资源简介

(共40张PPT)
《英语》（新标准）
初中修订版教材八年级下册
U2 Growing pains and gains
Starting out & Understanding ideas
Reading
（该部分建议根据实际情况用1-2课时完成）
1. 主题目标：
学完本单元后，学生能够正确认识成长过程中的各种烦恼，学会通过沟通解决问题，形成自我认同，增强自信心，培养以积极心态面对挫折的能力。
2. 结果产出：
学生录制一段播客（podcast），分享一个成长的故事。
3. 评价标准：
① 学生能够介绍人物的基本情况。
② 学生能够介绍人物在成长过程中的得失经历及其应对挫折的方法。
③ 学生能够正确评价人物的成长过程。
④ 学生能够尽可能多地使用本单元的核心词汇，尤其是生词。
⑤ 学生能够正确使用一般过去时的被动语态。
一、单元教学要求
已学已会：
熟悉单元话题成长（Growth），具备相应的内容认知和情感储备。能够运用一般过去时描述个人或他人经历困难、应对挑战并最终获得成长的记叙性内容。已系统学习了一般现在时被动语态的概念、结构及语用功能。了解日记的基本格式与文体特征，并具备初步的记叙文阅读能力，能够概括记叙文的主旨大意、梳理文本结构，进行简单细节推理并初步感知通过动作、语言及心理描写等手法表达情感。学生已具备通过听取关键词获取主要信息的基本听力技能。词汇方面，对个人情况简介、描述问题困难及解决方法和感悟收获、情绪情感等内容有一定的词汇积累。
二、学情分析
已学未会：
对记叙文（含日记）精准概括的能力和深入文本主题意义，系统梳理作者情感变化逻辑链条的能力需提升。对于涉及同一人物不同时期经历的文本，对比分析心理变化、时间跨度对主题的深化作用等关联性的能力较弱。对语法结构在复杂语境中的准确应用存在困难。对于同伴压力等相对抽象的话题难以系统阐述其具体表现形式及两面性影响。表达上缺乏清晰的话语框架来组织内容，导致表达缺乏条理和逻辑性。同时，相关话题的高阶词汇储备不足。
二、学情分析
未学不难：
通过有效迁移语文课关于戏剧文体的认知来学习英文剧本，可较容易地理解英文剧本基本结构特点。可迁移记叙文梳理故事脉络、划分意义段落的技能到戏剧故事脉络梳理。可迁移一般现在时被动语态的知识到一般过去时被动语态的学习。
二、学情分析
未学不易：
英文剧本新体裁难点在于领会其与台词之间的紧密关系。学生需要适应故事情节主要通过人物对话（而非叙述者讲述）来推进的核心叙事方式。围绕同伴压力话题，学生需学习辩证地分析其可能带来的积极影响（如激励进步）与消极影响（如盲目从众），属于高认知要求。在口语表达中，需突破简单描述，实现内容丰富、逻辑连贯且有一定深度的论述。在涉及挫折与成长主题时，学生难以自主将个人经历抽象并升华为成长的必然过程、积极应对挑战等具有普遍性的认知，也缺乏运用比喻性语言等进行生动、深刻表达的语言能力。学生将所学迁移至自身生活经验时往往流于表面化和口号化。本单元的教学难点集中于设计对比分析、正反辩论、结构化反思活动，提供充足的功能句型、分析框架、范例引导，并通过创设贴近学生经验的真实任务情境，促进深度学习与有效生成。
二、学情分析
1. 主题目标：
学生能够正确看待成长过程中与父母产生的矛盾，学会主动沟通，合理表达自己的观点，维系良好的家庭关系。
2. 结果产出：
学生完成一个故事写作，话题为A difficult experience with my parents。
3. 评价标准：
1）学生能够叙述一段与父母发生矛盾的经历；
2）学生能够描述事件的起因、经过和结果；
3）学生能够陈述从该经历中获得的启示；
4）学生能够尽可能多地使用本板块的核心词汇和学生用书Useful expressions中的表达;
5）学生能够正确使用一般过去时的被动语态。
一、教学要求
二、学情分析
学生熟悉成长及应对家庭矛盾的话题；学习过一般过去时描述遇到及解决困难的经历。已具备一定记叙文阅读能力，理解主旨大意、结构特点及通过动作、语言、心理活动表达情绪情感的写作手法。
已学已会
首次接触英文剧本，可迁移语文所学，较容易理解其文体特征。尽管第一次尝试将戏剧脚本按照故事发展分成不同的部分，但有之前记叙文结构梳理，不难完成。此外，过去时被动语态学习可迁移一般现在时被动语态的相关知识。
未学不难
分析并体会stage directions对刻画人物性格、表达人物情感及推动故事情节的重要作用。
未学不易
对深层主题意义理解方面不够准确和深入；在应用被动语态时，会在结构和恰当性方面频繁出现问题。
已学未会
《英语》（新标准）初中修订版8BU2
Starting out & Understanding ideas之阅读
(该部分建议根据实际情况用2课时完成）
通过本课时学习，学生能够：
1. 借助图片、视频、词云和单元导语，了解本单元话题和学习任务， 并反思自己对“成长”已有的认识；
2. 理解剧中母子之间的“冲突”及原因，并能够联系自己，反思自己与父母的“矛盾”；
3. 通过梳理母子之间矛盾和情绪变化的描述，扩大词汇语义网，学习描述家庭矛盾和各自情绪变化；
4. 角色表演母子从产生冲突到解决冲突的经历，体会语调、语气、肢体语言对于戏剧中情感表达的重要性;
5. 理解剧本主题意义，反思自己与父母之间的沟通交流，学习处理自己与父母之间的矛盾。
一、教学目标
：一般过去时被动语态的接触、体验，为下一课时语法学习铺垫；
二、核心语言
核心语法
核心词汇
get sb., worried, read, tonight, run through, out of breath, promise, interrupt, deal, head back, keep promise, realise, halfway, notice, lamp, thin, blouse, pale, lost, send...home, address, check, band, attach, wrist, police station, until, pick up, be cross with, phone, think of, understand, be proud of
What has the girl gained
What is the title of Unit 2
Is growing pains or gains
What will we learn about growing in this unit
Dealing with family
problems
Dealing with peer
pressure
Dealing with failure
What will we do by the end of this unit
We will podcast a growth story.
Do you know the book Anne of Green Gables
Discuss and say
View and say
1. What were Anne's “growing troubles”
2. How was Anne in the end
Did she solve her problems
We all have our pains as we grow up.
3. What have you learned from Anne's story
1. What are these words about
2. Which words are about growing pains
Which ones are about growing gains
Make the word map.
Understand and say
pains
gains
challenge
mistake
loss
risk
failure
fear
confidence
happiness
courage
responsibility
hope
learning
Understand and say
Pick up two words from the word map.
Explain your understanding of growing with them.
Pairwork and say
I think growing means risk and challenge. As we grow, we often meet problems, need to try new things and we are not sure about the result. It feels like taking a risk.
Think and tick
1. What do your parents expect from you
Tick from the list.
I should always keep my promises.
I should never go home late.
I should never make my parents worried.
I should always make my parents proud.
Discuss and share
2. How would your parents feel if you didn’t
meet their expectations
3. How would you feel about it
Predict and say
According to the picture and the title,
what do you think happened between the mum and the son
How do you know
Read and check
What special things do
you know about a play
A play
stage
directions
lines
Read and check
What really happened between the mum and the son
Read and take notes
1. When and where did the play take place
2. What happened at the beginning of the play
How did they feel
3. What explanation did the son give to his mum
(Why was he late？)
4. What did they do after the son's explanation
How did they feel
Read and take notes
1. When and where did the play take place
Setting: in the living room, 10:27 pm
Stage
instructions
Read and take notes
2. What happened at the beginning of the play
How did the mum and the son feel
Beginning:
the problem
The promise
wasn't kept.
Mum: worried
angry
Son: in a hurry,
worried,
sorry
Read and take notes
3. What explanation did the son give to his mum
(Why was he late )
Middle:
The son's explanation
his phone
an old woman
Read and take notes
4. What did they do after the son's explanation
How did they feel
End:
Understanding each other
Mum: sorry,proud
Son: sorry
Think and share
What does “get” mean in the title
Choose another suitable title for the play.
a. Remember what I taught you
b. Always help the elderly
c. Please listen to me
Think and share
So what helped to solve the problem
between the son and the mum successfully
What have you learned from the play
Review the story
Review the story with your notes.
Then complete the notes.
1. heading back
2. his phone
3. old woman
4. pale
5. call
6. took
7. pick up
8. worried
9. proud of
How do mum's and son's feelings change as the story develops
Complete the table with words or expressions showing their feelings.
Plot Words and expressions Feelings
Beginning Son —
Mum —
Middle Son —
Mum —
End Son —
Mum —
In a play, both stage directions and lines are important.
Plot Words and expressions Feelings
Beginning runs through..., out of breath, breathing quickly, in a low voice, I’m back..., But... Son — worried, nervous
is sitting in the living room, worried， The clock reads 10:27 pm. Mum — worried
Look at the time! A deal is a deal! interrupting Mum — angry
Middle Mum, please listen...！ son — frustrated, sad
Then why are you late Why did it take that long to get your phone Mum — doubt
Then you sent her home Then what did you do Mum — curious
End Oh, what a night! I’m sorry being cross with you. Oh, I didn’t think of that... Sorry, mum... Mum — sorry
Son — sorry
Now I understand you. I’m very proud of you. Mum — proud
Read aloud
Read aloud along with the recording.
Pay attention to the pronunciation and tones.
Some facial expressions and body language may help to express the characters' feelings.
Role-play
Roles Pronuncication Tones Facial expressions Body language
Narrator
Mum
Son
What makes a good role-play
Group of three: Narrator, Mum, Son
Read from the script or perform based on notes.
5 =Excellent 3 = OK 1 =Needs to be improved
Discuss and share
What kind of person do you think the son is
Why do you think so
kind and helpful, the old woman, lost, took her to the police station, waited
Discuss and share
What advice can you give the son and his mother
My advice to the son is to think about his mother's feelings more. For example, whenever there is something emergent or urgent, let his mum know about it as soon as possible. He shouldn't let her worry.
My advice to the mother is to trust her son more and be more patient. She should realise he is very responsible. When she is worried, she can call her son to check what's happening. She should listen first instead of interrupting him.
1.必做Compulsory:
以儿子的视角将剧本中母子产生误会到通过沟通解除误会的经历转写成一篇记叙文，建议分成几个段落，包含Beginning, Middle, End, Gains等内容。
2. 选做Optional:
将自己与父母产生矛盾并通过沟通解决矛盾的经历编成一个剧本。注意舞台指导stage directions和台词lines对推动故事发展及人物情感表达的重要作用。
Homework
仅供参考学习，谢谢！

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