Unit 3 Better you, better me Lesson 5教学设计-2025-2026学年冀教版八年级英语上册

该初中英语教学设计聚焦“学习困难与成长”主题，围绕Peter从失败到获奖的完整故事线，通过导入分享个人经历激活旧知，再以三读策略层层推进理解，最后借助分类整理和复述框架搭建语言输出支架，实现从输入到输出的自然过渡。 本设计亮点突出，融合语言能力、思维品质与学习能力三大核心素养。例如，在词类分类活动中，学生需分析人物情绪变化与行为逻辑，锻炼了归纳与推理能力；小组分享环节引导学生结构化讲述自身故事，强化了表达条理性和情感共鸣，体现了思维品质的进阶。教师可直接套用清晰的教学流程与板书设计，降低备课难度，同时激发学生主动参与，提升课堂实效。

Unit 3 Better you, better me Lesson 5 I made it! 教学设计 I. Teaching Objectives 1. Knowledge Objectives Students will master vocabulary and phrases related to learning challenges and progress (e.g., loser, fail the exam, make mistakes, practice, make progress, accept the challenge, make it, be proud) and fully understand the story of Peter overcoming English spelling difficulties to win the Most-Improved Student Award. Students will be able to comprehend the story, classify words and phrases into "At the beginning", "Make a change", and "In the end" columns, answer detail questions (e.g., Peter’s feelings, reasons for failing the exam), retell the story with partners, and share their own learning difficulty stories. 2. Ability Objectives Improve reading skills: Extract key information from the story to complete classification tasks, answer questions, and grasp the logical development of the plot (Peter’s emotional and behavioral changes). Enhance speaking and collaborative skills: Retell the story accurately using key words, discuss in groups to share personal learning experiences, and express feelings, solutions, and results clearly. 3. Affective Objectives Inspire students to face learning difficulties bravely, help them realize that persistent practice and positive changes can lead to success ("I made it"), and encourage them to support classmates in overcoming challenges like Krista did. II. Language Knowledge 1. Key Vocabulary & Phrases Learning challenge - related words: loser, fail the exam, make mistakes, practice, make progress, accept the challenge, make it, be proud, Most-Improved Student Award Key phrases: make spelling mistakes, make a little progress every day, master (words), put in the hard work 2. Key Sentence Patterns Talking about difficulties: “I just failed my English exam. I made too many spelling mistakes.” “English was not his first language.” Expressing encouragement and solutions: “No worries! You need to make a little progress every day.” “Every day you learn four of those words. Soon, you will master them all.” Sharing success: “I made it!” “Thanks for your help!” “I am proud of you. You put in the hard work yourself!” 3. Key and Challenging Points Key Points: Understand Peter’s story (emotional changes: sad → doubtful → happy; behavioral changes: failing → practicing → succeeding), master key vocabulary/phrases, and complete classification and retelling tasks. Challenging Points: Retelling the story with logical sequence using key words; sharing personal learning stories with clear structure (feelings → changes → results). III. Teaching Procedures Step 1: Warm - up & Lead - in Activity: Learning Difficulty Sharing Ask students: “Have you ever faced difficulties in learning a subject (like English, math)? How did you feel at that time?”. Invite 2 - 3 students to share briefly to activate prior experiences and connect to the story theme. Step 2: Reading & Comprehension Activity 1: First Reading - Get the Main Idea Have students read the story quickly and answer the core question: “What did Peter achieve in the end?”. Check answers to ensure students grasp the main result (winning the Most-Improved Student Award). Activity 2: Second Reading - Detail Questions Ask students to read the story again carefully and answer the four questions (A - D): A: How did Peter feel when he came out of the classroom? (He felt like a loser and looked sad.) B: Why did Peter fail his English exam? (He made too many spelling mistakes; English was not his first language.) C: How many days were there before the final exam? (125 days.) D: What award did Peter get on the last day of class? (The Most-Improved Student Award.) Check answers as a class, guiding students to find evidence in the story (e.g., underline “125 days until the final exam”). Activity 3: Third Reading - Word Classification Provide students with the word list (make it, be proud, make progress, practice, fail the exam, loser, look sad, make mistakes, accept the challenge, Most-Improved Student Award, invent a memory game). Ask them to work in pairs to put the words and phrases into the correct columns: At the beginning: loser, look sad, fail the exam, make mistakes Make a change: accept the challenge, practice, invent a memory game, make progress In the end: make it, be proud, Most-Improved Student Award Check and explain the logic of classification (align with Peter’s story development). Step 3: Retelling & Practice Activity: Partner Retelling Ask students to retell Peter’s story with their partners, using the key words in Activity 3. Provide a retelling framework as guidance: At the beginning: Peter felt... because he... Then: Krista helped him by...; Peter... (accepted the challenge, practiced, invented...) In the end: Peter got... and said... Invite 1 - 2 pairs to retell the story in front of the class, and give feedback on accuracy and fluency. Step 4: Group Discussion & Sharing Activity: Personal Story Sharing Divide students into groups of 4 - 5. Ask each group member to share their own story about a difficulty in learning they once faced, following the three questions: How did you feel? How did you make a change? How did you make it at last? Assign a group recorder to note down key points of each member’s story. After 10 minutes, invite one representative from each group to share a typical story with the class. Step 5: Summary & Homework Activity 1: Lesson Summary Recap the key content: Peter’s story (from failing the exam to winning the award) and the key message “Hard work and persistence help overcome difficulties”. Review key vocabulary and phrases by asking students to match words to their meanings (e.g., “make it” → succeed). Activity 2: Homework Assignment Assign two homework tasks: Write a short passage (50 - 80 words) about your own learning difficulty story shared in class, including feelings, changes, and results. Draw a comic strip about Peter’s story, using 3 - 4 panels (e.g., Panel 1: Peter looking sad after the exam; Panel 2: Practicing words with his sister; Panel 3: Getting the award) and add simple captions. IV. Assessment In - class Assessment: Evaluate students’ performance in reading tasks (question answering, word classification) to check their understanding of the story details and logical sequence. Assess retelling quality (use of key words, logical flow) and group discussion participation (active sharing, listening to others) to evaluate speaking and collaborative skills. Homework Assessment: Check the short passage for clarity of structure (feelings → changes → results) and correct use of key vocabulary. Evaluate the comic strip for accuracy in reflecting Peter’s story and creativity in design. V. Design Purpose Skill Integration: Combine reading (extracting details, classifying information), speaking (retelling, discussion), writing (short passage), and artistic expression (comic strip) to develop comprehensive language skills. Student - Centered Learning: Use personal experience sharing and group discussions to connect the story to students’ real lives, enhancing their sense of engagement and emotional resonance with the theme of “overcoming difficulties”. Value Guidance: Through Peter’s story and personal sharing, implicitly convey the value of persistence and mutual support, helping students build a positive attitude towards learning challenges. VI. Blackboard Design Unit 3 I made it! 1. Key Vocabulary & Phrases At the beginning: loser, look sad, fail the exam, make mistakes Make a change: accept the challenge, practice, invent a memory game, make progress In the end: make it, be proud, Most-Improved Student Award 2. Story Timeline Peter’s experience: Failed exam (sad) → Got Krista’s help → Practiced daily → Won the award (happy) 3. Key Message Hard work + persistence = success (“I made it!”) 4. Homework Write your learning difficulty story. Draw Peter’s story comic strip. 学科网（北京）股份有限公司 $