外研版（2024）八年级下册（2024））本单元综合与测试教学设计

这是一份外研版（2024）八年级下册（2024））本单元综合与测试教学设计，共13页。教案主要包含了教学目标，教学工具，教学步骤，准备任务，过程任务，后续任务，语言要点，家庭作业等内容，欢迎下载使用。

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：Starting ut & Reading
本部分通过《绿山墙的安妮》的引入和短剧《Yu just dn't get me!》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：Listening and Speaking
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《Frm pain t gain》，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：Presenting ideas & Reflectin
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 Starting ut&Reading
Teaching Objects 【教学目标】
1. understand the expectatins between the mther and the sn by reading the play.
2. analyze the sn’s character and evaluate his sense f respnsibility.
3. relate the theme t persnal experiences, reflect n the cncepts f respnsibility, prmise, and grwth.
Teaching Aids 【教学工具】
an English bk, a tape recrder and CAI
Teaching Steps 【教学步骤】
★Step 1 Lead in【导入】
Shw the picture frm page 19 t the students. Ask them t answer the questins:
What’s in the girl’s hand?
Hw d yu think she feels?
What has she gained?
Ask students t read the unit title and predict what they will learn in this unit:
Lk at the unit title. Hw d yu understand it?
What d yu think yu will learn in this unit?
Starting ut
Page 19, 1,2
Ask students t lk at the picture f Anne Frm Green Gables and answer the questins:
D yu knw the bk Anne frm Green Gables?
What were Anne's “grwing trubles”?
Let students read the clurful wrds in exercise 2. Have them chse tw wrds t shw their understanding f grwth. Then share with the class.
Understanding ideas（1－4）
★Step 2 Pre-task【准备任务】
Page 20
Ask students t lk at the title f the play ("Yu just dn't get me!") and the picture n the same page. Then ask them t predict what the passage is abut.
Shw the fllwing wrds t help students with their predictin: prmise, late, wrried, crss, prud, help, plice statin.
★Step 3 While-task【过程任务】
Page 20, 1, 2
Ask students t read exercise 1 and tick frm the list abut what their parents expect frm them. Then share with the classmates.
Have students read the play quickly and answer the questin in exercise 2: What des the mther expect frm her sn?
Page 22, 3
Have students read exercise 3 and chse anther suitable title fr the play. The teacher can ask students t share their reasns.
Page 22, 4
Let students read the play mre carefully and cmplete the ntes with the crrect frm f the wrds and expressins frm the play.
Check the answers with the students.
★Step 4 Pst-task【后续任务】
Page 22 Think and share
Ask students t wrk in pairs and discuss the tw questins. Give sme prmpts if needed.
What kind f persn d yu think the sn is?
What advice can yu give the sn and his mther?
Invite sme students t share their answers.
Further Thinking
Have a class discussin by asking:
Have yu ever had a similar misunderstanding with yur parents? What happened?
What d yu think is mre imprtant in such situatins: keeping a prmise r helping smene in need? Why?
Let sme vlunteers share their stries r pinins.
★Step 5 Language pints 【语言要点】
1. Mum is sitting in the living rm, wrried. The clck reads 10:27 pm. The sn runs thrugh the dr, ut f breath.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the clck应理解为“显示，指示。
例如:
The sign reads "N Parking". 标牌上写着“禁止停车”。
My watch reads 3 'clck. 我的手表显示的时间是三点。
The thermmeter reads 46 degrees Celsius. 温度计显示四十六摄氏度。
2. A deal is a deal! 一诺千金！
a deal is a deal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: I knw yu're having secnd thughts abut selling yur car, but a deal is a deal. 我知道你对卖车这个决定有些犹豫，但是要说话算话。
3. Yes, I prmised t be back befre 9 tnight. 没错, 我承诺过今晚九点前回来。
The prmise wasn't kept, s yu can't stay ut late next time.
你没有遵守诺言，所以下次你不能在外面待得太晚了。
(1) prmise t d sth表示“许诺做某事”，其中prmise是动词。例如:
He prmised t fix the car by the end f the week.
他承诺在这周末之前修好车。
(2) keep ne's prmise表示“守信，遵守诺言”其中prmise是名词。例如:
He always keeps his prmise. That's why peple trust him.他总是遵守自己的诺言，这就是人们信任他的原因
4. I was heading back at 8:30. 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”head back意思是“往回走”例如:
After the meeting, I'll head back hme. 会议结束后，我就回家。
The ship is heading fr the harbur. 船正驶向港口。
We shuld head suth if we want t reach the beach. 如果去海滩，我们应该朝南走。
5. I am srry fr being crss with yu. 对不起，我对你发脾气了。
be crss with sb意思是“对……生气或不满”，其中crss作形容词用，意为“生气的，恼怒的”。例如:
She was crss with the man fr interrupting her speech frequently.
这个男人频繁打断她的演讲，这让她很恼火。
★Step 6 Hmewrk【家庭作业】
Ask students t write a shrt paragraph (5-7 sentences) answering the questin: "What des 'being respnsible' mean t yu after reading this play?"
Teaching reflectin 【教学反思】
The lessn effectively intrduced the theme f grwing pains thrugh a relatable parent-child cnflict. Students engaged well with the plt and characters, demnstrating slid cmprehensin. The persnal cnnectin segment was particularly successful in deepening understanding. Hwever, sme needed mre supprt in frmulating cnstructive advice during the discussin. Future lessns wuld benefit frm prviding clearer sentence frames fr analytical and reflective tasks.
第二课时 Grammar
Teaching Objects 【教学目标】
1. understand the basic structure and usage f the passive vice in the simple past tense.
2. practice frming the simple past passive by rewriting active sentences int passive nes.
3. apply the passive vice crrectly in writing shrt messages r cmmunicatin cntexts.
Teaching Aids 【教学工具】
an English bk，a tape recrder and CAI
Teaching Steps 【教学步骤】
★Step 1 P23, 5
Ask students t read the sentences in exercise 5 and summarise the grammar rules.
Let them find ne mre sentence with this structure in the reading passage.
Understanding ideas（6—8）
★Step 2 Grammar fcus learning【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：
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：The schl encuraged Bb t train fr the high jump.变为被动语态是：Bb was encuraged (by the schl) t train fr the high jump.
★Step 3 While-task【过程任务】
P23, 6
Ask students t rewrite the sentences in the passive in simple past tense.
Invite sme students t share their answers.
P23, 7
Have students cmplete the message with the crrect frm f the wrds and expressins in brackets.
Check the answers by analyzing the messages.
★Step 4 Pst-task【后续任务】
P24, 8
Ask students t think abut a stry abut a difficult experience with their parents, and then cmplete the mind map.
Shw them the useful expressins and let them use these expressins in their writings.
Ask students t write a stry using the given structure.
Ask students t peer check their writings.
★Step 5 Hmewrk【家庭作业】
Write a shrt paragraph (6-8 sentences) abut a rule r a decisin yur parents made fr yu in the past. Use at least three sentences in the simple past passive vice t describe what happened.
Teaching reflectin 【教学反思】
The lessn effectively integrated the simple past passive int the unit's theme f grwing pains, making the grammar pint relevant. Students cmpleted cntrlled exercises well but shwed sme difficulty in using the structure independently in writing. Next time, I will add a guided jint-writing activity befre individual practice t better bridge this gap.
第三课时 Listening and Speaking
Teaching Objects 【教学目标】
1.Understand the cncept f peer pressure and its effects thrugh listening and reading.
2. Practice listening skills t identify attitudes and cmplete frms related t persnal experiences with peer pressure.
3. Learn t talk abut persnal experiences f peer pressure using apprpriate expressins.
Teaching Aids 【教学工具】
an English bk，a tape recrder and CAI
Teaching Steps 【教学步骤】
★Step 1 Lead in【导入】
Have students lk at the picture n Page 25 and discuss the questin:
What des the picture shw?
Read “Did yu knw?” sectin with the students tgether. Let them knw the backgrund f this listening task.
★Step 2 Pre-task【准备任务】
Have students read exercise 1 n Page 25 and predict what infrmatin they will hear in the listening.
★Step 3 While-task【过程任务】
Page 25, 1
Let students listen t the cnversatin the chse Clin’s attitude.
Check the answers with the students.
Page 26, 2
Have students listen again and cmplete the applicatin frm.
Check the answers with the students.
Page 27,3
Have students lk at the picture and read the ntes. Predict what they will hear in the listening.
Play the audi and ask students t cmplete the ntes.
Check the answers by inviting tw students t read their ntes.
Let them listen again and talk abut hw Hannah intrduces her friend’s stry.
Read “Learning t learn” sectin with the students tgether.
★Step 4 Pst-task【后续任务】
P27, 4
Have students wrk in pairs and talk abut their experience f peer pressure fllwing the example.
Shw them the useful expressins n page 103 and ask them t use these expressin in their cnversatins.
Invite sme pairs t perfrm in frnt f the class.
Phnetics in use
Play the audi. Let students read the prnunciatin and wrds fllwing the recrding.
Let students read the prnunciatin and wrds by themselves. Crrect the mistakes if needed.
Shw students the wrds n page 99 and let them practise mre.
★Step 5 Hmewrk【家庭作业】
After class, interview ne f yur friends r family members abut an experience they had with peer pressure. Ask them: 1) What happened? 2) Hw did they feel? 3) What did they d? Then, write a shrt summary (abut 5–7 sentences) f their stry in English. Try t use at least tw expressins frm this lessn.
Teaching reflectin 【教学反思】
This listening-speaking lessn effectively engaged students with the highly relatable tpic f peer pressure, and mst culd cmplete the main listening tasks with gd cmprehensin. Hwever, transitining frm structured listening t authentic speaking abut persnal experiences prved challenging fr sme, wh hesitated t share penly. In the future, I will prvide mre sentence starters and mdel a persnal example first t lwer affective filters and encurage mre fluid peer discussin.
第四课时 Reading
Teaching Objects 【教学目标】
1. Understand the theme f “grwing pains and gains” by reading the diary passages.
2. Extract key details t cmplete the chart abut the writer’s past and present experiences.
3. Analyze the writer’s attitude twards failure and discuss persnal related experiences.
Teaching Aids 【教学工具】
an English bk，a tape recrder and CAI
Teaching Steps 【教学步骤】
★Step 1 Lead in【导入】
P28, 1
Shw students the pictures and expressins in exercise 1. Ask them t lk at the pictures and answer the questins using the expressins.
Invite sme students t share their answers and pinins with the whle class.
★Step 2 Pre-task【准备任务】
Shw students the pictures n page 28&29, then answer the questin: What infrmatin can yu get frm the tw pictures? The teacher can give sme wrds and expressins as prmpts.
Let students read the title f the diary entries. Ask hw they understand the title “Frm pain t gain”.
★Step 3 While-task【过程任务】
P 28, 2
Have students scan the passage and answer the questin: What was the writer’s pain?
Have students read the passage again and answer mre questins:
What suggestin did the writer’s friend give him after he was refused by the basketball team?
What sprt did he fall in lve with later?
Hw did the writer feel when he read his diary frm fur years ag again?
What did the writer learn frm his failure? Qute ne sentence frm the passage and explain the meaning.
P 30, 3
Let students cmplete the chart with the wrds and expressins frm the passage.
Chse tw students t share their answers.
P30, 4
Have students wrk in pairs and discuss the questins in exercise 4.
There are n fixed answers t these questins, s the teacher shuld encurage students t share their ideas and pinins.
★Step 4 Pst-task【后续任务】
Think and share
Have students wrk in grups f fur and discuss the tw questins. Befre answering the first questin, ask students t read the cntent in “Learning t think”. Give sme examples t help them understand this sectin if needed.
Encurage students t share their pinins and experiences fr these tw questins.
★Step 5 Language pints【语言要点】
1. Frm pain t gain 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。frm pain tgain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:N pain, n gain.一分耕耘，一分收获。
2. Back then, I was s disappinted at being t shrt and failing t get n the basketball team. 那时候，我因为个子太矮没能进入篮球队，感到非常失望。
(1) be disappinted at意思是“对……很失望”。例如:I feel very disappinted at nt getting the jb.我对没得到那份工作感到非常沮丧。
(2) fail t d sth意思是“未能做到……”例如:
He failed t keep his prmise.他没有信守诺言。
3. I culdn't help laughing at my heartbreaking wrds then. 当时那些令人心碎的话让我忍不住笑了出来。
can't help (ding) 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: She can't help singing alng with the music.她忍不住随着音乐歌唱。
4. At first, I swam just t take my mind ff things. 起初，我只是为了转移注意力才游泳的。
take sb's mind ff sth意为“使某人不再去想(担忧)某事”。例如:
Reading a gd bk can help take yur mind ff the pain.读一本好书可以帮你忘记你的痛苦。
5. But sn, I fell cmpletely in lve with the sprt. 但很快，我彻底爱上了这项运动。
fall in lve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:
He fell in lve with the city and decided t mve there.
他喜欢上了那座城市并决定搬过去。
I fell in lve with cking at a yung age.
我在年幼的时候爱上了烹饪。
★Step 6 Hmewrk【家庭作业】
Think abut a time yu were disappinted r failed at smething. Write 3-5 sentences abut it.
Teaching reflectin 【教学反思】
This reading lessn effectively used a persnal diary t mdel turning pain int gain. Students engaged well with the text and grasped the key pint frm failure t grwth. The mst meaningful mment came during the persnal "Think and share" discussin, where students began cnnecting the writer's experience t their wn lives, creating a natural bridge t the upcming writing task. This persnal cnnectin is a slid fundatin t build n next class.
第五课时 Writing
Teaching Objects 【教学目标】
1. Learn t rganize ideas fr a persnal failure stry by answering guided questins.
2. Write a cherent passage abut yur wn failure experience, using apprpriate expressins t describe feelings and grwth.
3. Reflect n the meaning f failure and express a psitive attitude tward challenges in yur writing.
Teaching Aids 【教学工具】
an English bk，a tape recrder and CAI
Teaching Steps 【教学步骤】
★Step 1 Lead in【导入】
Have students lk back at the passage “Frm pain t gain” and answer the questin: What was the writer’s failure?
Tell students that they’re ging t write a passage abut a failure in their lives.
★Step 2 Pre-task【准备任务】
Ask students t read the five questins in step 1.
Give students 3 minutes t think f ne time they failed f smething.
In pairs, have students briefly tell their partner abut their failure using the first tw questins: What happened? What was the pain fr yu?
★Step 3 While-task【过程任务】
Give students sme examples abut the five questins in step 1.
Ask them t think and take ntes fr these five questins.
Let them write a passage using their ntes. Remind them t fllw the rder f the questins t structure their stries.
Prvide language supprt if needed.
★Step 4 Pst-task【后续任务】
Have students exchange their passages with a partner.
Ask them t check their partner’s stry using the list in step 3.
After feedback, give students 5 minutes t make imprvements.
Invite 2-3 students t read their passages alud. Praise their use f unit language and clear structure.
★Step 5 Hmewrk【家庭作业】
Ask students t write a final, plished versin f their passage.
Teaching reflectin 【教学反思】
Using the diary Frm pain t gain as a clear mdel helped students understand hw t structure a persnal failure narrative. The five guiding questins prvided effective scafflding, allwing mst students t rganize their thughts cherently. The main difficulty was encuraging students t mve beynd simply listing events t expressing genuine reflectin n grwth. In the future, I will prvide sentence starters fr the reflectin part t help them articulate their persnal takeaway mre easily.
第六课时 Presenting ideas&Reflectin
Teaching Objects 【教学目标】
1. Cllect and discuss a grwth stry f a well-knwn persn r smene arund yu by identifying its “grwing pains, slutins and gains”.
2. Organize and deliver a presentatin abut the grwth stry using the given utline and related expressins.
Teaching Aids 【教学工具】
an English bk,a tape recrder and CAI
Teaching Steps 【教学步骤】
★Step 1 Lead in【导入】
Intrduce the prject t students: Give a presentatin n a persn’s grwth stry.
Briefly review the presentatin utline frm earlier in the unit (Intrductin-Bdy-Cnclusin) and the key elements (grwing pains, slutins, gains).
★Step 2 Pre-task【准备任务】
Give grups 5-7 minutes fr final preparatin and rehearsal befre presenting.
Remind them t check:
Is the stry clear and well-rganized?
Did we use sme useful expressins frm the unit?
Is everyne in the grup invlved?
★Step 3 While-task【过程任务】
Ask each grup t cme t the frnt and present their grwth stry. Set a time limit (e.g. 3-5 minutes per grup).
While listening, ask ther students t take brief ntes n what they find interesting abut each stry.
After all presentatins, cnduct the vte n P32.
★Step 4 Pst-task【后续任务】
Annunce the results f the vte. Lead a brief psitive feedback sessin by asking:
What did yu like abut the mst interesting stries?
What made the best presentatins effective?
Reflectin
Ask students t finish the three exercises in reflectin part and check what they’ve learned in this unit.
Ask students t share their gains with a partner.
★Step 5 Hmewrk【家庭作业】
Ask students t write ne final sentence in their ntebk answering: "What is the mst imprtant thing yu learned abut 'grwing pains and gains'?"
Teaching reflectin 【教学反思】
The presentatin sessin successfully prvided a platfrm fr students t synthesize and shwcase their unit learning, with mst grups demnstrating a gd grasp f the grwth stry structure. The vting activity increased engagement and listening fcus. The guided reflectin was crucial fr meta-cgnitive develpment; hwever, sme students needed mre prmpting t mve beynd generic answers t specific gals. Next time, I will prvide a list f cncrete examples fr the "I still need t imprve" sectin t scaffld mre meaningful self-assessment.
【Language Abilities】
Use wrds and expressins in the unit t talk abut grwing up.
Use the passive in the simple past t talk abut challenges f grwing up.
Explain the meaning f grwing up.
【Culture Awareness】
Understand that grwing pains are cmmn acrss cultures and part f grwing up.
Recgnize the imprtance f respectful cmmunicatin and helping thers in daily life.
【Quality f Thinking】
Learn t analyze and structure grwth stries lgically.
Practice evaluating different perspectives in peer pressure r family situatins.
Reflect n hw persnal challenges can lead t learning and grwth.
【Learning Abilities】
Imprve skills in extracting and using infrmatin frm stries abut grwing up.
Develp teamwrk skills thrugh grup research and presentatins.
Reflect n what yu have learned in this unit and identify areas fr imprvement.
【Class Hur Divisin】
Six perids
第一课时
Starting ut&Reading
第二课时
Grammar
第三课时
Listening and Speaking
第四课时
Reading
第五课时
Writing
第六课时
Presenting ideas&Reflectin
一般现在时
一般过去时
例句
肯定句
否定句
主语+am/is/are+dne
主语+am/is/are+
nt+dne
主语+was/were+dne
主语+was/were
+nt+dne
The bk was written by him last year.
The windw was nt brken by me.
一般疑问句
Am/Is/Are+主语+dne
Was/Were+主语+dne
Were the letters sent yesterday?
特殊疑问句
特殊疑问+am/as/are
+主语+dne
特殊疑问+was/were
+主语+dne
When was the bridge built?