Unit2Growingpainsandgains單元公開課一等獎(jiǎng)創(chuàng)新教案（6課時(shí)）外研版（2024）八年級(jí)下冊(cè)Unit2Growingpainsandgains

單元教學(xué)目標(biāo)

【LanguageAbilities】Usewordsandexpressionsintheunittotalkaboutgrowingup.Usethepassiveinthesimplepasttotalkaboutchallengesofgrowingup.Explainthemeaningofgrowingup.

【CultureAwareness】Understandthatgrowingpainsarecommonacrossculturesandpartofgrowingup.Recognizetheimportanceofrespectfulcommunicationandhelpingothersindailylife.

【QualityofThinking】Learntoanalyzeandstructuregrowthstorieslogically.Practiceevaluatingdifferentperspectivesinpeerpressureorfamilysituations.Reflectonhowpersonalchallengescanleadtolearningandgrowth.

【LearningAbilities】Improveskillsinextractingandusinginformationfromstoriesaboutgrowingup.Developteamworkskillsthroughgroupresearchandpresentations.Reflectonwhatyouhavelearnedinthisunitandidentifyareasforimprovement.

【ClassHourDivision】Sixperiods

第一課時(shí)Startingout&Reading

第二課時(shí)Grammar

第三課時(shí)ListeningandSpeaking

第四課時(shí)Reading

第五課時(shí)Writing

第六課時(shí)Presentingideas&Reflection

單元教材分析

本單元圍繞“成長(zhǎng)的煩惱與收獲"展開，屬于“人與自我”主題范疇下的“生活與學(xué)習(xí)"主題群，對(duì)應(yīng)“積極的生活態(tài)度，健康成長(zhǎng)”這一子主題內(nèi)容。單元通過戲劇、日記、廣播訪談、個(gè)人故事等多種語篇，引導(dǎo)學(xué)生深入探討成長(zhǎng)過程中遇到的家庭矛盾、同伴壓力、個(gè)人失敗等真實(shí)挑戰(zhàn)，并關(guān)注個(gè)體如何在這些經(jīng)歷中獲得感悟、實(shí)現(xiàn)成長(zhǎng)。通過學(xué)習(xí)，學(xué)生不僅能學(xué)會(huì)描述和分析成長(zhǎng)中的困境與突破，更能發(fā)展應(yīng)對(duì)挑戰(zhàn)的積極心態(tài)與策略，理解成長(zhǎng)是一個(gè)痛苦與收獲并存、需要勇氣與反思的動(dòng)態(tài)過程。

第一課時(shí)：Startingout&Reading

本部分通過《綠山墻的安妮》的引入和短劇《Youjustdon'tgetme!》的學(xué)習(xí)，激活學(xué)生對(duì)“成長(zhǎng)煩惱"的已有體驗(yàn)。學(xué)生將分析短劇中母子間的誤解與沖突，理解家庭期望與個(gè)人行為之間的張力，并初步探討“承諾”、“責(zé)任"等概念，為單元主題奠定情感與認(rèn)知基礎(chǔ)。

第二課時(shí)：Grammar

本課時(shí)聚焦一般過去時(shí)的被動(dòng)語態(tài)。學(xué)生將在描述“被誤解”、“被要求"、“被拒絕”等成長(zhǎng)煩惱的具體語境中學(xué)習(xí)并運(yùn)用該語法結(jié)構(gòu)，為準(zhǔn)確敘述個(gè)人經(jīng)歷、表達(dá)情感提供句法支持。

第三課時(shí)：ListeningandSpeaking

本課時(shí)聚焦青少年普遍面臨的同伴壓力問題。通過聽力了解科林的困擾與漢娜的建議，并圍繞自身經(jīng)歷進(jìn)行結(jié)對(duì)口語練習(xí)，引導(dǎo)學(xué)生識(shí)別積極與消極的同伴壓力，學(xué)習(xí)“堅(jiān)持自我"、“有效溝通”等應(yīng)對(duì)策略，整合語法與主題進(jìn)行真實(shí)表達(dá)。

第四課時(shí)：Reading

本課時(shí)精讀日記體語篇《Frompaintogain》，通過作者從籃球落選到游泳成功的個(gè)人故事，深入分析“失敗"在成長(zhǎng)中的意義與轉(zhuǎn)變。學(xué)生將梳理作者的情感與認(rèn)知變化，理解“當(dāng)一扇門關(guān)閉，另一扇門會(huì)打開”的成長(zhǎng)型思維。

第五課時(shí)：Writing

本課時(shí)為讀寫結(jié)合課，包含兩個(gè)關(guān)聯(lián)任務(wù)。首先運(yùn)用第二課時(shí)所學(xué)語法，描述一次與父母的矛盾經(jīng)歷（P24）。隨后，運(yùn)用第四課時(shí)的敘事結(jié)構(gòu)，撰寫一篇關(guān)于個(gè)人失敗與成長(zhǎng)的短文（P31），實(shí)踐如何有邏輯、有情感地講述成長(zhǎng)故事。

第六課時(shí)：Presentingideas&Reflection

本課時(shí)是單元項(xiàng)目展示與總結(jié)階段。小組合作，運(yùn)用“煩惱-解決-收獲"框架調(diào)研并展示一個(gè)真實(shí)人物的成長(zhǎng)故事。最后，通過個(gè)人反思和自我評(píng)估，系統(tǒng)梳理對(duì)“成長(zhǎng)”內(nèi)涵的理解與單元所學(xué)，實(shí)現(xiàn)主題內(nèi)化與元認(rèn)知提升。

課時(shí)分解

第一課時(shí)Startingout&Reading

TeachingObjects【教學(xué)目標(biāo)】

1.understandtheexpectationsbetweenthemotherandthesonbyreadingtheplay.

2.analyzetheson’scharacterandevaluatehissenseofresponsibility.

3.relatethethemetopersonalexperiences,reflectontheconceptsofresponsibility,promise,andgrowth.

TeachingAids【教學(xué)工具】

anEnglishbook,ataperecorderandCAI

TeachingSteps【教學(xué)步驟】

★Step1Leadin【導(dǎo)入】

Showthepicturefrompage19tothestudents.Askthemtoanswerthequestions:

What’sinthegirl’shand

Howdoyouthinkshefeels

Whathasshegained

Askstudentstoreadtheunittitleandpredictwhattheywilllearninthisunit:

Lookattheunittitle.Howdoyouunderstandit

Whatdoyouthinkyouwilllearninthisunit

Startingout

Page19,1,2

AskstudentstolookatthepictureofAnneFromGreenGablesandanswerthequestions:

DoyouknowthebookAnnefromGreenGables

WhatwereAnne's“growingtroubles"

Letstudentsreadthecolourfulwordsinexercise2.Havethemchoosetwowordstoshowtheirunderstandingofgrowth.Thensharewiththeclass.

Understandingideas（1－4）

★Step2Pre-task【準(zhǔn)備任務(wù)】

Page20

Askstudentstolookatthetitleoftheplay("Youjustdon'tgetme!")andthepictureonthesamepage.Thenaskthemtopredictwhatthepassageisabout.

Showthefollowingwordstohelpstudentswiththeirprediction:promise,late,worried,cross,proud,help,policestation.

★Step3While-task【過程任務(wù)】

Page20,1,2

Askstudentstoreadexercise1andtickfromthelistaboutwhattheirparentsexpectfromthem.Thensharewiththeclassmates.

Havestudentsreadtheplayquicklyandanswerthequestioninexercise2:Whatdoesthemotherexpectfromherson

Page22,3

Havestudentsreadexercise3andchooseanothersuitabletitlefortheplay.Theteachercanaskstudentstosharetheirreasons.

Page22,4

Letstudentsreadtheplaymorecarefullyandcompletethenoteswiththecorrectformofthewordsandexpressionsfromtheplay.

Checktheanswerswiththestudents.

★Step4Post-task【后續(xù)任務(wù)】

Page22Thinkandshare

Askstudentstoworkinpairsanddiscussthetwoquestions.Givesomepromptsifneeded.

Whatkindofpersondoyouthinkthesonis

Whatadvicecanyougivethesonandhismother

Invitesomestudentstosharetheiranswers.

FurtherThinking

Haveaclassdiscussionbyasking:

HaveyoueverhadasimilarmisunderstandingwithyourparentsWhathappened

Whatdoyouthinkismoreimportantinsuchsituations:keepingapromiseorhelpingsomeoneinneedWhy

Letsomevolunteerssharetheirstoriesoropinions.

★Step5Languagepoints【語言要點(diǎn)】

1.Mumissittinginthelivingroom,worried.Theclockreads10:27pm.Thesonrunsthroughthedoor,outofbreath.媽媽坐在客廳里，滿臉憂慮。時(shí)鐘顯示的時(shí)間是晚上十點(diǎn)二十七分。兒子氣喘吁吁地跑進(jìn)門來。

(1)本文是一篇話劇，本句是話劇的setting(背景)，主要交代后面故事發(fā)生的場(chǎng)景，包括時(shí)間、地點(diǎn)、人物等，幫助讀者或觀眾更好地理解和欣賞。

(2)句中的reads根據(jù)主語theclock應(yīng)理解為“顯示，指示。

例如:

Thesignreads"NoParking".標(biāo)牌上寫著“禁止停車”。

Mywatchreads3o'clock.我的手表顯示的時(shí)間是三點(diǎn)。

Thethermometerreads46degreesCelsius.溫度計(jì)顯示四十六攝氏度。

2.Adealisadeal!一諾千金！

adealisadeal是一個(gè)英文習(xí)語，字面意思是“一個(gè)交易就是一個(gè)交易”，其實(shí)是說“一旦達(dá)成協(xié)議，就必須遵守”，也就是“說話算話，一言為定，一諾千金"。

例如:Iknowyou'rehavingsecondthoughtsaboutsellingyourcar,butadealisadeal.我知道你對(duì)賣車這個(gè)決定有些猶豫，但是要說話算話。

3.Yes,Ipromisedtobebackbefore9tonight.沒錯(cuò),我承諾過今晚九點(diǎn)前回來。

Thepromisewasn'tkept,soyoucan'tstayoutlatenexttime.

你沒有遵守諾言，所以下次你不能在外面待得太晚了。

(1)promisetodosth表示“許諾做某事”，其中promise是動(dòng)詞。例如:

Hepromisedtofixthecarbytheendoftheweek.

他承諾在這周末之前修好車。

(2)keepone'spromise表示“守信，遵守諾言"其中promise是名詞。例如:

Healwayskeepshispromise.That'swhypeopletrusthim.他總是遵守自己的諾言，這就是人們信任他的原因

4.Iwasheadingbackat8:30.八點(diǎn)半我就開始往回走了。

head在句中作動(dòng)詞用，意為“(朝·…)前進(jìn),(向)去”headback意思是“往回走"例如:

Afterthemeeting,I'llheadbackhome.會(huì)議結(jié)束后，我就回家。

Theshipisheadingfortheharbour.船正駛向港口。

Weshouldheadsouthifwewanttoreachthebeach.如果去海灘，我們應(yīng)該朝南走。

5.Iamsorryforbeingcrosswithyou.對(duì)不起，我對(duì)你發(fā)脾氣了。

becrosswithsb意思是“對(duì)……生氣或不滿”，其中cross作形容詞用，意為“生氣的，惱怒的"。例如:

Shewascrosswiththemanforinterruptingherspeechfrequently.

這個(gè)男人頻繁打斷她的演講，這讓她很惱火。

★Step6Homework【家庭作業(yè)】

Askstudentstowriteashortparagraph(5-7sentences)answeringthequestion:"Whatdoes'beingresponsible'meantoyouafterreadingthisplay"

Teachingreflection【教學(xué)反思】

Thelessoneffectivelyintroducedthethemeofgrowingpainsthrougharelatableparent-childconflict.Studentsengagedwellwiththeplotandcharacters,demonstratingsolidcomprehension.Thepersonalconnectionsegmentwasparticularlysuccessfulindeepeningunderstanding.However,someneededmoresupportinformulatingconstructiveadviceduringthediscussion.Futurelessonswouldbenefitfromprovidingclearersentenceframesforanalyticalandreflectivetasks.

第二課時(shí)Grammar

TeachingObjects【教學(xué)目標(biāo)】

1.understandthebasicstructureandusageofthepassivevoiceinthesimplepasttense.

2.practiceformingthesimplepastpassivebyrewritingactivesentencesintopassiveones.

3.applythepassivevoicecorrectlyinwritingshortmessagesorcommunicationcontexts.

TeachingAids【教學(xué)工具】

anEnglishbook，ataperecorderandCAI

TeachingSteps【教學(xué)步驟】

★Step1P23,5

Askstudentstoreadthesentencesinexercise5andsummarisethegrammarrules.

Letthemfindonemoresentencewiththisstructureinthereadingpassage.

Understandingideas（6—8）

★Step2Grammarfocuslearning【語法學(xué)習(xí)】

被動(dòng)語態(tài)(2)

一般過去時(shí)肯定句被動(dòng)語態(tài)的結(jié)構(gòu)為：

主語+was/were+動(dòng)詞的過去分詞（+by+動(dòng)作的執(zhí)行者）

一般現(xiàn)在時(shí)和一般過去時(shí)被動(dòng)語態(tài)結(jié)構(gòu)總結(jié)：

一般現(xiàn)在時(shí)一般過去時(shí)例句

肯定句否定句主語+am/is/are+done主語+am/is/are+not+done主語+was/were+done主語+was/were+not+doneThebookwaswrittenbyhimlastyear.Thewindowwasnotbrokenbyme.

一般疑問句Am/Is/Are+主語+doneWas/Were+主語+doneWeretheletterssentyesterday

特殊疑問句特殊疑問+am/as/are+主語+done特殊疑問+was/were+主語+doneWhenwasthebridgebuilt

不定式作賓語補(bǔ)足語的結(jié)構(gòu)在被動(dòng)語態(tài)中如何處理：被動(dòng)語態(tài)的句子是把主動(dòng)語態(tài)中的賓語提到了主語位置，賓語補(bǔ)足語的位置則不變。應(yīng)注意，這樣的句子往往不會(huì)提到動(dòng)作的執(zhí)行者。這正是被動(dòng)語態(tài)的特點(diǎn):被動(dòng)語態(tài)強(qiáng)調(diào)動(dòng)作承受者，而不強(qiáng)調(diào)動(dòng)作執(zhí)行者。例如：TheschoolencouragedBobtotrainforthehighjump.變?yōu)楸粍?dòng)語態(tài)是：Bobwasencouraged(bytheschool)totrainforthehighjump.

★Step3While-task【過程任務(wù)】

P23,6

Askstudentstorewritethesentencesinthepassiveinsimplepasttense.

Invitesomestudentstosharetheiranswers.

P23,7

Havestudentscompletethemessagewiththecorrectformofthewordsandexpressionsinbrackets.

Checktheanswersbyanalyzingthemessages.

★Step4Post-task【后續(xù)任務(wù)】

P24,8

Askstudentstothinkaboutastoryaboutadifficultexperiencewiththeirparents,andthencompletethemindmap.

Showthemtheusefulexpressionsandletthemusetheseexpressionsintheirwritings.

Askstudentstowriteastoryusingthegivenstructure.

Askstudentstopeerchecktheirwritings.

★Step5Homework【家庭作業(yè)】

Writeashortparagraph(6-8sentences)aboutaruleoradecisionyourparentsmadeforyouinthepast.Useatleastthreesentencesinthesimplepastpassivevoicetodescribewhathappened.

Teachingreflection【教學(xué)反思】

Thelessoneffectivelyintegratedthesimplepastpassiveintotheunit'sthemeofgrowingpains,makingthegrammarpointrelevant.Studentscompletedcontrolledexerciseswellbutshowedsomedifficultyinusingthestructureindependentlyinwriting.Nexttime,Iwilladdaguidedjoint-writingactivitybeforeindividualpracticetobetterbridgethisgap.

第三課時(shí)ListeningandSpeaking

TeachingObjects【教學(xué)目標(biāo)】

1.Understandtheconceptofpeerpressureanditseffectsthroughlisteningandreading.

2.Practicelisteningskillstoidentifyattitudesandcompleteformsrelatedtopersonalexperienceswithpeerpressure.

3.Learntotalkaboutpersonalexperiencesofpeerpressureusingappropriateexpressions.

TeachingAids【教學(xué)工具】

anEnglishbook，ataperecorderandCAI

TeachingSteps【教學(xué)步驟】

★Step1Leadin【導(dǎo)入】

HavestudentslookatthepictureonPage25anddiscussthequestion:

Whatdoesthepictureshow

Read“Didyouknow”sectionwiththestudentstogether.Letthemknowthebackgroundofthislisteningtask.

★Step2Pre-task【準(zhǔn)備任務(wù)】

Havestudentsreadexercise1onPage25andpredictwhatinformationtheywillhearinthelistening.

★Step3While-task【過程任務(wù)】

Page25,1

LetstudentslistentotheconversationthechooseColin’sattitude.

Checktheanswerswiththestudents.

Page26,2

Havestudentslistenagainandcompletetheapplicationform.

Checktheanswerswiththestudents.

Page27,3

Havestudentslookatthepictureandreadthenotes.Predictwhattheywillhearinthelistening.

Playtheaudioandaskstudentstocompletethenotes.

Checktheanswersbyinvitingtwostudentstoreadtheirnotes.

LetthemlistenagainandtalkabouthowHannahintroducesherfriend’sstory.

Read“Learningtolearn"sectionwiththestudentstogether.

★Step4Post-task【后續(xù)任務(wù)】

P27,4

Havestudentsworkinpairsandtalkabouttheirexperienceofpeerpressurefollowingtheexample.

Showthemtheusefulexpressionsonpage103andaskthemtousetheseexpressionintheirconversations.

Invitesomepairstoperforminfrontoftheclass.

Phoneticsinuse

Playtheaudio.Letstudentsreadthepronunciationandwordsfollowingtherecording.

Letstudentsreadthepronunciationandwordsbythemselves.Correctthemistakesifneeded.

Showstudentsthewordsonpage99andletthempractisemore.

★Step5Homework【家庭作業(yè)】

Afterclass,interviewoneofyourfriendsorfamilymembersaboutanexperiencetheyhadwithpeerpressure.Askthem:1)Whathappened2)Howdidtheyfeel3)WhatdidtheydoThen,writeashortsummary(about5–7sentences)oftheirstoryinEnglish.Trytouseatleasttwoexpressionsfromthislesson.

Teachingreflection【教學(xué)反思】

Thislistening-speakinglessoneffectivelyengagedstudentswiththehighlyrelatabletopicofpeerpressure,andmostcouldcompletethemainlisteningtaskswithgoodcomprehension.However,transitioningfromstructuredlisteningtoauthenticspeakingaboutpersonalexperiencesprovedchallengingforsome,whohesitatedtoshareopenly.Inthefuture,Iwillprovidemoresentencestartersandmodelapersonalexamplefirsttoloweraffectivefiltersandencouragemorefluidpeerdiscussion.

第四課時(shí)Reading

TeachingObjects【教學(xué)目標(biāo)】

1.Understandthethemeof“growingpainsandgains”byreadingthediarypassages.

2.Extractkeydetailstocompletethechartaboutthewriter’spastandpresentexperiences.

3.Analyzethewriter’sattitudetowardsfailureanddiscusspersonalrelatedexperiences.

TeachingAids【教學(xué)工具】

anEnglishbook，ataperecorderandCAI

TeachingSteps【教學(xué)步驟】

★Step1Leadin【導(dǎo)入】

P28,1

Showstudentsthepicturesandexpressionsinexercise1.Askthemtolookatthepicturesandanswerthequestionsusingtheexpressions.

Invitesomestudentstosharetheiranswersandopinionswiththewholeclass.

★Step2Pre-task【準(zhǔn)備任務(wù)】

Showstudentsthepicturesonpage28&29,thenanswerthequestion:WhatinformationcanyougetfromthetwopicturesTheteachercangivesomewordsandexpressionsasprompts.

Letstudentsreadthetitleofthediaryentries.Askhowtheyunderstandthetitle“Formpaintogain".

★Step3While-task【過程任務(wù)】

P28,2

Havestudentsscanthepassageandanswerthequestion:Whatwasthewriter’spain

Havestudentsreadthepassageagainandanswermorequestions:

Whatsuggestiondidthewriter’sfriendgivehimafterhewasrefusedbythebasketballteam

Whatsportdidhefallinlovewithlater

Howdidthewriterfeelwhenhereadhisdiaryfromfouryearsagoagain

WhatdidthewriterlearnfromhisfailureQuoteonesentencefromthepassageandexplainthemeaning.

P30,3

Letstudentscompletethechartwiththewordsandexpressionsfromthepassage.

Choosetwostudentstosharetheiranswers.

P30,4

Havestudentsworkinpairsanddiscussthequestionsinexercise4.

Therearenofixedanswerstothesequestions,sotheteachershouldencouragestudentstosharetheirideasandopinions.

★Step4Post-task【后續(xù)任務(wù)】

Thinkandshare

Havestudentsworkingroupsoffouranddiscussthetwoquestions.Beforeansweringthefirstquestion,askstudentstoreadthecontentin“Learningtothink”.Givesomeexamplestohelpthemunderstandthissectionifneeded.

Encouragestudentstosharetheiropinionsandexperiencesforthesetwoquestions.

★Step5Languagepoints【語言要點(diǎn)】

1.Frompaintogain從痛苦到收獲

pain本意為“痛苦、苦惱、煩惱”，文中指“我”因?yàn)樯砀卟粔蛭茨芗尤牖@球隊(duì)而產(chǎn)生的失望，以及成長(zhǎng)過程中經(jīng)歷的各種挫折。gain本意為“(尤指靠計(jì)劃或努力得到的)好處，利益，改進(jìn)”，文中引申為“我”學(xué)習(xí)游泳后收獲的成就感以及結(jié)交的新朋友，也可理解為經(jīng)歷困難后所獲得的新感悟、經(jīng)驗(yàn)和技能。frompaintogain旨在告訴人們需要面對(duì)并克服各種困難，最終才能達(dá)到預(yù)期的目標(biāo)或取得成就。英文中還有一個(gè)類似的表達(dá):Nopain,nogain.一分耕耘，一分收獲。

2.Backthen,Iwassodisappointedatbeingtooshortandfailingtogetonthebasketballteam.那時(shí)候，我因?yàn)閭€(gè)子太矮沒能進(jìn)入籃球隊(duì)，感到非常失望。

(1)bedisappointedat意思是“對(duì)……很失望"。例如:Ifeelverydisappointedatnotgettingthejob.我對(duì)沒得到那份工作感到非常沮喪。

(2)failtodosth意思是“未能做到……”例如:

Hefailedtokeephispromise.他沒有信守諾言。

3.Icouldn'thelplaughingatmyheartbreakingwordsthen.當(dāng)時(shí)那些令人心碎的話讓我忍不住笑了出來。

can'thelp(doing)sth意為“忍不住做某事，不能停止做某事”，表達(dá)一種無法控制的沖動(dòng)或強(qiáng)烈愿望。例如:Shecan'thelpsingingalongwiththemusic.她忍不住隨著音樂歌唱。

4.Atfirst,Iswamjusttotakemymindoffthings.起初，我只是為了轉(zhuǎn)移注意力才游泳的。

takesb'smindoffsth意為“使某人不再去想(擔(dān)憂)某事”。例如:

Readingagoodbookcanhelptakeyourmindoffthepain.讀一本好書可以幫你忘記你的痛苦。

5.Butsoon,Ifellcompletelyinlovewiththesport.但很快，我徹底愛上了這項(xiàng)運(yùn)動(dòng)。

fallinlove意為“愛上，墜入情網(wǎng)”，可以用于人，也可以用于事物、活動(dòng)、地方等。例如:

Hefellinlovewiththecityanddecidedtomovethere.

他喜歡上了那座城市并決定搬過去。

Ifellinlovewithcookingatayoungage.

我在年幼的時(shí)候愛上了烹飪。

★Step6Homework【家庭作業(yè)】

Thinkaboutatimeyouweredisappointedorfailedatsomething.Write3-5sentencesaboutit.

Teachingreflection【教學(xué)反思】

Thisreadinglessoneffectivelyusedapersonaldiarytomodelturningpainintogain.Studentsengagedwellwiththetextandgraspedthekeypointfromfailuretogrowth.Themostmeaningfulmomentcameduringthepersonal"Thinkandshare"discussion,wherestudentsbeganconnectingthewriter'sexperiencetotheirownlives,creatinganaturalbridgetotheupcomingwritingtask.Thispersonalconnectionisasolidfoundationtobuildonnextclass.

第五課時(shí)Writing

TeachingObjects【教學(xué)目標(biāo)】

1.Learntoorganizeideasforapersonalfailurestorybyansweringguidedquestions.

2.Writeacoherentpassageaboutyourownfailureexperience,usingappropriateexpressionstodescribefeelingsandgrowth.

3.Reflectonthemeaningoffailureandexpressapositiveattitudetowardchallengesinyourwriting.

TeachingAids【教學(xué)工具】

anEnglishbook，ataperecorderandCAI

TeachingSteps【教學(xué)步驟】

★Step1Leadin【導(dǎo)入】

Havestudentslookbackatthepassage“Frompaintogain”andanswerthequestion:Whatwasthewriter’sfailure

Tellstudentsthatthey’regoingtowriteapassageaboutafailureintheirlives.

★Step2Pre-task【準(zhǔn)備任務(wù)】

Askstudentstoreadthefivequestionsinstep1.

Givestudents3minutestothinkofonetimetheyfailedofsomething.

Inpairs,havestudentsbrieflytelltheirpartnerabouttheirfailureusingthefirsttwoquestions:WhathappenedWhatwasthepainforyou

★Step3While-task【過程任務(wù)】

Givestudentssomeexamplesaboutthefivequestionsinstep1.

Askthemtothinkandtakenotesforthesefivequestions.

Letthemwriteapassageusingtheirnotes.Remindthemtofollowtheorderofthequestionstostructuretheirstories.

Providelanguagesupportifneeded.

★Step4Post-task【后續(xù)任務(wù)】

Havestudentsexchangetheirpassageswithapartner.

Askthemtochecktheirpartner’sstoryusingthelistinstep3.

Afterfeedback,givestudents5minutestomakeimprovements.

Invite2-3studentstoreadtheirpassagesaloud.Praisetheiruseofunitlanguageandclearstructure.

★Step5Homework【家庭作業(yè)】

Askstudentstowriteafinal,polishedversionoftheirpassage.

Teachingreflection【教學(xué)反思】

UsingthediaryFrompaintogainasaclearmodelhelpedstudentsunderstandhowtostructureapersonalfailurenarrative.Thefiveguidingquestionsprovidedeffectivescaffolding,allowingmoststudentstoorganizetheirthoughtscoherently.Themaindifficultywasencouragingstudentstomovebeyondsimplylistingeventstoexpressinggenuinereflectionongrowth.Inthefuture,Iwillprovidesentencestartersforthereflectionparttohelpthemarticulatetheirpersonaltakeawaymoreeasily.

第六課時(shí)Presentingideas&Reflection

TeachingObjects【教學(xué)目標(biāo)】

1.Collectanddiscussagrowthstoryofawell-knownpersonorsomeonearoundyoubyidentifyingits“growingpains,solutionsandgains”.

2.Organizeanddeliverapresen