外研版（2024）八年級上冊英語Unit2Gettingalong教案

單元教學目標

1.Usewordsandexpressionsintheunitto

talk

aboutrelationships.

[LanguageAbilities]2.Usethepresentperfecttensetotell

storiesofsharing.

3.Shareyourthoughtsonhowtogetalong

withothers.

1.Understandtheimportanceofsharing.

[CultureAwareness]2.Establishcorrectvaluesinbuildinggood

interpersonalrelationships.

1.Analysethepassagefromdifferent

perspectivesandinferdeepmeaningsof

thepassage.

[QualityofThinking]

2.Reflectonpersonalbehaviourinsocial

interactionsanddeveloppositive

interpersonalskills.

1.Guidestudentstoexamineandimprove

[LearningAbilities]

theirlearningmethods.

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2.Beabletoactivelycooperatewithothers

in

learningactivitiesandcompletelearning

tasks.

[ClassHourDivision]Sixperiods

第一課時Startingout&Reading

第二課時Grammar

第三課時ListeningandSpeaking

第四課時Reading

第五課時Writing

第六課時Presentingideas&Reflection

單元教材分析

本單元的主題為：與人相處。該主題屬于“人與社會”主題范疇

下的“社會服務與人際溝通”主題群，對應“良好的人際關系與人際

交往”這一子主題內容。本單元圍繞話題secretsofgoodrelationship,

學習和完成11個語篇，通過多樣化的學習活動，幫助學生理解與人

相處的核心價值，包括分享、包容、表達與理解。通過學習，學生將

逐步掌握和諧相處的技巧，培養(yǎng)良好的人際關系，為未來的社會交往

奠定堅實基礎。

Startingout：本部分通過分享與人相處的名言和討論相處中的難題,

激活學生對人際關系的已有認知。學生將思考并分享自己在與人相處

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中遇到的挑戰(zhàn)，為后續(xù)學習奠定基礎。

Understandingidea：本部分的閱讀文章為《TheSelfishGiant》,講述

了一個自私的巨人因趕走孩子而使花園終年冰封，最終在孩子們的回

歸中悔悟并學會分享的故事。文章通過巨人的轉變，傳遞了分享與包

容的重要性，引導學生反思自己在人際關系中的行為。

Developingideas：本部分包含聽力和閱讀兩個模塊。聽力部分通過情

境對話，幫助學生學會在與人相處中清晰表達自己的想法；閱讀部分

則講述了安徽桐城六尺巷的故事，展現了謙讓與寬容在化解矛盾中的

重要作用。這部分內容旨在提升學生的溝通技巧和同理心。

Presentingideas：學生需要結合本單元所學內容，創(chuàng)作一份與人相處

的指南。通過這一任務，學生不僅能夠鞏固所學知識，還能將理論應

用于實踐，進一步提升人際交往能力。

課時分解

第一課時Startingout&Reading

TeachingObjects【教學目標】

1.Discussthequotesabouthealthyinterpersonalrelationships.

2.UnderstandthestoryandanalyzethechangeoftheGiant'sattitude.

3.Analyzethestorystructureusingastorymountain.

3.Tellstoriesofsharing.

TeachingAids【教學工具】

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Page19,2

l.Askstudentstowatchavideoandanswerthequestions.

?Whatistheproblemineachconversation?

②Whatwouldyoudoinsimilarsituations?

2.Invitesomestudentstosharetheiranswers.

Understandingideas(1—4)

★Step2Pre-task【準備任務】

Page20,1

1.Askstudentstolookatthetitleandthepicture.Thenpredictwhatthe

passageisabout.

2.Showthewordstohelpstudents.

gardenselfishplaychildrenangryspring

★Step3While-task【過程任務】

Page20,2

1.Askstudentstoreadthepassage,thenanswerthequestion.

令WhatdoestheGiantdotohisgarden?

2.Checktheanswerwiththeclass.

Answer:Atfirst,theGiantclosesthegateandbuildsahighwallaround

thegarden.Intheend,heknocksdownthewall.

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Page22,3

l.Askstudentstochoosethemessageofthepassage.

2.Presenttherightanswerandexplainthereason.

Answer:C

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l.Askstudentstocompletethereadingchartwiththewordsand

expressionsfromthepassage.

2.Checktheanswerswiththeclass.

Answers:?garden②play③angry?children⑤lookoutside

?selfish

⑦knocksdown⑧thechildren

★Step4Post-task【后續(xù)任務】

Page22,Thinkandshare

l.Askstudentstothinkaboutthefollowingquestions:

?Whydoesn'tspringcometotheGiant'sgarden?

②WhydoyouthinktheGiantchangeshismind?

③Doyouknowastorywithasimilarmessage,eitherfromabookor

fromyourownlife?Shareitwiththeclass.

2.Givesomepromptstothestudents.

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3.Letsomestudentssharetheiranswers.

Furtherthinking

l.Askstudentstoanswerthequestions.

今WhatisthecharacteroftheGiant?

。Whatcanyoulearnfromthestory?

2.Letsomestudentssharetheiranswerswiththeclass.

★Step5Languagepoints【語言要點】

l.Hereandthere,overthegrass,standbeautifulflowers,likestars.

⑴英語中為了強調句子的某個成分或者保持句子的平衡，有時會把

狀語和謂語全部放在主語前面。例如：

Underthetreesatanoldman.一位老人坐在樹下。

Onthebedliesachild.床上躺著一個孩子。

(2)hereandthere意為“到處;各處;零散地到例如：

Shelefthertoyshereandthere.她把玩具丟得四處都是。

2.“Icannotunderstandwhyspringhasnotcomesincelastyear,“

saystheGiant.hopetheweatherchangessoon.^^

hope意為“希望，期望，指望”。例如：

Ihopeeverythingisokay.我希望一切順利。

hope后面也可以接動詞不定式。例如：

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Amyhopestobeateacher.Amy希望成為一名教師。

3.Butspringnevercomes,norsummer.

nor常用于列舉兩個或更多相同性質的否定事物或情況,意為“也不”。

norsummer的原句應該是nordoessummercomeo

4.1haven*theardthatbeautifulbirdsongforawhile.

句中that作副詞用，用于強調其后面形容詞beautiful的程度，意為“那

么“。例如：

Shedidn'tthinkthetestwouldbethatdifficult.她沒想到這個測試會那

么難。

5.Andthetreesaresogladthattheyhavecoveredthemselveswith

flowers.

so...that…意為“如此...以至于o例如：

Hewassotiredthathefellasleepveryquickly.他累得馬上就睡著了□

Shesangsowellthateveryoneknewhername.她唱得非常好，每個人都

知道她的名字。

6.Thebirdsflyaboutandsingwithjoy.

flyabout意為“四處飛翔”，其中about意為“到處”。例如：

Thekidsrunaboutinthepark.孩子們在公園里到處奔跑。

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7.“Fearnot,littleones,“theGiantsays."It'syourgardennow.”

句中fearnot相當于現代英語中的Don'tbeafraid或Donotfear,構成

祈使句。這種“實義動詞+not?的句型常出現在一些固定的，尤其是較

古老的表達方式中。除fear之外，能直接與not連用的還有其他動詞，

如be,worry,doubt等。例如：

Benotafraid,Iamwithyou.別害怕，我和你在一起。

Worrynotaboutthefuture,liveinthepresent.別為將來擔心，活在當下。

Doubtnot,foryouhavethestrengthwithinyou.別懷疑，因為你有內在

的力量

★Step6Summary【課堂小結】

Askstudentstousethestudents'self-assessmentformtocheckwhatthey

havelearnedinthislesson.

1cantalkaboutquotesaboutinterpersonalrelationships.

IcanunderstandthestoryandanalyzethechangeoftheGiant's

attitude.

Icananalyzethestoryusingthestorymountain.

Icantellstoriesofsharing.

★Step7Homework【家庭作業(yè)】

1.Reviewthewords,phrasesandsentences.

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2.Dotheexercisesinstudents'book.

Teachingreflection【教學反思】

Inthisreadinglesson,Ifoundstudentswereengaged.However,

somestudentshaddifficultywithanalyzingthegiant'scharacter.Next

time,I'llprovidemoreguidingquestionsandgroupdiscussions.Also,I'll

usemorevividwaystohelpthemunderstandthethemeofthestory.

第二課時Grammar

TeachingObjects【教學目標】

Viseforandsincecorrectlyinpresentperfecttense.

2.Haveabetterunderstandingofthepresentperfecttense.

3.Discusstheexperienceofsharing.

TeachingAids【教學工具】

anEnglishbook,ataperecorderandCAI

TeachingSteps［教學步驟】

★Step1Leadin【導入】

l.Askstudentstoreadthesentencesfromthereadingpassageandpay

attentiontotheboldwords.

(a)TheGianthasbeenawayforalongtime.

(b)Sincethen,hehasn'tseenachildthere.

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2.Thenaskstudentstoanswerthequestion.

令Whattensearetheyin?

3.Askstudentstofindmoresentenceswiththesamestructuresinthe

readingpassage.

4.Checkanswerswiththeclass.

Answers:Ihaven'theardthatbeautifulbirdsongforawhile.

Icannotunderstandwhyspringhasnotcomesincelastyear.

Understandingideas(5-8)

★Step2Grammarfocuslearning［語法學習】

現在完成時Q)

一、用法

現在完成時還可以表達某一行為或狀態(tài)從過去某時間一直持續(xù)到現

在。

E.g.Ihavehadthedogforthreemonthsnow.

Wehaveplayedfootballforayearnow.

IhavebeenlikethissinceFriday.

IhavenotdonemuchexercisesinceIgotmycomputerlastyear.

從以上例句可以看出，在表示行為或狀態(tài)從過去一直持續(xù)到現在時，

通常要與表示一段時間的時間狀語連用，這類狀語通常由for或since

引導。需要注意的是，for后接一段時間，如foralongtime,forfive

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years等;而since后多接時間點，如sinceAugust2023,sinceyesterday,

sincetwoo'clock等。

二、對現在完成時的時間狀語提問

在對現在完成時的時間狀語進行提問時，我們常用howlongo

E.g.Howlonghaveyouplayedfootball?你踢足球踢了多長時間了？

Howlonghaveyoubeenlikethis?你這個樣子有多久了？

Howlonghaveyouhadthedog?這條狗你養(yǎng)了多久了？

三、注意

1.在表示某一行為或狀態(tài)持續(xù)多長時間時?，根據終止時間的不同，需

要使用不同的時態(tài)。

E.g.Istayedinthehotelforaweeklastsummer.去年夏我在這個酒店住

了一周。（一般過去時）

Ihavestayedinthehotelforaweeknow.迄今為止，我已經在這個酒店

住了一周。（現在完成時）

Iwillstayinthehotelforaweeknextmonth.下個月我將會在這個酒店

住一周。（一般將來時）

2.在現在完成時的句子中，表示持續(xù)的動作或狀態(tài)時，動詞通常與表

示時間段的時間狀語連用;而表示動作已經完成時，動詞不能與表示

時間段的時間狀語連用。試比較：

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Tomhasbeenherefortwohours.Tom已經來了兩小時了。

Tomhasjustcome.Tom剛到。

3.除表示經歷、持續(xù)至今的行為或狀態(tài)外，現在完成時還表示到目前

為止量的累積。

E.g.Ihavelearnt20Englishsongs.我已經學會了20首英文歌曲。

Ihavecollected300stamps.我已經收集了300枚郵票。

★Step3While-task【過程任務】

Page23,6

l.Askstudentstocompletethesentenceswith/brorsince.

2.Checktheanswerswiththeclass.

Answers:?since②for③Since

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l.Askstudentstocompletethenewsarticlewithfor,sinceandthecorrect

formofthe

wordsinbrackets.

2.Checktheanswerswiththeclass.

Answers:?for②offers③Since?havebeen⑤for?enjoys

?since?since

3.Askstudentstoanswerthefollowingquestionsaccordingtothe

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passage.

①WhatdifferentthingshasUncleJimmydone?

②WhatcanyoulearnfromUncleJimmy'sactionsdescribedinthe

article?

Possibleanswers:①Everyyear,onhisbirthday,hehasofferedfreeice

creams.

②Wecanlearntheimportanceofsharing.

★Step4Post-task【后續(xù)任務】

l.Askstudentstoworkinpairs.Thendiscusstheirexperienceofsharing.

2.Askstudentstousethewordsandexpressionsfromthereadingpassage

andshowthethinkingmaponthebooktothestudents.

?Whatdidyoushare?

?Whodidyoushareitwith?

?Whendidithappen?

?Whatdidotherpeoplesaytoyou?

?Howdidyoufeelaboutit?

?Whathaveyoulearntfromit?

3.Showtheusefulexpressionstohelpthemtoorganisetheirideas.

Usefulexpressions:

。Ihaveshared...with...for/since...

今...Isaid,...

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令Sharinghasallowed/shown/taughtme...

令Oneday,...

令Howdoessharingmakeyoufeel?

令Itmakesmefeel...because...

4.Choosesomestudentstosharetheiranswers.

★Step5Summary【課堂小結】

Askstudentstousethestudents,self-assessmentformtocheckwhatthey

havelearnedinthislesson.

Icanuseforandsincecorrectlyin

presentperfecttense.

Icanunderstandthepresentperfect

tensewell.

Icantalkaboutmyexperienceof

sharing.

★Step6Homework【家庭作業(yè)】

1.Reviewthewords,phrasesandsentences.

2.Dotheexercisesinstudents9book.

Teachingreflection【教學反思】

Wealwaysgetthestudentstolearngrammarbysummingupthe

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sentencestheyhavelearned.Studentscanpracticegrammarbyusing.

Aftertheyknowhowtousethepresentperfecttensetomakesentences,

thestudentsshouldpracticeindifferentactivities.Andwecangivethem

somewrittenworkafterspeakingandreading.

第三課時ListeningandSpeaking

TeachingObjects【教學目標】

1.Understandthelisteningmaterialandgraspthekeyinformation.

2.Pronounce/h/correctlyandrememberthelettersandletter

combinationsthatrepresentit.

3.Talkaboutwhatyouhavelearntaboutexpressingyourthoughts.

TeachingAids［教學工具］

anEnglishbook,ataperecorderandCAI

TeachingSteps【教學步驟】

★Step1Leadin【導入】

Showthepictureonpage25tostudents,thenaskthemtoanswerthe

questions.

Whatkindoffeardoesthegirlontherightinthepicturehave?

。Howdoyouknow?

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★Step2Pre-task【準備任務】

Manypeoplehavesomekindoffear.Examplesincludeafearofheights

andafearofattendingsocialevents.Itisoftendifficultforpeopletotalk

abouttheirfears

withothers.Thissometimesinfluencestheirpersonalrelationships.

★Step3While-task【過程任務】

Page25,1

l.Showthepictureandthestudents,thoughtabouttherollercoasteron

page26tostudents,thenaskthemtopredictwhattheconversationis

about.

2.Askstudentstolistentotheconversationandchoosethemainidea.

3.Checktheanswerswiththeclass.

Page26,2

l.Askstudentstolistenagain.Thencompletethestudents9thoughtsabout

therollercoasterandchoosethecorrectfeelings.

3.Checktheanswerswiththeclass.

Page27,3

l.Askstudentstoreadthenotesandpredictwhattheconversationis

about.

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2.Askstudentstolistentotheconversationandcompletethenotes.

3.Checktheanswerswiththeclass.

Page27

I.Askstudentstolistenagain.Thentalkabouthowtheteacheroffers

comfort.

2.Checktheanswerswiththeclass.

★Step4Post-task【后續(xù)任務】

Phoneticsinuse

l.Letstudentsreadthewordsonpage25,andthenaskthemtopay

attentiontotheboldletters.

2.Playtherecordingandaskstudentstorepeatthem.

3.Tellthekeypointsofthepronunciationof/h/andgiveacorrect

demonstration.

4.Havestudentsreadthewordstogether.

5.Ifpossible,providemoretargetlanguagematerialsforstudentsto

practise.

Page27,4

l.Askstudentstoworkinpairs,chooseasituationandactouta

conversationaboutthoseprovidedinexercise4.Encouragestudentsto

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createnewsituations.

2.Invitesomestudentstoperformtheirconversationsinfrontoftheclass.

3.Letstudentstalkaboutwhattheyhavelearnedaboutexpressingtheir

thoughtsinthissection.

★Step5Summary【課堂小結】

Askstudentstousethestudents'self-assessmentformtocheckwhatthey

havelearnedinthislesson.

Icanunderstandthelisteningmaterial

andgraspthekeyinformation.

Icanpronounce/h/correctlyand

remembertherelatedlettersandletter

combinations.

IcantalkaboutwhatIhavelearnt

aboutexpressingmythoughts.

★Step6Homework【家庭作業(yè)】

1.Reviewthewords,phrasesandsentences.

2.Dotheexercisesinstudents'book.

Teachingreflection【教學反思】

Inthisperiod,weshouldteachstudentshowtograspthekey

informationduringthelisteningtasks.Inaddition,weshouldencourage

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themtotalkaboutwhattheyhavelearnedaboutexpressingtheirthoughts

inthissection.

第四課時Reading

TeachingObjects【教學目標】

1.LearnthehistoryofLiuChiXiang.

2.Discussthemeaningbehindthepoem.

3.Talkaboutwhatyoulearnfromthestory.

TeachingAids（教學工具】

anEnglishbook,ataperecorderandCAI

TeachingSteps【教學步驟】

★Step1Leadin【導入】

l.ShowthepictureaboutLiuChiXiangtostudents,thenaskthemto

answerthequestions.

。Whatcanyouseeinthepicture?

令Whatplaceisthestoryabout?

。Whatdoyouthinkthestoryisabout?

Showthewordsandexpressionstohelpthestudents.

reachanagreementargueoverdividinglineneighbourgiveup

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kindness

Page28,2

l.Askstudentstoreadthestoryandchecktheiranswers.

Answers:Twofamiliesarguedoverthedividinglinebetweentheirhouses.

Finally,eachfamilydecidedtogiveupthreechifortheirneighbourout

ofkindness.

★Step2Pre-task【準備任務】

Playavideoandhelpstudentstolearnsomebackgroundknowledge

aboutLiuChiXiang.

★Step3While-task［過程任務］

Page28

l.Askstudentstosummarizethemainideaofeachparagraph.

Paragraph

1:________________________________________________________

Paragraph

2:________________________________________________________

Paragraph

3:________________________________________________________

Paragraph

4:_______________________________________________________

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3.Checktheanswerswiththeclass.

Paragraph1:TheintroductionofLiuChiXiang.

Paragraph2:Theproblembetween[heZhangsandtheWus.

Paragraph3:Thesolutiontotheproblembetweenthetwofamilies.

Paragraph4:TheinfluenceofLiuChiXiang.

Page30,3

l.Askstudentstoreadagain,thenanswerthequestionsaboutthestory.

令WhereisLiuChiXianginthestory?

。What'sspecialaboutit?

令Whatdidthetwofamiliesargueabout?

令WhodidtheZhangfamilyaskforadvice?

。WhatsuggestiondidtheZhangfamilyreceive?

今WhatdidtheZhangfamilydothen?

令HowdidtheWufamilybehave?

令WhatdothepeopleofTongchengrememberastheywalkdownthe

lane?

2.Checktheanswerswiththeclass.

Answers:?InTongcheng,Anhui.

?Becauseit'sperhapsthemostfamousnarrowlaneinChina.

(§)Theyarguedaboutthedividinglinebetweentheirhouses.

④TheyaskedZhangYingwhohadapositionhighupinthegovernment

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foradvice.

⑤Theyreceivedapoemwhichsuggestedthattheyshouldnotquarrel

overthethreechiofland.Instead,theycouldgivethethreechitotheir

neighbouroutofkindness.

⑥Theysteppedbackthreechifortheirneighbour.

⑦Theygaveupanotherthreechi.

⑧Theyrememberhowkindnessencouragesmorekindness.

Page30,4

l.Askstudentstoanswerthequestions.

?Howdoyouunderstand“asagift"and"astimecontinuestodrift”in

thepoem?

②Whatrhymescanyoufindinthepoem?

③What'stheeffectoftheserhymes?

2.Checktheanswerswiththeclass.

PossibleAnswers:①“Asagift”meansgivingthreechiofspacetothe

neighbourkindly,showinganactofgenerosity.“Astimecontinuesto

drift“impliesthatastimepassesby,smallthingslikethelandforthewall

won'tmatteranymore.

②Therhymesare“wall”and“all”，“gift”and"drift”.

(§)Therhymesmakethepoemsoundlikemusicandeasytoremember.

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★Step4Post-task【后續(xù)任務】

Page30Thinkandshare

l.Askstudentstothinkandshare:

?Whatisyourunderstandingofthetitle?

(2)Whydoesthewriterusethepoeminthisstory?

③Whathaveyoulearntfromthestory?

2.Givestudentssomeprompts.

3.Letsomestudentssharetheiranswers.

★Step5Languagepoints【語言要點】

l.Twolocalfamilies,theZhangsandtheWus,arguedoverthe

dividinglinebetweentheirhouses.Theycouldn'treachan

agreement.

(1)兩個逗號間的theZhangsandtheWus是對名詞短語twolocal

families進行具體解釋說明。例如：

Myfriend,John,lovesfootball.我的朋友，John,喜歡踢足球。

⑵argueover意為“就……爭論”，其中over意為“與……有關，關于“。

例如：

Theyalwaysargueoverwhoshouldpaythebill.他們總是爭論誰應該付

賬單。

(3)reachanagreement意為“達成協議例如：

Thetwocountriesreachedanagreementaftertwoweeks.兩周后，兩國達

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成了協議。

2.1nreturn,theydecidedtodothesamething.

inreturn意為“作為……報酬,作為……回報”。例如:

Ihelpedhermove,andinreturn,shecookedmedinner.我?guī)退峒?，?/p>

為回報，她給我做了晚餐。

3.Andsocamethesix-chi-widelanebetweenthetwohouses.

這句話主語比較長，為防止句子頭重腳輕，謂語came提到了主語the

six-chi-widelanebetweenthetwohouses前面。英文中有些句子沒有賓

語，且主語較長，可以把狀語提前，而把主語放到謂語后面。例如:

Onthetablestoodtwoglassesandanemptybottl已桌上有兩個玻璃杯和

一個空瓶子。

Afterthepartycameafireworksdisplayinthegarden.聚會后花園里放

起了煙花。

4.ThepeopleofTongchengstillkeepthepoeminmind.

keep...inmind意為“把……放在心里，把……記在心上。”例如:

Keepinmindtolockthedoorwhenyouleave.離開時記得鎖門。

Healwayskeepsheradviceinmind.他總是牢記她的忠告。

★Step6Summary【課堂小結】

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Askstudentstousethestudents,self-assessmentformtocheckwhatthey

havelearnedinthislesson.

IknowthehistoryofLiuChiXiang.

Iknowthemeaningofthepoem.

IcantalkaboutwhatIlearnfromthe

story.

★Step7Homework［家庭作業(yè)】

1.Reviewthewordsandsentences.

2.Dotheexercisesinstudents'book.

Teachingreflection【教學反思】

Inthisclass,moststudentscouldanswerthereadingquestions,but

somestudentshadtrouble.Nexttime,I'llexplainmoredifficultwords

firstandgivemoretimeforgrouptalkstohelpthembetterunderstandthe

story.

第五課時Writing

TeachingObjects【教學目標】

1.Learnthestructureofastory.

2.Writeashortstoryaboutunderstandingbetweenpeople.

3.Shareyourstoryaboutunderstandingbetweenpeoplewiththeclass.

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TeachingAids［教學工具］

anEnglishbook,ataperecorderandCAI

TeachingSteps［教學步驟】

★Step1Leadin【導入】

l.ShowstudentsthemindmapinExercise5,step1,onP31.Askthemto

analyzethestructureofLiuChiXiang'sstory.

2.Askstudentsiftheyhaveeverhadorwatchedanargumentorconflict,

whatitwasaboutandhowitwassolved.

3.Selectsomestudentstosharetheirexperiencewithothers.

★Step2Pre-task【準備任務】

l.Leteachstudentthinkofanargumentorconflicttheyhaveever

experienced.

2.Askstudentstoworkingroupsoffourandsharetheirexperienceswith

theirgroupmembers.

★Step3While-task【過程任務】

l.Letstudentsorganisetheirideasandcompletethemindmapin

Exercise5,step1.Inordertohelpstudentsbetterfinishthistask,the

teachercanshowthemanexample.

2.Askstudentstowriteabouttheirstorieswiththehelpofthequestions

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instep1.Beforewriting,presentasamplestorytostudents.

Samplewriting:OneMondayafternoonafterschool,TomandJerrywere

intheschoollibrary.Theybothwantedtoborrowtheonlycopyoftheir

favoritebook.Sincethelibrarycouldn'tlendittobothofthematonce,

theystartedarguingaboutwhoshouldborrowitfirst.

Tomsooncalmeddown.Hesuggestedtheyreadthebooktogetherin

thelibrarythatday.Jerrythoughtitwasagoodidea.Thentheyfounda

quietcornerandreadthebooktogether.

Thisstoryshowsthatinfriendships,it'simportanttobekindand

thinkofeachother.Byworkingtogether,wecansolveproblemsand

keepourfriendshipsstrong.Sometimes,sharingisn'tjustaboutgiving

somethingup-it'saboutgainingsomethingevenbetter.

★Step4Post-task【后續(xù)任務】

l.Havestudentsexchangetheirpassageswithapartner.

2.Askstudentstochecktheirstoriesasfollows.

令Didyouincludecharacters,asettingandevents?

。Didyouusethewordsandexpressionsfromthereadingpassage?

令Didyougiveyouropinionabouttheimportanceofunderstanding

others?

3.Invitesomestudentsreadtheirwritingstotheclass.

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★Step5Summary【課堂小結】

Askstudentstousethestudents'self-assessmentformtocheckwhat

theyhavelearnedinthislesson.

Iknowthestructureofastory.

Icanwriteashortstoryabout

understandingbetweenpeople.

Icansharemystoryabout

understandingbetweenpeoplewiththe

class.

★Step6Homework［家庭作業(yè)］

Furtherpolishyourwritingaccordingtotheevaluationcriteria.

Teachingreflection【教學反思】

ThemindmapinExercise5isveryhelpfulforstudentsbecauseit

showsthebasicelementsandthestructureofastoryclearly.Beforethe

writingtask,IaskedstudentstoanalyzethestructureofLiuChiXian