Unit2教学设计 2025-2026学年外研版（2024）八年级英语上册

该初中英语教学设计聚焦“人际交往”主题，围绕“分享、表达自我、理解他人”三大子话题展开，通过名言导入、故事山梳理、多模态语篇分析和情境任务驱动，构建从感知到内化再到输出的完整学习链条，层层递进，逻辑清晰。 本设计亮点突出，融合语言能力、文化意识与思维品质培养。例如，借助《自私的巨人》故事引导学生对比巨人的前后态度变化，深化对“分享带来和谐”的伦理认知，体现文化意识中的家国情怀与人文温度；在“六尺巷”典故中通过诗歌赏析与隐喻解读，提升思维品质中的批判性与创造性理解；分层任务设计（A/B/C）兼顾不同学情，强化学习能力中的自主探究与策略运用。教师可直接使用视频、音频、思维导图等资源，实现高效课堂互动，学生则能在真实语境中习得语言，发展核心素养。

新外研八上单元整体教学设计 + 分课时教学设计 U2 Getting along 1、 单元主题 本单元主题为：人际交往。该主题属于“人与社会”范畴，涉及“良好的人际关系与人际交往”。二、语篇内容 本单元围绕话题getting along with others，共设计了11个主要语篇，涉及话题的启动、产出和3个子话题： （1）教学启动：ways to get along · three quotes about getting along（多模态语篇）。语篇呈现了中外关于人际交往的名言，引导学生初步感知人际交往的准则——相互尊重与合作。 · “How to get along with others”（多模态语篇）。语篇呈现了三组典型的人际交往中产生不愉快的场景，引导学生反思自身交往模式，帮助他们树立主动倾听、尊重他人、共同协商的交往准则。 （2） 子话题1：sharing with others ● “The selfish giant”（书面语篇）。这是英国作家奥斯卡·王尔德的经典童话，讲述了一位自私的巨人禁止孩童进入其花园，致使原本生机盎然的花园陷入永恒的寒冬。直到某日，孩童们的欢声笑语唤醒了沉睡的春天，使巨人最终领悟到分享的真谛。伦理厚度: 故事通过 “巨人筑墙” 与 “拆墙” 的行为，隐喻 “封闭自我” 与 “开放包容” 的伦理选择，揭示 “自私导致孤立，分享构建和谐” 的道德准则。人文温度: 聚焦 “孩子” 作为希望与纯真的象征，强调 “童心” 对成人世界的救赎，传递 “爱与共享是人性本质” 的人文关怀。 · “Free ice creams, priceless gifts”（书面语篇，需学生补全）。这是一篇新闻，讲述了一位老人连续多年在生日当天免费送冰激凌的故事，引导学生发现分享不仅能带来快乐，还能架起人与人之间友谊的桥梁。 · a conversation（口头语篇，需学生合作完成）。在对话中，学生讨论各自关于分享的经历，包括时间、事件的经过、感受、启示等。 （3）子话题2：expressing yourself · a conversation（音频语篇）。这是一则对话，三位学生在商讨周末的活动安排，琳达和汤姆想去坐过山车，保罗几次犹豫，最后勉强答应。 · a conversation（音频语篇）。这是一段对话，保罗向老师诉说困扰：他因恐高不愿和朋友一起去坐过山车，但担心破坏欢乐氛围而勉强接受邀请。老师建议保罗真诚表达自己的感受，勇敢拒绝并解释原因。 · a conversation（口头语篇，需学生合作完成）。学生挑选一个情景进行对话，讨论在人际交往中遇到的问题，并给出解决办法。 （4）子话题3：understanding others · “Six chi away, but closer together”（书面语篇）。语篇通过“六尺巷”这一中国传统典故，展现了待人处事要懂得相互体谅、礼让三分的道理，引导学生理解谦和美德在人际交往中的重要性。 · a short story（书面语篇，需学生完成）。学生结合已有知识或个人经历，写一个关于人与人之间互相理解的小故事。 （5）教学产出：secrets of good relationships · a guide（书面语篇+口头语篇，需学生完成）。这是本单元的综合性产出，要求学生围绕单元话题getting along with others，编写人际关系指南，内容包括前面所学的三个子话题。 ★单元主题内容框架图： 三、单元教学目标 本单元学习后，学生能够编写人际关系指南： · Use words and expressions in the unit to talk about relationship. · Use the present perfect tense to tell stories of sharing. · Share your thoughts on how to get along with others. 四、分课时教学设计 第一课时Starting out & Understanding ideas 1.课时教学目标 By the end of the lesson,students are able to: （1）了解单元主题和本课子话题，通过名言感悟分享的内涵。 （2）通过故事山的形式，梳理文章结构，获取文章细节信息，并分析主人公情感变化过程。 （3）通过复述回顾故事山写作方式，小组合作实现迁移运用。 2.核心语言 核心词汇：selfish, play, garden, shout, close the gate, build a high wall, spring, winter, since last year, hope, change, summer, autumn, hole, glad, knock down, look afraid等。 核心语法：现在完成时（since, for）。 3.教学过程 教学目标 学习活动 效果评价 Pre-view 1. Students search for the sentences by Confucious, Arthur Forman, and Earl Nightingale. 2. Students watch the movie The Selfish Giant and know the basic story by themselves. Lead-in 1. 学生观察图片，思考问题： ( 每个问题后追问why )Who are they? What is their relationship? How do they feel? What do you think this picture shows? 2.学生关注章首页图片下方的单元提示，了解本单元的学习内容和目标。 Starting out： Activity 1 Look at the pictures and answer the questions. 1. 展示图片并提问Do you know who are they? （学生观察图片并回答问题，教师补充说明介绍） 2.（1）展示孔子的名言。 (学生解释名言的含义) 追问：Can you give us an example for the quote? （2）展示Arthur Forman和Earl Nightingale的名言。 (两人一组讨论翻译名言的含义) 情境式解释：Some classmates prefer to study in quiet, others love to discuss. That's the difference in“thinking the way you think.” 3. 回答问题： ★What are the quotes about? ★Which quote do you agree with most? Why? Activity 2 Look at the picture and answer the questions. 1. 学生观看视频，回答问题： ★What can you see? ★What problems does the video show? ★How would you feel if you were someone in the video? ★What would you do? 2. 联系日常生活： In our daily life, do we need to get along with others? Who are they? Do you have any problems in getting along with others? Can you share one with the class? 根据学生的回答情况，评价其能否积极参与互动。 追问使学生更加关注细节。 师生共同总结，学习理解与人相处之道。 理论学习 实践理解 理解课文大意，认识到乐于分享对于建立良好人际关系的重要性。 Lead in Activity1: Look at the picture and answer the questions. 1. 展示四季图片，提出问题: ①What season is it? ②How do they make you feel? 2. 进一步提问： ①What would happen if the seasons didn’t change? ②How would you feel if the season remained in winter all the time? Before reading (Predit) Activity2 : Look at the picture and answer the questions. 1. 学生观察图片，回答问题： What can you see in the picture? Who is the writer of the book? What do you know about the writer? 2.背景拓展：Watch a video to know more about the writer. Activity 3: Introduce the structure of story mountain. While-reading Activity1: 梳理文章结构 1. Divide the passage into four parts according to the story mountain. 2. Match the main idea of each part. Beginning/introduction (p1)-------Kids enjoy beautiful garden. Rising actions(p2-5)-----Angry Giant causes endless winter. Climax(p6-7)-------------Selfishness melts;spring returns. Ending(p8)----------------Open garden brings back happiness. Activity2: Read the passage carefully and finish the task. 1. Read the introduction carefully and finish the task. 2. ①Read the rising action carefully and finish the tasks. ②How does the Giant feel? Think and share: Why doesn’t spring come to the Giant garden? 3. ①Read the climax carefully and finish the tasks. ②How does the Giant feel? Surprised----Regretful 4. ①Read the ending carefully and finish the tasks. ②How does the Giant feel? 深度体会主人公情感变化 Activity 3: Analysis of writing techniques What are the gardens of others like? What’s the Giant’s Garden like? Contrast(对比) What’s the Gaint’s attitude before? What is the Giant’s attitude afterwards? 伦理厚度 故事通过 “巨人筑墙” 与 “拆墙” 的行为，隐喻 “封闭自我” 与 “开放包容” 的伦理选择，揭示 “自私导致孤立，分享构建和谐” 的道德准则。 人文温度 聚焦 “孩子” 作为希望与纯真的象征，强调 “童心” 对成人世界的救赎，传递 “爱与共享是人性本质” 的人文关怀。 Activity 4: Mocks Activity5：Retell 根据故事山进行故事复述(主要情节+情感变化)。 根据学生的预测情况，了解其对课文大意的理解。 根据学生的回答情况，评价其对课文细节的理解。 根据学生的选择和回答情况，评价其对课文主旨大意的理解。 根据学生的填空情况，评价其对课文细节和核心语言的掌握程度。 感悟分享的意义，并讲述一个关于分享的故事。 After-reading (work in groups) 1. Share a similar message with the class by using the story mountain. Do you know a story with a similar message, either from a book or from your own life? Share it with the class. 示例： 2. Team work for 6 students a group. 学生分工： 3. 评价 4. 情感升华，分享视频：share flowers, keep the fragrance. 根据学生的回答情况，评价其能否领悟分享的意义并有效表达自己的观点，及时给予指导和反馈。 作业内容： A层 Write a passage to summarize what happens in the story and what you have learned from the story. B/C层 Try to retell the story with the help of the reading chart you completed and write a short paragraph to summarize. 第二课时Understanding ideas (语法学习) 1.课时教学目标 By the end of the lesson,students are able to: （1） 通过观察句子，分析解释“for”和“since”的用法。 （2） 运用时态完成语篇，感悟语篇主题意义。 2.核心语言 核心词汇：free, ice cream, priceless gifts, birthday, sell, offer, plan, give away, quite stressed, share, feel happy, make many friends online等。 核心语法：现在完成时（since, for）。 3.教学过程 教学目标 学习活动 效果评价 Review（学生能力分层ABC） 1. Students order the pictures according to the passage（A/B）. 2. Students complete the passage and review the story (C）. 1. 根据学生的完成情况，评价其对前序课时内容的掌握程度。 2. 为语法课奠定基础。 进一步理解现在完成时的意义及用法。 语法学习 1. Students read the passage and answer the question. ★What tense used most in the text? 引导观察语篇的时态结构与搭配的时间状语，着重点出for和since的使用。 2. Students find more sentences with these structures in the reading passage and observe the use of “since” “for”. 3.The teacher guides students to summarize the rules and students read P128-129 to have a deep understanding of the tense. 老师引导，学生加深理解，学生自主总结和老师协助相统一。 语法运用 1. Students understand the rules and finish the sentences by themselves.(A) Students finish the sentences by finding the time adverbials under the help of the teacher. (B/C) Activity 6 2. Students complete the news article with for, since or the correct form of the words in brackets. 3. 再次阅读文章，回答问题(理解运用现在完成时） ★How long has Jimmy Teng offered free ice creams? ★How does he feel about sharing? ★What do you think are the priceless gifts? ★What have you learnt from the news article? 问题逐步深入，加深对分享主题意义的理解。 引导学生进行深入思考，对单元子主题意义有更深刻理解。 根据学生的观察情况，了解其对现在完成时的已知和未知。 根据学生的总结情况，评价其对现在完成时用法的掌握程度。 根据学生的完成情况，评价其对现在完成时用法的内化程度。 根据学生的回答情况，评价其对分享这一子话题的内化程度。 运用本课时的核心词汇、句型和语法谈论关于分享的故事。 1. Sharing. A层学生两人一组，参照教材中的内容框架，谈论自己与他人分享的经历。 B/C层学生两人一组，参照教材提供的内容框架和教师补充的语言支架，谈论自己与他人分享的经历。 2.A/B/C层学生阅读对话样例。 根据学生的表现，评价其能否正确运用本课时的核心词汇、句型和语法谈论自己的分享经历，及时给予指导和反馈。 作业内容： A层 Write a paragraph about your experience of sharing. B/C层 Try to retell the news article on Page 23. 、 第三课时Developing ideas (听说) 1.课时教学目标 By the end of the lesson,students are able to: （1） 通过听力练习，获取语篇主旨并捕捉细节信息。 （2） 分辨主人公语调变化，分析情感变化过程。 （3） 学会正视并合理表达自身恐惧，解决实际问题。 2.核心词汇 worry, suggestion, excited, ride a roller coaster, make… unhappy, be afraid of heights, understand, hide one’s feelings, please others, invite, say “no”, explain, true friends, respect等。 3.教学过程 教学目标 学习活动 效果评价 听懂教材中的两段对话，了解人际交往中的常见问题。 Lead in 1. Share a video Pre-listening Activity 1: look at the pictures and answer the questions. 1. Predict (1) What do you think people are doing in the picture? (2) How do they feel? Most of them feel happy, but the girl on the right looks a little nervous. 讨论问题：What kind of fear does the girl on the right in the picture have? She may have a fear of attending social events. 讨论问题：How do you think this fear affects her personal relationships? 2. Free talk You’re afraid of heights but your friends invite you to go mountain climbing. How will you respond? （1）What is your fear? （2）Do you think many people share this fear? Why? While-listening Activity 2: Listen and answer the questions. Three friends meet after class, What are they talking about? 1. Listen to the conversation and choose the main idea. 2. Phonetics in use. 提问：What else do you know? 3. Listen again. Complete the students’ thoughts about the roller coast and choose the correct feelings. Activity 3: Listen to the conversation 1. 一听：逐句盲听对话 二听：逐句呈现文本，再听。 A/B层学生随后两人一组，模仿并表演对话。 2. Pay attention: learning for tone. Activity 4: Listen to the conversation and complete the notes. A层学生思考并回答问题： What does Paul worry about? What do you think of Ms Thomson’s suggestions? Can you offer any other suggestions? What will you do in Paul’s situation? B/C层学生思考问题： What does Paul worry about? What do you think of Ms Thomson’s suggestions? Pay attention: offering comfort. A层学生再次听音频，讨论Ms Thomson是如何提供安慰的，然后阅读Learning to learn部分的内容，学习关于offering comfort的表达。 B/C层学生先阅读Learning to learn部分的内容，学习关于offering comfort的表达，然后结合听力文本再次听音频，讨论Ms Thomson是如何提供安慰的。 根据学生的回答和讨论情况，观察其能否准确提取图片信息并积极分享自己的想法。 根据学生的选择情况，评价其对听力大意的理解。 根据学生的作答情况，评价其对听力细节信息的理解。 语音训练 1.A/B/C层学生听录音，跟读Phonetics in use部分的内容。 2.A/B/C层学生听录音，圈出正确的单词，然后跟读附录部分Phonetics in use的相应内容。 根据不同能力水平学生的跟读情况给予指导和鼓励。 运用核心词汇和句型谈论人际交往中遇到的问题及解决办法。 Post-listening Work in pairs. Choose a situation and act out a conversation. 1. A层学生两人一组，选择一个情境进行对话，参照对话 的内容框架，谈论人际交往中遇到的问题及解决办法。 B/C层学生两人一组，选择一个情境进行对话，参照对话的内容框架和教师补充的语言支架，谈论人际交往中遇到的问题及解决办法。 2. A/B/C层学生阅读对话样例。 3. A/B/C层学生总结在本部分学到的关于表达内心所想的 内容。 示例： 根据学生的表现，评价其能否运用核心词汇和句型谈论人际交往中遇到的问题及解决办法。 作业内容： A/B层 Read the other situation in the textbook and write a conversation about it. C层 Write down the conversation you’ve made in class. 第四课时Developing ideas (阅读) 1.课时教学目标 By the end of the lesson,students are able to: （1） 通过图片预测情节，通过文本分析问题与解决方式。 （2） 鉴赏诗歌，初步了解“隐喻”的写作手法以及诗歌的押韵。 （3）用英语复述故事或撰写关于“宽容”的短文，理解“以和为贵”的传统价值观，讨论其在现实生活中的意义。 2.核心词汇 narrow, lane, common, nothing special, argue over, dividing line, reach agreement, relative, ask for advice, reply, poem, neighbour, ashamed, step back, act, in return, pass, keep… in mind, kindness, encourage等。 3.教学过程 教学目标 学习活动 效果评价 Lead-in 情境导入 1. 背景交代：You have gotton along well your good friend Jack by learning about each other’s cultures. Recently, he has met some problems in his study and has made a video cal to ask for help. 2. (数字人+虚拟对话)： Hello, my dear friend! I am Jack. Recently I have been to Six-chi Lane in Tongcheng, Anhui and read a poem. But I am not clear about its meaning. Can you help me? 初步感知课文内容，并主动分享自己的看法。 理解课文内容，明白相互体谅、礼让三分在人际关系中的作用。 Pre-reading Activity 1: Look at the pictures and answer the questions. Have you ever heard about this poem? Can you explain it? Activity 2 : predict Look at the picture and the title , and answer the questions. 1. What can you see in the picture? 2. What do you think the story is about? While-reading Activity 3 : 方法指导 When reading a story about conflict, we can use following . Introduction -----The problem----- The solution----- Influence-----Conclusion 1. Divide the passage into four parts according to the reading strategies. Introduction ----The problem---- The solution---- Influence 2. What do you think the title means? A. Though they are six chi apart, they feel closer in their hearts. B. Six chi is a long distance, making them feel far apart. C. They are far apart, so their relationship isn’t close. Activity 4 : Read the passage carefully and finish the task. 1. Read the introduction carefully and finish the tasks. ① Where is Liu Chi Xiang in the story? ② How does the writer introduce the story? By using contrast and superlative. Useful pattern: ....are/is nothing special. But ...is the ... 2. Read the problem carefully and finish the tasks. 1 When does the story happen? 2 Who are the main characters? 3 What did the two families argue about and what were the roles of the main characters in the conflict? Can you show us the argument? 角色扮演，组织语言，演绎冲突的过程。 3. Read the solution carefully and finish the tasks. ①Fill in the blanks. The Zhang family got a ________. Their relative suggested them to step back________chi. They felt __________and did it. Then the Wu family decided to give _________three chi in ___________. ②Why does the writer use the poem in the story? Learning to think for question2 : Can you show us the process of being peaceful? 角色扮演，组织语言，演绎和好的过程。 4. Appreciate the poem 1 How do you understand “ as a gift” and “ as time continue to drift” in the poem? ★What is the literal meaning of gift? ★What gifts did the two families give each other? Metaphor隐喻 拓展：In the lines, “drift” means time passes slowly. As time goes on, that three chi given to the neighbor doesn’t seem like a big deal anymore, but the good relationship between neighbors lasts. 2 What rhymes can you find in the poem and what’s the effect of them? Wall / all/ gift/ drift 拓展：These rhymes make the lines sound smooth and have a nice rhyme. They like a little tune. They’re easier to remember, and reading them feels more fun! 3 Translate the poem and state the value it conveys (传递). 5. Read the influence carefully and finish the tasks. What do the people of Tongcheng remember as they walk down the lane? 6. According to the whole passage, find your conclusion. What have you learnt from the story? 根据学生的回答情况，评价其能否理解课文的结构及核心信息。 根据学生的回答情况，评价其能否正确理解标题的含义及诗歌的作用。 分享自己对建立良好人际关系的看法。 Post-reading 1. 情景输出：Now please retell this story to Jack in a voice message to help him understand this poem. 2. Watch the video and think about more stories about understanding between people.(管鲍之交） 根据学生的回答情况，评价其能否理解本部分子话题。 作业内容： A/B层 1. Retell the story. 2. Share your ideas about understanding others and write it down. C层 Retell the story with the help of Activity 3 on Page 30. 第五课时 Developing ideas (写作) 1.课时教学目标 By the end of the lesson,students are able to: （1）运用写作结构，独自或在老师指导下写一个关于人与人之间互相理解的小故事； （2）根据评价标准对写作内容进行自评和互评。 2.核心词汇 本单元出现的核心词汇，尤其是生词。 3.教学过程 教学目标 学习活动 效果评价 Review A/B/C层学生复述上一节课的课文，回顾上一节课的内容。 根据学生的回答情况，评价其是否掌握上一课时的课文。 结合已有知识或个人经历，写一个关于人与人之间互相理解的小故事。 Pre-writing 1. Answer loudly according to real situation. Have you ever shared your colored pencils with others? Have you ever helped your classmate when he was ill? Have you ever shared your umbrella with others? ........ (为后续的写作提供思路，做铺垫) While-writing 1. Discuss and organise your ideas to finish the writing strategies. 2. A/B/C层学生在教师的指导下，了解写作任务。 ① A/B层学生尝试自主分析写作结构。 ② C层学生在教师的指导下，明确写作结构。 3. ① A层学生：Write freely according to the writing strategies. ② B/C层学生在教师的指导下，借助教师提供 语言支架梳理各部分的内容信息，完成表格。 介绍 The story happened______________(when) at__________________(where) 问题 _________(who) argued over____________. They couldn’t________________________. 解决 Finally,_________by_______. surprisingly, __________________. 影响＆结论 This not only _______________(具体影响），but taught me that___________.Now I believe____________(个人价值观). 根据学生的梳理情况，评价其能否运用本单元所学，清楚地描述故事的时间、地点、人物、情节，并分享从故事中学到的道理。 根据学生的写作情况，评价其是否掌握本课时的核心语言。 根据评价标准对写作内容进行自评和互评。 Post-writing 1. Discuss in group and share your story. (Checklist: 内容、结构、语法、流利地表达) ★A/B/C层学生根据教材中的评价标准对自己的写作进行自评。 ★部分学生在全班进行作品分享，其他学生根据评价标准对他人的写作进行评价。 2. Give two examples. 1 Model essay for level A 2 Model essay for level B Summary Match the poem with its meaning and read them aloud. 根据学生的完成情况，观察其能否根据评价标准对自己和他人的写作内容进行评价。 作业内容： A/B/C层 Further polish writing after class and write a new one. 第六课时Presenting ideas & Reflection 1.课时教学目标 By the end of the lesson,students are able to: （1）聚焦人际交往中的一个常见问题，小组合作编写一份指南； （2）学生能够通过思考和讨论合作制作指南，并进行指南展示介绍，依据评价量表评价。 （3）学生能够依据反思表进行自我反思是否达到本单元学习目标并进行学习策略调整。 2.核心语言 核心词汇：本单元出现的核心词汇，尤其是生词。 核心语法：现在完成时（since, for）。 3.教学过程 教学目标 学习活动 效果评价 Review Students review the unit introduction and review the subtopics we have learned in the unit. 根据学生的回顾情况，评价其能否对本单元的整体结构及话题有清晰的认识。 聚焦人际交往中的一个常见问题，编写一份指南。 Preparing 学生自主，教师协助 1. 学生看图片，了解指南的样式及一个好的指南需要具备的要素。 2.AB层学生在小组内分享、交流常见的人际交往问题，并思考解决办法。 C层学生根据教师提供的语言支架，在小组内分享、交流常见的人际交往问题，并思考解决办法。 3.A/B/C层学生进行小组投票，决定要聚焦的人际交往问题。 4.小组展开讨论，并根据指南的内容进行分工。 Creating A/B/C层学生参考教师提供的范文，分小组完成指南。 Presenting 1.A/B/C层学生分小组练习，展示本组的指南。 2.A/B/C层学生根据教师提供的评价表进行互评。 3.全班投票，选出三份最佳指南。 根据学生的完成情况，评价其是否了解常见的人际交往问题。 根据学生的完成情况，评价其能否掌握本单元所学语言。 正确面对人际交往中的问题，并分享自己的看法。 Reflection A/B/C层学生在教师的引导下总结本单元的主题意义。 1. A/B/C层学生回答问题： ★What do you learn from “The Selfish Giant”? ★ What do you learn from Paul’s experience? ★What do you learn from the story of Liuchixiang? 并独立完成本单元的思维导图。 2.A/B/C层学生根据学习目标反思自己的学习成果。 3.A/B/C层学生反思还有哪些地方有待提高。 根据学生的总结情况，评价其对本单元的整体把握情况，对不足之处可有针对性地进行强化。 作业内容： A/B/C层 Further polish your guide after class and stick it on the wall. 学科网（北京）股份有限公司 $