Unit 1 This is me（Word教案）-【优翼·学练优】2025-2026学年八年级英语上册同步备课（外研版2024）
Unit 1 This is me
单元教学目标
【Language Abilities】 | 1.Use words and expressions in the unit to talk about yourself. 2.Use the present perfect tense to talk about experiences of accepting yourself. 3.Describe yourself and your values. |
【Culture Awareness】 | 1.Cultivate students’ self - confidence and guide them to develop an optimistic attitude towards life. 2.Understand the values under different cultural backgrounds and cultivate cross - cultural awareness. 3.Inspire students to challenge themselves and pursue their dreams. |
【Quality of Thinking】 | 1.Analyse the characters’ attitudes and behaviors in the story and find out the changes. 2.Think critically whether people should worry about their looks. |
【Learning Abilities】 | 1.Students will learn to use a thinking map to organize their ideas about themselves. 2.Use the learned knowledge and personal perception to creatively express different views on yourself. |
【Class Hour Division】 | Six periods |
第一课时 | Starting out&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&Reflection |
单元教材分析
本单元的主题为：认识自我。该主题属于“人与自我”主题范畴下的“生活与学习”主题群，对应“自我认识，自我管理，自我提升”这一子主题内容。本单元围绕话题how to become a better me, 学习和完成11个语篇，了解心目中的自己及他人眼中的自己，接受自己的长相，探寻自我价值，勇于挑战自己，实现自我梦想。通过学习，学生将逐步树立积极的人生观和价值观，为未来的成长奠定坚实的基础。
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Starting out：本部分通过思维导图的形式，激活学生对自己及他人眼中自我形象的已有认知。学生将通过绘制思维导图，梳理并表达关于自己的基本信息、兴趣爱好、性格特点等，为后续的深入学习奠定基础。
Understanding ideas: 本部分的阅读文章标题为《A Red, Red Rose》，讲述了作者Sally从刚开始讨厌自己脸上的胎记，到在朋友Maddie的鼓励下将其视为一朵红玫瑰，最终学会接纳自我的故事。文章通过Sally的成长经历，传递了树立正确外貌观的重要性，鼓励学生学会接受自己的独特之处，勇敢面对自我。
Developing ideas:本部分包含听力和阅读两个模块。听力部分通过文学作品中的经典片段，引导学生思考如何探索自身价值；阅读部分则讲述了中国运动员苏炳添的故事，展现了他如何通过不懈努力和勇于挑战自我，最终实现梦想的历程。这部分内容旨在激励学生勇敢追求目标，突破自我限制。
Presenting ideas:学生需要结合本单元所学内容，发表一篇关于自身情况的演讲。通过这一任务，学生不仅能够巩固所学知识，还能锻炼语言表达能力，进一步加深对自我认知的理解。
课时分解
第一课时 Starting out&Reading
Teaching Objects 【教学目标】
1.Know yourself comprehensively and introduce yourself to others.
2.Find out the changes in Sally's behavior regarding the birthmark on her face and analyse the reason.
3.Reflect on the importance of self-acceptance and discuss why people should or should not worry about their looks.
Teaching Aids 【教学工具】
an English book，a tape recorder and CAI
Teaching Steps 【教学步骤】
★Step 1 Lead in【导入】
- Show the picture on page 2 to students, and then ask them to answer the question.
What does the picture show?
- Let some students share the answers.
Starting out
Page 3，1
1.Ask students to watch the video and answer the questions.
① What does Sam think of himself?
② What do other people think of Sam?
2.Let some students share the answers.
3. Guide students to think about why there are differences between the two answers.
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Page 3，2
1.Ask students to make a thinking map about themselves.
2.Encourage students to brainstorm more aspects about themselves and share in class, then the teacher can give some extra words.
3.Give students some useful expressions as follows.
Useful expressions:①Looks: I have .../I’m...(short, tall, of medium height/build,dark hair, big and round eyes...)
②Personality:I am...(outgoing, shy, brave, positive, helpful... )
③Abilities: I can ... I can’t ...
④Likes and dislikes:I like ... I don’t like...
4.Let students introduce themselves to others.
Understanding ideas（1－4）
★Step 2 Pre-task【准备任务】
Page 4，1
1.Ask students to look at the picture and the title on page 4, then answer the questions.
①What does the word “rose” mean?
②What’s the girl doing?
③What do you think the girl feels about the “rose”?
2.Show the following words and expressions to help the students. Make sure they know the meanings of the words.
beautiful face hair mirror shape birthmark different |
3.Ask students to share the answers with the class.
Possible answers:①It refers to the birthmark on the girl’s face because its shape is the same as a rose.
②She is looking at her birthmark on her face in the mirror carefully.
③I think the girl feel different about the “rose”.
★Step 3 While-task【过程任务】
Page 4，2
1.Ask students to read the passage and check their answers.
2.Share the right answers with the class.
Page 6，3
1.Show the three sentences to students and make sure they understand the meanings of each sentence.
2.Ask students to choose the best summary of the passage and share their reasons.
3.Check answers with the whole class.
Carefully reading
- Ask students to read again, then answer the questions.
Which part of her looks didn’t Sally like?
What colour was it?
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