Unit 2 Growing pains and gains 单元公开课一等奖创新教案（6课时） 外研版（2024） 八年级下册

Unit2Growingpainsandgains单元公开课一等奖创新教案（6课时）外研版（2024）八年级下册Unit2Growingpainsandgains

单元教学目标

【LanguageAbilities】Usewordsandexpressionsintheunittotalkaboutgrowingup.Usethepassiveinthesimplepasttotalkaboutchallengesofgrowingup.Explainthemeaningofgrowingup.

【CultureAwareness】Understandthatgrowingpainsarecommonacrossculturesandpartofgrowingup.Recognizetheimportanceofrespectfulcommunicationandhelpingothersindailylife.

【QualityofThinking】Learntoanalyzeandstructuregrowthstorieslogically.Practiceevaluatingdifferentperspectivesinpeerpressureorfamilysituations.Reflectonhowpersonalchallengescanleadtolearningandgrowth.

【LearningAbilities】Improveskillsinextractingandusinginformationfromstoriesaboutgrowingup.Developteamworkskillsthroughgroupresearchandpresentations.Reflectonwhatyouhavelearnedinthisunitandidentifyareasforimprovement.

【ClassHourDivision】Sixperiods

第一课时Startingout&Reading

第二课时Grammar

第三课时ListeningandSpeaking

第四课时Reading

第五课时Writing

第六课时Presentingideas&Reflection

单元教材分析

本单元围绕“成长的烦恼与收获"展开，属于“人与自我”主题范畴下的“生活与学习"主题群，对应“积极的生活态度，健康成长”这一子主题内容。单元通过戏剧、日记、广播访谈、个人故事等多种语篇，引导学生深入探讨成长过程中遇到的家庭矛盾、同伴压力、个人失败等真实挑战，并关注个体如何在这些经历中获得感悟、实现成长。通过学习，学生不仅能学会描述和分析成长中的困境与突破，更能发展应对挑战的积极心态与策略，理解成长是一个痛苦与收获并存、需要勇气与反思的动态过程。

第一课时：Startingout&Reading

本部分通过《绿山墙的安妮》的引入和短剧《Youjustdon'tgetme!》的学习，激活学生对“成长烦恼"的已有体验。学生将分析短剧中母子间的误解与冲突，理解家庭期望与个人行为之间的张力，并初步探讨“承诺”、“责任"等概念，为单元主题奠定情感与认知基础。

第二课时：Grammar

本课时聚焦一般过去时的被动语态。学生将在描述“被误解”、“被要求"、“被拒绝”等成长烦恼的具体语境中学习并运用该语法结构，为准确叙述个人经历、表达情感提供句法支持。

第三课时：ListeningandSpeaking

本课时聚焦青少年普遍面临的同伴压力问题。通过听力了解科林的困扰与汉娜的建议，并围绕自身经历进行结对口语练习，引导学生识别积极与消极的同伴压力，学习“坚持自我"、“有效沟通”等应对策略，整合语法与主题进行真实表达。

第四课时：Reading

本课时精读日记体语篇《Frompaintogain》，通过作者从篮球落选到游泳成功的个人故事，深入分析“失败"在成长中的意义与转变。学生将梳理作者的情感与认知变化，理解“当一扇门关闭，另一扇门会打开”的成长型思维。

第五课时：Writing

本课时为读写结合课，包含两个关联任务。首先运用第二课时所学语法，描述一次与父母的矛盾经历（P24）。随后，运用第四课时的叙事结构，撰写一篇关于个人失败与成长的短文（P31），实践如何有逻辑、有情感地讲述成长故事。

第六课时：Presentingideas&Reflection

本课时是单元项目展示与总结阶段。小组合作，运用“烦恼-解决-收获"框架调研并展示一个真实人物的成长故事。最后，通过个人反思和自我评估，系统梳理对“成长”内涵的理解与单元所学，实现主题内化与元认知提升。

课时分解

第一课时Startingout&Reading

TeachingObjects【教学目标】

1.understandtheexpectationsbetweenthemotherandthesonbyreadingtheplay.

2.analyzetheson’scharacterandevaluatehissenseofresponsibility.

3.relatethethemetopersonalexperiences,reflectontheconceptsofresponsibility,promise,andgrowth.

TeachingAids【教学工具】

anEnglishbook,ataperecorderandCAI

TeachingSteps【教学步骤】

★Step1Leadin【导入】

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【准备任务】

Page20

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

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

★Step3While-task【过程任务】

Page20,1,2

Askstudentstoreadexercise1andtickfromthelistaboutwhattheirparentsexpectfromthem.Thensharewiththeclassmates.

Havestudentsreadtheplayquicklyandanswerthequestioninexercise2:Whatdoesthemotherexpectfromherson

Page22,3

Havestudentsreadexercise3andchooseanothersuitabletitlefortheplay.Theteachercanaskstudentstosharetheirreasons.

Page22,4

Letstudentsreadtheplaymorecarefullyandcompletethenoteswiththecorrectformofthewordsandexpressionsfromtheplay.

Checktheanswerswiththestudents.

★Step4Post-task【后续任务】

Page22Thinkandshare

Askstudentstoworkinpairsanddiscussthetwoquestions.Givesomepromptsifneeded.

Whatkindofpersondoyouthinkthesonis

Whatadvicecanyougivethesonandhismother

Invitesomestudentstosharetheiranswers.

FurtherThinking

Haveaclassdiscussionbyasking:

HaveyoueverhadasimilarmisunderstandingwithyourparentsWhathappened

Whatdoyouthinkismoreimportantinsuchsituations:keepingapromiseorhelpingsomeoneinneedWhy

Letsomevolunteerssharetheirstoriesoropinions.

★Step5Languagepoints【语言要点】

1.Mumissittinginthelivingroom,worried.Theclockreads10:27pm.Thesonrunsthroughthedoor,outofbreath.妈妈坐在客厅里，满脸忧虑。时钟显示的时间是晚上十点二十七分。儿子气喘吁吁地跑进门来。

(1)本文是一篇话剧，本句是话剧的setting(背景)，主要交代后面故事发生的场景，包括时间、地点、人物等，帮助读者或观众更好地理解和欣赏。

(2)句中的reads根据主语theclock应理解为“显示，指示。

例如:

Thesignreads"NoParking".标牌上写着“禁止停车”。

Mywatchreads3o'clock.我的手表显示的时间是三点。

Thethermometerreads46degreesCelsius.温度计显示四十六摄氏度。

2.Adealisadeal!一诺千金！

adealisadeal是一个英文习语，字面意思是“一个交易就是一个交易”，其实是说“一旦达成协议，就必须遵守”，也就是“说话算话，一言为定，一诺千金"。

例如:Iknowyou'rehavingsecondthoughtsaboutsellingyourcar,butadealisadeal.我知道你对卖车这个决定有些犹豫，但是要说话算话。

3.Yes,Ipromisedtobebackbefore9tonight.没错,我承诺过今晚九点前回来。

Thepromisewasn'tkept,soyoucan'tstayoutlatenexttime.

你没有遵守诺言，所以下次你不能在外面待得太晚了。

(1)promisetodosth表示“许诺做某事”，其中promise是动词。例如:

Hepromisedtofixthecarbytheendoftheweek.

他承诺在这周末之前修好车。

(2)keepone'spromise表示“守信，遵守诺言"其中promise是名词。例如:

Healwayskeepshispromise.That'swhypeopletrusthim.他总是遵守自己的诺言，这就是人们信任他的原因

4.Iwasheadingbackat8:30.八点半我就开始往回走了。

head在句中作动词用，意为“(朝·…)前进,(向)去”headback意思是“往回走"例如:

Afterthemeeting,I'llheadbackhome.会议结束后，我就回家。

Theshipisheadingfortheharbour.船正驶向港口。

Weshouldheadsouthifwewanttoreachthebeach.如果去海滩，我们应该朝南走。

5.Iamsorryforbeingcrosswithyou.对不起，我对你发脾气了。

becrosswithsb意思是“对……生气或不满”，其中cross作形容词用，意为“生气的，恼怒的"。例如:

Shewascrosswiththemanforinterruptingherspeechfrequently.

这个男人频繁打断她的演讲，这让她很恼火。

★Step6Homework【家庭作业】

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

Teachingreflection【教学反思】

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

第二课时Grammar

TeachingObjects【教学目标】

1.understandthebasicstructureandusageofthepassivevoiceinthesimplepasttense.

2.practiceformingthesimplepastpassivebyrewritingactivesentencesintopassiveones.

3.applythepassivevoicecorrectlyinwritingshortmessagesorcommunicationcontexts.

TeachingAids【教学工具】

anEnglishbook，ataperecorderandCAI

TeachingSteps【教学步骤】

★Step1P23,5

Askstudentstoreadthesentencesinexercise5andsummarisethegrammarrules.

Letthemfindonemoresentencewiththisstructureinthereadingpassage.

Understandingideas（6—8）

★Step2Grammarfocuslearning【语法学习】

被动语态(2)

一般过去时肯定句被动语态的结构为：

主语+was/were+动词的过去分词（+by+动作的执行者）

一般现在时和一般过去时被动语态结构总结：

一般现在时一般过去时例句

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

一般疑问句Am/Is/Are+主语+doneWas/Were+主语+doneWeretheletterssentyesterday

特殊疑问句特殊疑问+am/as/are+主语+done特殊疑问+was/were+主语+doneWhenwasthebridgebuilt

不定式作宾语补足语的结构在被动语态中如何处理：被动语态的句子是把主动语态中的宾语提到了主语位置，宾语补足语的位置则不变。应注意，这样的句子往往不会提到动作的执行者。这正是被动语态的特点:被动语态强调动作承受者，而不强调动作执行者。例如：TheschoolencouragedBobtotrainforthehighjump.变为被动语态是：Bobwasencouraged(bytheschool)totrainforthehighjump.

★Step3While-task【过程任务】

P23,6

Askstudentstorewritethesentencesinthepassiveinsimplepasttense.

Invitesomestudentstosharetheiranswers.

P23,7

Havestudentscompletethemessagewiththecorrectformofthewordsandexpressionsinbrackets.

Checktheanswersbyanalyzingthemessages.

★Step4Post-task【后续任务】

P24,8

Askstudentstothinkaboutastoryaboutadifficultexperiencewiththeirparents,andthencompletethemindmap.

Showthemtheusefulexpressionsandletthemusetheseexpressionsintheirwritings.

Askstudentstowriteastoryusingthegivenstructure.

Askstudentstopeerchecktheirwritings.

★Step5Homework【家庭作业】

Writeashortparagraph(6-8sentences)aboutaruleoradecisionyourparentsmadeforyouinthepast.Useatleastthreesentencesinthesimplepastpassivevoicetodescribewhathappened.

Teachingreflection【教学反思】

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

第三课时ListeningandSpeaking

TeachingObjects【教学目标】

1.Understandtheconceptofpeerpressureanditseffectsthroughlisteningandreading.

2.Practicelisteningskillstoidentifyattitudesandcompleteformsrelatedtopersonalexperienceswithpeerpressure.

3.Learntotalkaboutpersonalexperiencesofpeerpressureusingappropriateexpressions.

TeachingAids【教学工具】

anEnglishbook，ataperecorderandCAI

TeachingSteps【教学步骤】

★Step1Leadin【导入】

HavestudentslookatthepictureonPage25anddiscussthequestion:

Whatdoesthepictureshow

Read“Didyouknow”sectionwiththestudentstogether.Letthemknowthebackgroundofthislisteningtask.

★Step2Pre-task【准备任务】

Havestudentsreadexercise1onPage25andpredictwhatinformationtheywillhearinthelistening.

★Step3While-task【过程任务】

Page25,1

LetstudentslistentotheconversationthechooseColin’sattitude.

Checktheanswerswiththestudents.

Page26,2

Havestudentslistenagainandcompletetheapplicationform.

Checktheanswerswiththestudents.

Page27,3

Havestudentslookatthepictureandreadthenotes.Predictwhattheywillhearinthelistening.

Playtheaudioandaskstudentstocompletethenotes.

Checktheanswersbyinvitingtwostudentstoreadtheirnotes.

LetthemlistenagainandtalkabouthowHannahintroducesherfriend’sstory.

Read“Learningtolearn"sectionwiththestudentstogether.

★Step4Post-task【后续任务】

P27,4

Havestudentsworkinpairsandtalkabouttheirexperienceofpeerpressurefollowingtheexample.

Showthemtheusefulexpressionsonpage103andaskthemtousetheseexpressionintheirconversations.

Invitesomepairstoperforminfrontoftheclass.

Phoneticsinuse

Playtheaudio.Letstudentsreadthepronunciationandwordsfollowingtherecording.

Letstudentsreadthepronunciationandwordsbythemselves.Correctthemistakesifneeded.

Showstudentsthewordsonpage99andletthempractisemore.

★Step5Homework【家庭作业】

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

Teachingreflection【教学反思】

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

第四课时Reading

TeachingObjects【教学目标】

1.Understandthethemeof“growingpainsandgains”byreadingthediarypassages.

2.Extractkeydetailstocompletethechartaboutthewriter’spastandpresentexperiences.

3.Analyzethewriter’sattitudetowardsfailureanddiscusspersonalrelatedexperiences.

TeachingAids【教学工具】

anEnglishbook，ataperecorderandCAI

TeachingSteps【教学步骤】

★Step1Leadin【导入】

P28,1

Showstudentsthepicturesandexpressionsinexercise1.Askthemtolookatthepicturesandanswerthequestionsusingtheexpressions.

Invitesomestudentstosharetheiranswersandopinionswiththewholeclass.

★Step2Pre-task【准备任务】

Showstudentsthepicturesonpage28&29,thenanswerthequestion:WhatinformationcanyougetfromthetwopicturesTheteachercangivesomewordsandexpressionsasprompts.

Letstudentsreadthetitleofthediaryentries.Askhowtheyunderstandthetitle“Formpaintogain".

★Step3While-task【过程任务】

P28,2

Havestudentsscanthepassageandanswerthequestion:Whatwasthewriter’spain

Havestudentsreadthepassageagainandanswermorequestions:

Whatsuggestiondidthewriter’sfriendgivehimafterhewasrefusedbythebasketballteam

Whatsportdidhefallinlovewithlater

Howdidthewriterfeelwhenhereadhisdiaryfromfouryearsagoagain

WhatdidthewriterlearnfromhisfailureQuoteonesentencefromthepassageandexplainthemeaning.

P30,3

Letstudentscompletethechartwiththewordsandexpressionsfromthepassage.

Choosetwostudentstosharetheiranswers.

P30,4

Havestudentsworkinpairsanddiscussthequestionsinexercise4.

Therearenofixedanswerstothesequestions,sotheteachershouldencouragestudentstosharetheirideasandopinions.

★Step4Post-task【后续任务】

Thinkandshare

Havestudentsworkingroupsoffouranddiscussthetwoquestions.Beforeansweringthefirstquestion,askstudentstoreadthecontentin“Learningtothink”.Givesomeexamplestohelpthemunderstandthissectionifneeded.

Encouragestudentstosharetheiropinionsandexperiencesforthesetwoquestions.

★Step5Languagepoints【语言要点】

1.Frompaintogain从痛苦到收获

pain本意为“痛苦、苦恼、烦恼”，文中指“我”因为身高不够未能加入篮球队而产生的失望，以及成长过程中经历的各种挫折。gain本意为“(尤指靠计划或努力得到的)好处，利益，改进”，文中引申为“我”学习游泳后收获的成就感以及结交的新朋友，也可理解为经历困难后所获得的新感悟、经验和技能。frompaintogain旨在告诉人们需要面对并克服各种困难，最终才能达到预期的目标或取得成就。英文中还有一个类似的表达:Nopain,nogain.一分耕耘，一分收获。

2.Backthen,Iwassodisappointedatbeingtooshortandfailingtogetonthebasketballteam.那时候，我因为个子太矮没能进入篮球队，感到非常失望。

(1)bedisappointedat意思是“对……很失望"。例如:Ifeelverydisappointedatnotgettingthejob.我对没得到那份工作感到非常沮丧。

(2)failtodosth意思是“未能做到……”例如:

Hefailedtokeephispromise.他没有信守诺言。

3.Icouldn'thelplaughingatmyheartbreakingwordsthen.当时那些令人心碎的话让我忍不住笑了出来。

can'thelp(doing)sth意为“忍不住做某事，不能停止做某事”，表达一种无法控制的冲动或强烈愿望。例如:Shecan'thelpsingingalongwiththemusic.她忍不住随着音乐歌唱。

4.Atfirst,Iswamjusttotakemymindoffthings.起初，我只是为了转移注意力才游泳的。

takesb'smindoffsth意为“使某人不再去想(担忧)某事”。例如:

Readingagoodbookcanhelptakeyourmindoffthepain.读一本好书可以帮你忘记你的痛苦。

5.Butsoon,Ifellcompletelyinlovewiththesport.但很快，我彻底爱上了这项运动。

fallinlove意为“爱上，坠入情网”，可以用于人，也可以用于事物、活动、地方等。例如:

Hefellinlovewiththecityanddecidedtomovethere.

他喜欢上了那座城市并决定搬过去。

Ifellinlovewithcookingatayoungage.

我在年幼的时候爱上了烹饪。

★Step6Homework【家庭作业】

Thinkaboutatimeyouweredisappointedorfailedatsomething.Write3-5sentencesaboutit.

Teachingreflection【教学反思】

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

第五课时Writing

TeachingObjects【教学目标】

1.Learntoorganizeideasforapersonalfailurestorybyansweringguidedquestions.

2.Writeacoherentpassageaboutyourownfailureexperience,usingappropriateexpressionstodescribefeelingsandgrowth.

3.Reflectonthemeaningoffailureandexpressapositiveattitudetowardchallengesinyourwriting.

TeachingAids【教学工具】

anEnglishbook，ataperecorderandCAI

TeachingSteps【教学步骤】

★Step1Leadin【导入】

Havestudentslookbackatthepassage“Frompaintogain”andanswerthequestion:Whatwasthewriter’sfailure

Tellstudentsthatthey’regoingtowriteapassageaboutafailureintheirlives.

★Step2Pre-task【准备任务】

Askstudentstoreadthefivequestionsinstep1.

Givestudents3minutestothinkofonetimetheyfailedofsomething.

Inpairs,havestudentsbrieflytelltheirpartnerabouttheirfailureusingthefirsttwoquestions:WhathappenedWhatwasthepainforyou

★Step3While-task【过程任务】

Givestudentssomeexamplesaboutthefivequestionsinstep1.

Askthemtothinkandtakenotesforthesefivequestions.

Letthemwriteapassageusingtheirnotes.Remindthemtofollowtheorderofthequestionstostructuretheirstories.

Providelanguagesupportifneeded.

★Step4Post-task【后续任务】

Havestudentsexchangetheirpassageswithapartner.

Askthemtochecktheirpartner’sstoryusingthelistinstep3.

Afterfeedback,givestudents5minutestomakeimprovements.

Invite2-3studentstoreadtheirpassagesaloud.Praisetheiruseofunitlanguageandclearstructure.

★Step5Homework【家庭作业】

Askstudentstowriteafinal,polishedversionoftheirpassage.

Teachingreflection【教学反思】

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

第六课时Presentingideas&Reflection

TeachingObjects【教学目标】

1.Collectanddiscussagrowthstoryofawell-knownpersonorsomeonearoundyoubyidentifyingits“growingpains,solutionsandgains”.

2.Organizeanddeliverapresen