初中英语人教版（2024）八年级下册（2024）Section A第1课时教案设计

这是一份初中英语人教版（2024）八年级下册（2024）Section A第1课时教案设计，共3页。
Activity 1 Warm­up and lead­in
T：Gd mrning/afternn，class! Let's start with a fun game.I'll shw yu sme emjis，and yu have t guess the feeling wrds they represent.Are yu ready？(Shw emjis like a smiling face with excitement，a scared face，a shy face，etc.)
Ss：Excited！/Afraid！/Shy！…
T：Great jb! Yu all knw these feeling wrds well.Nw，in ur daily life，different situatins can make us have different feelings.Fr example，when yu win a game，yu feel excited.When yu see a big dg barking at yu，yu might feel afraid.Tday，we have sme pictures with feeling wrds and sme situatins in a bx.Let's match the feelings with the right situatins.Let's start with activity 1a.
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 1a 活动。
Activity 2 Matching(1a)
T：Lk at the pictures and the list f feelings：excited，afraid，shy，upset，angry，lnely，shcked，wrried.Let's match each feeling with the crrect situatin in the bx.Wrk n yur wn first.(Students match the feelings and situatins individually.)
T：Nw，check yur answers with yur partner.Then let's g thrugh them tgether.
Failing a test matches “upset”．
Living alne matches “lnely”．
Hearing abut a sick friend matches “wrried”．
Meeting ld friends matches “excited”．
Watching a scary mvie matches “afraid”．
Fighting with a friend matches “angry”．
Seeing an accident happen matches “shcked”．
Meeting a new persn matches “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，为后续听力理解中快速识别感受名称打下基础。
Activity 3 Listening(1b)
T：Nw，we'll listen t a cnversatin.The task is t circle Peter's feelings.Let's read the sentences in 1b first.(Students read the sentences.)
T：Nw，listen carefully and circle the crrect feelings.(Play the recrding.Students listen and circle.)
T：Let's check the answers.
Peter was wrried when he talked t Ella.
Peter culdn't cntrl his anger when he talked t Harry.
Peter felt upset after his fight with Harry.
Peter felt afraid t talk t Harry.
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。
Activity 4 Listening fr rder(1c)
T：Listen again.This time，number the sentences in the crrect rder.(Play the recrding a secnd time.Students listen and number.)
T：Let's check the answers.
__5__ Ella advised Peter t call Harry.
__1__ Harry brrwed a guitar frm Peter.
__4__ Harry stpped speaking t Peter.
__3__ Peter said hurtful things t Harry.
__2__ Peter fund an ugly mark n his guitar when Harry returned it.
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。
Activity 5 Rle­play(1d)
T：Nw，talk abut yur wn situatins with a partner.Use the dialgue：
A：If yu did smething wrng，maybe yu shuld say srry first.
B：I guess I culd d that.But I dn't knw hw.
A：Yu culd…
(Students practise in pairs.)
T：Let sme pairs shw their dialgues.
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。
Activity 6 Predicting and listening(2a)
T：Lk at the table in 2a.There are sme sentences like “I'm srry.” “I feel bad abut it.” and s n.Yu are ging t hear a cnversatin between Peter and Harry.Predict which sentences each persn might say and tick them.Wrk n yur wn first.(Students predict and tick individually.)
T：Nw，check yur predictins with yur partner.Then let's listen t the cnversatin t see if yu are right.(Play the recrding.Students listen.)
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。
Activity 7 Listening and judging(2b)
T：Nw，lk at the sentences in 2b.They are abut the cnversatin between Peter and Harry.Listen t the cnversatin again and circle T fr true r F fr false.(Play the recrding a secnd time.Students listen and circle.)
T：Let's check the answers tgether.
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。
Activity 8 Listening and cmpleting(2c)
T：Listen again and cmplete the summary f the cnversatin.(Play the recrding a third time.Students listen and cmplete.)
T：Let's check the answers.
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。
Activity 9 Sharing experiences(2d)
T：Tick the situatins yu have experienced befre.Hw did they make yu feel? What happened in the end? Talk t a partner abut them.(Students tick and discuss in pairs.)
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。
Hmewrk
Recite the wrds abut feelings and master the usage f the sentences in 1b.
eq \(\s\up7(),\s\d5( Blackbard Design（板书设计）))
eq \(\s\up7(),\s\d5( Teaching Reflectin（教学反思）))
In this lessn，students actively participated in varius activities abut feelings and related situatins.The listening activities helped students imprve their listening skills and understand the feelings in different situatins.The pair wrk and sharing experiences part encuraged students t use the target language t cmmunicate.Hwever，sme students might struggle with dealing with their feelings.In future lessns，mre practice n using infinitives in different cntexts shuld be prvided.
第一课时 Sectin A(1a—2d)
Key Wrds：excited，afraid，shy，upset，angry，lnely，shcked，wrried，scared，fight/argue with
Key Sentence Patterns：
Peter was wrried when he talked t Ella.
—Hw did that make yu feel?
—I was very upset/…
If yu did smething wrng，maybe yu shuld say srry first.