Unit 4 Changing and Growing Lesson 7 Reading for Writing 教案.- 2025-2026学年仁爱科普版八年级上册英语

该教案聚焦八年级英语“成长与变化”主题，通过阅读Li Mei从自卑到自信的成长故事，学习“Beginning-Middle-End”叙事结构。以提问学生过去一年变化并分享引入主题，连接自身经历与课文，搭建从输入到输出的学习支架。 亮点在于融合语言能力（运用核心词汇及过去时态）、思维品质（“事件-情感-结果”逻辑推理，人物发展图表梳理变化）、学习能力（“范文→提取→初稿→互评”写作步骤）。通过小组排序句子、填写图表等活动，培养叙事条理与自主学习能力，助力学生写出真实情感的成长故事，为教师提供清晰教学流程，提升课堂效率。

嵩县第二实验中学八年级英语教案 Unit 4 Changing and Growing Lesson 7 Reading for Writing 设计:尹兴茹 审核: 执教: 使用时间： 【课程标准依据】 本节课对应的2022版义务教育英语课程标准（新课标）依据主要围绕学科核心素养和课程内容六要素展开，新课标要求学生能“读懂关于自我成长的记叙文，获取、梳理人物经历与情感变化的信息”（对应本课阅读Li Mei的成长故事）；并能“用英语描述个人经历、表达情感，写简单的个人叙事类短文”（对应本课的读写任务）。新课标强调“理解自我认知、人际交往中的积极价值观，形成尊重自我、关爱他人的态度”（本课主题“自我接纳与分享感受”契合这一要求）。新课标要求学生能“梳理语篇的逻辑顺序（如事件发展的时间线），分析问题与解决办法的关联”（对应本课Activity 1的句子排序、Activity 2的信息梳理任务）。新课标鼓励“通过合作探究（Pair work）、自主梳理语篇信息等方式，主动参与语言实践活动”（本课的结对讨论、图表填写等活动符合这一要求）。 【课前反馈】 Check “The past continuous tense” 【新课导入】 Lead-in 1. Ask a question：“What changes have you experienced in the past year?（e.g., in height, hobbies, feelings）” 2. Share the answers of 1-2 students to introduce the topic：“Today we’ll read Li Mei’s story and learn to write about our own growth.” 【教学目标】 1. 能理解并运用核心词汇（gaining weight, argue, lonely, confident, accept 等）及短语（little by little, no longer 等）；能分析 Li Mei 的成长变化（从自卑到自信），用 “Beginning-Middle-End” 结构梳理叙事逻辑；能模仿范文撰写个人成长故事，正确使用过去时态（一般过去时、过去进行时）和情感描述句型。 2. 体会 “自我接纳” 在成长中的重要性，理解不同个体成长节奏的差异，尊重自我与他人的变化；认识到 “倾诉与支持” 是化解成长困惑的重要方式，培养积极的成长态度。 3.通过梳理 Li Mei 的变化原因，培养 “事件 - 情感 - 结果”的逻辑推理能力，在写作中运用 “对比”“递进” 等思维组织内容，使叙事条理清晰。 4. 掌握 “参考范文结构→提取有用表达→撰写初稿→自评互评” 的写作步骤，能根据评价标准（如结构完整性、情感真实性）修改作文，提升自主学习能力。 【教学过程】 Step 1:Activity 1: 1. Work in groups. Discuss the order of the sentences and read the text. Clarify the narrative logic: Step2:Activity2: 1.Read the text about Li Mei’s growing-up story and complete the character-development chart: - Beginning: Felt bad about weight, often argued with parents; - Middle: Sister Zhenzhen noticed her feelings, listened and supported her, started to talk about feelings; - End: Became confident, accepted herself, no longer worried about weight, felt happy. Step 3:Activity 3 1. Complete sentences with words from the text, e.g., “Li Mei felt ______ (lonely) because she often argued with parents.” “Little by little, she became ______ (confident).” 2. Summarize common sentence patterns: Step 4:Activity 3 1.Draw a character-development chart of your own growing-up story (Beginning-Middle-End), referring to useful phrases (argue with..., try to..., no longer...). 2. Draft your essay “My Growing-Up Story” with the following elements: 【自学指导】 1.Read the text and outline Li Mei’s growth story (changes in 8th grade, emotional struggles, her sister’s support, and her final transformation). 2.Summarize the key reasons Li Mei overcame her troubles (sharing feelings, support from others). 【展示交流】 1. Personal sharing: Briefly retell Li Mei’s story, or share your own similar experience. 2.Idea presentation: Explain "why self-acceptance matters" with examples from the text. 3. Interactive discussion: Talk with classmates about "what to do when feeling insecure or lonely". 【合作探究】 1.Create "self-acceptance tips" — collaborate to list 3-5 practical methods (e.g., writing a strengths list, talking to someone). 2. Present your group’s findings and refine suggestions for "self-acceptance and emotional management". 【检测提升】 完成练习册相应习题 【课堂小结】 教师引导学生回顾本节课内容： Conclusion: The core of the growth story is "change and acceptance"（changes and acceptance），When writing, you should pay attention to "emotional truth + clear structure"； 【课后反思】 学科网（北京）股份有限公司 $