Unit4 Reading for writing 教学设计-2025-2026学年仁爱科普版英语八年级上册

该初中英语教学设计聚焦个人成长故事的阅读与写作，通过对比童年与成年图片猜人物导入，连接成长变化主题。Reading环节分析李梅故事结构，梳理“问题-解决-结果”框架，为写作搭建逻辑支架，帮助学生掌握叙述顺序和谋篇布局。 特色在于融合语言能力、思维品质与学习能力培养。Reading中分析范文结构和关键句提升语言理解，完成图表培养逻辑思维；Writing环节画人物发展图表并自评互评，增强自主学习能力。助力学生提升读写综合能力，为教师提供清晰流程与评价工具，提高课堂效率。

嵩县思源实验学校 八 年级 英语 学科教学设计 课 题 U4 L7 Reading for Writing 时 间 11.20 编 号 31 设 计 者 吕俊洋 执 教 者 【学习目标】 1. 理解李梅成长故事的内容和结构，并完成故事图表填写。 2. 基于范文，完成图表，梳理关于个人成长经历的范文的结构、内容和语言表达； 【学习重点】 运用单元主题词汇和句型描述个人成长经历的变化。 【学习难点】 1.运用所学词汇和句型，按照人物发展图表的逻辑起草并完成关于个人成长故事的作文； 2.通过自评和互评，反思并修改完善作文的结构、内容和语言表达。 【教学设计】 一、教学导入（情境创设） Look at the two pictures , guess who she is. Lead in the new class by comparing the changes from childhood to adulthood. 二．教学过程 任务一 ：Reading 活动1：Pair work. Discuss the order of the sentences and read the text in Activity 2 to check. 活动2：1.Read for the structure. 2.Analyze the text structure and match the main idea with each paragraph. 3.Read again.Find out the key sentences about Li Mei’s changes, feelings and continuous tense. 4.Find out the the key phrases on your book and underline. 5.Read the text about Li Mei’s growing-up story and complete the chart. 学习支架 通过讨论句子顺序和阅读范文，帮助学生认识成长故事的叙述顺序和结构。通过完成图表，熟悉“问题-解决-结果”的写作框架，为写作搭建逻辑框架，培养谋篇布局的意识。 预设答案 Beginning: Li Mei was growing taller and gaining weight quickly. This made her feel bad about herself .She often argued with her parents for nothing. Middle:With her sister Zhenzhen’s support, she started to talk about her feelings.She became more confident and her relationship with her parents also improved End:She doesn’t worry about her weight anymore.She feels happy every day. 任务二:Writing 活动1：1. Draw a character-development chart of your growing-up story,and then draft your essay. You can use the phrases and sentence patterns in Activity 3. 活动2：Check and rate the draft and complete your essay. 三．课堂练习 基础练习：Draw a character-development chart of your growing-up story 提升练习：练习册 创新练习：complete your essay. 四、课堂小结 We learn: key words: band, ticket, crazy, surprised, gain, argue, luckily, notice,relationship, accept, anymore. phrases & sentences: “argue with sb.”, “feel upset”, “little by little”, “no longer” ... and how to talk about growing-up problems and solutions. We can: speaking (discuss growth problems), reading (analyze growth stories), writing (describe personal growth experiences). 2.课堂评价 本节课最优小组是第____ 组， 最优个人是______ 五、板书设计 Unit 4 Changing and Growing Lesson 7 Reading for writing Accept Yourself and Share Your Feelings Beginning: Introduce yourself My name is …. I want to share … Middle: Problem and solutions When I was …/ During my …grade, I … End: Feeling Being a teenager is not easy, but I learned to … Now… 六、作业设计 1. 基础层：复习本课生词、短语。 2. 提高层：写一段自己的成长小故事。 3. 拓展层：仿照李梅的文章，写一篇完整的成长作文，80 - 100 词。要求结构清晰，运用所学短语和句型。 七、教学反思 ___________________________________________________________________________ ___________________________________________________________________________ 2 学科网（北京）股份有限公司 $