Unit 1 This is me Understanding ideas-Reading 教学设计 2025外研版英语八年级上册

Understandingideas—Reading

What:Thetextisaboutself-acceptance,especiallyregardingone'slooks.ItincludesapassageaboutSally'sexperienceofhavingabirthmark.Therearetaskslikeansweringquestionsbasedonthepictureandthetitle,summarisingthepassage,completingnoteswiththewordsandexpressionsfromthetext,andworkinginpairstodiscusstheexperienceofacceptingone'slooksusingusefulexpressions.

Why:Theauthor'sintentionistohelpstudentsdevelopapositiveattitudetowardsself-acceptance,particularlyinrelationtophysicalappearance.Bypresentingapersonalstoryandrelatedactivities,thetextaimstoencouragestudentstothinkabouttheirownfeelingsandexperiences,andtolearnfromtheprocessofacceptingthemselves.Italsoaimstoenhancestudents'languageskillsinreadingcomprehension,summarywriting,andoralcommunicationinthecontextofthisimportantlifetheme.

How:Thetextusesmanykindsofpracticalexercises,suchasaskingquestions,completingthenotesanddiscussinginpairs.Itprovidesvisualaids(pictures)tohelpstudentsunderstandthecontext.Thelanguageisrelativelysimpleandclear,withusefulexpressionstoassistindiscussions.Thestructureissequential,guidingstudentsfrominitialcomprehensiontoin-depthdiscussionsandreflection.

Bytheendofthislesson,studentswillbeableto:

1.usevideos,picturesortitlestopredictthecontentofthearticle.

2.understandthetopicofself-acceptance.

3.discusstheirownexperiencesofacceptingornotacceptingtheirlooksusingproperexpressions.

4.graspthekeylanguagepoints,suchas“insteadof”,theobjectclause,andtheadverbialclauseguidedby“although”.

03TeachingProcess

LearningObjectives

TeachingActivities

EffectivenessEvaluation

1.Tousevideos,picturesortitlestopredictthecontentofthearticle.

Step1Lead-in

1.Askstudentstowatchavideoaboutself-loveandbeinggoodatsomething.

2.Letstudentsdiscussquestionslike“Doyouloveyourself?”“Areyougoodatanything?"and“Areyougoodateverything?”

Step2Pre-reading

1.Guidestudentstoobservethepictureanddescribewhattheysee(eg.whatthegirllookslike,whatsheisdoing,andhowshe

feels).

2.Letstudentspredictwhattheredroserepresents.

Observeifstudentscanaccuratelydescribethedetailsbywatchingthevideoandengageinthoughtfulreflectionanddiscussionbasedontheposedquestions.Measurewhetherstudentscanaccuratelydescribethedetailsaccordingtothepictureandmakereasonablepredictionsbasedonthetitleand

image.

1.Toactivatestudents’priorknowledgeandinterestinself-reflection,creatingarelaxingandengagingatmospherethatsetsthestagefortheupcomingreadingactivity.

2.Tohelpstudentsusepicturesandtitlestopredictthecontentofthearticleandprepareamentalframeworkforunderstandingthetext.

2.Tounderstandthetopicofselfacceptance.

Step3While-reading

1.Havestudentsreadthepassagequicklytoverifyprevious

predictionsandanswerquestionslike“HowdoesSallyfeelaboutthe

‘rose'initially?”and“HowdoesshefeelafterMaddiescomment?”

2.Askstudentstoreadthestoryagaincarefullyparagraphby

paragraphtofindthedetailsandlearnthedevelopmentofthe

story.

Evaluatestudents'

comprehensionofthemaincontent.Checkiftheycanfindspecificdetails,

andiftheycanunderstandSally'semotionalchangesinthestory.

Todevelopstudents'readingcomprehensionskillsandtheirabilitytoextractandsummarisekeyinformationfromthetext.

3.Todiscusstheir

ownexperiencesof

acceptingornot

acceptingtheirlooks

usingproper

expressions.

Step4Post-reading

1.Havestudentsretellthestory,focusingonMaddiespraise,her

actions,andwhatSallylearnt.

2.Askstudentstodiscussquestionslike“WhatdoesSally

thinkofherbirthmarknow?"and

“Doyouthinkpeopleshouldworryabouttheirlooks?Whyorwhynot?”

Assessthedepthofstudents'reflection,theirabilitytoarticulatepersonalinsights,andtheirunderstandingofthemeslikeself-acceptanceanduniqueness.

Toimprovestudentscriticalthinkingandpersonalreflectionability,allowingthemtoconnectthetexttotheirownlivesanddrawmeaningfulconclusionsabout

self-acceptance.

4.Tograspthekey

languagepoints,suchas“insteadof”,theobjectclause,andtheadverbialclauseguidedby“although”

Step5LanguagePoints

1.Guidestudentstolearnlanguagepointssuchascomplexsentences,prepositionalphrases(insteadof),theobjectclauseandtheadverbialclauseguidedby

“although”.

2.Letstudentspractiseusingtheseincontextthroughexample

sentences.

Step6Exercise

Havestudentsfillintheblanksandcompletetranslationexercisestoreinforcethelanguagepointscovered.(详见课件资源)

Measurestudents'

abilitytousenewwordsandphrases,theobjectclause,andtheadverbialclauseguidedby“although”correctlyincontext.

Assessstudents

performancesincompletingtheexercises

accuratelyandtheirabilitytoapplyt