Unit2 Developing Ideas Reading课件 -2025-2026学年外研版英语八年级下册

该初中英语课件围绕“挫折与成长”主题，通过两篇不同时期的日记文本，引导学生分析主人公从失败到收获的情感变化及主题意义。课堂导入结合图片提问激活已知，衔接已学的日记体裁和时态知识，以思维导图为支架，帮助学生从事件梳理过渡到情感逻辑分析。 其亮点在于采用分层任务设计（A/B层）和多模态活动（思维导图、角色扮演、演讲），通过梳理情感变化和跨文本对比，培养语言能力（运用核心词汇和时态表达经历）、思维品质（分析情感逻辑与主题深化）、学习能力（自主迁移反思）。例如思维导图助力结构化梳理情感脉络，演讲活动促进从文本理解到自我反思的迁移，既提升学生语言运用与思维能力，也为教师提供清晰教学路径和分层资源。

《英语》（新标准） 初中修订版教材八年级下册 U2 Growing pains and gains Developing ideas ——Reading 1 一、学情分析 已学已会：在七年级及八年级上册的英语学习中，学生已积累了一些与本语篇相关的的语言基础与话题经验。具体体现为：在话题及背景知识方面，学生已接触过和“失败与尝试”相关的主题，对“个人挑战”“团队合作”等概念有初步理解；在八年级上已学习如何描述个人经历与成长感悟。在语言知识储备方面，学生已学习了一般过去时、现在完成时、过去进行时等核心时态，能够理解并表达过去事件与持续状态；已掌握日记体裁的基本格式与表达特点。在阅读技能方面，学生已初步掌握略读、查找细节信息，推断大意等阅读策略，能够提取文本中的时间、事件等基本信息。 首先是针对本阶段教学的学情分析：学生在七年级及八年级上册的英语学习中，已积累了一些与本语篇相关的的语言基础与话题经验。 2 一、学情分析 已学未会：在语法知识理解与运用方面，学生虽然学习过现在完成时与过去时态的交织使用，但在准确运用方面仍然会存在问题。学生梳理语篇情感脉络和理解深层意义的能力仍有欠缺。学生大多能理解日记中“事件发展脉络”，但对作者情感变化的逻辑链条（如从“失望”到“释然”再到“成长感悟”）缺乏梳理能力，难以自主提炼“挫折与成长”的主题意义。此外，本课涉及两篇不同时间的日记，学生虽已接触过叙事性文本，但对“同一人物不同时期的心理对比”“时间跨度对主题的深化作用”等跨文本关联分析能力较弱，需要教师通过提问等方式加以引导。 在语法知识理解与运用方面，学生虽然学习过现在完成时与过去时态的交织使用，但在准确运用方面仍然会存在问题。学生梳理语篇情感脉络和理解深层意义的能力仍有欠缺。学生大多能理解日记中“事件发展脉络”，但对作者情感变化的逻辑链条（如从“失望”到“释然”再到“成长感悟”）缺乏梳理能力，难以自主提炼“挫折与成长”的主题意义。此外，本课涉及两篇不同时间的日记，学生虽已接触过叙事性文本，但对“同一人物不同时期的心理对比”“时间跨度对主题的深化作用”等跨文本关联分析能力较弱，需要教师通过提问等方式加以引导。 3 一、学情分析 未学不难：学生已在七年级多次接触日记、书信等个人叙事体裁，对日期、称呼、段落分段等格式较为熟悉，不会产生认知负担。学生能够通过寻读快速定位事件信息（如“加入篮球队失败”“转而学习游泳”），并通过上下文猜测个别生词（如“take a different turn”）。学生可找出文中表达的观点句（如“Failure is a part of life.”），理解文章大意。 学生已在七年级多次接触日记、书信等个人叙事体裁，对日期、称呼、段落分段等格式较为熟悉，不会产生认知负担。学生能够通过寻读快速定位事件信息（如“加入篮球队失败”“转而学习游泳”），并通过上下文猜测个别生词（如“take a different turn”）。学生可找出文中表达的观点句（如“Failure is a part of life.”），理解文章大意。 4 一、学情分析 未学不易：学生对“挫折”有个人体验，但将其提升为“成长中的必然过程”，“积极看待挑战”等认识时，缺乏提炼能力，在语言表达上也有所欠缺（如使用比喻“When one door closes, another opens”进行深化论述）。在对语篇内容和主题理解方面，学生能理解作者的情感态度的转变，但将文本经验迁移至自身生活（如“自己如何面对失败”“如何发现新机会”）时，容易停留于表面回答，需要结构化的梳理和范例支撑，才能实现从“理解他人故事”到“反思自身成长”的迁移。 学生对“挫折”有个人体验，但将其提升为“成长中的必然过程”，“积极看待挑战”等认识时，缺乏提炼能力，在语言表达上也有所欠缺（如使用比喻“When one door closes, another opens”进行深化论述）。在对语篇内容和主题理解方面，学生能理解作者的情感态度的转变，但将文本经验迁移至自身生活（如“自己如何面对失败”“如何发现新机会”）时，容易停留于表面回答，需要结构化的梳理和范例支撑，才能实现从“理解他人故事”到“反思自身成长”的迁移。 5 二、学习目标 通过本课时学习，学生能够： 1. 获取与梳理有关主人公痛苦与收获的具体内容，以及情感变化； 2. 分析与阐释语篇主人公从痛苦转变为收获的过程与方法； 3. 基于结构化知识在新的情境下讲述主人公从痛苦到收获的经历与感悟； 4. 从语篇主人公的经历中进行反思，谈论自己的收获和体会。 以下为本节课的学习目标：通过本课时学习，学生能够： 1. 获取与梳理有关主人公痛苦与收获的具体内容，以及情感变化； 2. 分析与阐释语篇主人公从痛苦转变为收获的过程与方法； 3. 基于结构化知识在新的情境下讲述主人公从痛苦到收获的经历与感悟； 4. 从语篇主人公的经历中进行反思，谈论自己的收获和体会。 6 三、核心语言 核心词汇：pain, gain, try out for, feel bad, disappointed, fail, a big deal, hurt, failure, suggest, take one’s mind off…, fall completely in love with, look back, with fresh eyes, grow up, fall upon, stage, terrible, just a moment等。 核心语法：一般过去时的被动语态 下面是本课时教学过程中涉及的核心词汇与主要语法。 7 Look at the pictures and answer. Feel sad because something has not happened or because something is not as good as you had hoped. What growing pains might they be experiencing? What might they learn from their painful experience? 接下来进入教学环节。活动1，教师呈现教材活动1中的三幅图片，引导学生观察图片中的人物、动作、表情，以及所处的场景，并提出以下问题： What growing pains might they be experiencing? What might they learn from their painful experience? 教师可提醒学生使用提示词语回答问题，在所给词汇中，学生可能对disappointed一词，比较生疏，如果学生不能掌握，教师可作简单解释：If you are disappointed, you are sad because something has not happened or because something is not as good as you had hoped. 学生在观察、学习后可以说出In picture 1, the team might have experienced a failure. They feel disappointed. In picture 2, the brothers might have hurt each other’s feelings. They feel angry. In picture 3, the girl might have failed an exam. She is sad. 学生描述后，教师进行追问：What might they learn from their painful experience? What gains can they make? 请学生结合个人经历回答。 学生可能会说： These experiences can make them become stronger. Pains can make them grow up. 8 Look at the title and pictures. What can you see in the pictures? What is the weather like? When did the writer write the two passages? 在激活学生的话题相关知识后，教师呈现语篇配图，继续提问：What can you see in the pictures? What is the weather like? When did the writer write the two passages? 学生观察图片、标题、日期，回答问题并对语篇内容进行读前预测。关于图片内容，学生对于问题1的可能回答：On the left, there is a child and a basketball and she looks unhappy. On the right, there is a girl standing by a swimming pool and she has a medal in hand. 关于第二个问题，学生能够说出：On the left, it is rainy and stormy, with dark clouds and lightning. On the right, it is sunny, with a bright sun and white clouds. 在教师提出问题3后，学生能够注意到：The left passage was written on 21 October 2021, and the right one was written on 17 September 2025. 根据学生对图片的描述，教师追问：What might happened to the girl? What might the passages talk about? 学生结合对图片的观察可能会说出：I think the passages are about the girl’s growth story. On 21 October 2021, maybe the girl lost a basketball game? She felt sad. Later, the girl changed her hobby to swimming, and now she became happier and more confident. Maybe the story wants to show how the girl turned her “pain” into “gain” . 9 Read and check. Pain: She failed to get on the basketball team because she wasn’t tall enough and this made her feel very sad. Gain: On one hand, she has won several competitions and had made a lot of friends. On the other hand, she has learnt to look at difficulties and failures the right way. What was the girl’s pain and what was her gain? 在读前预测讨论后，教师请学生打开课本第28-29页，带着以下问题：What was the girl’s pain and what was her gain?快速浏览语篇，检验预测。 学生浏览后给出答案：The girl’s pain was that she failed to get on the basketball team because she wasn’t tall enough and this made her feel very sad. As for the girl’s gain, on one hand, she has won several competitions and had made a lot of friends. On the other hand, she has learnt to look at difficulties and failures the right way. 10 Read and draw a mind map. How did the writer change? What happened to her before and after her change? How did she feel before and after her change? A层 Pain: She failed to get on the basketball team because she wasn’t tall enough and this made her feel very sad. Gain: On one hand, she has won several competitions and had made a lot of friends. On the other hand, she has learnt to look at difficulties and failures the right way. 在明确女孩的pain和gain之后，教师可以引导学生对文章具体情节、详细信息进行梳理。在此可做分层设计。针对基础较好的同学，教师可以提出以下3个问题 How did the writer change? What happened to her before and after her change? How did she feel before and after her change? 请学生梳理文章信息，然后回答这些问题。 11 Read and draw a mind map. How did the writer change? What happened to her before and after her change? How did she feel before and after her change? A层 tried out for the basketball team → not tall enough my dream ended Now A different turn Four years ago friends →worried ↓suggest swimming / skiing tried swimming→take my mind off things fell completely in love with the sport won several competition made a lot of friends growing up-never easy look at the challenges the right way failure is a part of life failure lasts just a moment. When one door close, anther opens. Life is waiting for us with many other surprises. Tomorrow is another day. sad, disappointed, feel hurt feel lost; not interested happy; passionate satisfied; a sense of achievement calm; positive; hopeful 针对基础较好的同学，教师可以让同学们尝试自主绘制关于本语篇的思维导图，然后邀请一名同学到黑板上进行绘制，同时，教师在学生中间巡视其他同学的梳理情况，并给予指导。以下为学生可能在黑板上生成的思维导图。此任务完成后，教师引导全体同学关注黑板上的思维导图，进行核对。在检查过程中，教师对于关键的语言内容和易出错的地方进行追问。比如在梳理女孩情感时，教师可以提问：How did the girl feel when she failed to get on the basketball team because she was too short? Where can you find the answer in the passage? 学生会在文章左侧的段落，右侧第一段和第二段找到答案。在此处设置提问，可以确认学生对于disappointed和 feel hurt这些语言的掌握情况。教师还可以提问：When the writer looked back on her early days, what did she think of her heartbreaking words then? How do you know? 学生会找到右侧文章第一段I couldn’t help laughing at my heartbreaking words then. 在此教师引导学生学习couldn’t help doing 的含义是情不自禁做某事。另外，教师针对右侧第二段还可以追问Why did the writer try swimming? What was her purpose at first?以检测学生对于take my mind off things的理解。 12 B层 Read and complete the blanks. Page 30 Activity 3 针对基础一般的同学，教师可以请同学们再次阅读语篇，完成教材第30页活动3的练习 Find out what happened before and after the writer took the turn. 13 How did the writer change? Read and complete the blanks. B层 tried out for tall disappointed friend in love pains and gains Growing up Failure a moment challenges 参加…的选拔 以…新的观点 挑战 持续片刻 学生独立完成活动3，梳理文中的主要事件后，教师核对答案，提醒学生注意动词时态的变化以及名词复数的变化。在此，教师也可以提问学生一些单词或词组的含义。比如：What does “try out for” mean? 学生回答，它表示参加篮球赛的选拔。What does “fresh eyes” mean? 学生回答它表示以新的视角或观点。教师继续通过提问或圈画，提示学生关注challenges是可数名词，表示“挑战”的意思。而last just a moment则表示仅仅持续片刻。 14 B层 How did he feel before and after his change? Read and complete the blanks. The writer’s feelings Before After I had a really ________day. I was _________ at being too short. I was so ________by my failure. ________ will never be easy. __________ is part of life and it lasts ___________. Tomorrow is __________ bad disappointed hurt Growing up Failure just a moment another day 在使用课本上的活动梳理完主要事件后，教师可以继续引导学生关注作者在转变前后情感的变化，完成表格，并一起核对答案。 15 Read and think. Please read Para. 4 and Para. 5 and answer the following questions. What is the meaning of “When one door closes, another opens”? How do you understand the saying “Tomorrow is another day”? 在文章的第4、第5段出现了两句格言。体现了作者对于失败与生活观点的转变。所以教师可以请学生朗读第二篇日记的第四段，然后进行小组讨论，回答以下两个问题：What is the meaning of “When one door closes, another opens”? How do you understand the saying “Tomorrow is another day”? 学生可以根据讨论和自己的理解分享答案。对第一句的理解可为：if you lose one chance, a new one will appear. Don’t give up. 对于第二句话的理解可以是：Don't worry too much about today's failure or bad feelings. When a new day comes, we can start over and there will be new chances and hope. 16 Think and discuss. She turns her pain into gain by trying new things, finding new success and changing her view on failure. How does the girl turn her pain into gain? 在精读全文后，教师请学生关注语篇标题，提问：How does the girl turn her pain into gain?引导学生总结：She turns her pain into gain by trying new things, finding new success and changing her view on failure. 如果学生基础较好，可请学生针对以上要点给出更多的细节。 17 Retell the story. A层 Checklist Evaluation 能够从作者的角度描述四年前痛苦与失败的经历。 能够从作者的角度描述四年后自己的转变与收获。 能够在叙述中合理地表达作者不同时间的情感变化。 能够尽可能多地使用本语篇中涉及的核心词汇和句型。 能够注意演讲时的语音、语调变化以及对于一般过去时、一般现在时等语法内容的恰当使用。 Imagine you were the girl in the passage and you are going to make a speech about your growth story. 接下来进入对文章内容的转述应用部分，教师可以设计以下情境：Imagine you were the girl in the passage and you are going to make a speech about your growth story. 针对语言能力较强的同学，教师可以引导学生关注评价表，注意在进行演讲时应该谈及的主要内容、合理运用本课学习到的核心词汇和句型以及关注演讲时的语音、语调变化，还有对于一般过去时、一般现在时等语法内容的恰当使用。学生在练习后可以结合评价表进行自评和互评，实现“教学评”一体化。 18 Retell the story. B层 Work in pairs. Student A act as the girl in 2021 Student B act as the girl in 2025. Retell the story to each other. Imagine you were the girl in the passage and you are going to make a speech about your growth story. 针对语言能力薄弱一些的同学，教师可以设置同伴活动。Student A扮演2021年的女孩，Student B扮演2025年的女孩对文章的内容进行转述。在转述练习开始前，教师可以提醒学生注意Checklist评价表格中的内容，关注在做演讲练习时可能出现的问题。学生在练习后可以继续结合评价表进行自评和互评。 以下为学生可能呈现的转述内容：Hello everyone! I want to share my growth story with you today. It’s all about from pain to gain. A few years ago, I really wanted to join the school basketball team. But I failed the tryout. I felt so disappointed and heartbroken. I even thought I was not good enough at anything. Then my friend told me to try swimming to take my mind off the sad thing. At first, I just went to the pool to kill time. But soon, I fell in love with swimming. I made new friends there, and we practiced together every weekend. Now I know, failure is not the end. When one door closes, another opens. The pain of failing the basketball tryout led me to the gain of a new hobby and great friends. That’s my story. Thank you for listening! 19 Retell the story. Imagine you were the boy in the passage and you are going to make a speech about your growth story. Hello everyone! I want to share my growth story with you today. It’s all about from pain to gain. Four years ago, I really wanted to join the school basketball team. But I failed the tryout. I felt so disappointed and heartbroken. I even thought I was not good enough at anything. Then my friend told me to try swimming to take my mind off the sad thing. At first, I just went to the pool to kill time. But soon, I fell in love with swimming. I made new friends there, and we practiced together every weekend. Now I know, failure is not the end. When one door closes, another opens. The pain of failing the basketball tryout led me to the gain of a new hobby and great friends. That’s my story. Thank you for listening! Four years ago: Failure and pain Four years later: change and gain 这里是学生最终可能生成的演讲稿，教师可以引导学生们一起观察，这位同学的演讲是否符合评价表中的要求。我们可以在这篇演讲中看到它能够从作者的角度描述四年前痛苦与失败的经历。在第4段描述了四年后自己的转变与收获。尽可能多地使用本语篇中涉及的核心词汇和句型。同时注意了对于一般过去时、一般现在时等语法内容的恰当使用。 20 Think and discuss. I learn that failure is not the end. When one door closes, another opens. Even if we face pain or disappointment, we can find new chances and gain something better later. We should stay positive and keep trying new things. What can you learn from the writer’s story? 教师在学生完成对于文本的阅读和转述活动后引导学生迁移本课所学，回答以下问题：What can you learn from the writer’s story? 学生结合自己的理解和感悟，可以回答：I learn that failure is not the end. When one door closes, another opens. Even if we face pain or disappointment, we can find new chances and gain something better later. We should stay positive and keep trying new things. 21 Homework 1. 必做 （Compulsory）： a. Read the passage aloud and try to understand the girl’s experiences and insights during her growth process. b. Revise your mind map and use it to outline the plot, the change of the writer’s feelings and her gain from the story. 2. 选做 （Optional ）： Write down a short paragraph about a terrible moment you have experienced before and describe how you dealt with it briefly. 本课时的作业设计如下： 1. 必做Compulsory： a. Read the passage aloud and try to understand the girl’s experiences and insights during her growth process. b. Revise your mind map and use it to outline the plot, the change of the writer’s feelings and her gain from the story. 2. 选做 Optional： Write down a short paragraph about a terrible moment you have experienced before and describe how you dealt with it briefly. 22 Thank you！ 23 $