Unit2 Starting out & Understanding 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“成长中的烦恼与收获”主题，通过图片、视频、词云及Anne故事讨论导入，结合已学一般现在时被动语态迁移学习一般过去时，利用戏剧文体特征搭建阅读支架，帮助学生梳理家庭矛盾与情感变化。 其亮点在于任务驱动与戏剧教学结合，通过角色表演提升语言能力，辩证分析矛盾培养思维品质，作业设计促进知识迁移发展学习能力，助力学生深化情感认知，为教师提供结构化教学资源与评价标准。

《英语》（新标准） 初中修订版教材八年级下册 U2 Growing pains and gains Starting out & Understanding ideas Reading （该部分建议根据实际情况用1-2课时完成） 各位老师好，今天我为大家做英语新标准初中修订版教材八年级上第五单元微格课一的 1. 主题目标： 学完本单元后，学生能够正确认识成长过程中的各种烦恼，学会通过沟通解决问题，形成自我认同，增强自信心，培养以积极心态面对挫折的能力。 2. 结果产出： 学生录制一段播客（podcast），分享一个成长的故事。 3. 评价标准： ① 学生能够介绍人物的基本情况。 ② 学生能够介绍人物在成长过程中的得失经历及其应对挫折的方法。 ③ 学生能够正确评价人物的成长过程。 ④ 学生能够尽可能多地使用本单元的核心词汇，尤其是生词。 ⑤ 学生能够正确使用一般过去时的被动语态。 一、单元教学要求 已学已会： 熟悉单元话题成长（Growth），具备相应的内容认知和情感储备。能够运用一般过去时描述个人或他人经历困难、应对挑战并最终获得成长的记叙性内容。已系统学习了一般现在时被动语态的概念、结构及语用功能。了解日记的基本格式与文体特征，并具备初步的记叙文阅读能力，能够概括记叙文的主旨大意、梳理文本结构，进行简单细节推理并初步感知通过动作、语言及心理描写等手法表达情感。学生已具备通过听取关键词获取主要信息的基本听力技能。词汇方面，对个人情况简介、描述问题困难及解决方法和感悟收获、情绪情感等内容有一定的词汇积累。 二、学情分析 已学未会： 对记叙文（含日记）精准概括的能力和深入文本主题意义，系统梳理作者情感变化逻辑链条的能力需提升。对于涉及同一人物不同时期经历的文本，对比分析心理变化、时间跨度对主题的深化作用等关联性的能力较弱。对语法结构在复杂语境中的准确应用存在困难。对于同伴压力等相对抽象的话题难以系统阐述其具体表现形式及两面性影响。表达上缺乏清晰的话语框架来组织内容，导致表达缺乏条理和逻辑性。同时，相关话题的高阶词汇储备不足。 二、学情分析 未学不难： 通过有效迁移语文课关于戏剧文体的认知来学习英文剧本，可较容易地理解英文剧本基本结构特点。可迁移记叙文梳理故事脉络、划分意义段落的技能到戏剧故事脉络梳理。可迁移一般现在时被动语态的知识到一般过去时被动语态的学习。 二、学情分析 未学不易： 英文剧本新体裁难点在于领会其与台词之间的紧密关系。学生需要适应故事情节主要通过人物对话（而非叙述者讲述）来推进的核心叙事方式。围绕同伴压力话题，学生需学习辩证地分析其可能带来的积极影响（如激励进步）与消极影响（如盲目从众），属于高认知要求。在口语表达中，需突破简单描述，实现内容丰富、逻辑连贯且有一定深度的论述。在涉及挫折与成长主题时，学生难以自主将个人经历抽象并升华为成长的必然过程、积极应对挑战等具有普遍性的认知，也缺乏运用比喻性语言等进行生动、深刻表达的语言能力。学生将所学迁移至自身生活经验时往往流于表面化和口号化。本单元的教学难点集中于设计对比分析、正反辩论、结构化反思活动，提供充足的功能句型、分析框架、范例引导，并通过创设贴近学生经验的真实任务情境，促进深度学习与有效生成。 二、学情分析 1. 主题目标： 学生能够正确看待成长过程中与父母产生的矛盾，学会主动沟通，合理表达自己的观点，维系良好的家庭关系。 2. 结果产出： 学生完成一个故事写作，话题为A difficult experience with my parents。 3. 评价标准： 1）学生能够叙述一段与父母发生矛盾的经历； 2）学生能够描述事件的起因、经过和结果； 3）学生能够陈述从该经历中获得的启示； 4）学生能够尽可能多地使用本板块的核心词汇和学生用书Useful expressions中的表达; 5）学生能够正确使用一般过去时的被动语态。 一、教学要求 7 二、学情分析 学生熟悉成长及应对家庭矛盾的话题；学习过一般过去时描述遇到及解决困难的经历。已具备一定记叙文阅读能力，理解主旨大意、结构特点及通过动作、语言、心理活动表达情绪情感的写作手法。 已学已会 首次接触英文剧本，可迁移语文所学，较容易理解其文体特征。尽管第一次尝试将戏剧脚本按照故事发展分成不同的部分，但有之前记叙文结构梳理，不难完成。此外，过去时被动语态学习可迁移一般现在时被动语态的相关知识。 未学不难 分析并体会stage directions对刻画人物性格、表达人物情感及推动故事情节的重要作用。 未学不易 对深层主题意义理解方面不够准确和深入；在应用被动语态时，会在结构和恰当性方面频繁出现问题。 已学未会 没有简化 《英语》（新标准）初中修订版8BU2 Starting out & Understanding ideas之阅读 (该部分建议根据实际情况用2课时完成） 各位老师好，今天我为大家做英语新标准初中修订版八年级上第二单元starting out 和 understanding ideas阅读部分的微格课分享。 通过本课时学习，学生能够： 1. 借助图片、视频、词云和单元导语，了解本单元话题和学习任务， 并反思自己对“成长”已有的认识； 2. 理解剧中母子之间的“冲突”及原因，并能够联系自己，反思自己与父母的“矛盾”； 3. 通过梳理母子之间矛盾和情绪变化的描述，扩大词汇语义网，学习描述家庭矛盾和各自情绪变化； 4. 角色表演母子从产生冲突到解决冲突的经历，体会语调、语气、肢体语言对于戏剧中情感表达的重要性; 5. 理解剧本主题意义，反思自己与父母之间的沟通交流，学习处理自己与父母之间的矛盾。 一、教学目标 首先介绍本课时的教学目标。通过本课时的学习，学生能够: 1. 借助图片、视频、词云和单元导语，了解本单元讨论话题和学习任务， 并反思自己对“成长”已有的认识； 2. 理解剧中母子之间的“冲突”及原因，并能够联系自己，反思自己与父母的“矛盾”； 3. 通过梳理母子之间矛盾和情绪变化的描述，扩大词汇语义网，学习描述家庭矛盾和各自情绪变化； 4. 角色表演母子从产生冲突到解决冲突的经历，体会语调、语气、肢体语言对于戏剧中情感表达的重要性; 5. 理解剧本主题意义，反思自己与父母之间的沟通交流，学习处理自己与父母之间的矛盾。 10 ：一般过去时被动语态的接触、体验，为下一课时语法学习铺垫； 二、核心语言 核心语法 核心词汇 get sb., worried, read, tonight, run through, out of breath, promise, interrupt, deal, head back, keep promise, realise, halfway, notice, lamp, thin, blouse, pale, lost, send...home, address, check, band, attach, wrist, police station, until, pick up, be cross with, phone, think of, understand, be proud of 本课时的核心语言：标绿词汇为已学词汇的复现，标红词汇建议教师多模态呈现，比如 get在本课的具体含义是通过剧本后最终确认为“understand or see”的意思。 blouse, lamp, band可通过图片直接理解。核心语法为一般过去时被动语态，本节课对于被动语态主要是接触、体验，为下一节课语法学习铺垫。因为前一个单元已经充分学习了一般现在时被动语态，本课对于该语法现象在文本中的理解没有障碍。 11 What has the girl gained? What is the title of Unit 2? Is growing pains or gains? 我的教学过程设计如下。 第一个环节为单元整体的话题导入。学生通过观察图片、理解标题、思考并回答教师提出的问题，感知本单元学习的话题为成长过程中的痛苦和收获是并存的。 What will we learn about growing in this unit? Dealing with family problems Dealing with peer pressure Dealing with failure 第二个环节为单元学习内容框架和目标的介绍。教师通过提问What will we learn in this unit?引导学生通过阅读单元的导语部分，下划线三个问题，并归纳总结，获取三个子主题作为单元学习框架，即通过解决和家长之间的问题获得成长learning from problems，从同伴关系中获得成长Learning from peers，从失败中获得成长learning from failure。 What will we do by the end of this unit? We will podcast a growth story. 教师通过提问What will we do by the end of this unit?引导学生从导语中获取单元任务，即we will podcast a growth story. 继续引导学生阅读导语第二部分,并回答问题What will you be able to do after completing this unit? 明确本单元具体的语言学习内容和应用这些语言完成哪些具体主题相关任务。 Do you know the book Anne of Green Gables? Discuss and say 了解完单元整体内容框架，单元任务及语言学习内容后，进入到一下个环节。 通过简单了解Anne of Green Gables这本书的内容，让学生了解同龄人成长的故事，加强对单元话题的感知。 教师提问Do you know the book Anne of Green Gables? 观察学生反应，分两种情况处理。a.如果有了解这本书的学生，直接追问What’s it about ; b.如果学生都不熟悉这本书，教师做书的简单介绍: Anne is an eleven-year-old girl at the start of the story. She faced many troubles while growing up, but she always remained positive. View and say 1. What were Anne's “growing troubles”? 2. How was Anne in the end? Did she solve her problems? We all have our pains as we grow up. 3. What have you learned from Anne's story? 下一个环节，学生带着教师提出的问题观看视频并记录关键信息。 通过边看视频边思考问题，体会Anne成长中的troubles和Anne对待这些trouble的态度，最后总结出We all have our pains as we grow up.我们所有人在成长过程中都会遇到痛苦的事情。 1. What are these words about? 2. Which words are about growing pains? Which ones are about growing gains? Make the word map. Understand and say 教师呈现教材活动2的词云，让学生指出不理解的词汇，教师加以解释，帮学生扫清词汇障碍,接着带读全部词汇，扫清发音障碍。 教师提问What are these words about? 学生有可能会将词汇分成the good things in our life, Problems in our life等生活中正面和负面两类词汇。教师引导学生将正面的总结为gains, 负面的总结为pains. 接着提问，Which words are about growing pains and which are about growing gains? Make the word map. 学生思考并将用自己的方式将词汇分成两组。全班核对word map。在这个过程中帮助学生理解growing 过程中可能会出现的pains和gains具体内容，从而对话题有了更深刻的理解。 pains gains challenge mistake loss risk failure fear confidence happiness courage responsibility hope learning Understand and say 全班核对word map，老师可以呈现自己的分类，也可以通过投影呈现学生的分类。在这个过程中帮助学生理解growing 过程中可能会出现的pains和gains具体内容，从而对话题有了更深刻的理解。 Pick up two words from the word map. Explain your understanding of growing with them. Pairwork and say I think growing means risk and challenge. As we grow, we often meet problems, need to try new things and we are not sure about the result. It feels like taking a risk. 引导学生从中选出两个词，用这两个词来解释自己对growing的理解。 根据学生的英文表达水平和理解情况，老师可以选择先做示范，也可以直接让学生pair-work后直接发言。在这个过程中学生对growing pains and gains的内容更深刻和具体的理解。 Think and tick 1. What do your parents expect from you? Tick from the list. I should always keep my promises. I should never go home late. I should never make my parents worried. I should always make my parents proud. 下面引导学生进入understanding ideas的阅读部分。 首先进行阅读前的话题导入，即教师提问What do your parents expect from you?并让学生tick出符合自己情况的选项。教师带领学生理解问题及expect的涵义，逐个理解选项及promise, keep my promise的涵义。然后学生做出自己的选择，并班级分享。 Discuss and share 2. How would your parents feel if you didn’t meet their expectations? 3. How would you feel about it? 接下来引导学生思考并回答读前的问题2和3，从而导入阅读话题，即父母和孩子之间会出现矛盾冲突而产生不愉快的感受。学生可能会回答They may feel angry, disappointed, anxious 等负面情绪。同时对自己的感受描述也是负面的，如unhappy, nervous, worried, sad等等。为后面读前预测做词汇和话题的铺垫。 Predict and say According to the picture and the title, what do you think happened between the mum and the son? How do you know? 下面进入到读前预测环节。引导学生观察图片，解读标题，猜测母子之间可能发生了什么事情，猜测的依据是什么。学生可能的回答： There might be a problem between them because mum looks angry and serious with her arms crossed while the son looks sad with his head a bit down. Maybe the son did something wrong and felt sorry and upset and the mum showed her anger and talked about the problem with her son. 学生通过预测，对孩子与父母之间产生矛盾的子话题有了更进一步的感知。 Read and check What special things do you know about a play? A play stage directions lines 下面读中环节。首先核对预测。让学生打开课文，PPT同时呈现标题和课文图片，并引导学生初步理解新体裁Play。Now we are going to read a play called“You just don’t get me!”. Do you know what a play is? 看学生对新体裁play有多少了解。看情况追问What special things do you know about a play? 如果学生不能迁移语文课所学，老师可以通圈画课文中stage instructions的部分和lines的部分，直接向学生介绍戏剧的两个重要要素。这样学生在阅读时可以更加清晰戏剧的结构特点。有助于更好的理解文本。 23 Read and check What really happened between the mum and the son? 进入到第一遍阅读，核对预测。 Read the play and check what really happened between the mum and the son. 学生可能会回答：The son didn’t keep his promise and came back home late at night, so his mother was cross with him. The son explained why he was late and the mum knew the truth and understood her son. 如果学生只能说出The son came back home late and his mum was angry，需要继续追问直至能够比较全面概括主要内容。如果学生只能说出个别细节，引导或总结概括性语言。 24 Read and take notes 1. When and where did the play take place? 2. What happened at the beginning of the play? How did they feel? 3. What explanation did the son give to his mum? (Why was he late？) 4. What did they do after the son's explanation? How did they feel? 教师通过问题引导学生进入第二遍阅读，梳理剧本故事的结构和细节。先带领学生回顾记叙文故事story map的三个主要部分，即beginning, middle, ending。剧本故事的结构结构相似。让学生根据四个问题，参考记叙文故事的结构，梳理剧本的结构和每部分的细节。 带着学生理解四个问题及生词explanation.然后学生边读边在笔记本上用关键词梳理，并在剧本下划线关键信息。邀请以为学生到黑板上梳理。 25 Read and take notes 1. When and where did the play take place? Setting: in the living room, 10:27 pm Stage instructions 以问题为线索，梳理故事结构和细节，同时关注剧本的特点。 全班核对问题1，定位剧本原文关键信息。 通过引导，使学生了解剧本故事的时间地点也就是Setting通常是以stage instructions的形式出现的。 26 Read and take notes 2. What happened at the beginning of the play? How did the mum and the son feel? Beginning: the problem The promise wasn't kept. Mum: worried angry Son: in a hurry, worried, sorry 全班核对问题2，学生下划线关键词 Promise to be back before 9 pm, the promise wasn’t kept, can’t stay out late, mum-angry, worried, son-worried, in a hurry, sorry. 总结beginning部分为剧本的problem部分 27 Read and take notes 3. What explanation did the son give to his mum? (Why was he late?) Middle: The son's explanation his phone an old woman 核对问题3， 总结middle部分就是explanantion. 具体的细节为 heading back at 8:30, phone, go back, halfway back, an old woman, was wearing, looked pale, was lost, couldn’t tell, check and saw a yellow band, couldn’t call without, gave, took her to, waited...until, ranto pick up, came home学生需要提取真个解释的关键信息。学生提取信息不全面时，全班Share相互补充完善。 28 Read and take notes 4. What did they do after the son's explanation? How did they feel? End: Understanding each other Mum: sorry,proud Son: sorry 核对问题4，Mum-said sorry and felt sorry for..., said she understands his son and felt proud of him Son- explained and felt sorry for not phoning his mum in time, 总结Ending是understanding each other 更具学生板书和全班核对的结果，总结一下剧本的结构特点和要素特征。 29 Think and share What does “get” mean in the title? Choose another suitable title for the play. a. Remember what I taught you b. Always help the elderly c. Please listen to me 梳理完文章结构和细节信息后，需要对剧本的主旨和主题意义进行分析和归纳。 教师提问What does get mean in the title? 学生可能的回答understand , see，..., 为了进一步加深对剧本主题意义的理解，完成课本中在为剧本再选个标题的活动，并让学生在原文中找到相应的依据。 30 Think and share So what helped to solve the problem between the son and the mum successfully? What have you learned from the play? 通过提问What helped to solve the problem between the son and the mun successfully? 进一步对主题意义的总结主题意义，可参考的回答The son kept trying hard to explain the reason patiently and also realised his problem, and the mum later listened to his son carefully and understood him. 理解understanding and listening 在解决母子之间冲突和误会中的作用。 通过提问What have you learned from the play? 可以继续引用剧本内容谈对解决与父母之间冲突的有效方法，更多鼓励孩子们联系自己生活，如果遇到类似的事情，可以同样以understanding and listening的心态去解决问题。 31 Review the story Review the story with your notes. Then complete the notes. 1. heading back 2. his phone 3. old woman 4. pale 5. call 6. took 7. pick up 8. worried 9. proud of 剧本信息和主题意义的理解结束后，需要强化一下剧本内容和重点语言。让学生依据黑板或自己的笔记，根据书后练习4的要求，完成活动4，并核对答案。 How do mum's and son's feelings change as the story develops? Complete the table with words or expressions showing their feelings. Plot Words and expressions Feelings Beginning Son — Mum — Middle Son — Mum — End Son — Mum — 通过提问的方式让学生梳理剧本中表达人物情绪情感的语言及所表达情感，包括舞台指导中的语言。然后分析剧本故事发展中人物情绪是如何变化的。 33 In a play, both stage directions and lines are important. Plot Words and expressions Feelings Beginning runs through..., out of breath, breathing quickly, in a low voice, I’m back..., But... Son — worried, nervous is sitting in the living room, worried， The clock reads 10:27 pm. Mum — worried Look at the time! A deal is a deal! interrupting Mum — angry Middle Mum, please listen...！ son — frustrated, sad Then why are you late? Why did it take that long to get your phone? Mum — doubt Then you sent her home? Then what did you do? Mum — curious End Oh, what a night! I’m sorry being cross with you. Oh, I didn’t think of that... Sorry, mum... Mum — sorry Son — sorry Now I understand you. I’m very proud of you. Mum — proud 全班核对，检查是否有遗漏的表达人物情感的语言，强调剧本中舞台指导和台词对表达人物情感和故事情节发展同等重要。 34 Read aloud Read aloud along with the recording. Pay attention to the pronunciation and tones. Some facial expressions and body language may help to express the characters' feelings. 下一步进入内化语言和信息的环节。学生跟录音大声朗读课文，教师引导学生在朗读时要注意发音准确，语调符合人物当时的情绪状态，提示适当的面目表情和肢体语言可以有助于表达人物的情感变化。 Role-play Roles Pronuncication Tones Facial expressions Body language Narrator Mum Son What makes a good role-play? Group of three: Narrator, Mum, Son Read from the script or perform based on notes. 5⭐=Excellent       3⭐= OK       1⭐=Needs to be improved 进入到读后角色扮演活动。先明确活动任务为三人小组，分别扮演剧中角色和旁白。活动的形式学生可根据自己英文的水平及掌握程度选择角色朗读剧本原文，也可以抛开剧本原文，根据笔记或黑板的notes进行角色表演。 大家集体讨论好的角色扮演或角色朗读应该是什么标准What makes a good role-play? 师生共建活动评价表。学生们各小组可以用评价表的标准准备自己的表演，完成自评。 在各组展示时，同伴间相互评价，并提出宝贵的完善建议。充分理解语气、肢体语言、面部表情对人物情绪表达的重要作用。 Discuss and share What kind of person do you think the son is? Why do you think so? kind and helpful, the old woman, lost, took her to the police station, waited 读后思考与讨论：What kind of person do you think your son is? Why do you think so? 在次问题的引导下，学生会更深入思考剧本中人物的性格特点与产生和解决冲突之间的紧密关系。 Discuss and share What advice can you give the son and his mother? My advice to the son is to think about his mother's feelings more. For example, whenever there is something emergent or urgent, let his mum know about it as soon as possible. He shouldn't let her worry. My advice to the mother is to trust her son more and be more patient. She should realise he is very responsible. When she is worried, she can call her son to check what's happening. She should listen first instead of interrupting him. 通过该问题，引导学生思考在与父母发生冲突时，及时有效沟通及相互理解在解决冲突时的重要作用。可能回答为：My advice to the son is to think about his mother’s feelings more. For example, whenever there is something emergent or urgent, let his mum know it as soon as possible. He shouldn’t let her worry. My advice to the mother is to trust her son more and be more patient. She should realise he is very responsible. When she is worried, she can call her son to check what’s happening. She should listen first insteading of interrupting her son. 1.必做Compulsory: 以儿子的视角将剧本中母子产生误会到通过沟通解除误会的经历转写成一篇记叙文，建议分成几个段落，包含Beginning, Middle, End, Gains等内容。 2. 选做Optional: 将自己与父母产生矛盾并通过沟通解决矛盾的经历编成一个剧本。注意舞台指导stage directions和台词lines对推动故事发展及人物情感表达的重要作用。 Homework 仅供参考学习，谢谢！ N A H T K S $