Unit 2 Starting out&Reading（word教案）-【优翼·学练优】2025-2026学年八年级英语下册同步备课（外研版）

该教案聚焦“成长的烦恼与收获”核心主题，通过《绿山墙的安妮》图片及词汇激活学生成长体验，结合短剧《You just don't get me!》分析家庭矛盾，搭建情感与认知支架，为后续语法、听力等学习奠定主题基础。 此资料以真实语篇（短剧、日记）为载体，通过分析冲突提升语言理解与表达能力，讨论“承诺与责任”培养逻辑分析和价值判断的思维品质，渗透成长烦恼跨文化普遍性的文化意识。助学生深化主题理解与反思，为教师提供结构化教学步骤和情境素材，提升教学效率。

Unit 2 Growing pains and gains 单元教学目标 【Language Abilities】 1. Use words and expressions in the unit to talk about growing up. 2. Use the passive in the simple past to talk about challenges of growing up. 3. Explain the meaning of growing up. 【Culture Awareness】 1. Understand that growing pains are common across cultures and part of growing up. 2. Recognize the importance of respectful communication and helping others in daily life. 【Quality of Thinking】 1. Learn to analyze and structure growth stories logically. 2. Practice evaluating different perspectives in peer pressure or family situations. 3. Reflect on how personal challenges can lead to learning and growth. 【Learning Abilities】 1. Improve skills in extracting and using information from stories about growing up. 2. Develop teamwork skills through group research and presentations. 3. Reflect on what you have learned in this unit and identify areas for improvement. 【Class Hour Division】 Six periods 第一课时 Starting out&Reading 第二课时 Grammar 第三课时 Listening and Speaking 第四课时 Reading 第五课时 Writing 第六课时 Presenting ideas&Reflection 单元教材分析 本单元围绕“成长的烦恼与收获”展开，属于“人与自我”主题范畴下的“生活与学习”主题群，对应“积极的生活态度，健康成长”这一子主题内容。单元通过戏剧、日记、广播访谈、个人故事等多种语篇，引导学生深入探讨成长过程中遇到的家庭矛盾、同伴压力、个人失败等真实挑战，并关注个体如何在这些经历中获得感悟、实现成长。通过学习，学生不仅能学会描述和分析成长中的困境与突破，更能发展应对挑战的积极心态与策略，理解成长是一个痛苦与收获并存、需要勇气与反思的动态过程。 第一课时：Starting out & Reading 本部分通过《绿山墙的安妮》的引入和短剧《You just don't get me!》的学习，激活学生对“成长烦恼”的已有体验。学生将分析短剧中母子间的误解与冲突，理解家庭期望与个人行为之间的张力，并初步探讨“承诺”、“责任”等概念，为单元主题奠定情感与认知基础。 第二课时：Grammar 本课时聚焦一般过去时的被动语态。学生将在描述“被误解”、“被要求”、“被拒绝”等成长烦恼的具体语境中学习并运用该语法结构，为准确叙述个人经历、表达情感提供句法支持。 第三课时：Listening and Speaking 本课时聚焦青少年普遍面临的同伴压力问题。通过听力了解科林的困扰与汉娜的建议，并围绕自身经历进行结对口语练习，引导学生识别积极与消极的同伴压力，学习“坚持自我”、“有效沟通”等应对策略，整合语法与主题进行真实表达。 第四课时：Reading 本课时精读日记体语篇《From pain to gain》，通过作者从篮球落选到游泳成功的个人故事，深入分析“失败”在成长中的意义与转变。学生将梳理作者的情感与认知变化，理解“当一扇门关闭，另一扇门会打开”的成长型思维。 第五课时：Writing 本课时为读写结合课，包含两个关联任务。首先运用第二课时所学语法，描述一次与父母的矛盾经历（P24）。随后，运用第四课时的叙事结构，撰写一篇关于个人失败与成长的短文（P31），实践如何有逻辑、有情感地讲述成长故事。 第六课时：Presenting ideas & Reflection 本课时是单元项目展示与总结阶段。小组合作，运用“烦恼-解决-收获”框架调研并展示一个真实人物的成长故事。最后，通过个人反思和自我评估，系统梳理对“成长”内涵的理解与单元所学，实现主题内化与元认知提升。 课时分解 第一课时　Starting out&Reading Teaching Objects　【教学目标】 1. understand the expectations between the mother and the son by reading the play. 2. analyze the son’s character and evaluate his sense of responsibility. 3. relate the theme to personal experiences, reflect on the concepts of responsibility, promise, and growth. Teaching Aids　【教学工具】 an English book, a tape recorder and CAI Teaching Steps　【教学步骤】 ★Step 1　Lead in【导入】 1. Show the picture from page 19 to the students. Ask them to answer the questions: · What’s in the girl’s hand? · How do you think she feels? · What has she gained? 2. Ask students to read the unit title and predict what they will learn in this unit: · Look at the unit title. How do you understand it? · What do you think you will learn in this unit? Starting out Page 19, 1,2 1. Ask students to look at the picture of Anne From Green Gables and answer the questions: · Do you know the book Anne from Green Gables? · What were Anne's “growing troubles”? 2. Let students read the colourful words in exercise 2. Have them choose two words to show their understanding of growth. Then share with the class. Understanding ideas（1－4） ★Step 2 Pre-task【准备任务】 Page 20 1. Ask students to look at the title of the play ("You just don't get me!") and the picture on the same page. Then ask them to predict what the passage is about. 2. Show the following words to help students with their prediction: promise, late, worried, cross, proud, help, police station. ★Step 3 While-task【过程任务】 Page 20, 1, 2 1. Ask students to read exercise 1 and tick from the list about what their parents expect from them. Then share with the classmates. 2. Have students read the play quickly and answer the question in exercise 2: What does the mother expect from her son? Page 22, 3 1. Have students read exercise 3 and choose another suitable title for the play. The teacher can ask students to share their reasons. Page 22, 4 1. Let students read the play more carefully and complete the notes with the correct form of the words and expressions from the play. 2. Check the answers with the students. ★Step 4　Post-task【后续任务】 Page 22 Think and share 1. Ask students to work in pairs and discuss the two questions. Give some prompts if needed. · What kind of person do you think the son is? · What advice can you give the son and his mother? 2. Invite some students to share their answers. Further Thinking 1. Have a class discussion by asking: · Have you ever had a similar misunderstanding with your parents? What happened? · What do you think is more important in such situations: keeping a promise or helping someone in need? Why? 2. Let some volunteers share their stories or opinions. ★Step 5　Language points　【语言要点】 1. Mum is sitting in the living room, worried. The clock reads 10:27 pm. The son runs through the door, out of breath.妈妈坐在客厅里，满脸忧虑。时钟显示的时间是晚上十点二十七分。儿子气喘吁吁地跑进门来。 (1) 本文是一篇话剧，本句是话剧的setting (背景)，主要交代后面故事发生的场景，包括时间、地点、人物等，帮助读者或观众更好地理解和欣赏。 (2) 句中的reads根据主语the clock应理解为“显示，指示。 例如: The sign reads "No Parking". 标牌上写着“禁止停车”。 My watch reads 3 o'clock. 我的手表显示的时间是三点。 The thermometer reads 46 degrees Celsius. 温度计显示四十六摄氏度。 2. A deal is a deal! 一诺千金！ a deal is a deal是一个英文习语，字面意思是“一个交易就是一个交易”，其实是说“一旦达成协议，就必须遵守”，也就是“说话算话，一言为定，一诺千金”。 例如: I know you're having second thoughts about selling your car, but a deal is a deal. 我知道你对卖车这个决定有些犹豫，但是要说话算话。 3. Yes, I promised to be back before 9 tonight. 没错, 我承诺过今晚九点前回来。 The promise wasn't kept, so you can't stay out late next time. 你没有遵守诺言，所以下次你不能在外面待得太晚了。 (1) promise to do sth表示“许诺做某事”，其中promise是动词。例如: He promised to fix the car by the end of the week. 他承诺在这周末之前修好车。 (2) keep one's promise表示“守信，遵守诺言”其中promise是名词。例如: He always keeps his promise. That's why people trust him.他总是遵守自己的诺言，这就是人们信任他的原因 4. I was heading back at 8:30. 八点半我就开始往回走了。 head在句中作动词用，意为“(朝·…)前进,(向)去”head back意思是“往回走”例如: After the meeting, I'll head back home. 会议结束后，我就回家。 The ship is heading for the harbour. 船正驶向港口。 We should head south if we want to reach the beach. 如果去海滩，我们应该朝南走。 5. I am sorry for being cross with you. 对不起，我对你发脾气了。 be cross with sb意思是“对……生气或不满”，其中cross作形容词用，意为“生气的，恼怒的”。例如: She was cross with the man for interrupting her speech frequently. 这个男人频繁打断她的演讲，这让她很恼火。 ★Step 6　Homework【家庭作业】 Ask students to write a short paragraph (5-7 sentences) answering the question: "What does 'being responsible' mean to you after reading this play?" Teaching reflection　【教学反思】 The lesson effectively introduced the theme of growing pains through a relatable parent-child conflict. Students engaged well with the plot and characters, demonstrating solid comprehension. The personal connection segment was particularly successful in deepening understanding. However, some needed more support in formulating constructive advice during the discussion. Future lessons would benefit from providing clearer sentence frames for analytical and reflective tasks. 学科网（北京）股份有限公司 $