Unit 2 Developing ideas--Six chi away-reading for writing(两课时)课件 2025-2026学年外研版（2024）英语八年级上册

该初中英语课件围绕“六尺巷”典故展开阅读与写作教学，通过视频导入引发邻里矛盾共鸣，借助Pre-reading预测、While-reading段落匹配与思维导图梳理，搭建从理解故事到复述内容的学习支架，帮助学生系统掌握语篇结构与核心语言知识。 其亮点在于融合文化意识、语言能力与思维品质培养，以中华礼让文化为载体，通过背景知识补充增强家国情怀，语言点讲练结合提升表达准确性，思维导图复述与写作框架设计促进逻辑思维迁移，助力学生提升跨文化沟通能力，教师可直接应用活动设计高效开展读写教学。

Unit 2 Getting along (Reading for writing) 外研版2024八年级上册英语 Six chi away, but closer together 1 第一课时 2 学习目标 1.学习理解:通过阅读关于六尺巷典故的语篇,获取文章大意,并梳理相关细节信息,形成结构化知识。 2.应用实践:基于结构化知识,简述六尺巷的故事情节。 通过本课内容的学习,能够: 3.应用实践:通过谈论和分析故事,明白待人处事要相互体谅、礼让三分的道理。 突破措施 课时 学习目标 评价任务 评价标准 Lesson 1 目标1 匹配段落大意,把握文章整体结构。 准确匹配段落大意。 目标2 获取细节信息,构建思维导图,并简述文本内容。 准确提取故事六要素,构建思维导图,简述内容完整,语言准确。 目标3 谈论和分析故事,说出待人处事要相互体谅、礼让三分的道理。 能正确说出题目内涵和故事蕴含的道理。 Have you ever argued with a neighbor? How did you solve it?" Neighbours. Auguing. Angry. Q1: What’s the relationship of them? Q2: What are they doing? Q3: How does the woman feel? Q4: Did the woman solve the problem? Can you give her some advice? No. Lead-in: Enjoy a video. 1 Narrow lanes are very common in China. They are usually about two metres wide, or six chi in traditional Chinese units. Most of them are nothing special. But Liu Chi Xiang(Six-chi Lane) in Tongcheng, Anhui, is perhaps the most famous one. 2 Its story started back in the Qing Dynasty. Two local families, theZhangs and the Wus, argued over the dividing line between their houses. They couldn't reach an agreement. The Zhang family was angry. Their relative, Zhang Ying, had a position high up in the government. They wrote him a letter, asking for advice. When his reply came, they opened it to find a poem inside. A letter from far away just for a wall Is not right or good at all. Three chi to your neighbour as a gift Is nothing as time continues to drift. 3 After reading it, the Zhang family felt ashamed. They stepped back three chi for their neighbour. This act deeply moved the Wu family. In return, they decided to do the same thing. They gave up another three chi. And so came the six-chi-wide lane between the two houses. 4 Hundreds of years have passed since then, and the lane is still there. The people of Tongcheng still keep the poem in mind. Whenever they walk down the lane, they remember how kindness encourages more kindness. You may get the ideas from this story. Watch and predict What might their arguement? Tips: Observe the title.What’s the meaning of the title? It may be about the space problem. 六尺巷,位于安徽省桐城市,全长近200米,宽2米,建成于清康熙年间。 六尺巷由张府、吴府、相府遗存、六尺巷和勺园组成,现有历史文化展陈馆、“六尺巷工作法”展陈馆、中华优秀礼让文化陈列馆、廉洁文化陈列馆、张氏家族文化陈列馆、吴氏家族文化陈列馆等。 该巷蕴含着“谦和礼让、知进退、和为贵”的内涵,是后人接受廉让教育、弘扬清风正气的重要载体。 Background knowledge 张英(1637—1708) 安徽桐城人,是清代康熙年间著名的政治家、文学家,官至文华殿大学士兼礼部尚书,深受康熙皇帝信任。 其子张廷玉官至军机大臣。 Background knowledge Pre-reading Activity 1: 1.What can you see in the picture? 2.What do you think the story is about? 3.Predict the story with the words below. Once there were two families, and they _the _between their houses, but could not _. Finally, one _chose to _ first, and this _ moved the other one. kindness reach an agreement argue over neighbour dividing line give up argued over dividing line reach an agreement neighbor give up kindness While-reading Activity2: read the passiage quickly and match The influence Introduction The problem The solution Paragraph 1 paragraph 2 paragraph 3 paragraph 4 Read and match While-reading Activity 3: 效果评价 设计意图 1.Introduction 1 Where is Liu Chi Xiang in the story? 2 What's special about it? 2.Problem 3 What did the two families argue about? 4 Who did the Zhang family ask for advice? 3.Solution 5 What suggestion did the Zhang family receive? 6 What did the Zhang family do then? 7 How did the Wu family behave? 4.Influence 8 What do the people of Tongcheng remember as they walk down the lane? Introduction 1 Where is Liu Chi Xiang in the story? _ 2 What's special about it? _ The problem 3 What did the two families argue about? _ 4 Who did the Zhang family ask for advice? _ Six chi away,but closer together In Tongcheng,Anhui. It’s famous for the story of kindness between two families and the poem. The dividing line between their houses. Their relative Zhang Ying. 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? _ The influence 8 What do the people of Tongcheng remember as they walk down the lane? _ Six chi away,but closer together Give three chi to the neighbour as a gift. Give up another three chi. How kindness encourages more kindness. Stepped back three chi for their neighbour. While-reading Activity 4: 根据思维导图简述文本内容 效果评价 设计意图 1.Introduction Where? When? 2.Problem What problem? 3.Solution How did the Zhangs & Wus react? What was the result of their actions? 4.Influence Kindness encourages… 1.What rhymes (押韵) can you find in both poems? While-reading Activity 5: 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? Post-reading Activity 6: Think and share: What do you think the title means? 效果评价 The two families both stepped back three chi, so there was six chi between them. Although they lived farther from each other, the act brought the two families closer. What have you learnt from the story? It is better to give than to receive.Take a step back and there will be a bigger world ahead. Learn to take a step back, and there will be a bigger world in front of us! HOMEWORK 基础性作业: Polish your writing done in class. 实践性作业: Write a short story about understanding between neighbours. 拓展性作业:Search for more people’s stories like Six Chi Lane. Let’s read the passage.Let’s learn the story behind it. 突破措施 第二课时 Unit2 Six chi away, but closer together 学习目标 1.应用实践:总结归纳本课语言知识点的用法,并能在语境中正确运用。 2.应用实践:借助关键词和思维导图复述六尺巷的故事。 通过本课内容的学习,能够: 3.迁移创新: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。 突破措施 课时 学习目标 评价任务 评价标准 Lesson 2 目标1 借助思维导图复述文本内容。 准确、流利地复述。 目标2 运用本课的语言知识点完成句子。 在语境中正确运用语言知识点。 目标3 写一个关于人与人之间互相理解的小故事 准确运用结构化知识和所学核心语言叙述。 评价任务 1.Two local families,the Zhangs and the Wus,argued over the dividing line between their houses.They couldn't reach an agreement. 当地的两户人家,张家和吴家,因为两家的分界线起了争执。他们无法达成一致意见。 (1)argue over意为“就……争论”,其中over 意为“与……有 关,关于”。 They always argue over who should pay the bill. 他们总 是争论谁应该付账单。 (2)reach an agreement意为“达成协议”。例如: The two countries reached an agreement after two weeks. 两周后,两国达成了协议。 Activity 1: 学习新知,强化练习 Language points: 22 The couple often argue over their child's education. 1.汉译英:这对夫妻经常就孩子的教育问题争论。 2.根据句意完成句子:After three rounds of talks, the two companies finally _ (达成了协议). Activity 1: Language points: The couple often argue over their child's education. reached an agreement 23 2.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意为“作为…… 报酬,作为……回报”。 I helped her move,and in return,she cooked me dinner. 我帮她搬家,作为回报,她给我做了晚餐。 Activity 1: 学习新知,强化练习 Language points: 24 3.And so came the six-chi-wide lane between the two houses. 于是,两家之间便形成了一条六尺宽的小巷。 这是一个倒装句,这句话主语比较长,为防止句子头重脚轻,谓语came 提到了主语the six-chi-wide lane between the two houses前面。英文中有些句子没有宾语,且主语较长,可以把状语提前,而把主语放到谓语后面。例如: On the table stood two glasses and an empty bottle. 桌上有两个玻璃杯和一个空瓶子。 After the party came a fireworks display in the garden. 聚会后花园里放起了烟花。 Activity 1: Language points: 25 1.汉译英:墙上挂着一幅他祖父画的画。 2.根据句意完成句子:Under the big tree _ (坐着一位白发老人)who was telling stories to the children. Activity 1: Language points: On the wall hung a painting drawn by his grandfather. sat an old man with white hair 26 4、After reading it, the Zhang family felt ashamed. feel + 形容词 :(某人)感到......的 She felt ashamed of her bad grades 她为自己糟糕的成绩感到很羞愧。 She felt surprised by the news. 这个消息让她感到惊讶。 I felt so sorry for what I had done. 我为我做过的事感到抱歉。 Activity 1: Language points: 27 1.汉译英:听到这个好消息,他感到非常兴奋。 2.根据句意完成句子:After waiting for two hours, the little boy _(感到有点不耐烦了). Activity 1: Language points: He felt very excited when he heard the good news. felt a little impatient 28 5.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意为“把……放在心里,把……记在心上。例如: Keep in mind to lock the door when you leave. 离开时记得锁门。 He always keeps her advice in mind. 他总是牢记她的忠告。 Activity 1: 学习新知,强化练习 Language points: 29 6、They gave up another three chi. ① 投降 The girl has given up doing her homeworkon the laptop. 那个女生放弃用电脑做作业了 ② 放弃,抛弃 I won't give up until l reach the top of themountain. 在到达山顶之前,我绝不会放弃。 ③ 放弃 Despite the difficulties, he refused to giveup his dream. 尽管困难重重,他仍然拒绝放弃他的梦想。 Activity 1: Language points: 30 Activity 1: 巩固练习 汉译英:尽管遇到了很多困难,他仍然没有放弃他的音乐梦想。 根据句意完成句子:My father _(戒烟)last year because the doctor told him it was bad for his health. Despite many difficulties, he still didn't give up his music dream. gave up smoking 31 11.continue to do sth 12.feel ashamed 13.step back 14.move sb 15.in return 16.decide to do sth 17.do the same thing 18.give up 19.hundreds of 20.keep ... in mind 21.walk down the lane 22.encourage sth/sb to do sth Activity 2: 找出文中 重点短语 1.be common 是普遍的 2.in traditional Chinese units 在传统中文单位中 3.most of ... 大部分的…… 4.argue over/about sth 为……争论 5.dividing line 分界线 6.reach an agreement 达成协议 7.have a position high up in the government 在政府高层任职 8.write sb a letter 给某人写信 9.ask for advice 寻求建议 10.from far away 来自遥远的地方 32 11.continue to do sth 12.feel ashamed 13.step back 14.move sb 15.in return 16.decide to do sth 17.do the same thing 18.give up 19.hundreds of 20.keep ... in mind 21.walk down the lane 22.encourage sth/sb to do sth Activity 2: 找出文中 重点短语 11.continue to do sth 继续做…… 12.feel ashamed 感到羞愧 13.step back 退一步 14.move sb 感动某人 15.in return 作为回报 16.decide to do sth 决定做某事 17.do the same thing 做同样的事情 18.give up 放弃 19.keep ... in mind 在心中记住…… 20.walk down the lane 走在小路上 21.encourage sth/sb to do sth 25.鼓励某物/某人做某事 33 根据句意完成短文 In ancient China, disputes over land boundaries were quite common. There were two families living next to each other. They often _ (为……争论) the _ (分界线) of their yards and couldn’t _ (达成协议) for a long time. One of the families had a relative who _ (在政府高层任职). They thought this relative could help them win the dispute, so they _ (给某人写信) and _ (寻求建议). To their surprise, the relative didn’t support them. Instead, he said, “You should _ (退一步) and think about others. If you only care about your own interests, you’ll make everyone unhappy.” After reading the letter, the family _ (感到羞愧). They _ (决定做某事) to give up a part of their land. When the other family saw this, they were deeply _ (感动某人). _ (作为回报), they also chose to _ (放弃) some of their land. Soon, a narrow lane appeared between the two yards. Years later, people still _ (在心中记住……) this story in mind. Every time they _ (走在小路上), they think of the two families’ kindness. This story also _ (鼓励某人做某事) more people to be friendly and considerate to each other. reach an agreement argued over/about had a position high up in the government asked for advice wrote him a letter step back felt ashamed moved In return decided to do give up keep walk down the lane encourages dividing line Activity 2: Retell the passage according to the thinking map. Activity 3: Write a short story about understanding between people. Introduction Problems/Solution/Result Influences When did the story happen? Where did the story happen? Who were in the story? What problem did they face? How did they solve the problem? What does the story teach us about relationships? 写作指导 本单元写作的主题聚焦于生活中因相互理解而产生积极影响的事件,通过具体事例展现理解的力量。理解可以是家人之间的相互包容—— 比如青春期孩子与父母因代沟产生矛盾,却在一次深夜长谈后彼此敞开心扉;或是朋友之间的共情体谅 —— 当一方因学业压力情绪失控,另一方耐心倾听并给予支持,化解了友谊危机;也可能是师生之间的信任沟通 —— 老师通过细心观察,发现学生成绩下滑背后的家庭变故,用鼓励和帮助重建学生信心。 主题内涵 审题时需严格遵循题目要求,明确故事要围绕 “理解” 这一核心主题展开。建议通过具体的生活场景,比如与家人的争吵、和朋友的误会等,清晰呈现矛盾冲突的起因、经过与高潮。在描述 “理解” 的过程时,可以通过人物的心理活动、对话交流,或是某个关键事件的发生,展现情感的转变。在叙述视角的选择上,一般采用第一人称或第三人称。第一人称叙述能让读者更直接地感受到 “我” 的内心波动和情感体验,使故事更具真实感和代入感;第三人称叙述则能以更客观的视角,全面展现故事中不同人物的行为和心理。 审题要点 框架搭建 ①情感类: angry(生气的),upset(心烦的),hurt(受伤的),forgive(原谅),apologize(道歉),grateful(感激的),moved(感动的),relieved(宽慰的),ashamed(羞愧的),anxious(焦虑的),delighted(高兴的),lonely(孤独的) 例:She felt so upset when her classmates misunderstood her, and it took days before she could forgive them for the hurtful words. 词汇宝典 ②动作类: argue(争吵),explain(解释),hug(拥抱),shout(大喊),listen(倾听),nod(点头),smile(微笑),whisper(低语),wave(挥手),hesitate(犹豫),rush(冲) 例:They argued with each other about the plan for the party, voices rising until one of them stormed out of the room. (1)描述矛盾冲突 ①起因:事件导火索 例:One day, I had an argument with … ②爆发:激烈争执场面 例:My father was angry with me and shouted, “You should focus on your study!” ③升级:矛盾激化细节 例:I refused to listen and retorted, “But I've already finished my homework!” 句型宝典 ④结果:冲突的直接影响 例:After the argument, I felt regretful and my mother remained silent, looking disappointed. (2)表达理解过程 例:After talking with her teacher, she began to understand her parents' love. (3)总结感悟 ①From this experience, I learned that...(从这次经历中,我学到了……) ②This story taught me the importance of...(这个故事教会了我…… 的重要性) 例:This story taught me the importance of understanding others in our daily life. Sample Last Monday, I was really angry with my deskmate Tom. I found my favorite eraser missing, and I saw Tom using a similar one. I thought he had taken mine without asking. I shouted at him angrily, and he looked surprised and sad. Later, I searched my schoolbag carefully and found my eraser at the bottom. I felt so sorry for what I had done. I immediately apologized to Tom. To my surprise, he forgave me with a smile and said, “It doesn't matter. Everyone makes mistakes.” From this experience, I learned that we should never jump to conclusions before we know the truth, and understanding each other can make our friendship stronger. For all: 1. Read the words and the passage aloud. 2. Polish your writing and share it in your groups. Optional: Make a short video about your story. Homework Lavf58.20.100 $