Unit 2 第5课时 Writing(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）

该教案聚焦故事结构学习及人际理解主题写作，通过展示思维导图分析刘慈香故事结构，引导学生回忆并分享自身冲突经历，搭建从文本分析到个人经验的学习支架，梳理故事要素组织脉络。 特色在于以思维导图和范文为双支架，结合小组合作与同伴互评。通过思维导图培养思维品质中的分析与组织能力，范文示例提升语言能力的表达准确性，同伴互评清单（如角色、场景、观点等）强化学习能力的主动反思。助力学生掌握故事写作逻辑，为教师提供清晰教学流程与评估工具。

第五课时　Writing Teaching Objects　【教学目标】 1.Learn the structure of a story. 2.Write a short story about understanding between people. 3.Share your story about understanding between people with the class. 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 students the mind map in Exercise 5, step 1, on P31. Ask them to analyze the structure of Liu Chi Xiang’s story. 2.Ask students if they have ever had or watched an argument or conflict, what it was about and how it was solved. 3. Select some students to share their experience with others. ★Step 2　Pre-task【准备任务】 1.Let each student think of an argument or conflict they have ever experienced. 2.Ask students to work in groups of four and share their experiences with their group members. ★Step 3　While-task【过程任务】 1.Let students organise their ideas and complete the mind map in Exercise 5, step 1. In order to help students better finish this task, the teacher can show them an example. 2.Ask students to write about their stories with the help of the questions in step 1. Before writing, present a sample story to students. Sample writing: One Monday afternoon after school, Tom and Jerry were in the school library. They both wanted to borrow the only copy of their favorite book. Since the library couldn’t lend it to both of them at once, they started arguing about who should borrow it first. Tom soon calmed down. He suggested they read the book together in the library that day. Jerry thought it was a good idea. Then they found a quiet corner and read the book together. This story shows that in friendships, it’s important to be kind and think of each other. By working together, we can solve problems and keep our friendships strong. Sometimes, sharing isn’t just about giving something up—it’s about gaining something even better. ★Step 4　Post-task【后续任务】 1.Have students exchange their passages with a partner. 2.Ask students to check their stories as follows. · Did you include characters, a setting and events? · Did you use the words and expressions from the reading passage? · Did you give your opinion about the importance of understanding others? 3.Invite some students read their writings to the class. ★Step 5　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 structure of a story. I can write a short story about understanding between people. I can share my story about understanding between people with the class. ★Step 6　Homework【家庭作业】 Further polish your writing according to the evaluation criteria. Teaching reflection　【教学反思】 The mind map in Exercise 5 is very helpful for students because it shows the basic elements and the structure of a story clearly. Before the writing task, I asked students to analyze the structure of Liu Chi Xiang’s story, which helped them apply the mind map to organize the key elements of a story. During the writing exercise, most students could write the outline of their story; however, some of them had difficulties in connecting sentence and making their passages coherent. In the future, I will focus on helping them make their sentences more logical and coherent, such as by practicing the use of transition words and maintaining a clear narrative order. 学科网（北京）股份有限公司 $