Unit 2 第4课时 Reading(Word教案)-【优翼·学练优】2026-2027学年八年级英语上册同步备课（外研版·新教材）

该教案聚焦刘墉巷历史故事及诗歌含义，通过图片导入提问并提供词汇支架，引导学生预测内容，结合阅读验证，播放视频补充背景知识，以分段总结大意、细节问答、诗歌分析构建学习支架，帮助学生逐步理解文本。 此资料亮点在于融合语言能力与文化意识培养，用视频和故事渗透宽容友善的传统文化，分段落总结与诗歌韵律分析提升思维品质，后续思考分享促进表达。具体如段落大意概括、诗歌含义讨论，既落实语言知识，又培养文化认同，步骤清晰且资源丰富，便于教师实施，助力学生提升阅读与人文素养。

第四课时　Reading Teaching Objects　【教学目标】 1.Learn the history of Liu Chi Xiang. 2.Discuss the meaning behind the poem. 3.Talk about what you learn from the story. 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 about Liu Chi Xiang to students, then ask them to answer the questions. · What can you see in the picture? · What place is the story about? · What do you think the story is about? Show the words and expressions to help the students. reach an agreement argue over dividing line neighbour give up kindness Page 28,2 1.Ask students to read the story and check their answers. Answers: Two families argued over the dividing line between their houses. Finally, each family decided to give up three chi for their neighbour out of kindness. ★Step 2　Pre-task【准备任务】 Play a video and help students to learn some background knowledge about Liu Chi Xiang. ★Step 3　While-task【过程任务】 Page 28 1.Ask students to summarize the main idea of each paragraph. Paragraph 1:________________________________________________________ Paragraph 2:________________________________________________________ Paragraph 3:________________________________________________________ Paragraph 4:________________________________________________________ 3.Check the answers with the class. Paragraph 1:The introduction of Liu Chi Xiang. Paragraph 2:The problem between the Zhangs and the Wus. Paragraph 3:The solution to the problem between the two families. Paragraph 4:The influence of Liu Chi Xiang. Page 30,3 1.Ask students to read again, then answer the questions about the story. · Where is Liu Chi Xiang in the story? · What’s special about it? · What did the two families argue about? · Who did the Zhang family ask for advice? · What suggestion did the Zhang family receive? · What did the Zhang family do then? · How did the Wu family behave? · What do the people of Tongcheng remember as they walk down the lane? 2.Check the answers with the class. Answers: ①In Tongcheng, Anhui. ②Because it’s perhaps the most famous narrow lane in China. ③They argued about the dividing line between their houses. ④They asked Zhang Ying who had a position high up in the government for advice. ⑤They received a poem which suggested that they should not quarrel over the three chi of land. Instead, they could give the three chi to their neighbour out of kindness. ⑥They stepped back three chi for their neighbour. ⑦They gave up another three chi. ⑧They remember how kindness encourages more kindness. Page 30,4 1.Ask students to answer the questions. ①How do you understand “as a gift” and “as time continues to drift” in the poem? ②What rhymes can you find in the poem? ③What's the effect of these rhymes? 2.Check the answers with the class. Possible Answers: ①“As a gift” means giving three chi of space to the neighbour kindly, showing an act of generosity. “As time continues to drift” implies that as time passes by, small things like the land for the wall won't matter anymore. ②The rhymes are “wall” and “all”, “gift” and “drift”. ③The rhymes make the poem sound like music and easy to remember. ★Step 4　Post-task【后续任务】 Page 30 Think and share 1.Ask students to think and share: ①What is your understanding of the title? ②Why does the writer use the poem in this story? ③What have you learnt from the story? 2.Give students some prompts. 3.Let some students share their answers. ★Step 5　Language points【语言要点】 1.Two local families, the Zhangs and the Wus, argued over the dividing line between their houses. They couldn’t reach an agreement. (1)两个逗号间的the Zhangs and the Wus是对名词短语two local families进行具体解释说明。例如: My friend, John, loves football.我的朋友，John，喜欢踢足球。 (2) argue over意为“就……争论”，其中over意为“与...…有关，关于”。例如: They always argue over who should pay the bill.他们总是争论谁应该付账单。 (3) reach an agreement意为“达成协议”。例如: The two countries reached an agreement after two weeks.两周后，两国达成了协议。 2.In return, they decided to do the same thing. in return意为“作为……报酬，作为……回报”。例如: I helped her move, and in return, she cooked me dinner.我帮她搬家，作为回报，她给我做了晚餐。 3.And so came the six-chi-wide lane between the two houses. 这句话主语比较长，为防止句子头重脚轻，谓语came提到了主语the six-chi-wide lane between the two houses前面。英文中有些句子没有宾语，且主语较长，可以把状语提前，而把主语放到谓语后面。例如: On the table stood two glasses and an empty bottle.桌上有两个玻璃杯和一个空瓶子。 After the party came a fireworks display in the garden.聚会后花园里放起了烟花。 4.The people of Tongcheng still keep the poem in mind. keep... in mind意为“把……放在心里, 把……记在心上。”例如: Keep in mind to lock the door when you leave.离开时记得锁门。 He always keeps her advice in mind.他总是牢记她的忠告。 ★Step 6　Summary　【课堂小结】 Ask students to use the students’ self-assessment form to check what they have learned in this lesson. I know the history of Liu Chi Xiang. I know the meaning of the poem. I can talk about what I learn from the story. ★Step 7　Homework【家庭作业】 1.Review the words and sentences. 2.Do the exercises in students’ book. Teaching reflection　【教学反思】 In this class, most students could answer the reading questions, but some students had trouble. Next time, I’ll explain more difficult words first and give more time for group talks to help them better understand the story. 学科网（北京）股份有限公司 $