Unit 2 Writing（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）

该教案聚焦初中英语写作教学，核心为引导学生撰写个人失败故事。通过回顾课文“From pain to gain”提问旧知，自然衔接写作任务，以五个引导问题为学习支架，帮助学生梳理事件、感受及成长，构建连贯叙事。 此资料亮点在于以课文为范例搭建写作框架，通过结对交流、同伴互评等任务驱动活动，提升学生语言表达与合作学习能力。引导反思失败意义，培养积极态度，契合思维品质与学习能力素养，助力学生写出有深度的叙事，为教师提供结构化教学路径与实用支架。

第五课时　Writing Teaching Objects　【教学目标】 1. Learn to organize ideas for a personal failure story by answering guided questions. 2. Write a coherent passage about your own failure experience, using appropriate expressions to describe feelings and growth. 3. Reflect on the meaning of failure and express a positive attitude toward challenges in your writing. 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. Have students look back at the passage “From pain to gain” and answer the question: What was the writer’s failure? 2. Tell students that they’re going to write a passage about a failure in their lives. ★Step 2　Pre-task【准备任务】 1. Ask students to read the five questions in step 1. 2. Give students 3 minutes to think of one time they failed of something. 3. In pairs, have students briefly tell their partner about their failure using the first two questions: What happened? What was the pain for you? ★Step 3　While-task【过程任务】 1. Give students some examples about the five questions in step 1. 2. Ask them to think and take notes for these five questions. 3. Let them write a passage using their notes. Remind them to follow the order of the questions to structure their stories. 4. Provide language support if needed. ★Step 4　Post-task【后续任务】 1. Have students exchange their passages with a partner. 2. Ask them to check their partner’s story using the list in step 3. 3. After feedback, give students 5 minutes to make improvements. 4. Invite 2-3 students to read their passages aloud. Praise their use of unit language and clear structure. ★Step 5　Homework【家庭作业】 Ask students to write a final, polished version of their passage. Teaching reflection　【教学反思】 Using the diary From pain to gain as a clear model helped students understand how to structure a personal failure narrative. The five guiding questions provided effective scaffolding, allowing most students to organize their thoughts coherently. The main difficulty was encouraging students to move beyond simply listing events to expressing genuine reflection on growth. In the future, I will provide sentence starters for the reflection part to help them articulate their personal takeaway more easily. 学科网（北京）股份有限公司 $