate,compare,—What'swrong,Judy?—Well,myparentsarenWhydon'tyoutalktoHowaboutwritingthemalettersothatyoucaTeachingReflection(教学反思)Inthislesson,studentsactivstudentsstillhadproblemsindividualguidanceinfutureclasses.Also,m第三课时SectionA(GrammarFocuTeachingProcedures(教学过程)T:Let'srecallwhatwelearnedaboutconjunctionslikealthough,until,sothat,andifbefore.I'lquestionsandyouanswerthem.(Thyourfriend?”“Whenwillyoutalktoyourparentsaboutyourproblems?”LetstudentsanswerusingtheActivity2PresentationT:Let'sreadthesentencesin4aandfreadthesentences.)T:For“Althoughyouargued,youarestillveryclosefriends.”,“alknowhowhefeelsuntilyoutalktohim.”,"untithey'llknowhowyoufeel.”,“sothatActivity3Practicefirst,andthenchecktheanswerstogether.Theteache设计意图：让学生在情境中运用连词完成句子，巩固对语法点的运用，提高语言运用能力。Activity4Practice(4stress.(Studentscompletethepassageandthensharetheiranswersandexplainthechoices.)Thenfinishthetaskof4d.Writeashortpassageaboutaproblemyforconditions),whenyoutookaction(using"until"),whyyouchosethatway(using“sothat"),andanycontrast(using“although”).Then,readitaloudandcheckforgrammarmis第三课时SectionA(GrammarFocuKeyConjunctions:although,until,sothat,ifYouwon'tknowhowhefeelsuntilyoutalktYoucanwritetoyourparentssothatthey'lknowhowyoufeUsagenotes:HowtouseconjunctTeachingReflection(教学反思)Throughthislesson,studentsshouldhaveabetterunderstandinganime,purpose,condition).ProvidemoreexercisesandexamplesfotTeachingProcedures(教学过程)T:Goodmorning,class!Todaywe'regoingtotalkabouthowtostaypositive.Fiidioms.Underlinethenegativeones.ThenthinkaboutotheridiomsdescribingfPart2ReadingandcomprehensiActivity3Problem-solutioncomT:Readthetextoncemocheckwiththetext.设计意图：帮助学生梳理故事中人物的困境与解决办法，进一步加深对文本逻辑和内容的理解。Activity4IdiomreplacPart3Role-playpractanduseyourownwordstomaketheconversationmorenatural.设计意图：鼓励学生运用所学内容进行角色扮演，提升口语表达的流利度和情境运用能力。idiomsandexpressionswelearBlackboardDesign(板书设计)KeyWords:aheavyheart,feelblue,inlowspirits,alightheart,feelontopoftheworld,inhighspirionthebrightside.;TeachingReflection(教学反思)Throughthislesson,studentsenhancedtheirundpositivethroughthestory.However,somestudentssillhavedifficulteaching,morepracticeactivitieswillbedTeachingProcedures(教学过程)Activity1Warm-upandvocabularyT:Goodmorning,class!TodaintheboxintothecorrectActivity2VocabularypracticewithsentencT:Now,let'smoveto2b.CompletethesentencecheckyouranswerswithyourdeskmatActivity3VocabularypracticT:Let'sdoaninterestingtask.There'sapassagehere,andsomewordsa"hurt",“anger”,“relaxed”,etc.Ourjobistoreplacethoseundhelpususetheseemotion-relatedwordsbetterincontext.A设计意图：通过阅读感谢信，培养学生提取关键信息的能力，理解文本内容，同时感受感恩的情感。Activity2Brainstormingforthank-younotes(3b)T:Now,dothetaskin3b.Thinkfacedandhowhe/shehelpedyou.Shareyournoteswiththeclass.设计意图：引导学生回忆自己想要感谢的人及相关经历，为写作积累素材Activity3Writingathank-youletteT:It'stimetowriteyourownthank-you.Afterfinishing,Polishyourthank-youletteraccordingtoyourpartner'sfeedback.Then,shareyourletterwiththethankedifpossible.BlackboardDesign(板书设计)When…,youwerethereto…TeachingReflection(教学反思)Inthislesson,studentswereactiveinvocabularyclassificatiunderstandKelly'sletterandfistudentslackeddetaileddescriptionsandproperuseofconnectingwords.Infutwithexampleswillbeprovidedtoimprovetheseaspects.TeachingProcedures(教学过程)T:Goodmorning,class!Todaywe'lldoaprojectaboutsharingandsolving4a.Thinkaboutaproblemthatmakesyouworriedcanrefertothecommonteenageproblemslis激发学生对“问题与解决”主题的关注。Activity2ProblemcollectioT:Now,let'smoveto4b.Collesothatwehaveenoughproblemsto设计意图：收集问题纸条，营造匿名、安全Activity3GroupdiscussionandsuggestT:Workingroups.Takeonepieceofpaperfromtheboxeachtime.Discusstheproblemandprovideyoursuggestions.TrytogivepracticalandhelpfuladActivity4Classpresentatioreferencetomakeyourpresentationclearandorganized.detail.YoucanalsoaddsomereflectionsonhowsolvingthispBlackboardDesign(板书设计)Problems:toom