Unit 2 Growing pains and gains第四课时：阅读 教学设计-2025-2026学年外研版英语八年级下册

Unit 2 Growing pains and gains第四课时：Developing ideas (阅读) 教学设计 授课教材 外研版（2024） 八年级下册 授课题目 Unit 2 Growing pains and gains Developing ideas (Reading) 课时 第 4 课时 主题情境 人与自我——从失败到成长：当一扇门关闭时 课型 阅读课 语篇研读 What-Why-How 分析维度 内容阐释 What语篇内容 本课语篇“From pain to gain”是一篇日记体记叙文，讲述了作者因身高不够未能入选篮球队的失败经历。语篇分为两部分：第一篇日记记录落选后的痛苦与失落（“This has been my dream since I was a little girl!”）；第二篇日记记录作者如何走出阴霾，尝试游泳并爱上这项运动，最终获得新的成功和友谊。语篇通过细腻的心理描写展现了从“痛苦”到“收获”的完整成长过程。 Why语篇目的 引导学生正确看待成长过程中遇到的挫折和失败，理解“当一扇门关闭，另一扇门会打开”的成长型思维。通过分析作者的情感变化和认知转变，培养学生面对失败时的积极心态和应对策略，体会失败背后的成长意义。 How语篇形式 语篇为日记体记叙文，采用第一人称叙述，结构清晰：失败经历（痛苦）— 情绪变化（走出）— 新的尝试（探索）— 获得成长（收获）。语言上穿插丰富的心理描写（如“I was so disappointed”“I felt bad”）和动作描写，运用了“try out for”“take one's mind off”“fall completely in love with”“take a different turn”等核心短语，以及“When one door closes, another opens.”的哲理表达。 学情分析 分析维度 具体描述 已有基础 八年级学生正处于青春期，对“失败与挫折”主题有切身体验，易于产生情感共鸣。学生在第三课时已经学习了同伴压力相关话题，对成长类话题有初步认知。 存在问题 学生在英语写作中存在词汇运用单一、语句衔接不自然、不会融入心理描写和个人感悟的问题；对成长类文本的深层含义解读能力有待提升；在表达个人失败经历时，可能缺乏条理性和情感深度。 发展需求 需要学习描述失败经历及情感变化的核心词汇；需要掌握“痛苦—转变—收获”的成长叙事结构；需要理解失败在成长中的积极意义，形成正确的挫折观。 核心素养目标 Teaching Aims 1. 语言能力 掌握核心词汇和短语：pain, gain, try out for, feel bad, be disappointed at, fail, a big deal, hurt, failure, suggest, take one's mind off, fall completely in love with, take a different turn, look back, with fresh eyes, grow up, fall upon, stage等。 理解核心句型：“When one door closes, another opens.” 能读懂日记体语篇，梳理作者的情感变化和成长过程。 能运用所学语言分享一次失败的经历及收获。 2. 文化意识 理解失败在不同文化中的价值认知（“失败是成功之母”的中西方共识）。 培养积极面对挫折的成长心态，形成正确的成败观。 3. 思维品质 通过梳理作者的情感变化，培养信息整合和逻辑思维能力。 通过分析作者如何“将痛苦转化为收获”，理解成长型思维，培养批判性思维。 通过讨论“What can we learn from failure”，培养反思能力和价值判断能力。 4. 学习能力 掌握通过情感变化线梳理记叙文的阅读策略。 学会用表格整理文本信息，提高信息处理能力。 通过小组讨论和分享，提升合作学习和口语表达能力。 教学重点 Key Points 理解语篇内容，梳理作者的情感变化和成长过程。 掌握核心词汇和短语，理解关键句型的含义。 运用所学语言分享一次失败的经历及收获。 教学难点 Difficult Points 理解作者如何从失败中转变心态，获得新的成功。 分析“When one door closes, another opens.”的深层含义，并联系自身经历进行表达。 将阅读所学迁移到个人表达，做到情感真挚、条理清晰。 教学方法 Teaching Methods PWP阅读教学模式、任务型教学法、情境教学法、合作学习法、情感体验法 教学工具 Teaching Aids 多媒体课件（含教材第28页图片、课文音频、情感变化表格）、阅读任务单、小组讨论提示卡 教学过程 Teaching Procedures Step 1: Warm-up & Lead-in 热身导入 (5 mins) Activity: 图片观察与话题激活 1. 课前预习任务检查：教师在课前布置预习任务，让学生思考以下问题： “What failure have you experienced in your life?” “How did you feel about it?” “How do you feel now?” 2. 图片观察：将教材第28页活动1的图片投屏，引导学生观察图片中人物的动作、表情和场景，提问： “What growing pains might the children be experiencing?” 引导学生使用提示词汇回答： “In the first picture, the team might be experiencing a failure in sports. They look disappointed.” “In the second picture, the brothers might be arguing. They look angry.” “In the third picture, the girl might be experiencing a failure in her studies. She looks sad.” 3. 追问深化：教师进一步追问： “What gains can they make from these experiences?” 引导学生理解：“These experiences can hurt them at first, but they can also make them stronger. Pains can make them grow up.” 4. 揭示主题：教师总结并呈现本课时主题： “Today we’re going to read about a girl who experienced a failure. Let’s see how she turned her pain into gain!” 设计意图：通过图片观察和生活化提问，激活学生对“失败”话题的已有认知；从“烦恼”到“收获”的追问，引导学生初步理解“成长”的双重内涵，为阅读做好情感铺垫。 Step 2: Pre-reading 读前预测 (5 mins) Activity: 图文预测与词汇预热 1. 观察配图：将教材第28页的语篇配图投屏，引导学生观察： “What happened to this girl?” “What was her pain?” 学生进行读前预测，引入语篇阅读。 2. 词汇铺垫：用图片和语境帮助学生理解核心词汇： 词汇/短语 含义 语境示例 try out for 参加选拔 She tried out for the basketball team. fail 失败；未能 She failed to get on the team. be disappointed at 对...失望 She was disappointed at the result. a big deal 大事；重要的事 Basketball was a big deal for her. take one's mind off 转移注意力 She swam to take her mind off the pain. 设计意图：通过图文预测培养学生读前预判能力；词汇铺垫降低阅读难度，为后续理解扫清障碍。 Step 3: While-reading 读中理解 (18 mins) Step 1 – 略读：验证预测 (教材活动2) 1. 明确任务：学生带着读前预测的问题，快速浏览语篇，检验预测： “What happened to this girl?” “What was her pain?” 2. 核对答案：邀请学生分享，教师确认： “She failed to get on the basketball team because she wasn't tall enough.” “This made her feel very bad.” Step 2 – 寻读：梳理作者变化 1. 明确任务：学生再次浏览语篇，回答问题： “How did the writer change?” 2. 核对答案： “She started swimming and fell in love with the sport.” “She has become a good swimmer and has made a lot of friends.” “Her life has taken a different turn.” Step 3 – 精读：梳理情感变化 1. 呈现表格：教师发放阅读任务单，引导学生梳理作者感受的变化： 时间节点 作者的情感 关键句子 落选时 失望、伤心 “This has been my dream since I was a little girl!” “I was so disappointed at being too short.” 落选后 痛苦、失落 “It hurt so much.” “I felt bad.” 尝试游泳时 开始转移注意力 “I started swimming to take my mind off the pain.” 爱上游泳后 投入、热爱 “I fell completely in love with the water.” 获得新成功 自豪、满足 “I have become a good swimmer and have made a lot of friends.” 回望过去 理解、释然 “Looking back, I see that failure was just a stage in my life.” 2. 小组核对：小组内交流答案，互相补充。 3. 全班核对：邀请学生分享，教师完善表格。 Step 4 – 深度理解：如何“将痛苦转化为收获” 1. 关注标题：引导学生关注语篇标题“From pain to gain”，提问： “How does the writer turn her pain into gain?” 2. 引导总结：学生小组讨论，教师引导总结： “She turns her pain into gain by trying new things, finding new success and changing her view on failure.” 3. 完成教材活动3：学生独立完成活动3，巩固理解。 4. 复述练习：请学生参考活动3的图表，用完整的句子复述语篇内容。可以两人一组互相转述，随后进行同伴互评。 Step 5 – 语言点解析 (教材活动4) 1. 问题1：篮球对作者来说是大事件吗？ 提问：“Was basketball a big deal for the writer? Find sentences from the diaries to support your idea.” 学生小组讨论，在语篇中画出相应句子： “This has been my dream since I was a little girl!” “I have practised so much, and it all ended today.” “Back then, I was so disappointed at being too short and failing to get on the basketball team.” 2. 问题2：关于“falls upon”的理解： 提问：“If something ‘falls upon’ you, do you think it’s a good thing or a bad thing?” 引导学生通过上下文推断：“I think it’s a bad thing because the expression ‘falls upon’ is used by the writer to describe failure happening to people. This suggests that when something ‘falls upon’ you, it is usually unexpected and unpleasant.” 3. 问题3：理解“When one door closes, another opens.”： 提问：“What’s the meaning of this saying?” 引导学生理解：“It means that if you miss one chance, another will come along. Don’t lose hope!” Step 6 – 讨论与分享 (Think and share) 1. 小组讨论：学生小组讨论以下问题： “What’s the writer’s understanding of failure?” “What can we learn from her story?” 2. 全班分享：每组派代表分享讨论结果，教师引导总结。 设计意图：通过“略读—寻读—精读—深度理解—讨论分享”的分层阅读任务，帮助学生逐步深入理解文本内容和作者情感变化。情感变化表格培养信息整合能力，语言点解析培养上下文推断能力，深度讨论引导学生理解失败背后的成长意义。 Step 4: Post-reading 读后拓展 (10 mins) Step 1 – 语音训练 (Phonetics in use) 1. 呈现例词：本课时语音聚焦辅音连缀/str/、/spr/、/skr/的发音。 2. 跟读模仿：教师带读，学生跟读，注意发音准确。 Step 2 – 小组讨论：分享失败的经历 (教材Think and share) 1. 明确任务：学生4人一组，结合课文内容，思考并回答问题： “Have you ever experienced a terrible moment? Share it with the class.” 2. 提供句型支架： 功能 句型 描述经历 I once tried out for... but I failed because... 表达感受 I felt so... / I was disappointed at... 描述转变 I started... to take my mind off the pain. 表达收获 Now I understand that failure is just a stage. / From this experience, I learned that... 3. 小组交流：学生轮流分享自己的失败经历及收获，教师巡视指导。 4. 全班分享：每组派代表分享本组最感人的故事或最有启发的收获。 Step 3 – 情感升华 1. 教师引导：“The writer’s story teaches us that failure is not the end—it’s just a stage in our life. When one door closes, another opens. What matters is not whether we fail, but how we grow from it. Every pain can become a gain if we learn to see it with fresh eyes.” 设计意图：通过分享个人失败经历，将阅读输入转化为口语输出，在真实交际中运用目标语言；情感升华引导学生形成正确的挫折观，深化对“失败与成长”主题的理解。 Step 5: Summary 总结归纳 (2 mins) 1. 知识总结：引导学生回顾本节课所学内容： “What happened to the writer?” (She failed to get on the basketball team.) “How did she turn her pain into gain?” (She started swimming, fell in love with it, and found new success.) “What new words and phrases did we learn?” (try out for, be disappointed at, take one’s mind off, fall in love with, take a different turn...) “What does ‘When one door closes, another opens’ mean to you?” 2. 作业布置：明确分层作业要求。 板书设计 Blackboard Design Unit 2 Growing pains and gains Developing ideas (Reading) —— From pain to gain 一、The Writer‘s Journey Stage Feeling Key actions Failure disappointed tried out for basketball, failed Pain hurt, sad felt bad, couldn’t accept Turning point trying started swimming New love joyful fell in love with swimming Growth proud became a good swimmer, made friends 二、Key Words & Phrases try out for 参加选拔 be disappointed at 对...失望 a big deal 大事 take one’s mind off 转移注意力 fall in love with 爱上 take a different turn 发生转变 look back 回顾 三、Key Sentence “When one door closes, another opens.” 四、Theme Failure is not the end — it’s a new beginning. 作业设计 Homework Design 分层 作业内容 设计意图 基础作业 1. 听读课文3遍，模仿语音语调。2. 抄写本节课核心词汇和短语各2遍。 巩固基础语言知识，培养语感。 拓展作业 Retell the story to your parents. Share your understanding of failure. (A/B层学生可独立复述，C层学生可借助活动3图表复述) 将课堂所学迁移到真实交流，培养综合语言运用能力。 选做作业 Write a short paragraph (60-80 words) about a failure you experienced and what you learned from it. Use at least 5 words or phrases from today's lesson. 拓展课外写作实践，实现语言真实运用。 教学反思 Teaching Reflection 反思维度 记录要点 亮点 情感变化表格帮助学生清晰梳理作者心理历程；“当一扇门关闭时”的主题引发学生情感共鸣；分享环节学生参与积极，能结合自身经历表达对失败的理解。 不足 部分学生对“fall upon”“take a different turn”等短语的理解不够深入；少数学生在分享时语言表达不够流畅；阅读时间略紧。 改进 增加更多短语的语境例句；在分享前提供更多句型支架；适当调整各环节时间分配。 教学评价 Teaching Evaluation 评价维度 评价标准 课堂观察 85%的学生能正确认读核心词汇；80%的学生能完成情感变化表格；小组分享中多数学生能运用目标语言表达对失败的理解。 任务完成度 情感变化表格填写准确性；对“When one door closes, another opens.”的理解深度；分享的语言表达质量。 作业反馈 通过拓展复述和写作评估学生对失败与成长主题的理解和语言运用能力。 1 学科网（北京）股份有限公司 $