Unit 2 Reading for writing 课件 2025-2026学年外研版（2024）八年级英语上册

该初中英语课件围绕“人际理解”主题，以中国民间故事“六尺巷”为核心，通过阅读策略（快读梳理结构、细读分析要素）和诗歌品味，搭建从读到写的学习支架，引导学生完成人际理解主题小故事写作。 其亮点在于融合文化意识与语言能力培养，以“六尺巷”传递宽容和谐价值观，通过诗歌押韵分析、深层含义解读提升思维品质，写作任务提供“问题-解决-启示”框架及范文，语言点详解强化基础。学生能在跨文化理解中提升读写能力，教师可直接利用完整环节高效教学。

Unit 2 Getting along Reading for writing To read a Chinese folk story of Six Chi Away and be able to taste a poem correctly. 01 To write a short story about understanding between people. 02 学习目标 新课讲授 Do you know any Chinese folk stories? Pre-reading 1 Look at the picture and answer the questions. Use the words and expressions to help you. reach an agreement argue over dividing line neighbour give up kindness 1 What can you see in the picture? 2 what do you think the story is about? 2 Read the story and check your answers. 1 Look at the picture and answer the questions. Use the words and expressions to help you. reach an agreement argue over dividing line neighbour give up kindness Fast reading Para.1 The influence Para.2 Introduction Para.3 The problem Para.4 The solution Careful reading 4 Answer the questions about the story. Introduction 1 Where is Liuchixiang in the story? 2 What's special about it? Liu Chi Xiang is in Tongcheng, Anhui. It is famous for its story of kindness and compromise between two families. The problem When talking about a problem, what do we include in our description? When? Where? Who? What? How? The problem When? Where? Who? What problem? How to solve it? In the Qing Dynasty. In Tongcheng, Anhui. 2 local families, the Zhangs & the Wus. The dividing line between their houses. The Zhang family asked a relative for help. He had a position high up in the government. Did the Zhang family get what they want? A letter. Read and taste 1. What rhymes (押韵) can you find in both poems? To tie the line together and give the poem a kind of song-like sound and make it easier to recite. 2. What is the effect of these rhymes? Read and taste "As a gift" suggests that yielding three chi to the neighbor is an act of generosity, not a loss. "As time continues to drift" implies that material possessions (like land) are temporary, while kindness and harmony endure. 3. How do you understand "as a gift" and "as time continues to drift"? The solution 5 What suggestion did the Zhang family receive? 6 What did the Zhang family do then? 7 How did the Wu family behave? They received a poem advising them to yield three chi to their neighbor. They stepped back three chi for their neighbor. They were deeply moved and also gave up three chi in return. The influence 8 What do the people of Tongcheng remember as they walk down the lane? They remember how kindness encourages more kindness. Post reading Think and share 1 What do you think the title means? The title refers to the physical space (six chi) created by compromise, which actually brought the two families closer emotionally. It symbolizes how generosity and understanding can strengthen relationships despite disagreements. 2 Why does the writer use the poem in this story? The poem conveys the moral lesson in a concise, memorable way, emphasizing that yielding to others is not a loss but a meaningful act of kindness. It also adds cultural depth to the story. Learning to think for question 2 Writers may use other people's words to make their ideas stronger and more believable. Understanding them helps us know the theme better. 3 What have you learnt from the story? The story teaches that kindness and compromise can resolve conflicts and create lasting goodwill, as small sacrifices often lead to greater harmony. Writing task Write a short story about understanding between people. Step 1 Organise your ideas by answering the following questions. When did the story happen? 1 Where did the story happen? 2 Who were in the story? 3 What problem did they face? 4 How did they solve the problem? 5 Step 1 Organise your ideas by answering the following questions. What does the story teach us about relationships? 6 Step 2 Write about your story with the help of the chart. When did the story happen? 1 Where did the story happen? 2 Who were in the story? 3 What problem did they face? 4 How did they solve the problem? 5 What does the story teach us about relationships? 6 Step 3 Check. Did you: include people, a setting and events? use the words and expression from reading passage? give your opinion about the importance of understanding others? Step 4 Share your story with the class. The Fence Between Neighbors The story takes place in a small village during a hot summer in the early 1900s. It happens in Willowbrook, a peaceful village surrounded by green fields, where two neighbors live side by side. The main characters are Mr. Thompson, a stubborn but hardworking farmer, and Mr. Lee, a quiet and kind gardener. One day, Mr. Thompson builds a tall fence between their properties, claiming that Mr. Lee’s trees are shading his crops. Mr. Lee feels hurt but says nothing. The fence blocks sunlight from both sides, and soon, both men’s plants begin to wither. One evening, Mr. Lee brings a basket of ripe peaches from his garden to Mr. Thompson. Surprised, Mr. Thompson realizes his anger only harmed them both. The next day, he removes part of the fence. Together, they replant their gardens so both get enough sun. The story teaches that communication and kindness can break down barriers. Instead of building walls, understanding each other’s needs leads to better outcomes for everyone. Language points [形容词]狭隘的;目光短浅的 e.g. She has a very narrow view of the world. 她对世界的认识是非常狭隘的。 1. Narrow lanes are very common in China. 狭窄的小巷在中国很常见。 narrow / n r / adj. 狭窄的 e.g. It’s quite narrow — you can easily step across. e.g. They were climbing up a narrow mountain road. argue with sb.与某人争论/争吵 argue about/over sth. 因某事而争论/争吵 argument n.争吵,争论 2. Two local families, the Zhangs and the Wus, argued over the dividing line between their houses. 当地的两户人家,张家和吴家,因为房子的分界线发生了争吵。 ① argue / : ju:/ v.争论,争吵 e.g. Don’t argue with the driver when taking a bus. e.g. They were arguing about/over the matter again. e.g.We never had an angry argument with each other. ② divide /d va d/ v.(把……)分开 divide...into... 把……分成…… be divided into... 被分成…… e.g. The traditional Chinese calendar divides the year into 24 solar terms. e.g. The book is divided into six sections. e.g. Here, the river divides into three channels. (1)[不可数名词](意见的)一致,相合 be in agreement(意见或看法)一致 e.g. Mr Zhang nodded in agreement. e.g. Are we in agreement about the price? 3. They couldn’t reach an agreement. 他们无法达成一致意见。 agreement / ri:m nt/ n.协议;(意见的)一致,相合 (2)[可数名词]协议,协定 reach/come to an agreement 达成协议 e.g.After a two-hour discussion, they finally came to an agreement. 4. When his reply came, they opened it to find a poem inside. 他的回信来了,他们打开信,发现里面有一首诗。 其反义词为outside [副词]在……里 面;往里面 It’s raining. I have to go inside.下雨了,我得进去了。 [形容词]里面 的;内部的 I was driving in the inside lane.我当时驾车在慢车道上行驶。 [介词]在(或往)……里面 Go inside the house.进屋里吧。 [名词]里面,内部 The inside of the box is blue. 盒子的内面呈蓝色。 5. In return, they decided to do the same thing. 作为回报,他们决定做同样的事情。 in return 作为回报;作为回应 in return for sth. 作为对……的回报/回应 e.g. Can I buy you lunch in return for your help? e.g. I asked her opinion, but she just asked me a question in return. 6. Hundreds of years have passed since then, and the lane is still there. 从那时起,几百年过去了,这条小巷依然存在。 pass /p :s/ v.过去,流逝 7. The people of Tongcheng still keep the poem in mind. 桐城人民的心中仍牢记着这首诗。 keep...in mind 把……放在心里,把……记在心上 keep...in mind = bear...in mind keep in mind that... 记住…… e.g. It’s a good idea — I’ll keep/bear it in mind. e.g. We’re supposed to keep in mind that it is important to tell the truth. on one’s mind 挂在心上;惦念 change one’s mind改变主意 make up one’s mind下定决心 bring/call...to mind想起…… 8. Whenever they walk down the lane, they remember how kindness encourages more kindness. 每当他们走在小巷里,他们都会记得 善良是如何鼓励更多的善良的。 whenever /wen ev / conj.每当 [连词]引导时间状语从句,相当于every time。 e.g. Whenever I see the photo, it reminds me of the happy days we spent together. (1)[连词]无论何时 引导让步状语从句,相当于no matter when e.g. Help whenever and wherever you can. (2)类似的词还有: however(=no matter how)无论何时 whoever(=no matter who)无论谁 whatever(=no matter what)无论什么 wherever(=no matter where)无论在哪里 whichever(=no matter which)无论哪个 当堂检测 1. 这一传统在当地文化中根深蒂固。 The tradition is _ rooted in local culture. 2. 帮助残疾人是慈善行为。 It is an _ of kindness to help disabled people. 3. 这条狭窄的小巷勉强能容下两个人。 The _ alley was barely wide enough for two people. 4. 律师辩称证据不足。 The lawyer _ that the evidence was insufficient. deeply act narrow argued I can read a Chinese folk story of Six Chi Away and be able to taste a poem correctly. write a short story about understanding between people. Reflecting Homework Review the key words, expressions and sentence patterns in today’s lesson. Write a short passage about understanding between people. 126452.28 $$