Unit 2 Getting along developing ideas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围绕“六尺巷”记叙文阅读展开，通过视频导入激活兴趣，引导学生多层阅读梳理故事细节，关联现在完成时等时态学习，夯实语言基础。 亮点在于融合语言能力与文化意识培养，多层阅读任务提升信息提取与整合能力，小组分工分享故事锻炼表达，讨论相处之道渗透谦和礼让精神。视频等多模态资源助背景理解，结构化活动设计易操作，助力学生提升阅读表达与文化素养，教师教学更高效。

Unit 2 Getting along developing ideas Six chi away, but closer together 教学设计 课标依据 学生能够提取、梳理、分析和整合书面语篇的主要内容或关键信息 教材分析 【What】该语篇属于“人与社会”主题范畴下，“社会服务与人际沟通”主题群，“同伴交往，相互尊重，友好互助”这一子主题。体裁是一篇记叙文，用第三人称的视角，介绍了安徽省桐城市的六尺巷，张家与吴家礼让、以和为贵的的感人故事。 【How】语篇属于记叙文，采用了先叙后议的手法，分为导入、主体和结尾评论三部分。第一部分主要介绍中国的窄巷子并引出主题；第二部分介绍了安徽桐城六尺巷背后的故事；第三部分为六尺巷的故事对后人的影响。通过运用现在完成时讲述清朝安徽六尺巷的故事，借用这一传统典故引导学生明白谦和美德在人际交往中的重要性。 【Why】作者通过介绍“六尺巷”这一中国传统典故，展现了待人处事要相互体谅、礼让三分的道理。学生通过阅读文章，能够学习与人友好相处的秘诀，为更好的适应学校生活和社会生活指引了方向。 学情分析 所教授学生为八年级学生，在知识的学习方面，在日常生活中对中国的巷子文化已经有了一定的了解。此外，学生已经接触过记叙类的短文，对文章结构的把握相对轻松。但对于该阶段的学生来说，读懂有关话题的英文语篇存在一定的困难，例如 reach an agreement, government, relative 等生词可能对学生的阅读造成一定的障碍。 学生在日常学习生活中谦虚礼让的礼仪学习和实践，在小学阶段和七年级学习了一般现在时和一般过去时，U1 学习了现在完成时的第 1 种用法，U2 UnderstandingIdeas 学习了现在完成时的第 2 种用法。但是部分学生对现在完成时相关语法并未系统掌握，且大部分学生对六尺巷的背景知识了解甚少。 基于以上分析制定对应突破措施：学生通过语篇内容感知、体会一般现在时、一般过去时和现在完成时在语境中的应用；引导学生通过深入思考和讨论六尺巷的故事和其代表的谦逊礼让精神；通过视频、网站等提供的多模态语篇帮助学生了解六尺巷背景知识。 学习目标 在本节课之后，学生能够： 1.通过多层阅读，获取并梳理关于六尺巷故事的相关细节信息； 2.通过小组合作，分享六尺巷的故事； 3.通过读后思考，探讨与人相处的奥秘，明白待人处事要相互体谅，礼让三分的道理。 教学重难点 1.阅读语篇，获取文章大意及关键信息，并分析与人相处的方式。 2.小组合作，分享六尺巷的故事。 3.读后思考、探讨与人相处的奥秘。 教学过程 Step1: Lead-in Watch s a video Students answer what they see in the video。 It is Liu chixiang. 【Justification: Stimulate students’ curiosity and interest in learning. Let them know what we will learn】 Part 1(Para.1) The problem and solution of Liu chixiang’s story Part 2(Para.2-3) The influence of Liu chixiang’s story Part 3(Para.4) The introduction of Liu chixiang 【Justification: Students sort out the structure of the whole passage so that they will have a clear understanding about the development of this passage.】指向学习目标 1 Activity3: Read para.1 and anwer the question. Students read the first part carefully and answer the question. Q:Where is Liuchixiang in the story? Activity4:Read Para.2-3 and answer the following questions. Students read the second part carefully and answer those questions. Q1. When did the story happen ? Q2.Who were the main characters(主人公)? Q3. What did the main characters argue about? Q4. Who did the Zhang family ask for advice? Q5. What advice did the Zhang family receive? Q6. What did the Zhang family do after reading the advice? Q7.What did the Wu family do after the Zhang family’s act? Activity 4:Read Para.2-3 and answer the following questions. Students read the third part carefully and answer the question. Q:What do people of Tong cheng remember as they walk down the lane? 【Justification: Different kinds of questions can not only increase students interests, but also cultivate students’ abilities to sort out and generalize information. In addition, it makes a foundation for the next activity so that students can speak out the story of the lane.】指向学习目标 1 评价任务三：小组讨论，如何与人更好地相处。 Step4: Post-reading Activity5: Discussion Try to share your ideas of getting along with others. Q:After reading this story,what should we do in our daily life to better get along with others(更好地与人相处)? Students work in group of four and talk about how better to get along with others. 评价任务四：小组合作，分享六尺巷的故事。 Activity6: Work in groups and share the story of Liu chixiang. Students work in group of four. Each of the group members is responsible to one part. 【Justification: It can improve students’ skill and form their awareness of interpersonal communication. In summary, this part can develop students’ language ability and cultural awareness.】 指向学习目标 2、3 作业布置 For all: 1. Read the words and the passage aloud. 2. Fill in the blanks to complete the summary of this passage or write a summary by yourself. Optional: Search for more stories about being kind to others 学科网（北京）股份有限公司 $