Unit1 Starting out + Understanding ideas教案2025-2026学年外研版英语八年级上册

新外研版八上英语教案 Unit 1 This is me Lesson 1: Starting out + Understanding ideas（导入） I. Teaching Objectives （一）Language Ability 1. Master key vocabulary related to self-perception (e.g., birthmark, curious, different, truly) and use them in sentences. 2. Understand the theme of "self-acceptance" through the reading passage A red, red rose and extract details about Sally’s attitude towards her birthmark. 3. Use simple sentence patterns to describe personal looks, abilities, and personality (e.g., "I used to... but now I..."). （二）Cultural Awareness 1. Recognize that perspectives on "self" vary across individuals and cultures, and respect diversity in self-expression. 2. Explore how others’ opinions can influence self-perception through the story. （三）Thinking Ability 1. Predict the content of the reading passage using titles and pictures, developing logical reasoning. 2. Analyze the emotional changes of the character Sally and summarize the main idea of the passage. （四）Learning Ability 1. Learn reading strategies such as skimming for the main idea and scanning for specific details. 2. Develop the habit of taking notes while reading to organize key information. II. Teaching Key Points 1. Key vocabulary: birthmark, secretly, crowded, therefore, truly, difference. 2. Understanding the emotional development of Sally in A red, red rose and the theme of self-acceptance. III. Teaching Difficult Points 1. Interpreting the symbolic meaning of "red rose" in the passage (representing Sally’s birthmark and self-acceptance). 2. Guiding students to connect the story to their own experiences of self-perception. IV. Teaching Procedures （一）Lead-in（5 minutes） · Activity 1: Play the video Seeing yourself through others' eyes. After watching, ask: 1. What does Sam think of himself? 1. How do others perceive Sam? Design Intent: Arouse interest in the topic of "self-perception vs. others’ opinions" and activate prior knowledge, creating an engaging atmosphere for the lesson. · Activity 2: "Self-Mind Map" Students draw a mind map with "Me" at the center, branching out into Looks, Abilities, Personality, Likes/Dislikes. Share one detail with the class. Design Intent: Encourage students to reflect on their own characteristics, laying a foundation for connecting with the reading content. （二）Vocabulary Learning（8 minutes） · Activity 1: Present new words with pictures/videos: 1. Birthmark: Show a picture of a strawberry and link it to Sally’s birthmark ("bright red, like a strawberry"). 1. Crowded: Show a busy bus scene and explain "full of people". Students read aloud and make sentences (e.g., "I feel nervous in crowded places"). Design Intent: Help students learn vocabulary in a vivid context, facilitating better memory and understanding. · Activity 2: "Vocabulary Matching Game" Match words to their definitions (e.g., secretly → "done without others knowing"; therefore → "as a result"). Design Intent: Make vocabulary learning interactive and fun, enhancing students’ memory and Production of new words. （三）Pre-reading（7 minutes） · Activity 1: Show the title A red, red rose and the picture of a girl looking in the mirror. Ask: 1. What do you think the "rose" refers to? 1. How might the girl feel about her "rose"? Students write down predictions and share with a partner. Design Intent: Train students’ prediction ability, encouraging active engagement in the reading process. · Activity 2: Brainstorm: "What makes people feel insecure about themselves?" (e.g., looks, abilities). List ideas on the board. Design Intent: Activate prior knowledge, establishing a connection between students’ experiences and the reading content. （四）While-reading（15 minutes） · Activity 1: Skimming Students read the passage quickly and answer: What is the main change in Sally’s attitude towards her birthmark? Design Intent: Improve students’ skimming skills, enabling them to quickly grasp the overall theme of the passage. · Activity 2: Scanning Students read again to complete the table: Stage Sally’s feelings about her birthmark Actions to hide it Before meeting Maddie After Maddie’s comment Design Intent: Develop students’ scanning skills, allowing them to locate specific information accurately. · Activity 3: Close Reading Analyze key sentences: 1. "Maddie studied my face instead of looking away." → Why is this important? 1. "It turned sunny in my heart." → What does this metaphor mean? Discuss in groups: How did Maddie help Sally accept herself? Design Intent: Facilitate a deeper understanding of the passage, focusing on character emotions and symbolic language. （五）Post-reading（10 minutes） · Activity 1: Group Discussion Topic: "Have you ever changed your opinion about yourself because of others’ words?" Share experiences using the learned vocabulary. Design Intent: Encourage students to apply the learned vocabulary in real-life communication, strengthening their language output ability. · Activity 2: Role-play Students act out a scene between Sally and Maddie after the story: 1. Maddie: "Why did you cover your birthmark?" 1. Sally: "I used to feel... but now I..." Design Intent: Make the post-reading activity more vivid, improving students’ speaking skills and deepening their understanding of the story. （六）Class Summary（5 minutes） 1. Review key vocabulary and the main idea of A red, red rose: Accepting differences makes us special. 1. Assign a short homework task: Write 3 sentences about a personal feature they used to dislike but now accept. Design Intent: Consolidate the key knowledge of the lesson and guide students to connect the theme with their own lives. V. Blackboard Design Left: Vocabulary Middle: Main Idea Right: Student Ideas - birthmark- secretly- crowded- therefore- truly A red, red rose: Sally learns to accept her birthmark with Maddie’s help. Theme: Everyone is special. - "I used to hate my curly hair, but now I love it." - "Others’ kind words can change us." VI. Homework Basic Homework 1. Copy the key vocabulary three times and read the passage fluently. Design Intent: Strengthen students’ memory of vocabulary spelling and form, and improve their reading fluency and pronunciation. Improving Homework 1. Complete the sentence: "I used to feel bad about my... but now I think..." (use at least 3 new words). Design Intent: Encourage students to apply the learned vocabulary and sentence patterns, reflecting on their own self-perception. Expanding Homework 1. Draw a picture representing "my special feature" and write a 2-sentence caption in English. Design Intent: Combine language learning with creativity, enhancing students’ interest in using English to express themselves. VII. Teaching Reflection 1. Some students may struggle with the metaphor "red rose = birthmark". Use more visual aids (e.g., a drawing of a birthmark shaped like a rose) in future classes to clarify the symbolic meaning. 2. During group discussions, shy students may need more encouragement. Assign specific roles (e.g., "reporter" for each group) to ensure equal participation. 3. Adjust the time for close reading if students need more guidance to analyze complex sentences and symbolic language, ensuring they fully grasp the passage’s depth. 学科网（北京）股份有限公司 $$