Unit3 Growing up单元教学设计-2025-2026学年人教版八年级英语下册

新人教版八年级下册英语Unit3Growingup单元教学设计

第一课时SectionA(la-2d)

【教学分析】

识别和表达不同的情绪，如兴奋、

教学内容

害怕、害羞、沮丧等。

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

核心素养

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:识别和表达不同的情绪。

难点:准确捕捉听力材料中的关

重点难点

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-in

Askstudentstothinkaboutproblemstheymighthaveintheirstudiesor

lives,theninvitesomestudentstosharetheirstories.

Step2Workonla

Askstudentstolookatthewordswiththepicturesinla.Andask

studentswhichsituationsgivethemthesefeelings.Thenmatchthe

feelingswiththesituationsinthebox.Theanswersare:DFHABEGC.

Step3Workonlband1c

1.Havestudentsreadthesentencesinlb.Then,askthemtopredict

thecorrectorder.

2.Askstudentstolistentotheaudioandnumberthesentencesinthe

conectorder.

3.Explainthewordsinredin1ctotheclass.

4.AskstudentstolistentotheconversationagainandcirclePeter's

feelings.Thenchecktheanswers.

Step4WorkonId

1.Role-playaconversationbetweenPeterandElla.GivePetermore

advice.

2.Givethemtimetopractisetheconversationusingtheexample.

Encouragethemtousetheirownwordsandcreativity.

3.Havesomepairsactouttheirconversationsinclass.Teacher

shouldpraisethemandcorrecttheirmistakes.

Step5Workon2a

1.Havestudentsreadthesentencesin2a.Thenaskstudentstoheara

conversationbetweenPeterandHarry.Havethemtickthe

sentenceseachpersonmightsay.

2.Checktheanswers.

Step6Workon2band2c

1.Havestudentsreadthesentencesin2b.Andthenlistentothe

conversation.CircleTfortrueorFforfalse.

教学笔记

2.Checktheanswers.

3.Playtheaudio.Studentswritewordsintheblanksin2c.

4.Invitestudentstosharefilledblanks.Discussvocabularylike

"meanalotnand,'bemorecareful”.

Step7Workon2d

1.Workinpairs.Askstudentstodiscusssituationstheyhave

experienced,howthesemadethemfeel,andhowtheyresolved

them.

2.Letstudentsreadthephrasesin2d,tickthesituationstheyhave

experienced,thenimitatethefollowingdialogueanddiscusswith

theirpartnersingroups.

3.Inviteafewstudentstosharewiththeclasshowtheyhandledtheir

problems.

Step8Summary

Recaptoday'slesson,withemphasisontheconversationsabout

expressingemotionsandthegivenadvice.

Step9Homework

Createtwonewpairsofdialoguesmodeledaftertheonein2d,but

includemethodsforsolvingtheproblems.

【随堂作业】

根据句意及首字母或汉语提示填写单词。

I.Whenmyparentsareawayonbusiness,Ioftenfeellonelyat

home.

2.It*simportanttocontrolyourangerwhenyou'reupsetwith

someone.

3.Canyouadvisemeonhowtomakenewfriendsatschool?

4.WeshouldthinkbeforespeakingtoavoidsayinghurtfuK伤感情

的）thingsbyaccident.

5.Shelookedshocked（震惊的）whenshesawthebigbirthdaycake

herfriendsprepared.

【板书设计】

Unit3Growingup

第一课时SectionA(la-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.

第二课时SectionA(3a-3d)

【教学分析】

L理解对话中Judy与父母在沟

通方面存在的问题。

教学内容

2.学习与“情绪表达”和响题解

决”相关的词汇与句型。

1学.生能够理解对话内容,并根据

对话信息完成思维导图。

核心素养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:理解对话内容，梳理Judy的

问题及Lily给出的建议。

重点难点难点:准确把握对话中人物的清

绪,并用恰当的语言进行表达和

角色扮演。

【教学过程】

Step1Lead-in

Askstudentsaboutthecommunicationwiththeirparents.Leadstudents

torealizetheimportanceofgoodcommunicationbetweenparentsand

children.

Step2Workon3a

I.AskstudentstoreadtheconversationbetweenJudyandLily

carefully.

2.Afterreading,askstudents,HDoyouthinkJudyandherparents

communicatewell?Whyorwhynot?"Letstudentsdiscussinpairs

andthensharetheiropinions.

3.Teachthefollowingwordsandexpressionsbygivingexamples:

standard,award,getacross.

Step3Workon3b

1.Askstudentstoreadtheconversationagainandcompletethemind

map.

2.Guidestudentstofindthekeyinformationintheconversationto

fillintheblanks.Theanswersare:

Judy'sproblem:

★Judy*sparentshaveveryhighstandards.

★Judy*sparentsoftencompareherwithhercousin,Kate.

Lily*sopinion:

★Judy'sparentsjustwanthertodowell.

Lily'sadvice:

★Judycantalktoherparents.

★Judycanalsowriteherparentsaletter.

Step4Workon3c

1.Listentotheconversation.Askstudentstoreadtheconversation

aloud.

教学笔记

2.Havestudentsrole-playtheconversation.

Step5Workon3d

I.Dividestudentsintopairs.InstructthemtoimagineoneisJudyand

theotherisherparent.Guidethemtorole-playaconversationafter

Judy'sparentsreadtheletter.Remindthemtousetheexample

expressionsasareference.

2.Modelsomeconversations.

3.Inviteafewpairstosharetheirrole-playconversationswiththe

class.

Step6Summary

Recaptoday'slesson,withemphasisontheconversationsabout

expressingemotionsandthegivenadvice.

Step7Homework

Writedowntwoproblemsstudentsface.Thensuggestatleasttwo

solutionsforeach,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}

I.Theawardsencouragestudentstostudyharderandachievemore.

2.MrWangoftenusessimpleexamplestogethisideaacrosstothe

class.

3.Mikefeltalotofpressurewhenhehadtogiveaspeechinfrontof

thewholeschool.

4.Pleasespeakclearlysothateveryoneintheclasscanhearyou.

5.Inordertomeetthestandardofthecompetition,wepractisevery

hardeveryday.

【板书设计】

Unit3Growingup

第二课时SectionA(3a-3d)

单词和短语:standard,award,getacross,clearly,pressure

句型：

1.Whydon'tyoutalktothem?

2.Untilyoutalktothem,theymightnotknowhowyoufeel.

3.Howabout...

第三课时SectionAGrammarFocus(4a-4d)

【教学分析】

识别并理解连词

教学内容ualthough,H6untiPH6so

的用法。

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

核心素养

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:识别连词的用法并应用于

句子和对话中。

重点难点

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-in

1.Askstudentstodiscussrecentstressorsthey'veexperienced.

2.Encouragestudentstodiscusshowtheyusuallydealwithstress.

Leadstudentstorealizetheimportanceofeffectivestress

management.

Step2Workon4a

I.Showthesentencesin4aandhighlighttheconjunctions.

2.Guidestudentstodiscoverthefunctionsofconjunctionsandmatch

themwithsentencerelationships.

3.Explainthecoreusagesofeachconjunction.

4.Studentstninslatesentencesinpairs.

Step3Workon4b

1.Completethesentenceswithalthough,until,sothat,orif.

2.Workindividuallyfirst,thenpairuptocompareanswersand

discussreasoning.

3.Analyzeeachsentencewithstudents,explainingconjunction

choicesandlogicalrelationships.

Step4Workon4c

1.Askstudentstoreadthepassagein4caboutmanagingstress

silently.Ask:nWhatisonepieceofadviceaboutmanagingstress

thatyoufinduseful?"

2.Guidestudentstocompletethesentencesin4c.Encouragethemto

findcluesfromthepassage.

3.Checktheanswerswithstudents.Discusshowif,although,until,

andsothatfunctioninthiscontext.

教学笔记

Step5Workon4d

I.Askstudentstocompletethesentencesin4dwiththeirownideas.

2.Encouragethemtoapplythetargetconjunctionswhilesharing

theirpersonalthoughtsandexperiencesinpairsorsmallgroups.

3.Inviteseveralstudentstosharetheirinterestingoruniqueanswers

withthewholeclass.Focusonpraisingboththecorrectuseof

conjunctionsandthepersonalcontent.

Step6Summary

Summarizethekeypointsofthelesson,especiallytheusageofthefour

conjunctions"although""until""sothat"and"if.

Step7Homework

1.Havestudentsreviewtheusageofthefourconjunctions.

2.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)

1.Ifitrainstomonow,wewillstayathomeandwatchamovie.

2.Don'tleaveuntilyourmothercomesback.

3.Althoughheisverytired,hestillkeepsworkinghard.

4.Shestudieshardeverydaysothatshecangetgoodgradesinthe

exam.

【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：

1.Althoughyouargued,youarestillveryclosefriends.

2.Youwon'tknowhowhefeelsuntilyoutalktohim.

3.Youcanwritetoyourparentssothattheyllknowhowyoufeel.

4.Ifyoudidorsaidsomethingwrong,youshouldsaysorry.

第四课时SectionB(la-lf)

【教学分析】

教学内容探讨如何保持积极心态。

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。

核心素养

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:理解文本内容，提取文本关

键信息，完成相应的题目。

重点难点

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-in

Askthestudentsabouttheirfeelingswhenfacingdifficulties.Discuss

whyit*simportanttostaypositiveandleadintotoday*stopic.

Step2Workonla

1.Askstudentstoreadtheidiomsinla.Underlinethenegativeones

andaskstudentsiftheyknowotheridiomsthatdescribefeelings.

Theanswersare:aheavyheart;feelblue;havealongface;inlow

spirits.

2.Encouragestudentstosharetheirthoughtsinpairsandwritekey

wordsontheboard(e.g.oncloudnine极其快乐,downinthe

dumps情绪低落,overthemoon欣喜若狂,undertheweather身体

不适,情绪不佳).

Step3Workonlb

1.Readthestorysilentlyandthinkaboutthequestion:Whatmistake

didMattmakeatthebasketballgame?Theansweris:Mattpushed

anotherplayerduringthebasketballgame,whichledtherefereeto

givetheotherteamtwofreethrows.

2.Underlinethephrasesrelatedtofeelings(e.g.aheavyheart,feel

blue).

3.Teachthefollowingwordsandexpressionsbygivingexamples:

enter,dare,letdown,behardon,takeback,decision,proud,as

well,pulltogether.

Step4Workon1c

1.Askstudentstorereadthestorytocompletetheproblemsand

solutionsin1c.

2.Studentscomparetheiranswersinpairs.Teacherprovides

feedbackandcorrectsanyerrors.Theanswersare:

PROBLEM:twofreethrows;careful;accepttheresult.

SOLUTION:hard;respect;proudof;togetherasateam.

Step5WorkonId

1.Askstudentstoreadthestoryaloudagainandanswerthequestions

in1dbasedonthestory.

2.Markthekeysentencesforeachquestion.

3.Pairthestudentsuptodiscusstheanswerstogetherandcheckthem.

Theanswersare:BecauseMattenteredtheclassroomwithaheavy

heartandhadalongface;Becausetheotherteamisthebestin

theirarea,buttheirscoreswerereallyclose;HesaidthatMatt

shouldtrytolookonthebrightside;It'simpossibletobe

successfulineverythingandit'smoreimportanttolearnfrom

mistakes.

4.Leadstudentstogetthemainideaofthestoryandsummarizethe

waystostaypositive.

教学笔记

Step6Workonle

1.Explain:Idiomsaddpowertolanguage.Usetheidiomsfromthe

storytoreplacephrases.

2.Studentsreadsentencessilently.

3.GuideSentence1analysis;elicittheidiom.

4.Pairwork:DiscussidiomsforSentences2-5.

5.Shareanswers;checkwithstorycontext.

6.Extension;Useanidiominanewsentence;2-3studentsshare.

Step7WorkonIf

1.Askstudentstorole-playaconversationbetweenMattandhis

coach.

2.Encouragestudentstousetheexpressionsandidiomstheyhave

learnedintheconversation.

3.Havesomepairsperformtheirrole-playinfrontoftheclass.

e.g.A:Coach,I'msorryforlettingtheteamdown.

B:Don'tblameyourself.Itwasanaccident.

A:Butwecouldhavewon.

B:Learnfromthismistake,andwe'lldobetternexttime.

A:I'lltryharder.

B:That'swhatIwanttohear.

Step8Summary

Summarizethekeypointsofthelessonandencouragestudentstostay

positivewhenfacingdifficultiesinlife.

Step9Homework

Interviewafriendorafamilymembe亡Howdoyoustaypositivewhen

facingdifficulties?Writedowntheiranswersandcomparethemtoyours.

【随堂作业】

根据句意，用所给单词的适当形式填空。

1.Mattfeltsadaboutletting(let)downhisteamwhenhemissedthe

importantgoal.

2.Youshouldthinkcarefullybeforemakinganimportant

decision(decide).

3.Weshouldknoweachplayer(play)ontheteamhasaspecialrole

tohelptheteamwin.

4.Myparentswereproud(pride)ofmewhenIwonthemaths

competition.

【板书设计】

Unit3Growingup

第四课时SectionB(la-lf)

单词和短语:ontopoftheworld,allsmiles,inlowspirits,ring,enter,let

down,behardon,player,takeback,decision,proudof,coach,aswell,a

bit,repeat,pulltogether

句型：

I.Don'ibehardonyourself.

2.Ifwepulltogether,weshouldwinnexttime.

第五课时SectionB(2a-Reflecting)

【教学分析】

阅读文章，理解内容，辨别作者观

教学内容点;制作成长图表，记录初中后各

方面变化。

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。

核心素养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: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。

重点难点

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-in

Reviewallthenewwordsandphrasesinthisunit,leadstudentstoread

themtogether.

Step2Workon2a

1.Askstudentstoreadthewordsintheboxcarefullyandunderstand

theirmeanings.

2.Putthewordsintheappropriateboxesandchecktheanswers.The

answersare:Positive:joyful,thankful,excited,proud,calm.

Negative:angry,shocked,stressed,worried,hurtful,upset,lonely,

afraid,shy.

Step3Workon2b

1.Askstudentstoreadthesentencesin2bsilentlyandfeelthe

context.Completethetaskindependently.

2.Sharetheanswers.

Step4Workon2c

I.Askstudentstosharethemeaningsandusagesofthewordsinthe

boxandtheunderlinedwordsinthepassage,andaskthemtoguess

theanswers.

2.Havestudentsfindtheanswers.

3.Checktheanswers.

Step5Workon3a

1.ReadKelly'sthank-youlettertoherteacher.Andanswerthe

question:WhyisKellythankful?

2.Checktheanswer.Thenteachthefollowingwordsandexpressions

bygivingexamples:passaway,anybody,remain,notonly...but

also...

Step6Workon3b

1.Whowouldyouliketothankthemost?Completethefollowing

mindmap.Makenotes.

e.g.Mybestfriend,Lily;Iwasnewinschoolandhadnofriends;

Sheshowedmearoundtheschool,introducedmetoherfriends,

andinvitedmetojoinherinactivities.

2.Encouragestudentstosharetheirnotesinpairs.

教学笔记

Step7Workon3c

1.Pairstudentsuptodiscusshowtowritethank-youletters.

Encouragestudentstousetheircreativityandimagination.

2.Writethank-youlettersaccordingtotheirdiscussion.

3.Eachpairpresentstheirthank-youletterstotheclass,andfeedback

isgivenfocusingoncorrectuseofsentencepatternsandthe

format.

Step8Workon4a,4b,4cand4d

1.Dividethestudentsintogroupsandaskeachgrouptothinkabouta

problemthatmakesthemworriedorupset.Writedownthese

problemsonpiecesofpaperandcollecttheminabox.Pleasedo

notsignyourname.

2.Randomlyassigntheseproblemstostudentsfromothergroupsand

askthemtotrytoprovidesolutions.

3.Presenttheproblemandyoursuggestionstotheclass.

Step9WorkonReflecting

Havestudentsreflectonthereflectionquestions,thenguidethemthrough

answering.

Step10Summary

Summarizethekeywordsandphraseslearnedinthislesson.

Step11Homework

Interviewfamilymembersabouttheirgrowthinjuniorhighschool.

Comparetheirexperiencesin5sentences.

【随堂作业】

根据句意，用所给单词的适当形式填空。

i.NotonlyTombutalsoLucywants(want)tojointheschoolmusic

club.

2.Helpingotherssolveproblemsgivesmeajoyful(joy)senseof

achievement.

3.Peoplefromdifferentculturesoftenviewthesamething

differently(different).

4.Weshouldtaketimetolisten(listen)toourparents*advice,asthey

alwayswantthebestforus.

5.Iamthankful(thank)formyfamily'sloveandsupportduring

difficulttimes.

【板书设计】

Unit3Growingup

第五课时SectionB(2a-Reflecling)

单词和短语:joyful,thankful,negative,bully,shoutat,fromtimetotime,

behave,differently,physics,awake,normal,mad,mean,deep,takeadeep

breath,passaway,anybody,remain,notonly...butalso...

句型：

A:WhatshouldIdoifIfeellonelyaftermovingtoanewcity?

B:Trytomakenewfriends.Asenseofbelongingcanhelpyoutofightthe

feelingofloneliness.

【单元教学反思】

Unit3Growingup

第一课时SectionA（la-2d）

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:Ifyoudidsomething

wrong,maybeyoushouldsaysorryfirst.B:IguessIcoulddo

that.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,but

youhurthimtoo”，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）

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.Id