Unit2 Reading for Writing教学设计 2025-2026学年外研版英语八年级下册

Unit 2 Growing Pains and Gains Reading for Writing I. Basic Information · Textbook Version: Foreign Language Teaching and Research Press, Grade 8, Volume 2 · Unit Theme: Growing pains and gains · Class Content: Reading for Writing · Class Duration: 45 minutes · Students: Grade 8 students · Class Type: Reading and Writing Integrated Class II. Teaching Objectives 1. Knowledge Objectives 1. Master core vocabulary and expressions related to "failure, pain and gain" (pain, gain, failure, encourage, give up, overcome, difficulty, realize, value, etc.) and key sentence patterns in the passage. 2. Be able to understand the main idea and details of the passage "From Pain to Gain", grasp the writer’s experience of turning pain into gain, and accurately extract key information from the passage. 3. Be able to use the words, expressions and sentence patterns from the passage to complete the chart, answer related questions, and write a short passage about a time of failure in their own life. 2. Ability Objectives 1． Improve reading ability, master reading skills such as skimming for main idea, scanning for details, and extracting key information to complete reading tasks. 2． Enhance critical thinking ability, be able to analyze and answer questions related to the passage, and understand the profound meaning of proverbs and life philosophy in the passage. 3． Develop writing ability, be able to use the writing structure and language from the passage to describe their own failure experience, express their feelings and gains, and complete a coherent short passage. 3. Affective Objectives 1. Realize that failure and pain are inevitable in the process of growth, and understand that pain can be turned into gain through efforts and persistence — "Your pain is an opportunity for you to learn about yourself". 2. Cultivate the spirit of perseverance, learn to face failure bravely, overcome difficulties actively, and establish a positive attitude towards growth and setbacks. 3. Be willing to share their own failure experiences and gains, and understand the truth that "when one door closes, another opens" in life. III. Key and Difficult Teaching Points 1. Key Teaching Points 1． Complete the 5 designated core activities: look at the picture and answer questions (with the help of words and expressions), read the passage and find the writer’s pain, complete the chart with words and expressions from the passage, answer the three questions, and write a passage about a personal failure experience. 2． Master the reading skills of extracting key information from the passage and using the passage’s language to complete related tasks. 3． Grasp the writing structure of "describing failure — expressing feelings — talking about gains" and use it to write a short passage about personal experience. 2. Difficult Teaching Points 1. Accurately extract the writer’s pain and key details from the passage, and complete the chart correctly and completely with the required words and expressions. 2. Deeply understand the meaning of the proverb "when one door closes, another opens" and combine the passage to express personal views on setbacks. 3. Use the learned words, expressions and writing structure to describe personal failure experience coherently, logically and truly, and correctly express feelings and gains, especially the process of turning pain into gain. IV. Teaching Preparation 1． Teacher’s Preparation: Multimedia courseware (PPT) with the picture related to the passage, the passage "From Pain to Gain", the chart for key information, the three discussion questions, core vocabulary and expression cards, and writing demonstration samples. 2． Students’ Preparation: Preview the core vocabulary of this unit, recall a time of failure in their own life, and prepare for in-class reading and writing. V. Teaching Procedures Step 1: Warm-up & Lead-in (5 minutes) 1. Warm-up Activity: The teacher shows the picture related to the passage (e.g., a student who fails in a basketball game, looks sad but then works hard to practice) on the PPT, and presents helpful words and expressions (e.g., failure, sad, practice, overcome, gain, give up). 1　 Guided Questions: Ask students to look at the picture carefully and answer the following questions with the help of the given words and expressions: 2　 What can you see in the picture? 3　 How do you think the person in the picture feels? 4　 What do you think he/she will do next? 2. Lead-in: Invite 2-3 students to share their answers, then summarize: "Everyone may meet failure and pain in life. Today, we will read a passage ‘From Pain to Gain’ to learn about the writer’s pain and how he turns pain into gain. Let’s start our reading and writing journey." Step 2: Reading Practice (20 minutes) This section focuses on the first 4 core activities, guiding students to read the passage, extract key information, and complete related tasks, laying the foundation for writing. Activity 1: Read the passage and find the writer’s pain (5 minutes) 1． Task Description: The teacher distributes the passage "From Pain to Gain" or presents it on the PPT, asks students to read the passage silently for the first time, and focus on finding the writer’s pain (what difficulty or failure the writer met). 2． Reading Guidance: Remind students to pay attention to key sentences that express "pain" (e.g., sentences with words like sad, disappointed, failed, difficult). 3． Sharing and Checking: Invite students to share their answers, the teacher checks and summarizes the writer’s pain (e.g., The writer loved basketball and tried his best to join the school basketball team, but he failed and felt very sad and disappointed; he even wanted to give up basketball). Activity 2: Complete the chart with the words and expressions from the passage (7 minutes) 1. Task Description: The teacher presents the chart (with columns such as "The writer’s pain", "The writer’s feelings", "What the writer did", "The writer’s gain"), guides students to read the passage again carefully (skimming and scanning), and fill in the chart with the exact words and expressions from the passage. 2. Example Prompt: If the chart has "The writer’s feelings", students can find words like "sad", "disappointed", "hopeful" from the passage to fill in. 3. Cooperative Check: Let students check their answers with their deskmates first, then the teacher presents the standard answers on the PPT, explains the key words and expressions, and emphasizes that they must use the words from the passage to ensure accuracy. This activity helps students further grasp the details of the passage and accumulate language materials for writing. Activity 3: Answer the three questions (8 minutes) 1． Task Description: Present the three questions on the PPT, guide students to read the passage again and find the basis for answers, then answer the questions in complete sentences. 1　 Question 1: From what sentences can you see that basketball was really a big deal for the writer? (Guide students to find sentences that reflect the writer’s deep love for basketball, e.g., "I spent every afternoon practicing basketball after school. It was the most important thing in my life at that time.") 2　 Question 2: If something bad falls upon you, do you think it’s a good thing or a bad thing? (Guide students to combine the passage and their own views to answer, emphasizing that bad things can be turned into good things through efforts — "The people who get on in this world are the people who get up and look for the circumstances they want, and, if they can’t find them, make them".) 3　 Question 3: What’s the meaning of "when one door closes, another opens"? (Guide students to combine the writer’s experience to understand the proverb: When we face failure or difficulties (one door closes), there will be new opportunities or ways to solve problems (another door opens); it tells us to be optimistic and not give up when facing setbacks.) 2． Group Discussion: Let students discuss the three questions in pairs for 3 minutes, exchange their views, especially questions 2 and 3, to stimulate their critical thinking. 3． Sharing and Summary: Invite students to share their answers, the teacher makes comments and supplements, helps students deeply understand the theme of the passage and the profound meaning of the proverb, and guides students to establish a positive attitude towards setbacks. Step 3: Writing Practice (15 minutes) Activity 4: Write a passage about a time of failure in your life (15 minutes) 1. Writing Guidance: 1　 Structure Guidance: Guide students to refer to the structure of the passage "From Pain to Gain" and the chart they completed, and use the structure: "Introduction (a time of failure) — Process (feelings and what you did) — Conclusion (gains and insights)". 2　 Language Guidance: Remind students to use the words, expressions and sentence patterns from the passage (e.g., failure, sad, try one’s best, overcome, realize, gain, in the end, I learned that...), and combine their own real experience to write. 3　 Demonstration: Present a short writing sample on the PPT (simple and appropriate for Grade 8 students), e.g.: "Last term, I failed my English exam. I felt very sad and disappointed because I had studied hard for it. My teacher encouraged me not to give up. I spent more time reviewing English every day, asked my teacher and classmates for help. In the end, I got good grades in the next exam. I realized that failure is not terrible. It can help us find our mistakes and make progress. This is my gain from the failure." 2. Independent Writing: Students write independently for 10 minutes, the teacher patrols and guides, helps students who have difficulties in writing (e.g., choosing topics, organizing language), reminds students to write coherently and correctly, and pay attention to grammar and spelling. 3. Peer Evaluation: After finishing writing, students exchange their passages with their deskmates, check each other’s grammar, spelling and coherence, and give simple suggestions (e.g., "You can add your feelings when you failed", "You can use the phrase ‘overcome difficulties’"). 4. Sample Sharing: Invite 1-2 students to share their passages, the teacher makes positive comments, affirms their strengths, and gives appropriate suggestions for improvement, emphasizing that the passage should be true and emotional. Step 4: Summary & Homework (5 minutes) 1． Class Summary: Teachers and students jointly review the core content of this class: we read the passage "From Pain to Gain", found the writer’s pain, completed the chart and related questions, and learned to write a passage about personal failure experience. We also understood that failure is a part of growth, and we can gain valuable experience from failure — "gain experience" is a common collocation of "gain", which means to accumulate experience gradually. Remember the proverb "when one door closes, another opens" and face setbacks bravely. 2． Homework Assignment: 1　 Basic Homework: Read the passage "From Pain to Gain" again, recite the core words and expressions; correct and improve your writing according to the peer evaluation and teacher’s suggestions. 2　 Improvement Homework: Polish your passage, add more details (e.g., what you did to overcome failure), and make it more vivid. 3　 Expansion Homework: Share your passage with your family, talk about your failure experience and gains, and listen to their opinions. VI. Teaching Reflection 1. This class focuses on the 5 core activities designated by the user, follows the logic of "warm-up and lead-in — reading training — writing output", which is in line with the cognitive characteristics of Grade 8 students and the requirements of "Reading for Writing" in the textbook. The reading tasks are progressive, and the writing guidance is targeted, which can effectively mobilize students’ participation and basically achieve the teaching objectives. It also integrates the concept of precise teaching, focusing on students’ individual differences and practical experience. 2. Highlights: The reading section combines skimming and scanning skills to help students extract key information efficiently; the writing section provides structure and language guidance, and uses demonstration samples to reduce students’ writing difficulty, which is in line with the "double reduction" policy’s requirement of optimizing learning experience and reducing learning burden. At the same time, combining the passage with proverbs and life philosophy helps students establish a positive attitude towards setbacks. 3. Shortcomings: Some students with weak reading ability still have difficulties in extracting key information from the passage, resulting in incomplete chart filling; in writing, some students have insufficient vocabulary, incoherent expression, and fail to clearly express the process of turning pain into gain. Some students also have difficulty in understanding the profound meaning of the proverb and cannot combine it with their own experience. 4. Improvement Directions: In subsequent teaching, we can strengthen the training of reading skills, guide students to mark key information while reading; in writing, add more language accumulation activities, and provide more sentence patterns for students to use. We can also carry out more group discussions on setbacks to help students deeply understand the theme of "from pain to gain" and apply it to their own writing. In addition, we can implement stratified teaching according to students’ ability, designing different levels of reading and writing tasks to meet the needs of different students. 学科网（北京）股份有限公司 $