初中英语人教版（2024）八年级下册（2024）Section B表格教案设计

这是一份初中英语人教版（2024）八年级下册（2024）Section B表格教案设计，共9页。教案主要包含了What，核心词汇，核心句型等内容，欢迎下载使用。
教材分析
【What】本课时主题聚焦青少年在面对挫折（如比赛失利、犯错）时的情绪管理与积极心态培养。
1a 部分呈现了描述情绪的正反义习语，如 a heavy heart / a light heart、feel blue / feel n tp f the wrld 等，帮助学生感知情绪表达;1b–1f 以故事 Yu Can’t Win Them All 为核心，讲述篮球运动员 Matt 在比赛中因一次意外犯规导致球队失利后，陷入自责与低落情绪，在好友 Tm 的鼓励下，学会正视错误、调整心态，并重新树立团队信心的过程;2a–2c 则通过词汇分类、句型练习和短文改写，强化学生对情绪类词汇（如 jyful, upset, stressed）的理解与运用，引导学生掌握控制负面情绪的方法。。
【Why】本课时语篇旨在引导学生认识到犯错和失利是成长的一部分，避免过度自责;传递“从错误中学习、团队协作、保持积极心态”的价值观，鼓励学生在挫折中学会自我调节，同时珍惜朋友与团队的支持;强调情绪管理的重要性，帮助学生形成健康的心理应对机制，以更成熟的态度面对生活中的挑战。
【Hw】本课时语篇以记叙文为主，故事部分采用“问题—反应—解决”的叙事结构：Matt 因失误自责（问题）→ Tm 给予安慰与鼓励（反应）→ Matt 调整心态、重拾信心（解决）。词汇与练习部分则遵循“输入—操练—应用”的语言学习逻辑，从习语感知到词汇运用，再到情境对话，层层递进。在语言上大量使用情绪类习语和形容词（如 have a lng face, in lw spirits, upset, stressed），增强语言表现力，帮助学生精准表达情绪；对话中使用鼓励性表达（如 Dn’t be t hard n yurself!, try t lk n the bright side），兼具语言学习与情感支持的双重功能；文本语言口语化、贴近青少年生活，便于学生理解与模仿，为后续角色扮演和真实交流奠定基础。
学情分析
K(Knw)--已知
W(Wnder)--想知/未知
L(Learn)--能知
学生已掌握基础情绪词汇（如 happy, sad, angry），能进行简单的情绪描述。对团队合作、挫折等话题有一定生活体验，能理解故事中的基本情节。具备初步的英语阅读能力，可借助上下文猜测生词含义。
不熟悉描述情绪的英语习语（如 feel blue, kick neself）及高级情绪形容词（如 hurtful, stressed）；缺乏在真实情境中运用英语进行情绪表达和安慰他人的经验；对“如何从挫折中调整心态”的深层逻辑和表达策略理解不足。
通过故事阅读和词汇练习，掌握更多情绪相关的习语和词汇；学会在对话中使用鼓励性语言，帮助他人（或自己）缓解负面情绪；理解“积极心态”的内涵，形成面对挫折的健康心理认知。
核心素养教学目标
通过本课学习，学生能够：
语言能力：听懂、读懂关于情绪管理和挫折应对的对话与短文，获取关键信息；运用所学习语和词汇（如 feel blue, lk n the bright side, pull tgether）描述情绪、表达安慰与鼓励；完成角色扮演，用英语进行流畅、自然的情境对话；
学习能力：运用上下文猜测词义、分类归纳等策略学习情绪类词汇和习语；通过模仿故事对话，自主创编新的情境对话，提升语言输出能力；反思自身情绪管理方式，将所学策略迁移到真实生活中；
思维品质：通过分析 Matt 的情绪变化及 Tm 的鼓励策略，培养逻辑分析能力；辩证看待“失利与犯错”，形成“从错误中学习”的积极思维；评价不同情绪应对方式的优劣，提升批判性思维；
4.文化意识：理解英语文化中“鼓励他人”的常用表达（如 Yu can’t win them all），感受中西方在情绪表达上的异同；认识到团队协作与积极心态的普适价值，培养包容与合作的文化态度。
完成课时目标所需的核心语言如下：
【核心词汇】
Feel blue, n the tp f the wrld, all smiles, in lw spirits, enter, dare t d, let sb dwn, because f, be hard n sb, player, referee, take back, respect ne’s decisin, after a while, kick neself, lk n the bright side, scre, be prud f, cach, as well, a bit, learn frm, repeat, pull tgether, next time, even thugh\if, slutin, differ frm, mean t d sth, jyful, thankful, negative, bully, shut at, behave differently, physics, awake, nrmal, get mad at, frm time t time, take a deep breath, give sb an pprtunity t d sth
【核心句型】
We can’t win them all.
I’m really srry abut letting everybdy dwn.
Dn’t be t hard n yurself!
Althugh yu pushed their player, it was just an accident.
I’m prud f us, and I knw ur cach and everyne else in ur schl are as well.
It’s mre imprtant t learn frm yur mistakes s that yu dn’t repeat them in the future.
If we pull tgether, we shuld win next time.
教学重难点
教学重点：掌握描述情绪的习语和核心词汇（如 a heavy heart, in lw spirits, stressed, prud）；理解故事 Yu Can’t Win Them All 的情节与主题，学会用英语表达安慰与鼓励；运用所学语言完成情境对话，提升口语表达能力。
教学难点：准确运用习语和复杂句型描述情绪变化及应对策略；在角色扮演中自然、得体地使用英语进行情感交流，避免生硬表达；将“积极心态”的理念内化为自身的情绪管理能力，实现从语言学习到生活应用的迁移。
教学过程
教学环节
教师活动
学生活动
设计意图
Lead in
情境导入
1.Play a vide abut a ftball game and ask the students t answer the questins.
T:Which team lst the game?
Hw did they feel after lsing the game?
Which idims(习语) described their feelings in the vide?
Shw sme pictures and teach the students sme idims describing feelings.
Watch a vide abut a ftball game and answer the questins
Sa:The team in red wn the game.
Sb:They felt upset.
Sc:A heavy heart/In lw spirits
2.Lk at the pictures and learn sme idims describing feelings.
播放足球比赛视频并设置问题，结合学生熟悉的体育比赛场景切入，能快速吸引学生注意力，让学生直观感受比赛失利后的负面情绪，同时自然引出情绪相关习语，为后续学习做好情境铺垫；
展示图片并教授情绪习语，将抽象的习语与直观的画面结合，帮助学生快速感知并识记描述情绪的正反义习语，搭建本节课的词汇基础。
Presentatin
学习理解
Pre-reading: (1)Lead the students t read the idims in 1a and underline the nes that are negative.
T:D yu knw ther idims that describe feelings?
Ask the students t bserve the picture and have a predictin.
T:1. Hw des the by in the secnd picture feel?
What happened t him?
While-reading:(1)Play the recrding and let the students t listen and chse the right answers.
T: When was the basketball game?
What happened t Matt?
Ask the students t read the stry quickly and find ut what mistake Matt made at the basketball game.
T:What mistake did Matt make at the basketball game?
(3)Prvide the students with a reading tip which lead them t pay attentin t the key characters, actins and feeling in the stry. Then ask them t read the stry and match the main ideas with each paragraph.
(4)Prvide the students with a reading tip and ask the students t read the Part1 in detail t answer the questins.
T:Hw did Tm knw that Matt was sad when he saw him?
Why did Matt feel srry?
Prvide the students with a reading tip and ask the students t read the Part 2 in detail and judge the statements(true r false).
(6)Ask the students t read the
Part3 in detail and answer the questins.
T:Why did Tm feel prud f their team even thugh they lst?
What did Tm say t make Matt feel better?
(7)Ask the students t read the
Part4 in detail and answer the questins.
T:Why is it imprtant t learn frm mistakes?
Des Matt agree with Tm? Hw d yu knw?
Pst-reading:(1) Prvide the students with tw questins and guide them t have a deep thinking.
T:What did Tm mean by “ Yu can’t win them all ” mean?
What des the sentence "One fr all, and all fr ne" mean?
Ask the students t read the stry again and cmplete the prblems and slutins.
(3)Guide the students t replace the underlined wrds with the idims frm the stry.
And let them knw the advantages f idims.
(4)Ask the students t wrk in pairs t rle-play a cnversatin between Matt and his cach.
(1)Read the idims. Underline the nes that are negative. Then share sme ther idims that describe feelings
Ss:a heavy heart/feel blue/have a lng face/in lw spirits
Sa:lse ne’s cl
Sb:be dwn in the dumps Sc:...
Lk at the pictures and have a predictin.
Sa:He has a lng face/feels blue.
Sb:He might lse the basketball. /...
2.(1)Listen t the stry and chse the right answer.
Sa:On Saturday night.
Sb:He made an mistake in the basketball game .
Read the stry. What mistake did Matt make at the basketball game?
Ss:Matt pushed an ppsing player by accident, s the referee gave the ther team tw free thrws, and this mistake made his team lse the game.
(3)Read the stry and match the main ideas with each paragraph.
(4)Read Part 1 and answer the questins.
Sa:Tm knew Matt was sad by Matt’s “ lng face ”.
Sb:Because he thught he let everybdy dwn — he pushed an ppsing player by accident and made the ther team get thse pints.
(5)Read Part 2 (Develpment) carefully and write T fr true and F fr false.
(6)Read Part 3 (Climax) carefully and answer the questins.
Sa:Because their team’s scres were very clse, and they were playing against the best team in their area.
Sb:He tld Matt nt t be hard n himself and t lk n the bright side. He als said that everyne was prud f the team.
(7)Read Part 4 (Ending) carefully and answer the questins.
Sa:Because if yu can learn frm mistakes, yu wn’t repeat them in future.
Sb:Yes, he des. We can knw it frm the sentences “Yu're right. If we pull tgether, we shuld win next time.”
(1)Have a deep thinking and answer the questins.
Sa:Tm meant that it is impssible t win every game, and that lsing is a nrmal part f playing sprts.
Sb:It means everyne in the team shuld help and supprt each ther, and wrk tgether unitedly.
(2)Read the stry again. Cmplete the prblems and slutins.
(3)Replace the underlined wrds with the idims frm the stry.
Ss:lng face; letting everyne dwn; lk n the bright side; yu can’t win them all;pull tgether
(4)Rle-play a cnversatin between Matt and his cach.
让学生阅读 1a 习语并划出负面表达，再分享其他情绪习语，既巩固了导入环节的习语知识，又引导学生主动梳理、拓展情绪词汇，培养学生的词汇归纳能力；
结合图片让学生预测故事人物的心情和遭遇，培养学生的观察能力和推理预测能力，激发学生的阅读兴趣，让学生带着问题进入后续的故事阅读，提升阅读的目的性。
播放录音并设置选择题，训练学生的听力抓取关键信息能力，帮助学生初步了解故事的时间、核心事件等基本要素；
让学生快速阅读找出 Matt 的失误，培养学生的略读能力，引导学生把握故事的核心冲突；
给出阅读技巧并让学生匹配段落大意，教给学生通过核心人物、动作、情感词抓取段落大意的方法，提升学生的阅读策略运用能力，帮助学生梳理故事的叙事结构；
分段落细致阅读并设置问答、判断正误等题型，给出针对性阅读技巧，如题干关键词定位、逐词比对等，逐步引导学生深入理解故事细节，掌握 Matt 的情绪变化、Tm 的鼓励方式等内容，同时夯实文中的重点词汇和句型，如 let sb dwn、be hard n sb 等；
分段落的细节提问和判断，层层递进地拆解故事内容，符合学生的认知规律，让学生逐步理解 “问题 — 反应 — 解决” 的故事叙事逻辑。
设置深层思考问题，探究经典语句的含义，引导学生从语言学习上升到对故事主题的理解，让学生体会 “胜败乃兵家常事”“团队协作” 的内涵，实现情感态度的培养；
让学生完成问题与解决方案的梳理，帮助学生整体回顾故事脉络，清晰把握 Matt 的问题和 Tm 的解决方式，深化对故事的理解；
引导学生用习语替换划线词并讲解习语的优势，强化学生对本课核心习语的运用能力，让学生理解习语的语言表达价值，提升学生的语言表现力；
让学生结对角色扮演 Matt 与教练的对话，将所学的词汇、句型和鼓励性表达运用到真实的情境对话中，实现从语言输入到初步输出的转化，培养学生的口语表达能力，同时深化学生对故事主题的理解。
Practice
探究应用
Vcabulary in Use:1.Shw sme pictures and let the students guess the wrds describing feelings.
2.Let the students read the wrds and put the wrds in the bx int the crrect grups. Then ask several students t check the answers.
3.Guide the students t finish 2b: (1)ask them t recall the different frms f the wrds given !
Let them cmplete the sentences with the crrect frms f the wrds in brackets.
Prvide language help if they need.
4.Guide the students t finish 2b: (1)ask them t match the wrds with their Chinese meaning.
(2)Let them replace the underlined wrds with the crrect frms f the wrds in the bx.
Prvide language help if they need.
1.Lk at the pictures and guess the wrds describing feelings. Then read these wrds tgether.
2.Read the wrds and put the wrds in the bx int the crrect grups.
Finish 2b:(1)Speak ut the different frms f the wrds given ludly!
(2)Cmplete the sentences with the crrect frms f the wrds in brackets.
Finish 2c:(1)match the wrds with their Chinese meaning.
(2)Replace the underlined wrds with the crrect frms f the wrds in the bx.
展示图片让学生猜测情绪词汇，将词汇与画面结合，直观易懂，帮助学生识记高级情绪形容词，丰富学生的情绪表达词汇库；
让学生对情绪词汇进行积极、消极分类，培养学生的词汇分类归纳能力，帮助学生梳理情绪词汇的语义范畴，加深对词汇的理解和记忆；
完成词汇形式变换和句型填空练习，训练学生对词汇词性、词形变化的掌握能力，让学生在语境中灵活运用所学词汇，夯实语言基础；
进行词汇汉英匹配和划线词替换练习，进一步强化学生对核心词汇的理解和运用，让学生学会在语境中选择合适的词汇进行表达，提升学生的语言运用能力，同时渗透词汇运用的技巧，如结合语境和词性选择词汇。
Prductin
迁移创新
Divide the students int grups f 4-5 peple.
Ask them t chse a grup leader t help guide the discussin and a nte-taker t recrd key ideas.
Ask each grup’s leader t share ne key idea fr their discussin fr each questin.
After each grup shares, invite ther students t respnd r add t the ideas.
Wrk in grups and chse their wn rle, then have a discussin abut “When a friend feels bad abut making a mistake, what advice can yu ffer t help them feel better?” and “What can we learn frm this stry?”
将学生分组并设置分工，让每个学生都能参与到课堂讨论中；
围绕 “如何安慰犯错的朋友”“从故事中学到什么” 展开讨论并分享，引导学生将课堂所学的语言知识和情感态度迁移到真实的生活情境中，实现语言学习与生活应用的结合；将课堂的价值观培养落到实处。
Language pints
1. Matt was as shcked as anyne when the accident happened, but it was t late.当意外发生时，马特和其他人一样震惊，但为时已晚。
as shcked as 像一样震惊
It+be动词+ne’ ding sth 这是某人第几次做某事
2. I’m prud f us, and I knw ur cach and everyne else in ur schl are as well.我为我们感到骄傲，而且我知道我们的教练和学校里的其他人也一样。
be prud f = take pride in 为感到骄傲 as well 也
3. It's mre imprtant t learn frm yur mistakes s that yu dn't repeat them in future. 更重要的是从错误中学习，以便救你将来不会再犯。
learn frm 从中学习
4. We’ll keep wrking tgether as a team.我们会继续作为一个团队一起努力。
keep ding sth 继续做某事 as 作为/像一样/当时候/因为
Summary
归纳总结
Ask the students t sum up what they learned in this perid .
T:The best secret t staying safe is t be a careful persn. S we must be mre careful in
daily life.
Have a summary f what they learned in this perid with the T’s help.
引导学生自主梳理本课所学，包括核心词汇、句型、阅读策略及安全规则，帮助学生构建系统的知识框架，强化记忆效果；
分层作业设计
A层： 基础巩固
绘制思维导图总结本堂课的重点单词、短语和句型。
B层： 能力运用
参照所学知识续写Matt与教练的对话。
C层： 拓展挑战
利用网络资源收集如何保持积极的方法。
板书设计
Unit3 Grwing Up Sectin B(1a-2c)
教学反思