【新教材】人教版（2024）八年级下册英语全册教案（单元教学设计）

【新教材】人教版(2024)八年级下册英语全册教案(单元教学设计)Thethemeoftheunitis“free-timeactivities”.ThroughaseriesThroughsharingandcommunidiversityoffree-timeactivities,recognizetheimportanceofreasonablerelaxationinrelievingstressandimprovingthequalityOverviewofUnitEmpha..(语言能力)arrangements,describetheproce(文化意识)(思维品质)free-timeactivities,(学习能力)techniquesfordescribLearningSituationAnalysis(学情分析)Englishexpressionsfordescribinglifeexperiencesmabstractorunfamiliaracdescribingactivitydetailsandorganizingl3.Somestudentsmaylackemotional4.Theuseofinfinitivesmaybedifficultforstudents,especiallywhentheyneedto5.Studentsmaystrugglewithcross-cTeachingSuggestions(教学建议)1.Usemultimediaresourceslikepictures,videosandmusicto2.Adopttask-basedaorganizetheirwriting.AndgivestudentsmoreopportunitiestopractfbetweenChineseandWesternfree-timeactivities,toexp单元课时分配第一课时SectionA(1a—2d)第二课时SectionA(3a—3d)第一课时SectionA(1a—2d)TeachingProcedures(教学过程)T:Let'splayaquickgame!Youhaveoneminutwordsorphrasesrelatedtofreedownwordsorphraseslikeswimming,playingbasketball,…)yourpartner.(Studentsdiscusswiththeirpartners.)设计意图：利用游戏形式激活学生对“业余活动”话题的兴趣，通过词汇头脑风暴调动学生思维，紧接着询问“如何度过业余时间”,导入单元核心话题，为新课作铺垫。T:Lookatthepicturesandtpainting,skiing,hikingandprogramming.Let'smatcheachactivitywithpicture.Workonyourownfirst.(StudentsmatchtheactivitiesT:Now,checkyouranswerswithyourpartner.Thenlet'sgothroughthemtogether.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，降低全班统一核对，既培养了学生的自主观察和判断能力，同时发挥了团队协作解决问Activity3Listenin引导学生提前朗读待填空的句子，预判听力内容；听中要求学生捕捉与活动相关的关键词，强化“抓取细节信息”的能力；听后核对答案，进一步巩固业余活动核心词汇。Activity4Listeningforpurposrecordingasecondtime.Studentslisten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”的逻辑关联，为后续学习“用不定式表达目的”做好铺垫。同时，该环节也能让学生意识到“不同活动有不同价值”,深化对单元主题“业余活动”的理解。T:Now,talkaboutyourfree-timeactivitieswithapartner.Usethedial(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，确保所有的学生都能参与。同桌互动的形式为学生创造了充足的语言实践机会。学生在模仿模板的同时，可替换自己真实的活动与目的，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。ookatthetwoactivities:iceskatingandswimf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。T:ListentoaconversationbetweenFuXingandEmma.TickthetT:Let'scheck.Theytalkaboutchallengesoffree-timeactivittheweekend,andwhattheylikeab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确听力任务焦点，听后核对答案的过程能让学生梳理对话逻辑，理解“两人围绕休闲活动展开的多维度交流”,为后续更细致的听力填空奠定基础。设计意图：学生在理解对话主旨的基础上，进一步捕捉细节信息(如“Emma去运动中心做什么”“教练对Emma说什么”),同时在语境中感知单元核心语法togiveup”)。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。B:Oh,Ididn'tknowthat.Whathelpedyoutogetoveryourfear?A:Ipractisedbyperforminginfrontofmyfriends(Studentsshareinpairs.)aboutit.Itshouldincludehowyouovercamethem.BlackboardDesign(板书设计)TeachingReflection(教学反思)listeningactivitieshelpedstudentsimprovethpurposesandchallengesofdifferentactivities.Thepairworkandexperience-sharimightstillhavedifficultyinusinginfinitivescorrectlytolessons,morepracticeoninfinitivesasarTeachingProcedures(教学过程)questions,andyouanswerthem.设计意图：通过复习旧知识，为新课内容做铺垫，激发学生的兴趣，同时检查Activity2PresentatioT:ReadtheconversationbetweenPeterandYaming.Then,circlePeter'sandYaming'sfree-timeactivities.(Studentsreadandcircle.)onversation.Forexample,“Whatareyouupto?”"It'st设计意图：通过朗读对话并圈出业余活动，引导学生快速抓取文本关键信息，强化单元核心主题。同时，学会留意日常交流中的一些常用表达和句型，为后续练Activity3Practice(3b)T:Let'schecktheanswerstogoftenthemostdifficult,butifwepersist,itwillbecomeeasier设计意图：通过回答问题，深化文本理解，训练阅读能力。同时，鼓励学生关联生活经验，培养表达观点的能力。T:Listentotheconversaaddsomeofhisorheroalsoinvitesomepairstoperformtheirrole-playsinfrontoftheclass.)设计意图：通过听力和角色扮演活动，强化听力输入，提升信息捕捉能力。同时搭建口语输出支架，锻炼口语表达能力。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。设计意图：通过提供表达模板，帮助学生搭建语言支架。同时，引导学生将课堂上学过的表达灵活运用于交流场景，实现“学用结合”,从而强化对语言知识的yourself.BlackboardDesign(板书设计)第二课时SectionA(3a—3d)TeachingReflection(教学反思)Inthislesson,studentsactivelyparticipatedinvariousfree-timeactivities.HowstudentsstillhadproblemswitTeachingProcedures(教学过程)youdotorelaxinyourfreetime?”“Howdidyougetintoyourhobby?”Letstudents设计意图：通过复习旧知，为新课内容作铺垫，激发学生对不定式用法的探究Activity2PresentatiocomplementandadverbialT:For“Iplaytheflutetorelax.”,soit'sanadverbial.For“Scomplementtheobject“me”,soit'sanobjectcomplement.Now,trytosummarizetherulesofverbformswithinfinitives,suchas“makesbdo“watchsbdo/doing”,etc.设计意图：让学生在具体语境中识别不定式的功能和动词与不定式的搭配规则，培养观察和分析能力，加深对语法点的理解。引导学生主动探索语法规则，提Activity3Practice(4b)verbsinbrackets.(Studentscompletetheexercisesfirst,andthenchecktheanswerstogether.Theteacherexplainswhyeachverbformischosen.)第16页共193页设计意图：让学生在情境中运用不定式的动词形式变化规则完成对话，巩固对T:Let'sworkon4candcompletethepassagewiththeinfinitiveformsofthebox.(Studentscompletethepassag设计意图：采用语篇的形式训练学生对不定式综合运用的能力，让学生在真实Writeashortpassageaboutyourfree-timeactivitwhyyoudoit(usinginfinitivesasadverbials),andwhBlackboardDesign(板书设计)TeachingReflection(教学反思)Throughthislesson,studentshadabetterunderstandingandapplicationofinfinitives'functions(objectcomplement,adverbial)andthecorrent“verbfTeachingProcedures(教学过程)ourlife.First,let'sdmakeyourlifebetter?Ticktheonesthatapplyand设计意图：通过1a的活动，激活学生对爱好的已有认知，激发学生对本节课主题的兴趣，同时锻炼学生的口语表达能力。T:Now,let'smoveto1b.Weneedr设计意图：培养学生区分事实与观点的阅读技能，提升对文本的深度理解能力。设计意图：锻炼学生提取关键信息的能力，帮助学生梳理文本结构，加深对文本内容的理解。differentpurposes.Thenwriteaboutyourself.Forexamnewknowledge.”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，提升英T:Whatnewhobbywogroups.ThenI'llasksome设计意图：鼓励学生运用所学内容表达个人想法，提升口语表达的流利度和准Revisethetextandwriteashortpassageaboutyourhobby,exBlackboardDesign(板书设计)Topic:HowcanahobbyKeyWords:relax,makenstress,trynewthings,allow,sense,achievement,dreamofMyhobbyhelpsme…;He/Shethinks/believes…Luca:Hobby—makingmobilephones;WhenMaya:Hobby—collectingpostcards;When—startedatfive;TeachingReflection(教学反思)hadabetterunderstandingofhowhobbiescouldimpstudentsstillmistookfactsandopinions.InfutureteachTeachingProcedures(教学过程)T:Goodmorning,class!andactivities.First,let'sreviewsomebasicw设计意图：通过图片展示，激活学生已有的与爱好和活动相关的词汇知识，激in2band2c,fillingintheblankswiththecorrectformsofverbsorworT:Let'splaya“vocabularyquiz”.I'llgiveswordsorphraseswe'velearned.Forexample,“It'sakindofart设计意图：通过练习和游戏，巩固学生对新词汇和短语的掌握，提升学生运用Part2ReadingforT:ReadthepostsaboutJason'sandattentiontotheinformationabouttheirfavouritefree-timeactivitireadytoanswerquestionsaboutthemindmap.(Studentsreadthepostsandpreparetoanswer.Then,theteachercheckstheunderstandingwith设计意图：通过阅读帖子，培养学生提取关键信息和理解内容的能力，并为后续的写作活动做好准备。similarmindmapforit,consideringT:Veryinteresting.Itseemsthatyouhaveawo设计意图：引导学生回忆自己的业余活动，通过制作思维导图梳理思路，锻炼学生的思维能力和英语表达能力，同时为下一步的写作积累素材。giveeachothersomefeedback.Checkforgram设计意图：让学生将思考并整理好的内容转化为英语书面文字，提升学生的英语写作能力。同伴互评有助于学生发现问题、互相学习，进一步提高写作水平。ReviseyourreplytoJason'spostaccordingtoyourpartner'sfeedback.BlackboardDesign(板书设计)Itmakesmereallyhappywhen…TeachingReflection(教学反思)learning,studentswereactiveinterest.However,somestudentsstillhadproblemswithword-verbcollocations.Inthereadingandwritingparts,moststudentscouldunderstandthepostsandcbutwhenwritingreplies,somelackeddetaileddescriptions.ThroughmorepracticeonTeachingProcedures(教学过程)popularfree-timeactivit设计意图：通过开展调查并记录业余活动，激活学生对业余活动的记忆，激发Activity2Chartcreatiotheexampleprovidedin4b.(Studentscreate设计意图：通过制作图表，帮助学生更好地整理和呈现调查结果，培养学生Activity3Presentationandreflectwe'vedoneinthisproject.Thinkaboutthefollowingquestions:Whatfree-timeactivitieshaveyouleaWhichtwofunctionsofinfinitiveshaveyoulearnt?Canyouusethemproperly?Whydoyoudofree-timeactivitieWhydoyouthinkweneedtimet设计意图：通过分享和反思，让学生总结受欢迎的业余活动，复习不定式相关addsomereflectionsonhowtheseactivitBlackboardDesign(板书设计)TeachingReflection(教学反思)beenimproved.TheyhavealsohadadeeperunderstandingofUnitThemeAnalysis(单元主Thethemeofthisunitis“StayHealthunderstandtheimportanceofhealthinlife.careofthemselveswhenillorinjured.OverviewofUnitEmpha2.Organizethoughtsaastheusageofreflexivepron3.Fluentlytalkabouthealthproblems,causes,andaskforandexpresspersonalopin2.Cultivateproblem-solvingthinkingwhenconsideringhowtostayhealt3.ImprovelearningefficiencythroughLearningSituationAnalysis(学情分析))Babilitytoaccuratelyexpresshealth-re2.Theusageofmodalverbs(should,shouldn't,could)forgivingillnesses(suchasX-ray,alletime-orderwords(fmorevividandintereingroupstorole-playdoctobrochure).Increasestudents'wrioftasksandguidancetomeettheneedsofdiffere5.Incorporatecross-culturalcomparisonactivitihealth-carepracticesindifferentcountries,toexpandvocunderstandingofhealthasauniversaltheme.单元课时分配第一课时SectionA(1a—2d)第二课时SectionA(3a—3d)第三课时SectionA(GrammarFocus4a—4d)第四课时SectionB(1a—1e)第五课时SectionB(2a—3c)第六课时SectionB(Project&Reflecting)第一课时SectionA(1a—2d)TeachingProcedures(教学过程)T:Hello,everyone!Howareyoufeelingtlittlegame.I'llshowyousomeactions,andyouguessrepresent.Forexample,ifIputmyhandonmystomachandlookuncomfortable,what'sguess.)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“将健康问题与图片匹配”的学习活动做好铺垫。T:Lookatthepicturesandthelistofhealthproblems:sorethroatheadache,toothache,backache,cut.LeT:Now,checkyouranswerswithyourpartner.Thenlet'sgothroughthemtogether.设计意图：通过“图片+词汇”的匹配任务，让抽象的健康问题词汇(如sore设计(“个人独立完成→同伴核对→全班统一订正”)锻炼学生的独立思考与合作交T:Now,we'lllistentofourconversations.Thetaskistowritethehealnexttothestudents.First,let'sreadthenames(David,Ben,Nancy,Judy)andthe“Cause”column.(StudentsreadT:Now,listencarefullyandfillinthe“Healthproblem”column.(The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测听力内容，然后在听的过程中捕捉与健康问题相关的关键词，最后核对答案，进一步巩固与健康问题相关的核心词汇。T:Listenagain.Thistime,findoutthecau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。T:Now,talkabouthealthproblemswithA: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，确保所有的学生都能参与。这种互动形式为学生创造了充足的语言实践机会。小组展示的过程中，学生逐步实现迁移运用的目标。同时，展示problemsandtheadviceoptionstogether.(StudentsSorethroat—D.drinksomewateStomachache—F.putsomethingNosebleed—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.Circlethehealthproblemsthestudents2a.(Playtherecording.StudentslistenT:Let'scheck.Whichhealthproblemsdidtheytal设计意图：该听力活动有助于学生初步感知健康话题。听前呈现选项，可帮助学生明确听力任务的重点；听后核对答案，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2c环节更细致的听力填空题奠定基础。recordingasecondtime.StudT:Let'schecktheanswerstoget设计意图：在学生理解对话主旨大意的基础上，进一步提炼细节信息(如“校护给戴维提了哪些建议”),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。T:Workinpairs.Taketurnstoaskproblems(headache,fever,runnynose,cough,bruisedknee).Usethedialogue:(Studentspractiseinpairs.Thentheteacherinvitessomepairstoperforminfrontof设计意图：提供对话模板，让学生以小组为单位，围绕不同的健康问题练习提建议，在此过程中提升学生的口语表达能力及目标语言运用能力。BlackboardDesign(板书设计)TeachingReflection(教学反思)mightstillhavedifficultyinusingthesentencepatternproblemsandadvice.Infuturelesso第35页共193页TeachingProcedures(教学过程)questions,andyouanswerthem.S:Iknowsorethroat,stomachache,toot设计意图：通过复习已学的健康问题相关知识，为新课内容做铺垫，激发学生Activity2PresentatioT:Now,let'sfocusonsomeuseful设计意图：通过阅读对话并回答问题，引导学生快速获取文本关键信息，强化本单元“健康问题与建议”的主题。同时，学习对话中的常用表达和句型，为后Activity3Practice(3b)T:ReadtheconversationagainandwritenotesiT:Let'schecktheanswerstogHelen'sdescriptionsofherproblems:Shehasarunnynoherself,throathurts(veryred).Thedoctor'sadvice:Takesomemedicine,drinkenoughwater,restat设计意图：通过再次阅读对话并填写表格，培养学生的细节阅读能力，加深对文本的理解，同时梳理出健康问题与对应建议的关系，强化知识的运用。invitesomepairstoperformtheirrole-playsinfrontoftheclass.)设计意图：通过听对话和角色扮演活动，强化听力输入，提升信息捕捉能力。同时锻炼口语表达能力，老师补充信息能激发学生的创造力，让他们更积极参与学习活动。tohelpyou.(Studentsdiscussinpairs.Thentheteacherletssomestudentssharetheir设计意图：通过提供表达模板，帮助学生搭建语言支架。同时，引导学生将课堂上学过的表达灵活运用于交流场景，实现“学用结合”,从而强化对语言知识的掌握与运用能力。Writeashortpassageaboutahealthprobincludewhatthehealthproblemis,theadvicegivenandfollowingtheadvice.TheBlackboardDesign(板书设计)TeachingReflection(教学反思)tasks.Theyshowedinterestinrole-playingthedoctor-patientdialogue.However,somegivingadvice.Infutureclasses,morepracTeachingProcedures(教学过程)“What'swrongwithyouifyouhaveasorethroat?”“Howwouldyoudescribeafever?”.Letstudentsanswerusingrelatedwordsandsentences.)Activity2Presentatioreflexivepronouns.(Studentsreadthesentences.)advice.For"IhurtmyselfwhenIfelloffmybiunderlinethemodalverbsforadviceandcirclethereflexivepronouns.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、给反身代词画圈的方式，能在语境里清晰区分这些语Activity3Practice(4b)pronouns.(Studentscompletetheexercisesfirst,andthenchecktheanswerstogether.)设计意图：让学生在情境中运用反身代词，找出反身代词与主语的对应关系，Activity4Practice(T:Let'sworkon4candcompletethepassagewithcould.(Studentscompletethepassageandthensharetheiranswersandexplainthechoices.)Thenfinishthetaskof4d.设计意图：该活动旨在帮助学生在语境化的语篇中正确练习使用情态动词(should、shouldn't、could)。通过完成短文，学生进一步加深对这些情态动词如何用WriteashortdialogBlackboardDesign(板书设计)Reflexivepronouns(myself,yourselfTeachingReflection(教学反思)Throughthislesson,studentsshouldhaveabetterunderstandingandapplicationofmodalverbsforadviceandonthecorrectuseofreflexivepronounsandthedifferencesintheusageofshould,TeachingProcedures(教学过程)T:Goodmorning,class!Todaywe'lltalkabouthowhattodoifoilcatchesfire.Shareyourideaswithyourpartner.Part2Readingcom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，为设计意图：锻炼学生梳理事件发展顺序的能力，帮助学生理清故事脉络，加深Activity3Completingstudentstoomitunimportantdetailsandonlyretainthemainpointsand设计意图：巩固学生对文本细节的把握，提升学生的语篇概括与复述能力，同Activity4Discussingsafetylessons(1e)T:Now,let'sdiscussthequestionsinle.First,shareyourAllen'sactionsinthestorstory.Also,discusswshareinfrontoftheclass.)设计意图：鼓励学生运用所学内容表达个人想法，提升口语表达的流利度和准BlackboardDesign(板书设计)TeachingReflection(教学反思)Throughthislesson,studentsenhancedtheirreadingcomprehefirestoryandhadabetterunderstandiandguidancewillbeprovidedtohelpstudentsorganizetheirretell第五课时SectionB(2a—3c)TeachingProcedures(教学过程)T:Goodmorning,class!Todaywe'llsuffixes.Afterfinishing,shareyouranswerswithapartner.设计意图：引导学生探究后缀的含义，加深对词汇构成的理解，同时锻炼合作T:Now,moveto2b.Completethesentefinishing,checkyouranswerswithyourdeskmate.Thenbox.Whenyou'redone,read设计意图：通过句子和语篇填空练习，帮助学生在特定的句子语境中掌握与健康和受伤相关的词汇的正确用法，理解词汇含义及其惯用搭配，提高在英语表达中准确使用词汇的能力。T:Readtheshortstoryifrontoftheclass.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Activity2Note-takingfordialoguMarkrespondedandmakenotes.Th设计意图：通过阅读库珀医生对马克的问题和建议，想象马克如何回应，引导学生整合对话细节并合理想象与思考，锻炼学生的思维能力、语言组织能力以及对Activity3Dialoguewritigrammarmistakesandseeifthedialogueiscle设计意图：让学生将思考内容转化为英语书面对话，提升英语写作能力。同伴andwell-written.ShareitwiththeclassnexttiBlackboardDesign(板书设计)Suffixes:-self/-selvWords:pain,ache,have,catch,injury,painful,hharmful,suffer,X-ray,avoid,aid,thrMark:Thankyou,DrCooper.IfeelmuchbetMark:Yes,I…TeachingReflection(教学反思)exercises.However,somestudentsstillstruggledwithwritingwillbeprovTeachingProcedures(教学过程)T:Goodmorning,class!Todaywe'lldoaprojworkingroups.Imagineourschoolishochooseahealthproblemtofocusonfromthelist:foodabackache,eyestrain,cut,burn.Notedownyourgroup'schosentopic.(Studentsworgroups,discussandnotedowntheirchosenhealthproblem.Then,somegroupssharetheir设计意图：通过小组讨论选择健康主题，激活学生对健康问题的认知，激发学Activity2Researchandnote-taking(ohelpyou.(Studentrasksstudentstosharetheirnoteswithinthegroup.)设计意图：引导学生围绕选定的健康问题开展研究并做笔记，培养信息搜集与Activity3Brochurecreationandpresentacauses,feelings,importanceofdealingwithit,treatmeotherrelatedfacts.(Studentsworkingroupstocreatebrochures.Afterfinishing,eachgrouppresentstheirbrochuretotheclass.)设计意图：让学生将研究内容转化为健康手册并展示，提升动手实践、团队协Activity4ReflectiCanyouidentifydifferenthealthproblems?CanyoudescribehowyWhatadvicecanyougiveforthehealthproblemscoverHowdoyouthinkwecanstayhgroupsandthensharetheirreflectionswiththeclass.)设计意图：通过反思与讨论，引导学生总结健康问题相关知识，思考保持健康writeashortpassageabouttheimportancetheinformationfromyourbrochure.BlackboardDesign(板书设计)Whenyouhaveit,youTeachingReflection(教学反思)brochure-creatingactivities.However,duringtheresearchphUnitThemeAnalysis(单元主题分析)Thethemeoftheunitis“growingupanddealingwithemotions”.ThroughaseriesofproblemsandmaintainapositiveattitudetowardOverviewofUnitEmphasisandDmanagementandgainthe3.Beabletofluentlytalkaboutemotionalexfeelingsofdealingwithemotions,andusea2.Compareandunderstandhowd(思维品质)2.Developproblem-solvingthinkinga(学习能力)1.Studentsmaynothaveacomprehensiveunderstandingofemoaboutemotionsbeyond“joy,anger,sorrowandhappiness”.languagelogicallywhentalkingaboutemotionalmanagem3.Theuseofadverbialclauseswithastudents,especiallywhenunderstandingofeachtypeofemotionalissue.TeachingSuggestions(教学建议)2.Adopttask-basedandcoopeorganizetheirwriting.oindividualdifferencesamongstudents.Offerdiffereftasksandguidancetomeettheneedsofdifferentstudents.TeachingProcedures(教学过程)T:Goodmorning/afternoon,clemojis,andyouhavetoguessthefeelingwordstheyrepresent.Areyoureademojislikeasmilingfacewithexcitement,ascaredface,ashyface,etc.)T:Greatjob!Youallknow设计意图：通过表情符号猜感受词汇的游戏，激发学生参与课堂的兴趣，同时这一概念，从而顺利过渡到1a活动。T:Lookatthepicturesandthelistoffeelings:excited,afraid,shy,upselonely,shocked,worried.Let'smatcheachfeelingwiththebox.Workonyourownfirst.(StudentsmatchthefeelingsandsituWatchingascarymovieMeetinganewpersonmatches“shy”.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，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思考和判断能力，同时发挥了团队协作解决问题的能力，为后Activity3ListeninT:Now,listencarefullyandcirPeterwasworriedwhenhetalkedtoElla.Petercouldn'tcontrolhisangerwhenhetalkePeterfeltupsetafterhisfighPeterfeltafraidt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。recordingasecondtime.Studentslisten 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。T:Now,talkaboutyourownsituationswithapartner.UsetheA:Ifyoudidsomethingwrong,maybeyoushouldsaysorryfir(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，让他们在模拟真实交流的情境中运用所学的语言知识；另一方面，有助于学生更好地理解如何解决类似的人际问题，提升他们的语言运用和人际交往能力。andtickindividuaT:Now,checkyourpredictiontoseeifyouareright.(Playtherecording.Studentslisten.)设计意图：通过让学生预测彼得和哈里可能说的话，激发学生对听力内容的兴趣，同时引导学生提前思考对话可能涉及的道歉、表达愧疚等内容，为听力活动做Activity7Listeningandjudgirecordingasecondtime.Studentslisten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，帮助学生明确听力任务焦点；听后核对答案，能让学生梳理对话中关于道歉、友谊等关键信息，理解两人对友谊和矛盾的态度，为后续深入理解对话内容奠定基础。Activity8Listeningandcompletithirdtime.Studentslistenandcomplete.)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Activity9Sharingexperiencpairs.)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RecitethewordsaboutfeelingsandmasteBlackboardDesign(板书设计)shocked,worried,scared,fight/arguewithTeachingReflection(教学反思)infinitivesindifferentcontextsshouldbepTeachingProcedures(教学过程)T:Hello,everyone!Today,we'regoingtotalkteenagersandtheirparents.Let'sstartwithaque(LetsomestudentssharetheirexperiencesActivity2Presentatioherparentscommunicatewell.(Studentsreadandthink.)conversation.Forexample,“What'swithmygrades.",“Whydon'tyoutalktothem?”“Howaboutwrisothatyoucangetyourmessageacrossclearly?”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，为后续练习奠定基础。T:Let'schecktheanswerstogetJudy'sproblem:Judy'sparentshLily'sopinion:Judy'sparentsjustwan设计意图：通过完成思维导图，深化文本理解，训练阅读能力。同时，帮助学生梳理朱迪的问题以及莉莉的观点和建议，培养学生的信息归纳能力。T:Listentotheconversaaddsomeofhisorheroalsoinvitesomepairstoperformtheirrole-playsinfrontoftheclass.)设计意图：通过听力和角色扮演活动，强化听力输入，提升信息捕捉能力。同时搭建口语输出支架，锻炼口语表达能力。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。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“感受与沟通”的主题，提升学生的口语表达和情境运用能2.IfyouwereJudy,wrBlackboardDesign(板书设计)TeachingReflection(教学反思)communication.However,somestudentsstillh