Unit 2 Developing ideas (Reading for writing) 教学设计 2026-2027学年英语外研版八年级上册

Unit 2 Getting along Developing ideas (Reading for writing) 课 题 Unit 2 Getting along — Developing ideas (Reading for writing) 课 型 读写课(Developing ideas Reading for writing) 课 时 第四课时(45分钟) 授课年级 八年级上册 教 材 外研版(2024)英语八年级上册 话 题 Six chi away, but closer together 六尺巷——谦让包容、和睦相处(Kindness encourages more kindness.) 核心素养目标 语言能力 掌握本课核心词汇 narrow、argue、divide、act、deeply 及其搭配,就本课时话题进行探讨,理解并概括文章的主要内容,捕捉文章的语言特征(诗歌押韵)。 文化意识 通过六尺巷的故事学会谦让包容,正确理解和看待矛盾冲突,与他人和睦相处,感受中华优秀传统文化中「让」的智慧。 学习能力 通过阅读语篇获取关键信息完成活动;能够分析篇章结构,总结框架完成并分享自己的作文,基于阅读语篇进行知识迁移。 思维品质 通过教学活动的开展,锻炼学生的阅读与写作能力,分析篇章结构,提升逻辑思维能力,在思考和运用的过程中发挥创造力。 教学重点 ①按 Introduction—The problem—The solution—The influence 回答故事八问,理解六尺巷故事的完整脉络②理解诗中 as a gift 与 as time continues to drift 的含义及押韵(wall/all、gift/drift)的表达效果③借助六问图表(when/where/who/problem/solution/lesson)仿写一篇关于人与人之间理解的小故事 教学难点 ①分析文章的篇章结构,掌握文章内容,提炼关键信息,形成清晰的知识结构框架②仿照语篇进行写作,基于阅读语篇完成知识迁移 教学过程 教学环节 教师活动 学生活动 热身导入 Free talk FREE TALK:Have you ever had a disagreement with others? How did you resolve it? 你和别人有过矛盾吗?你是如何解决的? 引导学生用「起因+经过+化解」三步讲述(We argued over / Then / In the end, we),预演后面故事的结构。 自由讲述自己与他人的矛盾及化解方式; 带着「古人如何化解矛盾」的问题进入阅读。 读前预测 Pre-reading Look at the picture and answer the questions. Use the words and expressions to help you. 观察图片,借助提示词回答:reach an agreement 达成一致/argue over 为……争吵/dividing line 分界线/neighbour 邻居/give up 让出/kindness 善意。 1 What can you see in the picture? 你在图中看到了什么?2 What do you think the story is about? 你觉得这个故事讲什么?Read the story and check your answers. 读故事核对答案。 描述图片内容并借助六个提示词预测故事主题; 把六词连成一句话的预测(Two neighbours argue over a dividing line, then both give up and reach an agreement); 读故事验证预测。 精读八问 Intensive reading Answer the questions about the story. 回答关于故事的问题。【Introduction 引言】1 Where is Liu Chi Xiang in the story? 六尺巷在哪里?——Liu Chi Xiang is in Tongcheng, Anhui. 在安徽桐城。2 What's special about it? 它有何特别之处?——It is famous for its story of kindness and compromise between two families. 因两家人善意谦让的故事而闻名。 【The problem 矛盾】3 What did the two families argue about? 两家人为什么争吵?——They argued over the dividing line between their houses. 为两家房屋之间的分界线争吵。4 Who did the Zhang family ask for advice? 张家向谁求助?——They asked Zhang Ying, their relative who held a high government position. 向在朝廷身居高位的亲戚张英求助。 【The solution 解决】5 What suggestion did the Zhang family receive? 张家收到什么建议?——They received a poem advising them to yield three chi to their neighbor. 收到一首建议他们让地三尺的诗。6 What did the Zhang family do then? 张家随后做了什么?——They stepped back three chi for their neighbor. 为邻居退让三尺。 【The influence 影响】7 How did the Wu family behave? 吴家有何反应?——They were deeply moved and also gave up three chi in return. 他们深受感动,也退让三尺作为回报。8 What do the people of Tongcheng remember as they walk down the lane? 桐城人走过小巷时记起什么?——They remember how kindness encourages more kindness. 记得善意会催生更多善意。 按四段标签定位原文,独立回答八问; 同桌核对后按 Introduction Problem Solution Influence 复述完整故事; 提炼主线:争一分界线 让出三尺 感动回让 善意相传。 诗歌品读 Poem study ①How do you understand "as a gift" and "as time continues to drift" in the poem? 如何理解诗中的 as a gift 与 as time continues to drift?——"As a gift" suggests that yielding three chi to the neighbor is an act of generosity, not a loss. "As time continues to drift" implies that material possessions (like land) are temporary, while kindness and harmony endure. 「作为礼物」说明让地三尺是慷慨之举而非损失;「随时间流逝」暗示土地等物质财富是暂时的,而善意与和谐长存。 ②What rhymes can you find in the poem? 诗中有哪些押韵?——"wall" and "all"(前两行);"gift" and "drift"(后两行)。 ③What's the effect of these rhymes? 这些押韵有什么效果?——The rhymes make the poem rhythmic and memorable, reinforcing its moral lesson about kindness and compromise. 押韵使诗歌有节奏、易于记诵,强化了关于善意与谦让的道德寓意。指导学生答「效果题」套公式:押韵使诗歌 rhythmic and memorable+强化 moral lesson。 先解诗意(gift=慷慨而非损失;drift=物质短暂、善意长存),再品音韵; 朗读诗歌,体会 wall/all、gift/drift 的交叉押韵; 用「效果公式」两句话作答押韵的作用。 深层理解 Think and share ①What do you think the title means? 标题什么意思?——The title "Six chi away, but closer together" refers to the physical space (six chi) created by compromise, which actually brought the two families closer emotionally. It symbolizes how generosity and understanding can strengthen relationships despite disagreements. 「让出六尺,却更亲近」指谦让让出的六尺物理空间反而让两家人情感上更亲近。 ②Why does the writer use the poem in this story? 作者为何在故事中引用这首诗?——The poem conveys the moral lesson in a concise, memorable way, emphasizing that yielding to others is not a loss but a meaningful act of kindness. It also adds cultural depth to the story.(Learning to think for question 2:Writers may use other people's words to make their ideas stronger and more believable. Understanding them helps us know the theme better. 作者可能引用他人的话使观点更有力更可信,理解它们有助于把握主题。) ③What have you learnt from the story? 你从这个故事学到了什么?——The story teaches that kindness and compromise can resolve conflicts and create lasting goodwill, as small sacrifices often lead to greater harmony. 善意与谦让能化解冲突、创造持久的友好,小小的牺牲往往带来更大的和谐。 引导:答「学到什么」从故事回到自己——回想 Free talk 里说的那次矛盾,用故事里的善意与谦让重演它会怎么做。 解读标题中「物理距离变远、心理距离变近」的对比; 说明引用诗歌的两个作用(简洁传达寓意+增添文化深度); 联系自己的矛盾经历,说出故事给自己的一句启示。 写作输出 Writing Write a short story about understanding between people. 写一篇关于人与人之间理解的小故事。Step 1:Organise your ideas by answering the following questions. 按六问列提纲——1 When does the story happen? 故事发生在什么时候?2 Where does the story happen? 发生在哪里?3 Who are the main characters of the story? 主人公是谁?4 What problem do the characters face? 角色面临什么问题?5 How do the characters solve the problem? 他们如何解决?6 What does the story teach us about relationships? 这个故事教给我们什么相处之道? Step 2:Write about your story with the help of the chart. 依据图表写作。Step 3 自查:Did you include characters, a setting and events? use the words and expressions from the reading passage? give your opinion about the importance of understanding others? Step 4:Share your story with the class. 全班分享。 范文精读 The Fence Between Neighbors《邻居之间的篱笆》:The story takes place in a small village during a hot summer in the early 1900s. It happens in Willowbrook, a peaceful village surrounded by green fields, where two neighbors live side by side. The main characters are Mr. Thompson, a stubborn but hardworking farmer, and Mr. Lee, a quiet and kind gardener. One day, Mr. Thompson builds a tall fence between their properties, claiming that Mr. Lee's trees are shading his crops. Mr. Lee feels hurt but says nothing. The fence blocks sunlight from both sides, and soon, both men's plants begin to wither. One evening, Mr. Lee brings a basket of ripe peaches from his garden to Mr. Thompson. Surprised, Mr. Thompson realizes his anger only harmed them both. The next day, he removes part of the fence. Together, they replant their gardens so both get enough sun. The story teaches that communication and kindness can break down barriers. Instead of building walls, understanding each other's needs leads to better outcomes for everyone. 带领学生标注范文与六问的对应关系,提示给「矛盾物」(篱笆)找一件「善意信物」(一篮桃子)。 选定题材,按六问填写提纲; 精读范文,标注六段与六问的对应关系; 依据提纲成文,对照 Step 3 三项自查清单修改; 全班分享习作,互评「人物背景事件是否齐全、是否用上课文词句、有无评价句」。 词汇归纳 Vocabulary 学习 narrow:搭配 narrow street 狭窄的街道/narrow escape 侥幸逃脱——She had a narrow view of the world until she traveled abroad. 她出国旅行前,世界观很狭隘。Narrow down the options to three best candidates. 把范围缩小到三个最佳候选人。 学习 argue:搭配 argue with sb. 与某人争论/argue about/over sth. 为某事争吵——They argued over who should pay the bill. 他们为谁该付账争吵起来。It's useless to argue with a stubborn person. 和固执的人争论是徒劳的。 学习 divide:搭配 divide into 分成……部分/divide by 除以——The river divides the city into two parts. 这条河将城市一分为二。12 divided by 3 equals 4. 12 除以 3 等于 4。 学习 act:搭配 act of kindness 善举/in the act 当场——Helping the old man was a true act of courage. 帮助那位老人是真正的勇敢之举。The thief was caught in the act. 小偷被当场抓住。 学习 deeply:搭配 deeply moved 深受感动/deeply regret 深感遗憾——She was deeply touched by their generosity. 他们的慷慨让她深受感动。He deeply regretted his harsh words. 他对自己说的狠话深感后悔。 按课文故事线串记五词:narrow lane argue over dividing line act of kindness deeply moved; 逐词学习搭配与例句; 对照随堂检测四题的题干句式记忆搭配(第 4 题用过去式 argued)。 随堂检测 Testing 完成随堂检测:教师发放随堂检测题,学生限时独立完成后,教师逐题核对讲评。 【一、根据句意及汉语提示补全句子】 1. 这一传统在当地文化中根深蒂固。The tradition is rooted in local culture. 2. 帮助残疾人是慈善行为。It is an of kindness to help disabled people. 3. 这条狭窄的小巷勉强能容下两个人。The alley was barely wide enough for two people. 4. 律师辩称证据不足。The lawyer that the evidence was insufficient. 限时独立完成随堂检测,不看笔记、不讨论; 完成后与同桌交换互批,逐题核对答案并订正; 订正后用红笔标注错题涉及的词汇搭配,纳入个人复习清单。 参考答案:1. deeply 2. act 3. narrow 4. argued 归纳与作业 Summary & Homework Summary:Vocabulary—narrow, argue, divide, act, deeply;Reading—Six chi away, but closer together(六尺巷:矛盾 谦让 回让 善意相传);Writing—六问图写理解的小故事。 Homework:Review the key words, expressions and sentence patterns in today's lesson. 复习本课重点词汇、短语与句型。Write a short passage about understanding between people. 写一篇关于人与人之间理解的小短文——按六问图打草稿再成文,收尾必须有一句 opinion。 对照故事八问与六问图自查本课掌握情况; 记录两项作业:复习词汇句型;完成理解主题小短文。 作业设计(分层) 【基础 必做】抄写并记忆本课 5 个重点词汇与搭配(narrow street/argue over/divide into/act of kindness/deeply moved),朗读六尺巷故事。 【提升 选做】Write a short passage about understanding between people. 写一篇关于人与人之间理解的小短文(按六问图成文,用上课文词句并给出关于理解他人的评价)。 【拓展 挑战】把六尺巷的故事用 4—5 句英语讲给家人听,并收集一条中国古人类似「谦让」的名言或典故,下节课分享。 板书设计 Unit 2 Getting along — Six chi away, but closer together 六尺巷 故事线:argue over the dividing line(争分界线) a poem: yield three chi(诗让三尺) step back three chi(退让) deeply moved, give up three chi in return(回让) kindness encourages more kindness(善意相传) 诗歌:义——as a gift(慷慨非损失)|as time drifts(物质短暂,善意长存);音——wall/all、gift/drift 押韵 写作六问:when where who problem solution lesson 词汇:narrow street|argue over|divide into|act of kindness|deeply moved 教学评价与反思 1. 目标—评价对应(教-学-评一体化): 素养目标 课堂评价任务与证据 语言能力:掌握词汇搭配并读写迁移 读前六词预测;故事八问;随堂检测四题 文化意识:学会谦让包容、和睦相处 六尺巷故事研读;联系自身矛盾谈启示 学习能力:分析篇章结构并总结框架 四段八问定位;六问图表提纲;Step 3 自查清单 思维品质:提炼关键信息并迁移创造 诗歌义音两品;标题对比解读;习作互评 2. 预设反思点: Free talk 的矛盾经历与六尺巷故事同构,三步讲述预演了故事结构;读前六词连句预测,读中按四段标签定位答题,降低阅读盲区;诗歌品读按「先义后音」两把钥匙展开,效果题给出两句话公式,避免空泛作答;Think and share 引导从标题对比、引用作用到个人启示层层深入,落实 Learning to think;写作先精读范文并标注与六问的对应关系,再按六问图成文,并提示给矛盾物配善意信物的构思技巧;词汇五词与随堂检测四题一一对应,当堂闭环。 学科网(北京)股份有限公司 $