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基于课程标准的“教-学-评”一致性课堂教学设计
科目 英语 授课教材 外研版八年级下册
授课题目 Unit 2 Growing pains and gains Understanding ideas- reading 课时 课型 第 2 课时阅读课
主题情境 人与社会-成长 授课教师
语篇研读 【What】 本课时语篇为一篇题为“You just don ’t get me! ”的短剧剧本。内容讲述了一名儿子因在回家路上帮助一位迷路的老人而未能遵守与母亲约定的回家时间，导致母亲起初的担忧与愤怒。在儿子详细解释事情经过后，母亲最终理解了儿子迟到的原因，并为他助人的行为感到骄傲。语篇通过母子间的对话，展现了亲子间因期望、承诺、沟通不畅而产生的“成长烦恼 ”以及其中蕴含的责任与成长。 【Why】 该语篇旨在引导学生思考并探讨成长过程中常见的亲子关系问题，特别是父母期望与孩子行为之间的冲突与和解。它强调了沟通、理解和责任感在化解矛盾中的重要性。通过分析儿子的助人行为与对承诺的违背之间的两难情境，语篇启发学生辩证地看待规则与善意、责任与成长之间的关系，培养其共情能力、批判性思维以及解决问题的意识，深化对“成长 ”复杂内涵的理解。 【How】 语篇的文体为剧本，结构清晰，包含场景设置、人物、对话和舞台提示。内容特征上，以对话驱动情节发展，冲突集中，结局具有教育意义。语言特点鲜明：大量使用口语化和生活化的对话语言，如“A deal is a deal! ”、“I ’m sorry for being cross with you. ”；运用了多种动词时态和从句来叙述事件经过；并通过语气和括号内的描述来生动刻画人物的情绪状态，使故事富有戏剧性和真实感。
学情分析 八年级学生已具备阅读和理解简单英文短剧或故事的能力，能够识别基本的情节、人物和冲突。他们对亲子关系话题有亲身经历和感受，能联系自身理解父母期望。学生已掌握一般过去时等基本时态，能够进行简单的观点表达。学生需要提升从剧本对话中推断人物情感、动机及深层含义的深度阅读能力。他们需要学习分析具体情境中的矛盾与抉择，发展批判性思维和多元视角。此外，需运用更丰富的语言和清晰的逻辑，就复杂的人际关系问题提出建设性建议，并能够归纳整理故事要点。
/ 让教学更有效 高效备课 | 英语学科
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学生存在问题：1. 理解剧本中口语化、带有情绪色彩的语句的准确含义可能存在困难。 2. 在“Think and share ”环节，从理解情节到给出有针对性、平衡双方立场的建议，思维跨度较大，可能流于表面或偏颇。 拟解决措施：1. 通过角色朗读、语气模仿和语境释义，帮助学生体会台词背后的情绪与态度。2. 利用教材提供的“Learning to think ”支架，明确“换位思考 ”的方法，引导学生分别梳理母子双方当时的“想法、感受、关键问题 ”，再基于此组织语言提出建议，降低思维难度，提升建议的合理性与深度。
课标要求 1. 学生应能根据标题、插图、语境等预测和理解语篇的具体内容、大意和主题，如通过剧本标题和开场描述把握亲子冲突的主题。 2.学生应能围绕相关主题，运用所学语言，与他人进行日常交流，如讨论父母期望、分享对剧本人物和事件的看法。 3.学生应能理解和推断语篇中人物的情感、态度和观点，如分析剧本中母亲从生气、担忧到骄傲的情感变化，以及儿子的想法和行为动机。 4.学生应能理解基本的语法结构和常用表达方式，如理解剧本中使用的过去时态、对话中的口语化表达和情感词汇。 5.学生应能理解语篇中显性或隐性的逻辑关系，如分析儿子迟到原因与母亲情绪反应之间的因果关系，以及助人行为与违背承诺之间的矛盾与统一。 6.学生应能运用所学词块和语法结构进行简单的书面和口头表达，如完成基于剧本的笔记填空，并回答思考分享问题。 7.学生应能通过课程学习，懂得理解与体谅，学会处理与父母的关系，这体现了对家庭责任与个人成长的思考。
教学目标 通过本节课学习，学生能够： 1 ．通过阅读剧本“You just don ’t get me! ”，理解故事的主要情节、人物关系及冲突核心，即儿子因助人而违背回家承诺所引发的亲子矛盾。从剧本对话和细节描述中， 推断和分析母亲与儿子各自的情感变化、想法及行为动机。（学习理解） 2.运用从剧本中获得的信息和语言，完成关于故事背景、人物和情节发展的笔记填空练习，并能够为剧本选择另一个合适的标题。基于对剧本的深入理解，结合“Learning to think ”的提示，尝试从母亲和儿子双方的不同视角出发，分析他们的想法、感受及面临的关键问题。（应用实践） 3.运用批判性思维和共情能力，就剧本中的亲子沟通问题提出合理、具体的建议，并反
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思自身在类似情境中如何更好地处理期望、责任与沟通。（迁移创新）
教学重难点 重点： 1. 引导学生通过阅读剧本，准确理解故事的情节发展、核心冲突（违背承诺与助人为乐）以及人物（母亲与儿子）的情感变化过程。 2. 指导学生运用从剧本中获取的关键信息，完成对故事要素（背景、人物、情节）的归纳与整理，如完成笔记填空。 3.帮助学生基于文本证据，分析和评价剧本中人物的性格与行为，并能围绕亲子沟通问题展开初步的讨论与分享。 难点： 1.如何引导学生超越表层情节，深入理解人物行为的复杂动机（如儿子的责任感与疏忽、母亲的担忧与期望），并体会口语化、情绪化台词的深层含义。 2.如何指导学生有效运用“换位思考 ”的策略（Learning to think），从母亲和儿子双方的不同视角全面分析问题，并在此基础上提出平衡、具体且有建设性的沟通建议。
核心语言 【核心词汇】 与剧情和描述相关的词汇：promise, worried, proud, cross (adj. 生气的) ， pale, lost, attached, information, police station 动词短语：be out of breath, head back, go back to, pick up, be taken home 人物与物品：old woman, blouse, wrist, jacket 【核心句型】 表达期望与规则的句型： What do your parents expect from you I should always keep my promises. Do you remember your promise A deal is a deal! 描述过去事件与解释原因的句型（大量使用一般过去时）： I promised to be back before 9 tonight. / I was heading back at 8:30. I realised that my phone was at Jiacheng’s house. I noticed an old woman... She looked pale. / I asked her if she needed help. I couldn’t call her family without my phone. / So I gave her my jacket and took her to...表达情感与反应的句型： I’m sorry for being cross with you. / I was so worried! Now I understand. I’m very proud of you.
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提出建议的引导句型： What kind of person do you think ... is What advice can you give ...
To give good advice, you should try to understand their point of view. 【语法知识】 理解并运用一般过去时 (was/were, promised, realised, noticed, asked, said, checked, saw, gave, took, waited, ran) 来叙述过去发生的事件和描述状态。 初步接触过去进行时 (was heading back) 在叙事中的用法。 理解连词和从句在组织复杂叙事中的作用 (that, but, so, until, after that)。
教学工具 PPT ，教材
教学策略 情景体验式教学、启发式教学，任务型教学
教学过程
教学环节 教学活动 学生活动 设计意图
Part1： Lead in （2min） Let’s review the words together. 复习单词。 通过复习词汇激发学习兴趣，为后续阅读教学做铺垫。培养学生观察能力和英语表达能力，建立新旧知识联系，引入下一环节。
效果评价： 自评、师评。教师观察学生能否复习所学的词汇，了解学生对该主题的语言储备，并根据学生回答问题的表现，适当调整设问方式，及时给予鼓励。
Part 2： Pre-reading （5min） Tick from the list. What do your parents expect from you 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 学 生 回 答 问题，提前感知本 课 学 习 文本。 通过学生讨论，激发学生对该话题的兴趣，引导学生主动对该话题进行初步探究，帮助学生更好理解文本内容。
效果评价： 自评、师评。教师观察学生能否根据问题拓展思维，对本单元核心话题进行初步的讨论。
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Part 3： While-reading （12min） 1.Read the play. What does the mother expect from her son 2. Read and answer: What happened What does mother say 学生阅读文章并回答问题。 通过多层次阅读活动培养学生理解能力，帮助学生梳理、学习和内化关键句型与重点语言，为进一步在现实生活情境中运用所学做好铺垫。
效果评价：师评， 自评，教师根据学生的回答，判断其获取并记录信息的全面和准确程度，阅读是否流畅、语言是否准确，表达是否流畅，把握学生对重点语言表达的学习和内化情况。
Part 4： Post-reading （11min） 1.Choose another suitable title for the play. a Remember what I taught you. b Always help the elderly. c Please listen to me. 2. Complete the notes with the correct form of the words and expressions from the play. 学 生 阅 读 文章，并回答问题。 培养学生在真实情境中运用语言和文化知识解决实际问题的能力，推动迁移创新。
效果评价：师评， 自评，教师观察学生是否积极参与，观察学生在班内运用所学语言交流的情况，并及时给予指导或鼓励，评价教与学的成效。
Part 6： Exercises（8min ) Teacher assigns the test. 完 成 课 堂 练习。 让学生在课上练习消化知识点，及时操练重点知识点和目标语言，让教师把握学情。
Part 7： Summary（2min ) Summarize the key content in this lesson. 跟随老师一起进 行 内 容 总结。 总结本课所学内容，巩固加深印象。利用将思维导图给学生进行有序的梳理。
Part 8： Must do: 将家庭作业做 作业布置落实双减政策，减
Homework （1min） 1.记忆本节课的单词和短语，重点句型; 2.完成课后的相关练习。 Choose to do: 联系生活：思考一次你与父母因误会或不同看法而产生的小矛盾。如果运用今天学到的“换位思考 ”，你会如何更好地处理？请简要记录下来。 好记录。 量不减质，重视实际场景的交际应用，减轻机械操练。
板书设计 Unit 2 Growing pains and gains Understanding ideas- reading What does the mother expect from her son What happened What does mother say
教学反思 本节课作为阅读课，基本达成了引导学生理解剧本内容、分析人物情感、探讨亲子沟通问题的目标。亮点在于教学设计紧扣“换位思考 ”这一核心思维策略，通过多层次阅读任务引导学生逐步深入文本，并结合生活实际进行迁移，体现了对思维品质的培养。不足之处在于，教学过程中的学生活动设计可以更具互动性和生成性。例如， “While-reading ”环节的问题（What happened What does mother say ）较为笼统，未能精准引导学生关注对话中的情绪线索和冲突细节，可能导致部分学生停留在情节表面。此外，“Post-reading ”环节的思维活动时间略显仓促，未能充分展开小组讨论或角色扮演来内化“换位思考 ”策略。 改进措施：1. 优化阅读任务设计，将“While-reading ”的概括性问题细化为更具引导性的任务链，如“找出母亲情绪变化的词语 ”、“找出儿子解释迟到的关键步骤 ”，引导学生关注语言细节。2. 在“Post-reading ”环节，可增设小组活动，让学生分别从母亲和儿子的视角进行“ 内心独白 ”或模拟“事后沟通 ”，在语言输出中实践换位思考，深化对主题和沟通策略的理解。
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Understanding Ideas-Reading
Unit 2 Growing pains and gains
外研版英语（新教材）八年级下册
Contents
Review
1
Brfore reading
2
While reading
3
After reading
4
Exercise
5
01. Review
Review
Let’s review the words together.
promise /pr m s/ 承诺；诺言/许诺；承诺
tonight /t na t/ （在）今晚；(在)今夜
interrupt / nt 'r pt/ 打断某人讲话，中断行动
realise / r la z/ 理解；领会；认识到
lamp /l mp/ 灯笼
blouse /bla z/ （女式）短上衣；衬衫
pale /pe l/ 苍白的；灰白的
attach / 't t / 系；绑；贴
Review
Let’s review the words together.
wrist /r st/ 手腕
policeman /p li:sm n/ 男警察
elderly / eld l / 年老的；渐老的
plot /pl t/ 故事情节
point /p nt/ 得分；点/指；指向
02. Before reading
Tick from the list. What do your parents expect from you
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
Before reading
Think and talk
03. While reading
While reading
Read the play. What does the mother expect from her son
[Mum is sitting in the living room, worried. The clock reads 10:27 pm. The son runs through the door, out of breath.]
Son: (breathing quickly) I'm back...
Mum: Look at the time! Do you remember your promise
Son: (in a low voice) Yes, I promised to be back before 9 tonight.But...
Mum: (interrupting) A deal is a deal! The promise wasn't kept,so you can't stay out late next time.
Son: Mum, please listen... I was heading back at 8:30.
Mum:Then why are you late
Son: On my way back, I realised that my phone was at Jiacheng's house. I had to go back to
What happened
Read the play. What does the mother expect from her son
get it.
Mum: Why did it take that long to get your phone
Son: Halfway back, I noticed an old woman under a street lamp. She was wearing a thin blouse and it was cold. She looked pale. I asked her if she needed help. She said she was lost.
Mum:So you sent her home
Son: No! She couldn't tell me her address.
Mum:Then what did you do
Son: I checked and saw that a yellow band was attached to her wrist. It had her information on it.But I couldn't call her family without my phone. So I gave her my jacket and took
While reading
Read the play. What does the mother expect from her son
her to the nearest police station. I waited with her until she was taken home by a policewoman. After that I ran to pick up my phone and came home.
Mum: Oh, what a night! I'm sorry for being cross with you. But why didn't you phone me from the police station I was so worried!
Son: Oh, I didn't think of that... Sorry, Mum...
Mum: Now I understand. I'm very proud of you
While reading
What does mother say
04. After reading
Choose another suitable title for the play.
a Remember what I taught you.
b Always help the elderly.
c Please listen to me.
After reading
Complete the notes with the correct form of the words and expressions from the play.
Setting
·The living room
·The clock reads 10:27 pm.
Characters
·Son
·Mum
Plot
The son was at 8:30.On his way,he realised was at his friend's house.
He went back to get it and noticed a(n) .She looked
He couldn't her family.So he her to the police station.
He went home after the phone,but it was very late.
The mum was angry and at first,but was very her son in the end.
After reading
late
his phone
pale
old woman
proud of
find
took
taking
worried
Think and share
1. What kind of person do you think the son is
2. What advice can you give the son and his mother
Learning to think for question
To give good advice to others you should try to understand their point of view. For example, what are theirt houghts and feelings What is the key problem for them
After reading
friendly/kindness/helpful
the mother should listen to his son firstly
and the son should phone his mother
04. Exercise
Exercise
一、单项选择
1．You ________ cross the road when the traffic lights are red. It’s very dangerous to do so.
A．mustn’t B．needn’t C．wouldn’t D．couldn’t
2．—Emma, what do you want to be in the future
—I want to be a doctor. This has been my dream ________ I was a kid.
A．since B．until C．when D．if
3．We went on a spring outing ________ Mary. She was ill and had to stay at home.
A．with B．besides C．behind D．except
4．—Is there a coach to Shanghai between 1 p.m. and 3 p.m. this afternoon
—To Shanghai Just a minute. Let me ________ it for you on the computer.
A．search B．repair C．list D．check
D
D
A
A
Exercise
5．Sleep is very important for us. If you don’t have enough sleep, you will get _________.
A．fair B．shocked C．lonely D．sick
6．It snowed _________ on April 12th. It was unusual at this time of year in Changchun.
A．quickly B．hardly C．heavily D．completely
7．Every break between classes, Tony always stands _________ the wall and chats with Jim.
A．against B．in C．on D．under
8．The teacher told us the book ________ in 2022.
A．came on B．came out C．came up D．came over
9．Lisa didn’t notice the mistake she made at all ________ she read the article once again.
A．until B．while C．since D．after
A
B
A
C
D
Exercise
10．Andrew still doesn’t know how to solve this Maths problem, ________ you’d better explain it again.
A．for B．or C．but D．so
11．Could you please tell me __________
A．why were you in such a hurry B．what you had exactly done
C．what is the matter D．when we would begin our next meeting
12．The volunteers ________ many books for the children in the poor village.
A．provided B．offered C．paid D．gave
13．Bill finds ________ very hard to catch up with his classmates. But he never gives up.
A．it B．that C．they D．them
A
A
C
D
Exercise
14．—What do you think of the tomato soup —It ________ delicious. I like it.
A．tastes B．feels C．sounds D．looks
15．It is typical ________ him ________.
A．for; to forget B．of; to forget
C．for; forgetting D．of; forgetting
A
B
Exercise
二、完成句子
1．他们默默地穿过森林，聆听大自然的声音。
They walked through the forest , listening to the sounds of nature.
2．许多老年人仍然要靠孩子操作微信支付。(完成译句)
Many old people still their children to use WeChat Pay.
3．这个公园以它的湖而闻名。它占据了公园面积的一半以上。
The park is famous for its lake. It over half of the park area.
4．刚才学生们被老师分成五组玩游戏。
The students were five groups by the teacher to play games just now.
5．我不确定他是否能赢得这场比赛 。
I am not sure he can win the match not.
in silence
depend on
takes up
divided into
whether or
Exercise
6．他是如此的虚弱以至于几乎站不起来。
He was weak he could hardly stand up.
7．Tom必须提升沟通能力。
Tom’s communication ability .
8．对于青少年来说，了解广彩很有教育意义。
teenagers to know the Guangzhou colored porcelain.
9．对于我们来说，参加这个项目很有意义。
meaningful us take part in the project.
10．一天晚上，当我们正在记录数据时，一只小海龟正缓慢地向大海移动。
While we were recording data one night, a baby turtle towards the sea.
It is/was for to
so that
must be improved/promoted/developed
It’s educational for
was moving slowly
Exercise
三、短文填空
One night my 15-year-old son Tommy fought with his brother Kevin. Later, Kevin went upstairs with 1 sad look on his face. I didn’t think it was a big problem. About 20 minutes later, while I 2 (walk) upstairs, I heard Kevin crying in his room. I knocked on the door and asked, “Kevin, do you want to talk ” There was no answer. I tried again. Still, nothing happened. So, I took a piece of paper and wrote, “If you don’t want to talk, we can write notes to each other.” Then I slipped (使滑动) 3 under the door. An hour later, a note slipped out. As I read it, I began 4 (cry). It said, “Nobody in this family loves me. I am not the youngest nor the oldest, and I am not 5 (smart). Tommy thinks I am too weak, 6 Dad wishes he had another Kevin who’s better at basketball. You’re never around to even notice me.” He was right about my part. Feeling sorry for him, I wrote back, “Kevin, I do love
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was walking
it
to cry
the smartest
and
Exercise
you, and everyone in this family 7 (love) you.” I could hear him crying 8 (silent). Half an hour later, a note with “Thanks” came out. I wrote back, “For what ” He returned, “Not giving me 9 .” Since then, I have learned that each family member is of great 10 (important). When one of us notices that the other is unhappy, we’ll smile and say, “Write it on paper.”
loves
silently
up
importance
Thank you

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