2024人教版八年级英语下册Unit3 Growing Up单元教学设计

【新教材】人教版（2024）八年级下册英语Unit3GrowingUp单元教学设计

单元教材分析

UnitThemeAnalysis，堇元主题分析）

Thethemeoftheunitis“growingupanddealingwithemotions”.Throughaseriesoflistening,

speaking,readingandwritingtasks,itaimstoguidestudentstotalkaboutdifferentemotionsinlife,use

adverbialclauseswithalthough,until,andsothattoshowconcession,timeorpurpose,provideadvice

toafriendwhoisfeelingdown,explorewaystomanageemotionsandstaypositive,andcultivate

students'abilitytohandleemotionalproblemsandmaintainapositiveattitudetowardslife.

OverviewofUnitEmphasisandDifficulties（单元重般点一览）

1.Masterthevocabularyandsentencepatternsrelatedtoemotionsand

emotionalmanagement.

2.Useadverbialclauseswithalthough,untilyandsothatcorrectly.

KeyPoints

3.Describeemotions,theprocessofdealingwithemotionalproblems,

andwaystostaypositiveclearly,andcommunicatepersonalemotional

expciieiicesfluently.

l.Tellthedifferencebetweentheusagesofadverbialclauseswith

although,until,andsothatandusetheminreal-lifecontexts.

2.0rganizelanguagetodescribeemotionalchallengesandwaysto

Key

manageemotionswithspecificexamples,anddeepentheunderstanding

DifTiculties

of“stayingpositive”.

3.Useappropriatevocabularyandsentencestructurestoexpress

complexemotionsandemotionalmanagementmethodsaccurately.

单元整体目标

LanguageProficiency

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（语言能力）,1.Maslerthevocabularyandsentencepatternsaboutemotionsandemotional

management.

2.Beabletounderstanddialoguesandstoriesaboutemotionsandemotionalmanagementandgain

theviewsanddetails.

3.Beabletofluentlytalkaboutemotionalexperiences,describetheprocessandfeelingsofdealing

withemotions,anduseadverbialclausestoexpresslogicalrelationships.

4.Beabletowriteshortpassagesaboutemotionsandemotionalmanagementwithcorrectgrammar.

CulturalAwareness

（文化意识）,1.Respectdifferentculturalnormsaboutinterpersonalcommunicationandemotional

supportinacertainculture.

2.Compareandunderstandhowdifferentculturesapproachemotionsandrelationships,enhancing

ourculturalawareness.续表

1.Evaluatedifferentwaysofmanagingemotions,considerthe

Thinkingreasonsbehindpeople'sinteractions,andmakelogicalconnections

Qualitybetweenemotionsandbehaviors.

（思维品质）2.Developproblem-solvingthinkingabilityandcreativityand

keepapositiveattitudetowardsemotionmanagement.

1.StimulateinterestinEnglishlearningthroughgroupdiscussions,

role-playsandwritingtasks.

2.Learntocollectandorganizeinformationaboutemotionsand

Learning

emotionalmanagementtoimprovetheefficiencyofindependent

Capability

learningandcollaborativelearning.

（学习能力）

3.Beabletoreflectonthe“usageofadverbialclauses”and

^techniquesfordescribingemotionsandemotionalmanagement”

duringthelearningprocess.

单元学情分析及教学建议

,LearningSituationAnalysis（学情分析））B

1.Studentsmaynothaveacomprehensiveunderstandingofemotionsandknowlittleabout

emotionsbeyond“joy,anger,sorrowandhappiness^.

2.Studentsmayhavedifficultyindescribingemotionaldetailsandorganizinglanguagelogically

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whentalkingaboutemotionalmanagement.

3.Theuseofadverbialclauseswithalthough,until,sothatand(fmaybedifficultforstudents,

especiallywhentheyneedtoexplainthelogicalrelationshipofemotionaleventsinEnglish.

4.Fewstudentsseeksolutionswhenfacingemotionalproblemsandlackapositiveunderstandingof

eachtypeofemotionalissue.

TeachingSuggestions(教学文议)

I.Usemultimediaresourceslikepicturesandvideosaboutemotionstohelpwithteachingand

intereststudents.

2.Adopttask-basedandcooperativelearningmethods(forexample,groupdiscussions)toimprove

theircooperationandcommunicationskills.

3.Providewritingframeworksandexamplesforwritingtaskstohelpstudentsorganizetheirwriting.

4.Payattentiontoindividualdifferencesamongstudcnts.Offcrdifferentlevelsoftasksandguidance

tomeettheneedsofdifferentstudents.

5.Organizecross-culturalcomparisonactivities,suchasdiscussingdifferencesinemotional

expressionsandmanagementwaysbetweendifferentculturestoexpandvocabularyandglobal

awareness.

6.Designgrammar-focusedgamestopractiseadverbialclauseswithalthoughuntil-sothat,and

(fusingexamplesfromtextbookdialoguesandstories.

单元课时分配

第一课时SectionA(la—2d)

第二课时SectionA(3a—3d)

第三课时SectionA(GrammarFocus4a—4d)

第四课时SectionB(la—If)

第五课时SectionB(2a-3c)

第六课时SectionB(Project&Reflecting)

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第一课口寸SectionA(la—2d)

TeachingProcedures(教学过程)

Activity1Warm-upandlead-in

T：Goodmorning/afternoon,class!Let'sstartwithafungame.I'llshowyousomeemojis,andyou

havetoguessthefeelingwordstheyrepresent.Areyouready?(Showemojislikeasmilingfacewith

excitement,ascaredface,ashyface,etc.)

Ss：Excited!/Afraid!/Shy!

T：Greatjob!Youallknowthesefeelingwordswell.No\v»inourdailylife,differentsituationscan

makeushavedifferentfeelings.Forexample,whenyouwinagame,youfeelexcited.Whenyouseeabig

dogbarkingatyou,youmightfeelafraid.Today,wehavesomepictureswithfeelingwordsandsome

situationsinabox.Let'smatchthefeelingswiththerightsituations.Let'sstartwithactivityla.

没计意图：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，同时帮助学生复习已

学的感受类词汇，为后续活动做好词汇储备。其次，结合日常例子，引导学生将感受与具体情境联

系起来，使学生更容易理解“不同情境引发不同感受”这一概念，从而顺利过渡到la活动。

Activity2Matching(la)

T：Lookatthepicturesandthelistoffeelings：excited»afraid,shy,upset,angry,lonely,shocked,

worried.Let'smatcheachfeelingwiththecorrectsituationinthebox.Workonyourownfirst.(Students

matchthefeelingsandsituationsindividually.)

T：Now,checkyouranswerswithyourpartner.Thenletsgothroughthemtogether.

Failingatestmatches“upset”.

Livingalonematches“lonely”.

Hearingaboutasickfriendmatches“worried”.

Meetingoldfriendsmatchesuexcited,\

Watchingascarymoviematches“afraid”.

Fightingwithafriendmatches“angry”.

Seeinganaccidenthappenmatches“shocked”.

Meetinganewpersonmatches"shy”.

设计意图：借助词汇与情境的匹配，帮助学生建立“感受一情境”的对应关系，降低新词汇

的记化难度，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

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能力，同时发挥了团队协作解决问题的能力，为后续听力理解中快速识别感受名称打下基础。

Activity3Listening(lb)

T：Now,welllistentoaconversation.ThetaskistocirclePeter'sfeelings.Let'sreadthesentencesin

1bfirsl.(S〃0e，"sreadthesentences.)

T：Now,listencarefullyandcirclethecorrectfcclings.(P/aytherecording.Studentslistenandcircle.)

T:Let'schecktheanswers.

PeterwasworriedwhenhetalkedtoElla.

Petercouldn'tcontrolhisangerwhenhetalkedtoHarry.

PeterfeltupsetafterhisfightwithHarry.

PeterfeltafraidtotalktoHarry.

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。

Activity4Listeningfororder(lc)

T：Listenagain.Thistime,numberthesentencesinthecorrectorder.therecordingasecond

time.Studentslistenandnumber.)

T：Let'schecktheanswers.

5EllaadvisedPetertocallHarry.

]HarryborrowedaguitarfromPeter.

4HarrystoppedspeakingtoPeter.

3PetersaidhurtfulthingstoHarry.

2PeterfoundanuglymarkonhisguitarwhenHarryreturnedit.

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。

Activity5Role-play(ld)

T：Now,talkaboutyourownsituationswithapartner.Usethedialogue：

A：Ifyoudidsomethingwrong,maybeyoushouldsaysorryfirst.

B：IguessIcoulddothat.ButIdon'tknowhow.

A：Youcould-**

(Studentspractiseinpairs.)

T：Letsomepairsshowtheirdialogues.

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没计意图：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，让他们在模拟其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。

Activity6Predictingandlistening(2a)

T：Lookatthetablein2a.Therearesomesentenceslike"I'msorry.”"Ifeelbadaboutit."andso

on.YouaregoingtohearaconversationbetweenPeterandHarry.Predictwhichsentenceseachperson

mightsayandtickthem.Workonyourownfirst.(Studentspredictandtickindividually^)

T：Now,checkyourpredictionswithyourpartner.Thenlet'slistentotheconversationloseeifyou

areright.(P/〃vtherecording.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，为听力活动做好准备，培养学生的预测能力。

Activity7Listeningandjudging(2b)

T：Now,lookatthesentencesin2b.ThcyareabouttheconversationbetweenPeterandHarry.Listen

totheconversationagainandcircleTfortrueorFforfalse.therecordingasecondtime.Students

listenandcircle)

T：Let'schecktheanswerstogether.

没计意图：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5出o

Activity8Listeningandcompleting(2c)

T：Listenagainandcompletethesummaryoftheconvernation.(P/〃ytherecordingathird

time.Studentalistenandcompleted

T：Lei'schecktheanswers.

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

能力和语言组织概括能力。

Activity9Sharingexperiences(2d)

T：Tickthesituationsyouhaveexperiencedbefore.Howdidtheymakeyoufeel?Whathappenedin

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theend?Talktoapartneraboutthem.(Studentstickanddiscussinpairs.)

没计意图：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。

Homework

RecitethewordsaboutfeelingsandmastertheusageofthesentencesinIb.

BlackboardDesign(板书设计)

第一课时SectionA(la—2d)

KeyWords：excited,afraid,shy,upset,angry,lonely,shocked,

worried,scared,fight/arguewith

KeySentencePatterns：

PeterwasworriedwhenhetalkedtoElla.

一Howdidthatmakeyoufeel?

—Iwasveryupset/•,•

Ifyoudidsomethingwrong,maybeyoushouldsaysorryfirst.

TeachingReflection(教学反思)

Inthislesson,studentsactivelyparticipatedinvariousactivitiesaboutfeelingsandrelated

situations.Thelisteningactivitieshelpedstudentsimprovetheirlisteningskillsandunderstandthe

feelingsindifferentsituations.Thepairworkandsharingexperiencespartencouragedstudentstousethe

targetlanguagetocommunicate.However,somestudentsmightstrugglewithdealingwiththeir

feelings.Infuturelessons,morepracticeonusinginfinitivesindifferentcontextsshouldbeprovided.

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第二课时SectionA(3a—3d)

TeachingProcedures，教学过程)

Activity1Warm-upandlead-in

T：Hello,everyone!Today,we'regoingtotalkaboutcommunicationbetweenteenagersandtheir

parents.Let'sstartwithaquestion：Haveyoueverhadasituationwhereyourparentshaddifferent

expectationsforyou—maybeaboutyourgradesorhobbies?Howdidyoufeelthen?

(Letsomestudentssharetheirexperiences^)

T：Thanksforsharing.It'scommontohavesuchmoments.Now,let'slookataconversationbetween

JudyandLily.Judyisfacingaproblemwithherparents.Let'sreadtheconversationin3aandseewhat's

wrongwithJudyandhowshedealswithit.

设计意图：首先，通过询问学生与父母之间关于期望(如成绩、爱好等)的经历，引起学生共鸣，

激发学生参与课堂讨论的兴趣。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对话做好铺垫，使学生能带着对自身经历的思考去理解文本内容。

Activity2Presentation(3a)

T：ReadtheconversationbetweenJudyandLily.Then,thinkaboutwhetherJudyandherparents

communicatewe\\.(StudentsreadandthinkJ)

T：Now,let'sfocusonsomeusefulexpressionsandsentencestructuresintheconversation.For

example,"What'swrong,Judy?”uWell,myparentsaren'thappywithmygrades.,“Whydon't

youtalktothem?”"Howaboutwritingthemalettersothatyoucangetyourmessageacross

clearly?”

没计意图：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。

Activity3Practice(3b)

T：Readtheconversationagainandcompletethemindmap.(Studentsreadandcomplete.)

T：Let'schecktheanswerstogether.

Judy'sproblem：Judy'sparentshaveveryhighstandards.Judy'sparentsoftencompareherwithher

cousin,Kate.

Lily'sopinion：Judy'sparentsjustwanthertodowell.

Lily'sadvice：Judycantalktoherparents.Judycanalsowritethemaletter.

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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。

Activity4Practice(3c)

T：Listentotheconversation.Then,role-playitwithyourpartner.(77?eteachercanaddsomeofhisor

herownideastomaketherole-playmoreinteresting.Theteachercanalsoinvitesomepairstopeiform

theirrole-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。

Activity5Practice(3d)

T：Workinpairs.ImagineoneofyouisJudyandtheotherisherparent.Role-playaconversation

afterJudy'sparentsreadtheletter.Youcanusetheexpressionsprovidedin3dtohelpyou.

设计意图：通过模拟朱迪和父母读信后的对话，为学目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力。

Homework

I.Copyandmemorizethekeysentencesin3a.

2.IfyouwereJudy,writeashortlettertoyourparentstoexpressyourfeelingsandthoughts.

BlackboardDesign(板书设计)

第二课时SectionA(3a—3d)

KeyWords:communicate,compare,stressed,pressure

UsefulExpressions：

一What'swrong,Judy?

一Well,myparentsaren'thappywithmygrades.

Whydon'tyoutalktothem?

Howaboutwritingthemalettersothatyoucangetyourmessageacross

clearly?

TeachingReflection(教学反思)

Inthislesson,studentsactivelyparticipatedinvariousactivitiesaboutfeelingsand

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communication.However,somestudentsstillhadproblemsinusingappropriateexpressionsto

communicatefeelingsduringrole-playing.Providemoreindividualguidanceinfutureclasses.Also,more

guidancecanbegiventohelpthemorganizetheirthoughtsandusethelanguagemoreaccurately.

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第三课时SectionA(GrammarFocus4a—4d)

TeachingProcedures，教学过程)

Activity1Warm-upandrevision

T：Let'srecallwhatwelearnedaboutconjunctionslikealthough,until,sothat,and(fbefore.1'11ask

yousomequestionsandyouanswerthcm.(77?eteacherasksstudentsquestionslike"W72mzvillyoudoif

youhaveafightwithyourfriendl”"Whenwillyoutalktoyourparentsaboutyourproblems?”Let

studentsanswerusingtheconjunctions.}

没计意图：通过复习旧知，为新课内容作铺垫，激发学生对连词用法的探究兴趣，同时检查学

生对连词基本用法的掌握情况。

Activity2Presentation(4a)

T：Let*sreadthesentencesin4aandfocusontheusagesofconjunctions：although,until,sothat,

andij'.(Studentsreadthesentences^)

T：ForuAlthoughyouargued,youarestillveryclosefriends.,“although"introducesa

conlrast.Forfc4Youwon'tknowhov/hefeelsuntilyoutalktohim.”,"unlil“meansuptothelimewhen.For

“Youcanwritetoyourparentssothatthey'llknowhowyoufeel.","sothat“showspurpose.For°Ifyou

didorsaidsomethingwrong,youshouldsaysorry."，"iF'introducesacondition.

没计意图：让学生在具体语境中识别连词的用法，培养观察和分析能力，加深对语法点的理解。

引导学生主动探索连词的用法，提高学习的积极性和主动性。

Activity3Practice(4b)

T：Let'sworkon4bandcompletethesentenceswithif,although^untilandsothat.(Students

completetheexercisesfirst,andthenchecktheanswerstogether.Theteachercanexplainwhyeach

conjunctionischosen^)

没计意图：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(4c―4d)

T：Let'sworkon4candcompletethepassagewiththeinformationfromthepassageaboutmanaging

stress.(Studentscompletethepassageandthensharetheiranswersandexplainthechoices.)Thenfinish

thetaskof4d.

设计意图：让学生根据语篇内容补全含有连词的句子，一方面帮助学生更好地理解和运用连词

的用法，另一方面锻炼学生的语篇理解能力和信息重组能力。最后，通过开放性创作活动，巩固语

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法知识。

Homework

Writeashortpassageaboutaproblemyouhadandhowyousolvedit.Includedetailslikewhat

happened(using“ifforconditions),whenyoutookaction(using“until")，whyyouchosethatway(using

“sothat"),andanycontrast(using“although").Thcn,readitaloudandcheckforgrammarmistakes.

BlackboardDesign(板书设计)

第三课时SectionA(GranimarFocus4a—4d)

KeyConjunctions：although,until,sothat,if

SentenceExamples：

Althoughyouargued,youarestillveryclosefriends.

Youwon'tknowhowhefeelsuntilyoutalktohim.

Youcanwritetoyourparentssothatthey11knowhowyoufeel.

Ifyoudidorsaidsomethingwrong,youshouldsaysorry.

Usagenotes：Howtouseconjunctionstoshowcontrast,time,purpose,andcondition.

TeachingReflection(教学反思)

Throughthislesson,studentsshouldhaveabetterunderstandingandapplicationof

conjunctions(showingcontrast,time,purpose,condition).Providemoreexercisesandexamplesfor

practice,especiallyfocusingonusingdifferentconjunctionscorrectlyincontext.

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第四课时SectionB(la—If)

TeachingProcedures，教学过程)

Part1Warm-upandlead-in(la)

T：Goodmorning,class!Todaywe'regoingtotalkabouthowtostayposilive.First,let'sdola.Read

theidioms.Underlinethenegativeones.Thenthinkaboutotheridiomsdescribingfeelingsandsharewith

yourpartner.

没计意图：通过la的活劫，激活学生对描述情绪习语的已有知识，为探讨保持积极的主题做

铺垫，同时锻炼学生的语言表达和思维发散能力。

Part2Readingandcomprehension(1b-le)

Activity1Storycomprehension(lb)

T：Now,let'smovetolb.Readthestory"YouCan'tWinThemAH”andfindoutwhatmistakeMatt

madeatthebasketballgame.

设计意图：培养学生快速获取故事关键信息的能力，初步理解文本内容。

Activity2Questionanswering(lc)

T：Readthestoryagainandanswerthequestionsin1c.Remembertofinddetailsfromthetextto

supportyouranswers.

设计意图：引导学生深入阅读文本，提取细节信息，提升阅读理解的深度和答题能力。

Activity3Problem-solutioncompletion(ld)

T：ReadthetextoncemoreandcompletetheproblemsandsolutionsinId.Trytouseyourown

wordsfirstandthencheckwiththetext.

没计意图：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O

Activity4Idiomreplacement(le)

T：Now,let'sdole.Replacetheunderlinedwordswiththeidiomsfromthestory.Payattentiontothe

meaningandcontextofeachidiom.

没计意图：巩固学生对文中习语的掌握，提高在具体语境中运用习语的能力。

Part3Role-playpractice(lf)

T:Let'sworkon1f.Role-playaconversationbetweenMattandhiscoach.Youcanrefertothe

exampleinthetextanduseyourownwordstomaketheconversationmorenatural.

设计意图：鼓励学生运用所学内容进行角色扮演，髭升口语表达的流利度和情境运用能力。

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Homework

Thinkaboutatimewhenyoufeltnegativeandhowyoustayedpositive.Writeashortpassageabout

it»usingtheidiomsandexpressionswclearnedtoday.

BlackboardDesign（板书设计）

第四课时SectionB（la—If）

Topic：Howcanwcstaypositive?

KeyWords：aheavyheart*feelblue*inlowspirits,alightheart,feel

ontopoftheworld,inhighspirits

KeyStructures：••,saidwithaheavyheart.;I'mreallysorryabout-

Trytolookonthebrightside.;Youcan'twinthemall.

StoryElements：

Character：Matt,Tom

Event：Mattmadeamistakeinthebasketballgameandfeltsorry.Tom

comfortedhim.

Message：Learnfrommistakesandstaypositive.

TeachingReflection（教学反思

Throughthislesson,studentsenhancedtheirunderstandingofidiomsdescribingfeelingsandlearned

howtostaypositivethroughthestory.However,somestudentsstillhavedifficultyusingidiomscorrectly

incontext.Infutureteaching,morepracticeactivitieswillbedesignedtoimprovethisskill.

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第五课时SectionB(2a—3c)

TeachingProcedures，教学过程)

Part1Vocabularyinuse(2a—2c)

Activity1Warm-upandvocabularyclassification(2a)

T：Goodmorning,class!Todaywe'llfocusonvocabularyaboutfcclings.First,let'sdothetaskin

2a.Putthewordsintheboxintothecorrectgroupsof“Positive”and“Negative”.Thenshareyour

answerswithyourpartner.

没计意图：通过词汇分类活动，激活学生对描述情绪词汇的已有认知，为后续学习莫定基础，

同时锻炼学生的词汇辨析能力。

Activity2Vocabularypracticewithsentences(2b)

T：Now,let'smoveto2b.Completethesentenceswiththecorrectformsofthewordsin

brackets.Afterfinishing,checkyouranswerswithyourdeskmate.

设计意图：通过此任务，巩固学生对与情绪相关词汇的理解与运用，提升学生在具体语境中准

确使用这些词汇的能力，同时帮助学生更好地掌握词汇的形式变化。

Activity3Vocabularypractice(2c)

T：Lefsdoaninterestingtask.There'sapassagehere,andsomewordsareunderlined.Wehaveabox

withwordslike"hurt","anger”,"relaxed"，etc.Ourjobistoreplacethoseunderlinedwordswiththe

correctformsfromthebox.Thiswillhelpususetheseemotion-relatedwordsbetterincontext.Areyou

ready?u(Afterstudentsfinish,checktheanswerstogetherasaclass.)

设计意图：通过词义替换任务，巩固学生对与情绪相关词汇(如“hurl”、“anger”等)的理解

与掌握，提升学生在具体语篇语境中准确运用这些词汇的能力，同时帮助学生更好地体会词汇在不

同语优下的形式变化与表意功能。

Part2Readingforwriting(3a-3c)

Activity1Readingcomprchension(3a)

T：Let'sreadKelly'sthank-youletterin3a.FindoutwhyKellyisthankful.Thendiscussyourideasin

smallgroups.

没计意图：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。

第15页共18页

Activity2Brainstormingforthank-younotes(3b)

T：Now,dothetaskin3b.Thinkaboutthepersonyouwanttothankthemost.Makenotesaboutthe

difficultiesyoufacedandhowhe/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，锻炼思维和表达能

力。

Activity3Writingathank-youletter(3c)

1：It'stimetowriteyourownthank-youletterin3c.Useyournotesin3bandthegivenexpressions

tohelpyou.Afterfinishing,exchangeletterswithyourpartnerandgiveeachotherfeedback.

没计意图：让学生将思考的内容转化为英语书面表达，提升英语写作能力，同伴互评有助于发

现问题、互相学习。

Homework

Polishyourthank-youlelleraccordingtoyourpartner'sfeedbauk.Then,shareyourlellerwiththe

personyouthankedifpossible.

BlackboardDesign(板书设计)

第五课时SectionB(2a—3c)

VocabularyaboutFeelings：

Positive：joyful,thankful,excited,proud,calm

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

afraid,shy

WritingStructure(Thank-youLetter)：

Thankyoufor…

Youhelpedmeby-

Iamverythankfulbecause*,,

Whenyouwerethereto-**

TeachingReflection(教学反