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Developing ideas
课题 Reading for writing 第一课时 课型 阅读课 序号
主题 本课时对应外研版八年级上册Unit1 This is me!中的Developing ideas板块中的Reading for writing 的第一课时，属于“人与自我”主题下“挑战自我、突破潜能”的话题。
教材分析 本课时语篇题为《Impossible→I’m possible》，讲述中国运动员苏炳添从2006年开启运动生涯到2021年东京奥运会突破9.83秒的经历，展现其面对质疑、改变起跑腿、创造历史的过程，还引用奥黛丽·赫本的名言及苏炳添对青少年的寄语。核心是将“不可能”变为“可能”。 语篇以时间线为叙事线索，按2006、2011、2014、2015、2021等时间节点展开，逻辑清晰，便于学生梳理关键事件与成就。语言上，使用现在完成时描述苏炳添的经历及其影响，如“He has told youngsters...”；包含“doubt, challenge, stick to, succeed”等核心词汇，通过例句帮助学生理解用法，如“He stuck to his dream and succeeded”；还运用双关等修辞手法，如将“impossible”拆解为“I’m possible”，增强语言的趣味性与感染力。课后设计了完成时间线表格、回答问题等活动，引导学生从快速阅读获取主旨到精读梳理细节，帮助学生理解“挑战自我”的意义，正视自身潜能，树立积极的自我价值观，学习在困难中坚持的精神，培养勇于突破的信念，同时通过中国运动员的成就传递体育精神与家国情怀，提升文化自信。
教学目标 主题目标： 学生能够感受到“挑战自我、突破潜能”的精神内核，树立勇于面对困难、坚持追求目标的积极价值观，增强对国家体育成就的自豪感与文化自信，厚植家国情怀。 产出目标： 学生能够准确提取文章关键信息，清晰描述自身或他人的应对挑战、克服困难的故事。 评价标准： 能准确梳理苏炳添运动生涯中的关键时间节点与重要事件，并突破文本表层理解。 能阐释标题“Impossible→I’m possible”的双关含义及奥黛丽 赫本名言的哲理，理解“Su-perman”的文字游戏内涵。 能总结出“挑战-行动-成就-评论”的框架，恰当运用核心词汇和语法描述苏炳添的经历或个人的挑战与突破过程。
教学重难点 重点： 掌握核心词汇含义及用法：fight one’s fear, try, succeed, doubt, stick to, hold back等；能结合苏炳添的经历理解词汇语境 按时间顺序（2006-2021年）梳理苏炳添运动生涯的关键事件，准确提取各阶段关键信息（如2015年跑进9.99秒、2021年突破9.83秒）。 运用目标语言分析苏炳添的优秀品质，结合文本细节阐释其“挑战自我、突破潜能”的精神，理解文本“将不可能变为可能”的核心主题。 难点： 理解“impossible→I’m possible”和“Su-perman”的文字游戏与哲学内涵。 将阅读策略迁移到口头输出（挑战→行动→成就-评论框架）
教学过程
教学环节 学习目标 学与教的过程与活动 设计意图
Lead-in (2mins) 学生通过生活图片联想，可以激活关于“挑战”的已有经验； Lead in 展示一组图片 张顺跑马拉松照片及运动照片 回答问题： Do you love doing sports What challenges or difficulties have you faced in your life？ 引出self-challenge话题，复现本单元导读部分。 从生活经验切入可降低认知负荷
Pre-reading (3mins) 通过看图片，说出关于苏炳添的事迹及评价；谈论对impossible turns into possible的理解。对文本内容进行猜测。 看图片 What can you see in the picture Do you know the Chinese athlete Can you tell us something about him What words would you use to describe him 鼓励学生畅所欲言，之后结合语境学习本课时核心词汇fight one’s fear, try, succeed, doubt, stick to, hold back等。 Look at the title, what do you want to say about the title From the title and the picture, can you guess what the passage is about 通过看图片看题目，激发对文章的阅读兴趣， 利用文字游戏激发探究兴趣.
While-reading (30mins) 学生能够提高说出文章主旨，梳理“引话题→述经历→悟精神”的三段式结构；2.按时间线定位苏炳添运动生涯的关键节点（2006-2021年），提取重要事件与成就；3.分析苏炳添面对的质疑（如“亚洲运动员局限”“起跑腿改变风险”）与应对方式，提炼其“坚持、勇敢、突破”的品质，实现文本深层理解。 学生初读文章，整体感知并思考： What’s the passage about You can use the words to help you. How many parts can the passage be divided into （Three parts）Tell your reasons. 二、采用问题链的形式细读语篇： 1.Read Part One--Introduction Answer questions: What does Audrey Hepburn say about the world “impossible” Is it easy to turn impossible into I’m possible Why Who is a great example of facing doubts and fears 3)How does the writer introduce the topic 提醒学生注意关键词句如“Audrey Hepburn、said this、however、how can we...”，循序渐进得出答案。 2.Read Part Two--From 10.16 to 9.83: Su Bingtian’s Journey to Break Records Answer a question：In what order does the writer describe Su’s story （Time order）明确叙事顺序，引导学生找出时间标志词。 Please find out the following question: In 2006/2011/2014/2015/2021, What happened to him / What challenges did he face / What did he do /What did he achieve (板书关键词，呈现S) 和对答案过程中通过以下问题链加深学生们的理解： Was he satisfied with the competition results in 2011 What decision did he make to achieve his goal Why was it a risky decision What two historic achievements did he make ... 将音频及苏炳添事迹的视频相结合，强化感知。 3.Read Part Three--Conclusion: Encouragement from Su Answer questions: What do Su’s words mean What does the writer mean by “Everyone can be a Su-perman!” （It is a play on words. It combines “Su”(from SuBingtian) and “Superman”. It means that anyone can be a hero like Su Bingtian if they face challenges bravely, work hard, and never give up.） Further thinking: What made Su Bingtian achieve success What can you learn from him 鼓励学生畅所欲言，挖掘苏炳添所具备的优秀品质，感受体育精神。 1.通过“主旨归纳+结构划分”，帮助学生建立文本整体框架认知，提升阅读中的信息筛选与逻辑梳理能力；2.以时间线为工具，引导学生精准提取关键信息，将碎片化的事件串联成完整的人物经历，强化细节阅读能力；3.结合板书Impossible I’m possible对立框架，引导学生分析质疑与突破的对应关系，既拆解文本深层逻辑，又让“挑战自我、突破潜能”的精神具象化，实现从“读文本”到“悟精神”的过渡。 。
Post-reading (10mins) 1.学生能够深度阐释标题双关含义与Su-perman的文字游戏内涵，形成对文章主题的完整认知。 2.迁移运用人物分析框架，口头分享个人经历，实现从文本理解到自我反思的迁移。 Complete the timeline with the words and expressions from the passage. Answer questions: What do you think the title means What can you do to challenge yourself 借助板书，带领学生捋清描述人物经历的框架结构，即“挑战→行动→成就→评论”，鼓励学生运用所学描述并分享自己应对挑战、克服困难的经历。 Challenges: Doubts (no Asian ran 100m <10s before); Fears (changing starting leg, age) Actions: Trained hard; Changed starting leg (started from zero); Fought fears Achievements: 9.99s in 2015; 9.83s in Tokyo Olympics; First Chinese in Olympic 100m final Comments: “Never let age hold you back...Everyone can be a Su-perman! 1.通过问题追问，帮助学生回顾并深化对文本核心的理解，完成对文本的闭环解读。2.搭建“文本理解—自我关联—语言输出”的桥梁，既锻炼学生的口头表达能力，又促进价值观内化，为下一课时写作任务做好铺垫。
产出结果/或评价 A同学能准确回答关于标题含义的问题，例如：“The title ‘Impossible→I’m possible’ means that nothing is really impossible if we try hard. We can turn ‘impossible’ into ‘I’m possible’ by challenging ourselves.” B同学能用核心词汇描述苏炳添的经历，如：“Su Bingtian stuck to his dream even when others doubted him. He fought his fears and succeeded in running 9.83 seconds.” C同学能分享自己的挑战经历，例如：“I once feared speaking English in public. But I tried to practice every day and finally succeeded in giving a speech in class.”
板书设计：
作业设计: 基础性作业：默写文中重点词汇doubt, fear, stick to, hold back等 实践性作业：用自己的话，按照时间线复述苏炳添的经历。 拓展性作业：依据课上总结的人物经历框架，选择一位自己感兴趣的成功人物，上网搜索其经历，为写作课做好素材积累。课题 Unit 1 This is me. 单元整体分析
单元教材分析 本单元Unit 1 This is me的主题属于“人与自我”范畴，以 the idea of self（了解自我） 为话题，通过self-acceptance (接纳自我)、self-discovery (探索自我) 和self-challenge (挑战自我)三个子话题展开，让学生明确个体的独特性，从而全面发展、终身发展。 初中阶段，随着学习和生活环境的变化和自我意识的逐渐增强，学生开始深入关注自己的外貌、性格、能力等维度，且会收到来自他人的正面或负面的评价。但受制于认知水平和生活阅历，学生往往难以进行理性的自我评估，他人的评价也可能动摇学生的自我认知，甚至导致自我否定或过度批判。因此，建立客观、理性的自我认知十分重要。本单元，学生将围绕 the idea of self这一话题, 学习和完成11个语篇，分属于以下四个部分： Starting out: 激活学生对自我的已有认识，激发对进一步认识自我的兴趣。 Understanding ideas: 观察并思考学生自身的特点，发现自己的独特之处，学会接纳自己不完美之处。 Developing ideas: 积极发现学生自我价值，挖掘自身潜力。学会采取积极的态度面对挑战，努力实现自我超越。 Presenting ideas: 阐述学生自我认知的变化过程，发现真正的自己，从而树立正确的人生观和价值观，实现自我提升。 单元整体框架图 通过本单元的话题讨论，学生能够理性分析自身优势与不足，坦然接纳成长中的不完美，深度挖掘个人潜能，并在实践中追求自我提升。同时，学生能够理解个体的独特性，学会尊重差异，这对于学生的全面发展和终身成长具有重要意义。
教学目标 1.主题目标：学完本单元后，学生能够理性积极的评价自己，坦然接纳自己的不完美，探索自我价值并勇于挑战自我超越自我。 2.产出目标：学生做一个关于自我认知变化的演讲。 3.评价标准： ①学生能够了解自我，描述自己的外貌、喜好、性格、能力等。 ②学生能够接纳目前的不完美并正确评价自我，探索自我的长处和价值。 ③学生能够勇于挑战自我。 ④学生能够尽可能多地使用本单元的核心词汇，尤其是生词。 ⑤学生能够正确使用现在完成时谈论自我认知变化相关话题。
学情分析 1.学生情况：初中阶段是学生逐渐形成自我价值观，建立正确的自我概念的关键时期。而青少年由于自身年龄和阅历的限制，在认识、评价和探索自己上不够客观、深入，在挑战自我上缺乏自信。 因此，本单元的教学中，教师要通过系列语篇、活动、话题和任务帮助学生更好认识了解自己，不断探索发现自己，勇敢挑战突破自己，深入挖掘语篇育人价值，完成单元育人蓝图，发挥学科育人功能。学生通过思考“我是谁”这一问题，为自我成长提供驱动力。 2.学生认知：语言知识方面，学生已经掌握I, me ,my, myself, you, your, yourself 等用于表达自我的人称代词和look，better，new，find，like，fight, special, different, new, possible等用于描述个人(行为/情感)的词汇；语法知识方面，本版教材在初一阶段已为学生铺垫一般现在时和一般过去时这两种时态，有助于本单元现在完成时的理解与学习；语篇类型方面，学生已经接触过人物传记(自传)等介绍人物的记叙文、故事和书评影评等体裁。 3.其他学科知识：体育课上学到的运动技巧和亲身实践能让学生切实体会到苏炳添百米跑进十秒十分不易；而道法学科也曾在初一提到并开设有关青春期、初中生、人与我、初中生心理生理变化的相关课程，并且学生可以参考自身发展变化实际情况，因此对这些话题相对熟悉。 4.学生会遇到的困难：语言方面，大部分学生初次接触现在完成时，掌握基本形式(have / has +done)和“已完成”的意义并不难，但在实际应用于描述自我转变中仍有障碍，使用意识和判断能力较弱。即语法知识的“形式一意义一使用”不能很好地统一与融合；文化方面，在本单元Developing ideas 这一部分的听力课时中，出现了一些英文童话作品。其中，主要听力语篇是《绿野仙踪》(The Wonderland Wizard of Oz)的介绍及书评。学生对相关故事情节和主题内容不够了解，导致在听取信息的时候比较吃力。另外，在Developing ideas的关于苏炳添的阅读语篇，部分对体育不感兴趣的同学可能因缺乏背景知识而在阅读理解上反应较慢；思维方面，本单元三个子话题分别涉及自我接纳、自我探索和自我挑战，单元结果产出是关于自我成长、个人转变的一个演讲。初中学生由于自身年龄和阅历的限制，在认识、评价和探索自己上不够客观、深入，尤其当本单元要求谈论“价值观”时 ，学生可能感觉过于宏大，不知所云，抑或羞于表达或难以准确描述。
课题 学习目标 课时
Starting out& Understanding ideas ① “Seeing yourself through other people’s eyes”（多模态语篇）。通过语篇对比自我评价与他人评价，学生能够从多元视角审视自我，建构更为全面的自我认知。学生需使用已学的描述人物性格特点的词汇来对自我和他人进行评价。 ② thinking map（多模态语篇）。通过语篇的思维导图，学生能够从多角度认识自己。学生需使用描述外貌、性格、能力、喜好等方面词汇描述自身，全面认识自我。学生通过学习以上语篇激活对自我的已有认识，激发对进一步认识自我的兴趣。 ① “A red，red rose”（书面语篇）。这是一篇记叙文，讲述了一个脸上有胎记的女孩在同学的启发与帮助下重拾自信的故事。学生能够通过语篇引导学会悦纳自我。核心词汇：rose, suppose, birthmark, bright, fill one's heart, look in the mirror, shape, to one's surprise等。核心语法：现在完成时。 ② a passage（书面语篇）。这是一篇记叙文，讲述了一名学生因个子高陷入烦恼，在经历自我认知转变后，逐渐发现身高赋予自己的独特优势。学生能够客观看待自己的外貌，学会悦纳自我。核心词汇：sit in the last row, in surprise, get...down, accept等。有关核心语法：现在完成时。 ③ a conversation（口头语篇）。在对话中，学生相互交流自己不满意的外貌特征，并且描述自己对外貌特征的感受变化以及最终获得的启示。学生应使用：①前面语篇中出现的核心词汇；②现在完成时。 通过学习以上语篇，学生能够客观评价自己，发现自己的独特之处，接纳自己的不完美之处，体验从自我否定到自我认同的转变，获得成长。 1
Developing ideas ① a radio programme（音频语篇）。这是一则电台广播节目，介绍了儿童文学名著《绿野仙踪》的故事梗概。核心词汇：a children’s book, take...away from, heart, courage等。 ② a conversation（音频语篇）。这是一段对话，读书会上，师生围绕《绿野仙踪》这本书展开讨论，分享自己的读后感。核心词汇：enjoy the story of..., find... in oneself, clever, find a way out, quality, learn more about oneself等。通过①②两篇听力，学生能够学会探索自我的相关表达。 ③ a conversation（口头语篇）。在对话中，学生介绍并评价另一本关于发现“新的自我”的书。学生应使用：①前面语篇中出现的核心词汇；②关于making comments的表达。通过学习以上语篇，学生能够通过主动探索和反思，挖掘自身潜力，发现自我价值。 ④ “Impossible→I’m possible”（书面语篇）。通过学习这篇文章中苏炳添的励志经历，学生能够勇于挑战自我，发掘自己的潜能。核心词汇：impossible, nothing, doubt, fear, hero, make history, athlete, stick to等。 ⑤ a short passage（书面语篇）。学生选取一位成功人士进行介绍。内容包括：描述人物所经历的挑战及其克服挑战的过程、介绍人物取得的成就、表达自己对人物的看法。学生应使用：前面语篇中出现的核心词汇。 通过学习以上语篇，学生能够学会采取积极的态度面对挑战，努力实现自我超越。 3
Presenting ideas Reflection a speech（书面语篇＋口头语篇）。这是本单元的综合性产出，学生应围绕单元话题 the idea of self 进行演讲，阐述自我认知的变化过程，发现真正的自己，从而树立正确的人生观和价值观，实现自我提升。 学生应使用：①前面语篇中出现的核心词汇；②现在完成时。 Reflection: 学生能够最终认识到I am what I am 、I am new 、 I’m possible，最后收获 a better me. 1
拓展阅读 拓展阅读：巩固了解、接纳、探索、挑战自我的话题。 1(共102张PPT)
Unit1 This is me
——德城区教学设计展示
指导思想与理论依据
01
02
学情分析
03
04
目 录
contents
单元主题
单元教学目标
05
教学设计阐述
指导思想与理论依据
总目标：
落实立德树人根本任务
具体目标:
培养学生
核心素养
六要素整合的英语课程内容
英语学习活动观
学习理解
应用实践
迁移创新
新教材语篇不仅服务于语言知识，更旨在探究主题深意，以解决实际问题为导向，依托语言知识技能，联结特定主题与学生日常，培育其学习能力、思维品质与文化意识，达成育人目的。学生在主题语境中精进综合表达与迁移创造表达能力，强化主题交际能力。
单元主题
本单元Unit 1 This is me的主题属于“人与自我”范畴，以 the idea of self（了解自我） 为话题，通过self-acceptance (接纳自我)、self-discovery (探索自我) 和self-challenge (挑战自我)三个子话题展开，让学生明确个体的独特性，从而全面发展、终身发展。
学情分析
初中是形成自我价值观关键期。建立客观理性自我认知很重要。
学生情况
学生掌握了表达自我的人称代词，以及描述个人（行为/情感）的词汇。
语言知识掌握
初一学过一般现在时和一般过去时，利于本单元现在完成时学习。
语法知识基础
学生接触过人物传记等记叙文、故事和书评影评等体裁。
语篇类型接触
体育课的运动实践和道法课青春期相关话题奠定话题基础。
其他学科知识
语法知识“形式—意义—使用”未很好统一融合。
语言方面困难
受年龄和阅历局限，学生自我认识评价和探索不够客观深入，谈“价值观”时不知如何表达。
文化方面困难
听力语篇《绿野仙踪》和苏炳添的阅读语篇，学生缺乏背景知识理解吃力。
思维方面困难
分析学情
构建支架
小组合作
学生的学习能真正的发生
单元教学目标
契合学情
self-acceptance
self-knowledge
单元教学目标
契合学情
self-discovery
self-acceptance
self-knowledge
单元教学目标
契合学情
self-challenge
make a speech about yourself
self-discovery
self-acceptance
self-knowledge
A better me
单元教学目标
评价标准：
①学生能够了解自我，描述自己的外貌、喜好、性格、能力等。
②学生能够接纳目前的不完美并正确评价自我，探索自我的长处和价值。
③学生能够勇于挑战自我。
④学生能够尽可能多地使用本单元的核心词汇，尤其是生词。
⑤学生能够正确使用现在完成时谈论自我认知变化相关话题。
契合学情
教学设计阐述
What does the picture show
The girl is very pleased with herself from the bottom of her heart.
Do you think we know ourselves better than anyone else
Is it important to know yourself well
对比自我与他人评价，由 Sam 联想到自身，
引出建构全面自我认知的主题。
himself: nobody
In others’ eyes: sweet clever has many great ideas curious kind and understanding
shy, beautiful, swim, special, tall, thin, smart...
支架
激活已有的自我认知，激发进一步认识自我的兴趣
Do you know yourself well
Look at the picture and answer the questions.
1.What is the girl doing
She is looking in the mirror.
2.What does the girl look like
She has long hair.
She has a red birthmark on her face.
birth
mark
支架
Look at the title and the picture.Then try to predict.
1.What is the shape of it
It is like a flower.
2.What does the word “rose” mean
A rose is a beautiful flower with a sweet smell.
Here it means the birthmark on Sally's face.
3.What do you think the girl feels about the“rose”
She is happy with the “rose”.
beautiful face hair mirror
shape birthmark different
Read again and divide the story into three parts.
Part1 Beginning
Part2Middle
Part3
End
Sally’s feelings and behaviours about birthmark
01
02
03
04
05
Read Part1 and answer the questions.
1.“ Everyone has something they don’t like about themselves.” For Sally, what is “something”
2. How did she feel in crowded places
3. What did she do to her “something”
Her birthmark.
dislike/ hate
With so many people around her, her birthmark burned red hot, just like a disaster.
She always kept her hair long to cover it.
ashamed
Read Part2 and answer the questions.
1.Instead of looking away, what did Sally do
How did Sally feel about that
2. What did Maddie think of the birthmark
How did Sally think of Maddie’s words
3. What did she do after getting home
She studied Sally’s face.
nervous
Maddie thinks she has a red rose on her face and it is beautiful.
She rushed to the bathroom and looked in the mirror. For the first time, she looked at the birthmark without quickly turning away.
clouds filled my heart
cloudy
It turned sunny in her heart.
sunny
surprised
Sally’s feelings and behaviours about birthmark
disaster
kept hair long to cover
For the first time,
she looked at the birthmark without quickly turning away.
a red rose
01
02
03
04
05
ashamed
disliked/ hated
sunny
surprised
nervous
cloudy
happy
Sally从自我认知→自我接受→自我肯定→悦纳自己
Sally’s birthmark
01
找出文末主旨——“Everyone has something special and different”。
继续构建支架：What should we do about the difference or the special points？”——悦纳自己。
Everyone has something special and different.
02
03
Maddie
Read Part3 and answer the question.
We should accept our special and different points.
支架
Sally’s birthmark
01
Everyone has something special and different.
02
03
Maddie
Read Part3 and answer the question.
We should accept our special and different points.
支架
Meddie的作用：“help Sally to accept herself”。
Maddie在文中说“You have a red rose on your face. How beautiful!”
她能发现别人身上的美并帮助别人悦纳自己。
Sally’s birthmark
01
Everyone has something special and different.
02
03
We should accept our special and different points.
Think and share
She can notice others’ beauty and help others accept themselves.
Think and share
What about your “ red rose”
personalities
happiness
abilities
a happy family
......
brave, the spirit of never-give-up
kind
hobbies
learning abilities
communication
abilities
To accept yourself
is to find your
“red rose” inside
Homework
B
A
复述语篇内容
讲讲你对自己外貌担忧的经历
一个课时
Grammar
How did Sally feel about it before？
How does Sally feel about it now
Which part of Sally’s looks were Sally not happy with
Sally’s experience of accepting herself
Her birthmark.
She hated it and felt it was like a disaster.
She feels it looks like a flower and it makes her special and different.
What has Sally learnt from it
She has learnt that she is what she is.Everyone has something special and different.
Revision
(1) I haven't told Maddie yet...
(2) I have already learnt that I am what I am.
(3) She has changed me.
(4)I have just had an English class.
(5)She has never seen a lion.
(6)Have you ever drunk the apple juice
Read the sentences from the reading passage and summarise the grammar rules.
Presentation
肯定句：主语+have /has+动词过去分词+其他
否定句：主语+haven’t /hasn’t+动词过去分词+其他
发现式语法教学
学生自行归纳语法结构
形式
1. I/ just / cut my long hair
.
2. She / never / worry about / her looks
.
3. l/just / paint a beautiful flower / on my face
.
4. Chris / always / wear / a pair of glasses
.
5 .Jessica / already/ change her opinion /on her looks
.
Write sentences with the present perfect tense.
I have just cut my long hair.
She have never worried about her looks .
I have just painted a beautiful flower on my face.
Chirs has always worn a pair pf glasses.
Jessica has already changed her opinion on her looks.
不规则动词过去分词的变化
副词already,just,never,always的位置和意义
Practice
现在完成时的标志
-already (肯定句，“已经”)→ I have already accepted my birthmark.
-yet (否定/疑问句，“还”)→Have you accepted your curly hair yet
-just (“刚刚”)→ I have just finished my story.
-always (“一直”)→ I have always been proud of my height.
动词的过去分词的构成原则
1.规则动词的变化规则
（1）大部分动词在词尾直接加 -ed
clean→cleaned 打扫 help → helped 帮助 play→ played 玩耍
（2）动词以不发音的字母e结尾时，直接加 -d
like → liked 喜欢 live →lived 居住 love → loved 喜爱
（3）动词以“辅音字母+y”结尾时,变y为i再加 -ed
try→ tried 尝试 study→studied 学习 marry→married 结婚
（4）动词为重读闭音节且词尾只有一个辅音字母时,须双写这个辅音字母再加-ed
plan→planned 计划 stop→stopped 停止 prefer→preferred 更喜欢
动词的过去分词的构成原则
2.不规则动词的变化规则
须根据不规则动词变化表专门记忆
see-seen 看到 hear heard 听到
go-gone 去 fnd-found 发现
eat-eatenl吃 beat-beat 打败
hated it,
a disaster
Sally’s view about her birthmark:
a flower,
special and different
past
now
She has changed me.
Maddie’s words and surprising action.
定义
现在完成时表示过去发生的动作、状态对现在造成的影响或结果。
Presentation
语法教学基于语篇感知
形式
意义
(a) Chirs has always worn a pair pf glasses.
(b) Chirs wore a pair pf glasses last year.
现在完成时，表示从过去到现在一直戴着眼镜。
一般过去时，单纯描述过去某个时间（去年）存在的状态（戴眼镜），不强调与现在的关联。
Let’s read and discuss.
(a) I have just cut my long hair.
(b) I cut my long hair yesterday.
现在完成时，强调对现在的影响，即头发已经剪短了。
一般过去时，单纯描述过去某个时间（昨天）发生的动作（剪头发），不强调与现在的关联。
Let’s read and discuss.
支架
Complete the passage using the present perfect tense.
7
Practice
语法教学基于语篇感知
形式
意义
使用
How did he feel about it before
How does he feel about it now
Why has he changed his view of it
Which part of his looks were he not happy with
What has he learnt from it
Production
结构支架（问题顺序）和内容支架（问题本身）
A: Which part of your looks are you not happy with
B: I’m not happy with ...
A: How did you feel about it before
B: I was ... For example, ...
A: How do you feel about it now
B: I’m ... I think ... is a good way to ...
A: Why have you changed your view of it
B: ... is/are always willing to help.
A: What have you learnt from this experience
B: I have learnt a lot from the text. We need to accept our looks.
Discuss the experience of accepting your looks.
Production
语言支架（useful expressions）
a. 完善对话。
b.根据对话，书面整理experience of accepting myself并生成语篇。
Homework
一个课时
① “A red, red rose”（书面语篇）。学生能够通过语篇引导学会悦纳自我。
③ a conversation（口头语篇）。学生相互交流自己不满意的外貌特征，并且描述自己对外貌特征的感受变化以及最终获得的启示。
② a passage（书面语篇）。学生能够客观看待自己的外貌，学会悦纳自我。
通过学习语篇，学生能够客观评价自己，发现自己的独特之处，接纳自己外貌等各个方面的不完美，体验从自我否定到自我认同的转变，获得成长。学生应使用：①前面语篇中出现的核心词汇；②现在完成时。
understanding ideas
Unit 1 This is me
Developing ideas (Listening & speaking)
（新教材外研版）八年级
上
Lead in
1. Have you read them before
Tyltyl and Mytyl search for the Blue Bird to bring happiness. After a long journey, they find it at home. They learn happiness is around them.
Pinocchio, a wooden puppet, wants to be a real boy. He makes mistakes but learns to be honest and kind, finally becoming human.
DeepSeek搭建支架以初中英语水平概括两本书。
03
Pre-listening
What are the main characters
A girl Dorothy
Scarecrow
[ ske kr ] 稻草人
the Tin Woodman 铁皮人
the Lion
支架
04
While-listening
Activity 1
Listen to the radio programme and choose the best summary of the book.
a A story about a girl trying to get back home.
b A story of friendship among unusual people.
c A story about a girl finding her missing friends.
d A story about a girl moving to a new city.
What’s the basic information of a book
Learning to learn
name
plot
writer
type
characters
What kind of book is it
It's a 1 __________ book.
Who are the main characters
The main characters are Dorothy, her dog Toto, the Great Wizard Oz, the Scarecrow, the Tin Woodman and the Cowardly Lion.
What happens in the story
A strong 2_____takes Dorothy and Toto away from home. They arrive in the magic Land of Oz. To get back home, Dorothy must find 3__ _from the Great Wizard Oz. Along the way she 4 the Scarecrow, the Tin Woodman and the Cowardly Lion. They all need help from the wizard. The Scarecrow wants a brain, the Woodman wants a 5__ _, and the Lion wants 6____. So they go together. Lots of exciting things happen...
children’ s
wind
help
meets
heart
courage
The book club is talking about The Wonderful Wizard of Oz. What are the students and teacher’s comments on the book
03
Pre-listening
Dorothy is taken to Oz by a tornado. She meets the Scarecrow, Tin Woodman and Lion, and they go to find the Wizard to get what they need. On the way, they learn they already have the qualities they seek. Dorothy finally gets home with her magic shoes.
AI以初中英语的语言讲述《绿野仙踪》的梗概。
支架
Emma I really 1 the exciting story of Dorothy and her friends. But the most interesting part is, each of them wants a thing from the wizard. But in the end, they find it in 2___ _. For example, the Scarecrow thinks he is not 3 _, but in fact he can always find a way out. He comes up with an idea to make a boat to 4 _ a river. He is clever! He just doesn't know. Anyway, it's a great book about finding our own values.
Ethan We already have the qualities, and we just need to 5__ _ them.
Teacher We just need to 6_ _about ourselves and try.
Listen to the conversation and complete the comments.
enjoyed
themselves
clever
cross
find
learn more
Read the conversation in groups and think about this question：What can we learn from this book
Teacher:Welcome to this week's book club.What do you think of The Wonderful Wizard of Oz,Emma
Emma:I really enjoyed the exciting story of Dorothy and her friends. But the most interesting part for me is: Each of them wants a thing from the wizard. But in the end,they find it in themselves.
Teacher:Can you give us an example
Emma:My favourite character,the Scarecrow,for example.He thinks he is not clever. He wants a brain.But in fact,he can always find a way out.He comes up with an idea to make a boat to cross a river. He is clever! He just doesn't know.
Ethan:So,we already have the qualities,and we just need to find them
Emma:Yes,that's the key idea of the story.It's a great book about finding our own values.
Teacher:You're right,Emma. We just need to learn more about ourselves and try...
Talk about how the students comment on the book.
Teacher:Welcome to this week's book club.What do you think of The Wonderful Wizard of Oz,Emma
Emma:I really enjoyed the exciting story of Dorothy and her friends. But the most interesting part for me is:Each of them wants a thing from the wizard. But in the end,they find it in themselves.
Teacher:Can you give us an example
Emma:My favourite character,the Scarecrow,for example.He thinks he is not
clever.He wants a brain.But in fact,he can always find a way out.He comes up with an idea to make a boat to cross a river.He is clever!He just doesn't know. Ethan:So,we already have the qualities,and we just need to find them
Emma:Yes,that's the key idea of the story.It's a great book about finding our own values.
Teacher:You're right,Emma. We just need to learn more about ourselves and try...
Learning to learn
feelings
the most important part
the main character
give examples
main idea
conclusion
05
Post-listening
Activity 4
Work in pairs. Introduce and comment on another book about finding a “ new me”.
06
Summary
Books about Finding “New Me”
The book Name The Wonderful Wizard of Oz
Writer L. Frank Baum
Type children’s book
Characters Dorothy, Toto, Scarecrow, Tin Woodman, Cowardly Lion
Setting the magic Land of Oz
Plot Taken by tornado → Land of Oz → Seek help from Wizard → Find qualities in themselves
Theme self-discovery
梳理《绿野仙踪》的基本内容，提供内容支架。
06
Summary
Comments on books about Finding “New Me”
the most interesting thing
(main idea/main characters)
give examples
comments
01
02
分析文本，搭建内容和结构方面的支架。
06
Summary
Useful Sentences for Introducing Books
The main idea of the book is...
...is very interesting /surprising.
·It's a great book about..
·We should learn...
·My favourite character/event is..
·It's important to...
·I like the quote...
提供 useful sentences，搭建语言支架，降低难度。
Homework
A
观看电影并用英文梳理《the blue bird》的 basic information（基本信息：书名、作者、主要角色、主题等 ）。
B
用 3 - 5 句话简要评论《the blue bird》对你理解 “finding a new me” 的启发。
① a radio programme，介绍了儿童文学名著《绿野仙踪》的故事梗概。
③ a conversation（口头语篇）。在对话中，学生介绍并评价另一本关于发现“新的自我”的书。。
② a conversation，师生围绕《绿野仙踪》这本书展开讨论，分享读后感。通过两篇听力，学生能够学会探索自我的相关表达。
通过学习语篇，学生能够主动探索和反思，挖掘自身潜力，发现自我价值，每个人都是独一无二的。学生应使用：①前面语篇中出现的核心词汇；②关于making comments的表达。
developing ideas 听说
一个课时
Unit 1 This is me
Developing ideas （Reading for writing）
（新教材外研版）八年级
上
1. Do you love doing sports
2. What challenges or difficulties have you faced in sports
self-challenge
1. Do you know the Chinese athlete
Yes, I do. He is Su Bingtian.
2. What words would you use to describe him
Excellent, tough, inspiring.....
Pre-reading
Look at the title and the picture. Then try to predict.
Lead-in
What’s the main idea of the passage
fight one’s fear
try
succeed
doubt
stick to
hold back
Su stuck to his goal and fought his fear. He tried his best and never held back. Finally, he succeed.
Pre-reading
While-reading
Post-reading
语言支架
from zero. At first, he was slower than before. Also, he was 25 years old. At such an age, many runners choose to stop running. People doubted his decision. However, Su fought his fears and became a sporting hero.
④In 2015, he clocked 9.99 seconds and made history. In 2021, he finished in 9.83 seconds at the Tokyo Olympics. He also became the first Chinese athlete to run in the Olympic 100 m final.
⑤Su Bingtian has told youngsters, “Never let your age hold you back. Have a try and try harder. I believe you can write your own story.” Nothing is impossible as long as you try and stick to it. Everyone can be a Su-perman!
①“Nothing is impossible, the word itself says ‘I’m possible’” Audrey Hepburn, the British actress and star of the silver screen, said this. However, doubts and fears often hold us back. How can we face them and succeed
②The runner Su Bingtian gives an excellent answer to this question. The young man began his sporting life in 2006. At that time, no one from Asia had ever run the 100 m race in less than 10 seconds. Su trained hard and quickly became one of the fastest runners in Asia. In 2011, he ran the race in 10.16 seconds.
③However, Su wasn't satisfied. To run in under 10 seconds, in 2014, he changed his starting leg. This was a very risky decision. He had to start
How many parts can the passage be divided into
Three parts
Lead-in
Pre-reading
While-reading
Post-reading
1. Convey the Power of “I’m Possible”.
2. Introduction: Pose the Question of “Impossible”
3. From 10.16 to 9.83: Su Bingtian’s “Breakthrough” Journey
①“Nothing is impossible, the word itself says ’I'm possible'’ Audrey Hepburn, the British actress and star of the silver screen, said this. However, doubts and fears often hold us back. How can we face them and succeed
②The runner Su Bingtian gives an excellent answer to this question. The young man began his sporting life in 2006. At that time, no one from Asia had ever run the 100 m race in less than 10 seconds. Su trained hard and quickly became one of the fastest runners in Asia. In 2011, he ran the race in 10.16 seconds.
③However, Su wasn't satisfied. To run in under 10 seconds, in 2014, he changed his starting leg. This was a very risky decision. He had to start
Introduction: Pose the Question of “Impossible”
Match the main idea of each part.
from zero. At first, he was slower than before. Also, he was 25 years old. At such an age, many runners choose to stop running. People doubted his decision. However, Su fought his fears and became a sporting hero.
④In 2015, he clocked 9.99 seconds and made history. In 2021, he finished in 9.83 seconds at the Tokyo Olympics. He also became the first Chinese athlete to run in the Olympic 100 m final.
⑤Su Bingtian has told youngsters, “Never let your age hold you back. Have a try and try harder. I believe you can write your own story.” Nothing is impossible as long as you try and stick to it. Everyone can be a Su-perman!
From 10.16 to 9.83: Su Bingtian’s “Breakthrough” Journey
From 10.16 to 9.83: Su Bingtian’s “Breakthrough” Journey
Convey the Power of “I’m Possible”
Lead-in
Pre-reading
While-reading
Post-reading
②The runner Su Bingtian gives an excellent answer to this question. The young man began his sporting life in 2006. At that time, no one from Asia had ever run the 100 m race in less than 10 seconds. Su trained hard and quickly became one of the fastest runners in Asia. In 2011, he ran the race in 10.16 seconds.
③However, Su wasn't satisfied. To run in under 10 seconds, in 2014, he changed his starting leg. This was a very risky decision. He had to start from zero. At first, he was slower than before. Also, he was 25 years old. At such an age, many runners choose to stop running. People doubted his decision. However, Su fought his fears and became a sporting hero.
④In 2015, he clocked 9.99 seconds and made history. In 2021, he finished in 9.83 seconds at the Tokyo Olympics. He also became the first Chinese athlete to run in the Olympic 100 m final.
2006
2011
2014
2015
2021
In what order does the writer describe Su’s story
From 10.16 to 9.83: Su Bingtian’s “Breakthrough” Journey
Time order！
Lead-in
Pre-reading
While-reading
Post-reading
③However, Su wasn't satisfied. To run in under 10 seconds, in 2014, he changed his starting leg. This was a very risky decision. He had to start from zero. At first, he was slower than before. Also, he was 25 years old. At such an age, many runners choose to stop running. People doubted his decision. However, Su fought his fears and became a sporting hero.
From 10.16 to 9.83: Su Bingtian’s “Breakthrough” Journey
Lead-in
Pre-reading
While-reading
Post-reading
What doubts and fears did he faced
challenges
③ People doubted his decision. However, Su fought his fears and became a sporting hero.
From 10.16 to 9.83: Su Bingtian’s “Breakthrough” Journey
Lead-in
Pre-reading
While-reading
Post-reading
What did he do about these challenges
challenges
actions
②Su trained hard and quickly became one of the fastest runners in Asia. In 2011, he ran the race in 10.16 seconds.
From 10.16 to 9.83: Su Bingtian’s “Breakthrough” Journey
Lead-in
Pre-reading
While-reading
Post-reading
What did he achieve
challenges
actions
②Su trained hard and quickly became one of the fastest runners in Asia. In 2011, he ran the race in 10.16 seconds.
achievements
④In 2015, he clocked 9.99 seconds and made history. In 2021, he finished in 9.83 seconds at the Tokyo Olympics. He also became the first Chinese athlete to run in the Olympic 100 m final.
What made Su Bingtian achieve success
From 10.16 to 9.83: Su Bingtian’s “Breakthrough” Journey
Lead-in
Pre-reading
While-reading
Post-reading
What made Su Bingtian achieve success
① He trained very hard since 2006.
② He was very brave to change his starting leg even when it made him slower at first.
③ He kept trying even at the age of 25 when many runners stop.
④ He believed in himself even when many people doubted him.
What can you learn from him
From 10.16 to 9.83: Su Bingtian’s “Breakthrough” Journey
Lead-in
Pre-reading
While-reading
Post-reading
Dream big and work hard.
Be brave to change.
Believe in yourself.
Never give up.
Convey the Power of “I’m Possible”
Never let your age hold you back. Have a try and try harder. I believe you can write your own story.
—— Su Bingtian
What do Su’s words mean
Have a discussion
Age should not stop you from trying things, and you should work harder.
Lead-in
Pre-reading
While-reading
Post-reading
Convey the Power of “I’m Possible”
What does the writer mean by “Everyone can be a Su-perman!”
Lead-in
Pre-reading
While-reading
Post-reading
Play on words (文字游戏): The writer mixes the family name of “Su’ with “Superman”.
Superman can overcome all challenges.
Su tried his best to achieve his goal and succeeded.
Everyone can be a hero like Su Bingtian if they face challenges bravely, work hard, and never give up.
Impossible I’m possible
What do you think the title means
If you keep working and never give up, you can do things that seem impossible at first.
Lead-in
Pre-reading
While-reading
Post-reading
I m possible
Practical homework
让学生用自己的话，按照时间线复述苏炳添的故事。
Extended homework
依据课上总结的人物经历框架，选择一位自己感兴趣的成功人物，上网搜索其经历，为写作课做好素材积累。
Pre-writing
Step1. Read and answer the questions
① Su trained hard and quickly became one of the fastest runners in Asia.
② “Nothing is impossible; the word itself says I’m possible.” Audrey Hepburn, the British actress and the star of the silver screen, said this.
③ In 2011, he ran the race in 10.16seconds.
④ In 2015, he clocked 9.99 seconds and made history.
⑤ Su Bingtian has told youngsters, “Never let your age hold you back. Have a try and try harder. I believe you can write your own story.”
Which sentences are the description of behavior
Which sentences are the description of language
①③④
②⑤
以读促写
The description of behavior行为描写
The description of language语言描写
To tell us what did a person do in the past
To tell us the character’s personality
内容支架
Step2. Brainstorming
01
02
03
In your opinion, who is a successful person why
Step2. Brainstorming
01
02
03
What do these successful people have in common
They are all brave enough to face challenges and dare to realize their self-worth.
Step3.Answer the questions
Doubts (no Asian ran 100m <10s before); Fears (changing starting leg, age)
Trained hard; Changed starting leg (started from zero); Fought fears
9.99s in 2015; 9.83s in Tokyo Olympics; First Chinese in Olympic 100m final
“Never let age hold you back...Everyone can be a Su-perman!”
结构支架
内容支架
Step3.Answer the questions
face difficulties/doubts/fears;No one believe in him/her; struggle with...;laugh at...
never give up;work hard; practise everyday; teach oneself through books; with strong willpower
achieve great success;set a new world record; prove that hard work pays off
teach us that...;a true hero in my heart; give me courage to...
语言支架（降低写作难度）
While-writing
Please write your passage on your own, and you will have 20mins to finish it. Please pay attention to your hand-writing and remember to check.
Post-reading
step1. make a self-examination
step2. exchange your passage with your deskmate and check
step3.revise your work
Post-reading
Success belongs to those who never give up, and Marie Curie is one of them. Growing up very poor, she faced many difficulties. As a woman in the 19th century, he was not treated equally in science, but she refused to give up.
To overcome these problems, she worked much harder than men. With little money, she studied in a simple lab and even found a new element called radium(镭）. Her famous words, "Life is not easy for any of us, but what of that " kept her going.
Finally, her hard work changed the world. She won the world's top science prize twice and became the first woman scientist to do so. More importantly, she encouraged girls everywhere to study science.
I really respect Marie Curie because she showed that anyone can succeed in science. Her story teaches us that love for learning can beat any difficulty. She is a truly great person!
A
将苏炳添的经历整理成语句通顺的语篇。
继续完善“a successful person” 语篇，第二天上交。
B
作业设计
④ “Impossible→I’m possible”（书面语篇）。通过学习这篇文章中苏炳添的励志经历，学生能够勇于挑战自我，发掘自己的潜能。
⑤ a short passage（书面语篇）。学生选取一位成功人士进行介绍。内容包括：描述人物所经历的挑战及其克服挑战的过程、介绍人物取得的成就、表达自己的看法。
通过学习以上语篇，学生能够学会采取积极的态度面对挑战，努力实现自我超越。
developing ideas 读写
两个课时
Unit 1 This is me
Presenting ideas
Reflection+拓展阅读
（新教材外研版）八年级
上
请学生再次阅读第2页的单元概述，引导学生重温本单元的三个学习内容。
Step1.Review
展示第3页Starting out的思维导图，引导学生回顾单元初始的自我介绍，思考现在对自我的认识是否有所改变。由此引入自我介绍的演讲任务。
Step1.Review
通过分析学生熟悉的汉堡的结构，讲解英语演讲汉堡法，为学生演讲做信息准备。
Introduction
Body
Conclusion
Make a speech
about yourself
Step2.Preparation
讲解演讲稿开头和结尾的表达。开头：Hello ,everyone.Today I want to talk about my change…….结尾：This is me……Thank you.
Step2.Preparation
复习现在完成时态的用法：have/has+p.p.
e.g. I have learned……;
讲解used to do 过去常常做某事的用法;
讲解解释原因的句型One reason for … is……
提醒演讲技巧：声音响亮，状态自信，语言流利，演讲内容有细节，配合肢体动作等。
学生小组讨论，交流思想，补充观点，完善自己的演讲内容。
结构支架
内容支架
语言支架
Make a speech about yourself
1.通过自愿报名和老师抽取的方式选择 8 名学生发表演讲，老师和其余同学按评价标准评分。
2.在所有演讲结束后学生点评，老师点评，指出亮点和不足，提出建议。
3.汇总评分，公布 Top 3，颁发“小小演说家”奖状。
Step3.Presentaion
self-challenge
self-discovery
self-acceptance
self-knowledge
A better me
Step4. Reflection
After completing this unit, I learn more about myself.
根据课本16页内容，逐段示范表达：
完成课本第17页活动2的自我评价量表：1=excellent, 2=good, 3=not yet。发现自己的不足之处。
Step4.Reflection
A
完善演讲稿并录制 2分钟左右视频上传班级云盘；
用思维导图写下“Be a better me”三步计划。
B
作业设计
一个课时
整本书阅读能提供更完整、真实的语境，对语言和思维发展有重要作用。
阅读《书虫》一级系列中《绿野仙踪》的第二章，该书是与本单元主题契合的文学著作。
《义务教育英语课程标准》要求初中生毕业时课外阅读量累计达15万字以上，英语整本书阅读为此搭建桥梁。
一个课时
Thank youDeveloping ideas
课题 Developing ideas（listening and speaking） 课型 新授课 序号 4
教材分析 本课通过两个不同的听力文本，围绕“通过童话故事探索自我成长”展开，以《绿野仙踪》的广播访谈为主听力材料，通过“听—说—做”链条，引导学生在探究性活动中感悟“新我”的形成。文本是一则电台广播节目，介绍了儿童文学名著《绿野仙踪》的故事梗概。文本二是一段对话，读书会上师生围绕《绿野仙踪》这本书展开讨论，分享自己的读后感。文本一使学生们对《绿野仙踪》这本书的内容有大致了解；通过“Listen again and complete the notes about the book”活动，学生练习听力并对该书的介绍，并了解应当从哪些方面去介绍一本书。文本二学生通过完成活动三中的听力对话，知道并能正确使用making comments 的表达，同时从文学角色的成长，主动探索与反思从而迁移到自身"寻找自我价值"的思考。 本课时依托" Developing ideas "板块，以“文学作品中的自我探索”为核心： 内容关联：通过《绿野仙踪》的听力材料，串联“书籍信息提取→角色成长分析→主题迁移讨论”，呼应单元主题“自我认知”，从“自我接纳”延伸到“文学中的自我价值探索”。 能力进阶： 听力：训练捕捉书籍基本信息（类型、角色、情节、主题）的技能； 口语：学习评论书籍（聚焦兴趣点＋举例支撑）和推荐书籍（主题→举例→观点结构化表达）的策略； 思维：从文学角色的成长，迁移到自身“寻找自我价值”的思考。
阶段要求 主题目标：学生能够通过主动探索和反思，挖掘自身潜力，发现自我价值。 产出目标：学生完成一小段对话，话题为 a book about finding a " new me "。 评价标准： （1）学生能够介绍文学作品的基本信息，如书名、作者等。 （2）学生能够介绍自己最感兴趣的部分，如最喜欢的引语、最喜欢的角色、最难忘的情节等。 （3）学生能够阐述从文学作品中获得的启示。 （4）学生能够尽可能多地使用之前板块和本板块的核心词汇，以及学生用书 Useful expressions 中的表达。 （5）学生能够正确使用关于 making comments 的表达。
教学重难点 重点 捕捉获取书籍核心信息并能够对文学作品进行介绍； 掌握评论书籍的结构化表达。 难点 在真实语境中灵活运用 make sb/sth.+adj., come up with, be kind to… 等语言点； 从文学角色的成长，引发学生对自我价值的思考。
教学环节 学习目标 学与教的过程与活动 设计意图
Lead-in (4min) 学生能够整体感知童话故事中人物通过冒险奇遇进行自我探索的主题概念。 Have a talk(预习作业检查) 呈现课本第九页图片，引导学生通过回答问题来介绍两部作品Blue Bird 和 The Adventures of Pinocchio Q1:What are the names of the books Q2:Have you read them before Q3:What do you know about the two books Q4:What common themes or messages do the two books share （in search of values） 通过第四个问题引导学生关注DID YOU KNOW部分，启发学生思考两本书中任务发现自我价值的意义。 通过简单介绍The Blue Bird 和 The Adventures of Pinocchio 这两部作品并引导学生去读课本图片下方文字，学生了解此类作品的主题——发现自我价值。
Pre-listening （3min） 学生能够提高对The Wonderful Wizard of Oz的兴趣，为掌握故 事梗概，抓取主旨大意做准备。 教师创设情境，带领学生走进故事，提示获取关于该书的最佳总结。 T:Now there is a radio programme called Reading Today.This week, it introduces the book The Wonderful Wizard of Oz to us. Let's enjoy the picture on P10 and find out the main characters. 引导学生关注课本第10页图片以及活动二中的问题“What are the main characters ” 教师引导学生观察第10页图片以及活动二中的问题“What are the main characters ” 找出《绿野仙踪》这部作品中的主要人物Dorothy, her dog Toto, the Great Wizard Oz, the Scarecrow, the Tin Woodman, the Cowardly Lion,并示范教读学生以上角色的英语发音，为听力活动降低难度。
While-listening (20min) 学生能够进一步提高对该童话故事的兴趣，掌握故事梗概，抓取主旨大意。 学生能够通过听力材料掌握介绍文学作品的方式。 学生能够掌握听取大意、听取细节、听关键词等听力技巧。了解本部分的主题思想与核心观点：我们应该更多地了解、探索自己。掌握进行书评和影评的方法：理、事结合，举例论证。 ①Listen to the radio programme and choose the beat summary of the book. a A story about a girl trying to get back home. b A story about friendship among unusual people. c A story about a girl finding her missing friends. d A story about a girl moving to a new city. 听听力材料前引导学生关注四个选项圈画出选项中的关键词。 ②提问：What is the basic information of a book 引导学生关注Learning to learn部分，找出书籍的基本条目信息并根据学生的回答整理表格： The bookNameWriterTypeCharactersSettingPlotMessage
③Listen again and complete the notes about the book. 听前审题，清楚听力活动的每个问题所对应的书籍信息表格部分以及每个空的词性、形式。听后核对答案。听后教师出示听力文稿并再次播放音频，请学生 跟读，并根据教师提供的图片复述故事梗概。 ④引导学生关注并朗读第9页Phonetics in use中的单词，并复习/m/, /n/, / /三个音标的拼读规则及区别。 ⑤The book club is talking about The Wonderful Wizard of Oz. What are the students and teacher’s comments on the book 听前学生浏览活动三的评论，了解大意。然后同桌两人进行讨论，预测每个空的答案。并提醒学生根据上下文、词性、时态等预测答案。录音播放两遍后核对答案。 ⑥再次播放听力材料，要求学生模仿跟读并思考： How do the students comment on the book？引导学生关注Learning to learn 部分并分析音频中的人物如何评论这本书，从而总结关于making comments 的短语或者句型。 I really enjoyed the exciting story of... The most interesting part is... My favourite character is... For example, ... Anyway, it's a great book about... 训练掌握听主旨、听细节的听力技能，掌握书籍基本信息的提取方法，为后续听力活动做铺垫。 分析音频中的人物如何评论这本书并总结对文学作品评论的句型，为接下来的对话输出做准备。
Post-listening (12min) 学生能够借助小组合作，对另一本“自我发现”类书籍或《绿野仙踪》开展评论。 ①出示活动三听力原文，学生小组内分角色朗读并找出整合这本书的核心观点。 (We already have the qualities, and we just need to find them and learn more about ourselves. ) ②Do you know another book about finding a “new me” Work in pairs, introduce and comment on another book about finding a “new me”. If you don’t know another book, you can make a comment on the book The Wonderful Wizard of Oz. 根据学生阅读量的多少以及能力水平该部分可以让学生对另一本“自我探索，发现新我”的书籍进行评论或对《绿野仙踪》进行评论，鼓励学生尽可能多地运用本部分核心词汇和101页的useful expressions以及从听力原文中总结出的关于making comments 的短语或者句型，必要时用现在完成时表达。学生自主练习后上台展示。 Useful expressions ·The main idea of the book is... · ...is very interesting /surprising. ·It's a great book about.. ·We should learn... ·My favourite character/event is.. ·It's important to... ·I like the quote... · 通过分角色朗读对话学生能够阐述从文学作品中获得的启示。 通过对话活动，正确使用 making comments 的表达，在活动中鼓励学生主动探索和反思，挖掘自身潜力，发现自我价值。
Reflection (4min) 反思回顾，总结本课堂所学重点知识。 提问学生What have you learnt from this lesson 通过问题对本节课内容进行巩固。 通过该部分学生再次巩固对文学作品介绍、评论的方式，本节课音标的读法以及本节课的主题意义。
Homework (2min) 采用分层作业，A部分同学对另一本“自我探索，发现新我”的书籍进行评论，B部分同学对《绿野仙踪》进行评论。 Everyone should make a video(choose one of them): A:Make a comment on another book about finding a “new me”. B:Make a comment on the book The Wonderful Wizard of Oz. 巩固课堂所学，延伸口语与写作技能。
产出结果/或评价（语言或非语言结果；提供学生可能产出的例证） A部分同学能够对另一本“自我探索，发现新我”的书籍进行评论，通过对另一本书的评论再次巩固对文学作品进行评论的方法同时再次深刻理解挖掘自身潜力，发现自我价值这一主题。 B部分同学通过对《绿野仙踪》一书的评论，再次熟悉书籍内容，深刻本课主题。
板书设计: The bookNameWriterTypeCharactersSettingPlotMessage
作业设计: Everyone should make a video(choose one of them): A:Make a comment on another book about finding a “new me”. B:Make a comment on the book The Wonderful Wizard of Oz.第一课时 Understanding ideas（Grammar）
课题 Understanding ideas（Grammar） 课型 新授课 序号 2
教材分析 本课时围绕“现在完成时”展开，依托单元主题“自我认知和自我接纳”，以“语法为桥，主题为魂”，通过“文本析语法→教材习题（活动5-6）巩固语法→情境用语法（活动7）→写作升语法（活动8）”的闭环，让学生在“自我接纳”的真实语境中掌握现在完成时，实现“语言知识→语言能力→情感态度”的协同发展。 语法层面：解析现在完成时的结构（have/has+过去分词）以及标志词（already,yet,just,always,never等），区分与一般过去时的意义。 主题层面：以“接纳自我外貌”为语境，引导学生用现在完成时描述经历，变化和感悟，深化“自我接纳”的情感认知。
阶段要求 主题目标：学生能够进一步了解自己并接纳自身的体貌特征。 产出目标：学生能够掌握现在完成时的形式-意义-使用，根据语境运用现在完成时描述接纳自己长相的经历。 评价标准：能正确运用现在完成时，包括意义-形式-使用，描述接纳自我的过程。
教学重难点 重点：现在完成时的结构,标志词，动词过去分词变化以及在主题语境中的基本运用。 难点：区分现在完成时与一般过去时的语义差异 结合“自我认知和自我接纳”主题，使用现在完成时描述经历，变化和感悟。
教学环节 学习目标 学与教的过程与活动 设计意图
Lead-in (4min) 学生能够通过回顾课文内容，在课文语境下用现在完成时回答问题。 回顾文本，链接语法 -播放课文A red red rose，学生跟读，并提问: What has Sally learned from her experience 学生答：She has learned that she is what she is.Everyone has something special and different. -Now find more sentences with these structures in the reading passage. 依托文本学习语法，建立语法→主题的关联；为本课学习做好准备。
Presentation (Form) （5min） 学生能够通过观察句子中的语法现象，总结现在完成时的结构have/has+过去分词。 2.读重点句，感知结构： 展示在课文活动5的句子以及补充的句子： (1) I haven’t told Maddie the whole story yet. (2) I have already learnt that I am what I am. (3) She has changed me. (4)I have just had an English class. (5)She has never seen a lion. (6)Have you ever drunk the apple juice 让学生标注并总结现在完成时结构（have/has+过去分词）和标志词（already,yet,just,never,ever）；可进一步让学生观察现在完成时的否定句结构：主语+haven’t/hasn’t+过去分词+其他；一般疑问句：Have / Has +主语+过去分词+其他。 以“语法为桥，主题为魂”，依托文本学习语法，建立语法→主题的关联；培养学生自主归纳语法规则的能力。
Presentation （Meaning） （10min） 学生能够通过观察总结出现在完成时的意义。 3.分析句子，感知意义 -根据文本中三个现在完成时的句子，询问学生：Why did the writer use this kind of tense 呈现课文活动4，理解Maddie过去的行为为Sally 现在的观点产生了影响，影响一直持续到现在，从而归纳现在完成时的意义： 1. She has changed her opinion. -表示过去发生的动作、状态对现在造成的影响或结果。 My aunt has travelled all over the world. I haven’t told Maddie the whole story yet. 表示到目前为止已经（还未）完成的事。 3. 表示过去发生的动作，持续到现在，并有可能继续下去。 依据文本语境让学生感知并理解现在完成时所表达的意义和使用的场景。 结合时间轴以及一般过去和一般现在时进一步对现在完成时进行讲解，学生能更直观深入感受现在完成时所表达的意义。
Practice （12min） 学生通过分层习题的练习对语法巩固，掌握语法运用的难点。 4.分层练习，巩固使用 -完成活动6，先带着学生做前两个句子。 (1) I / just / cut my long hair I have just cut my long hair. (2)She / never / worry about / her looks She has never worried about her looks. 提醒学生关注副词的意义和位置（already,just,never,always放在have/has后，yet放在句末。），以及过去分词变化规则（worried，worn等） 让学生独立完成后面的句子，过去分词可查阅课本动词过去分词不规则表。 分析这5个句子表达的句意，让学生进一步感受现在完成时的意义。 如：(1) I have just cut my long hair. 现在完成时，强调对现在的影响，即头发已经剪短了。 对比：I cut my long hair yesterday. 一般过去时，单纯描述过去某个时间（昨天）发生的动作（剪头发），不强调与现在的关联。 -完成活动7：分析语篇语境（“从过去到现在的持续状态/变化”），完成填空（如have always been,have always sat）,讲解have always done 表示长期持续的动作或状态。 -补充练习：补充一些辨析对比练习题,引导学生总结现在完成时（强调结果/关联现在）与一般过去时（强调动作和时间）的差异。如： She___________(finish)her homework already,so she is watching TV now. My dad ___________(buy) a new car last week. 通过机械练习→语境练习→辨析练习，逐步掌握语法；结合主题语境（自我接纳），让语法学习更具意义。
Production （12min） 学生能够运用本单元所学的词汇，句型和语法来介绍自己接纳长相的经历。 Pair work -根据活动7的文本，完成课本活动8 -提问：What’s your experience of accepting your looks 请学生独立思考活动8中的五个问题，并在相应空白处填写答案，提醒学生使用新学的词汇和活动8下方Useful expressions中的表达。 -播放Example音频，作为学生对话的范本，之后把其音频的文本展示在ppt上，供学生模仿。让学生借助对话模版和思维导图两两一组进行对话。 -关闭ppt，请学生代表在班上展示对话。 利用活动7的语篇进入写作训练活动，为接下来的自我表达做好铺垫。 将语法知识融入真实语境，实现语法为表达服务；深化自我接纳的主题理解，增强自信。
Homework （2min） 采用分层作业,基础较好的的同学完成A层作业，对课上所学知识进行拓展学习。基础薄弱的同学完成B层作业，对课内知识巩固学习。 A：采访一位家人，用现在完成时记录他们接纳自我的经历（如：My dad has always... Now he has accepted...） B：请学生根据自己与他人的对话，书面整理experience of accepting myself. 对课堂知识进一步巩固，锻炼语言表达能力。
产出结果/或评价） 语言方面：大部分学生通过老师的讲解掌握现在完成时的基本形式和表达意义，但在其使用意识与当用判断能力较差，尤其在使用其表达自我转变上有难度。
板书设计: 现在完成时 More sentences
作业设计: 采用分层作业,基础较好的的同学完成A层作业，对课上所学知识进行拓展学习。基础薄弱的同学完成B层作业，对课内知识巩固学习。 A：采访一位家人，用现在完成时记录他们接纳自我的经历（如：My dad has always... Now he has accepted...） B：请学生根据自己与他人的对话，书面整理experience of accepting myself.第六课时 Presenting ideas &Reflection
课题 Presenting ideas+Reflection 课型 新授课 序号 6
教材分析 本课时为外研版八年级上册 Unit 1 “This is me!” 的第六课时——Presenting ideas +Reflection。教材在前五个课时已完成self-acceptance(接纳自我)、self-discovery( 探 索 自 我 ) 和self-challenge (挑战自我)三个子话题的学习，本课时任务为在真实语境中综合运用所学，理性积极的认识自己，坦然接纳自己的不完美，深度探索自身的长处和价值，并努力挑战自我并实现超越，树立正确的人生观和价值观,运用相关词汇讨论the idea of self,完成演讲。
阶段要求 主题目标：学完本单元后，学生能够客观评价自己，接纳自己的不完美之处，发现自我价值并勇于挑战自我。 产出目标：学生做一个演讲，阐述自我认知的变化过程。 评价标准：(1)学生能够描述自己的外貌、喜好、性格、能力等。 (2)学生能够陈述自我认知的变化及其原因。 (3)学生能够正确评价自己。 (4)学生能够尽可能多地使用本单元的核心词汇，尤其是生词。 (5)学生能够正确使用现在完成时。
教学重难点 教学重点： 正确使用现在完成时描述经历与变化； 按“引言—主体—结尾”逻辑结构完成条理清晰的英语演讲。 教学难点： 深入思考自我成长原因并用恰当语言阐释； 在公开场合自信、流畅地用英语表达。
教学环节 学习目标 学与教的过程与活动 设计意图
Step1 Review （4 minutes） 学生能够复习本单元学习内容，能够正确认识自己，引入演讲内容。 1.请学生再次阅读第2页的单元概述，引导学生重温本单元的三个学习内容。 2.展示第3页Starting out的思维导图，引导学生回顾单元初始的自我介绍，思考现在对自我的认识是否有所改变。由此引入自我介绍的演讲任务。教师询问学生: T: Look at the thinking map in Starting out and think: has your idea about yourself changed Consider the following things: ·looks ·likes and dislikes "personality· abilities 学生回顾并对照自己在单元开始时对自我的认知与评价，梳理以上四点当中产生的新变化或新认知，为接下来的个人演讲做内容上的准备。 通过复习旧知，学生加深了对本单元有整体理解，为演讲输出提供知识基础。 通过思维导图，学生正确认识自我，重新审视自我。
Step2 Preparation （18 minutes） 学生能够掌握演讲的框架结构和语言表达。 通过分析学生熟悉的汉堡的结构，讲解英语演讲汉堡法的结构，为学生演讲做信息准备Introduction—Body—Conclusion。 根据课本16页内容，逐段示范表达： 讲解演讲稿开头和结尾的表达。开头：Hello ,everyone.Today I want to talk about my change…….结尾：This is me……Thank you. Introduction: My understanding of myself has changed… Body:I have got…… I used to … but now I can …I like……about myself. (复习现在完成时态的用法： e.g. I have learned……； 讲解used to do 过去常常做某事的用法；讲解解释原因的句型One reason for … is…… ） Conclusion: I have learnt that am what am. I have discovered ……（ 提醒演讲技巧：声音响亮，状态自信，语言流利，演讲内容有细节，配合肢体动作等制定演讲的具体评价标准 学生小组讨论，交流思想，补充观点，完善自己的演讲内容。 通过提供演讲的框架，明确本节产出内容范围，为学生演讲做信息准备。 通过提供框架+例句，降低学生演讲难度；突出逻辑结构。
Step3 Presentation （18minutes） 学生能够运用所学的语言知识和技巧表达真实的自我。 1.通过自愿报名和老师抽取的方式选择 8 名学生发表演讲，老师和其余同学按 评价标准评分。 2.在所有演讲结束后老师做总结发言，指出亮点和不足，提出建议。 3.汇总评分，公布 Top 3，颁发“小小演说家”奖状。 通过英语演讲展示，实践语言输出，增强学生自信心，提高评价能力。
Step 4 Reflection （5minutes） 学生能够正确评价自己，了解如何成为更好的自己。 出示课本第17页“如何成为更好的我”思维框图：Accept myself → Explore … → Challenge …指导学生补全。 完成课本第17页活动2的自我评价量表：1=excellent, 2=good, 3=not yet。发现自己的不足之处。 通过思维框图，学生深化单元主题，加深学生的理解。 通过自主评价，学生正确认识自我，正确评价自我，探索自我的长处和价值。
产出结果/或评价 A部分同学能用所学词汇和现在完成时态流利地描述自己的外貌、喜好、性格、能力等，能陈述自我认知的变化及其原因，能正确评价自己。 B部分同学能用简单的词汇描述自己特征及其变化，对自己有更客观的认识。
板书设计: Make a speech about yourself 2.
作业设计:① 完善演讲稿并录制 2min左右视频上传班级云盘；② 用思维导图写下“Be a better me”三步计划。Starting out+Understanding ideas
课题 Starting out +Understanding ideas 课型 阅读课 序号 1
教材分析 本单元围绕话题the idea of self共有11个语篇，第一课时将围绕话题的启动(self-knowledge)和子话题1(self-acceptance)展开教学。 “Seeing yourself through other people’s eyes”为多模态语篇，语篇通过对比自我评价与他人的评价，帮助学生发现自我评价与他人评价可能存在差异，引导他们从多元视角审视自我，建构更为全面的自我认知。 “a thinking map”为多模态语篇，需要学生完成。语篇以思维导图的形式引导学生从多角度认识自己。 “A red, red rose”为书面语篇，这是一篇记叙文，讲述了一个脸上有胎记的女孩在同学的启发与帮助下重拾自信的故事。 有关核心词汇：rose, suppose, birthmark, bright, secretly, look away, crowded, disaster, burn, cover, instead of, nervous, fill one’s heart, look in the mirror, shape, to one’s surprise, paint, change, special, different等。 有关核心语法：现在完成时。
阶段要求 主题目标：学生能够初步了解自己，认识自我视角和他人视角中的自己，激活对自我的已有认知，发现和接纳自己的与众不同，客观评价自己，体验从自我否定到自我认同的转变和成长。 产出目标：学生就“人是否应该容貌焦虑”发表观点，并阐述原因。 评价标准： 正确使用本单元核心词汇和句型介绍自己，能够描述自己不满意的外貌特征以及接受过程，阐述现在的感受以及转变原因。 使用名人名言、科学实验结构支持自己的观点，正确认识自身的体貌特征。
教学重难点 理解文章标题的含义；梳理三条线索,两条明线：线索1是Sally对于胎记的做法，线索2是Sally对于胎记的比喻；暗线是Sally情感变化和情感变化的原因（Maddie的做法） 学生在Sally故事中学会自我接纳后，在Maddie身上进行深度思考，能够发现自己的“red rose” 能初步认识现在完成时态的结构：主语+have/ has+动词的过去分词。
教学环节 学习目标 学与教的过程与活动 设计意图
Lead-in (3min) 学生明确本单元学习目标，整体感知本单元的语篇内容。 1.呈现章首图片，采用问答形式，引导学生看图说话，询问学生： What does the picture show 引出关键词beautiful, face, hair, heart等。 接着提问：What do you think of this girl 并追问What do you think of yourself 同时板书单元标题（This is me），引出单元话题the idea of self. 提问：Do you think we know ourselves better than anyone else （提问3/4个学生，鼓励学生发表不同观点并说明理由。）板书the idea of self,请学生理解self这个核心词的意思。 提出指导问题What are you going to learn in this unit Where can we find the answer 引导学生大声诵读图片下方的文字，包括单元话题（let’s explore the idea of self）、子话题（accept myself-explore myself-challenge myself)、产出结果和评价标准。 板书提醒学生本单元任务：make a speech about yourself，并提醒学生注意收集能够用于描述自身的词汇和信息。 1.通过阅读单元标题和图片，借助教师问题支架，引导学生进入单元主题内容the idea of self，做好初步语言铺垫。 2.将引言部分的3个问题变为3个关键词accept myself, explore myself,challenge myself,便于学生生成整体的立体结构化的单元蓝图。
Starting out (5min) 1.理解他人评价和自我评价之间可能存在差异，通过他人对自己的评价，更新自我认知。 2.能借助思维导图和描述外貌、性格、能力和喜好的词汇和句型进行自我介绍。 1.将活动1的图片投屏，介绍图中人物为Sam,提问：What does Sam look like 引导学生描述Sam的外貌。追问：What is he like 请学生猜测Sam是个什么样的人。 2.播放视频，请学生检验先前的猜测是否正确并回答问题(What does Sam think of himself What do others think of Sam ) 引导学生发现自我评价和他人评价之间可能存在差异。 3.教师接着提问（What do you think of yourself What do others think of you ）并将课本Page 3思维导图投屏，让学生从（Looks/Personality/Abilities/Likes and dislikes,...）方面，发表对自己的认知和了解,向他人介绍自己。 4.追问：How do you feel about your looks Is there anything you don’t like about yourself 1.激活话题下，关于性格描述的词汇，帮助学生为后面自我介绍和评价他人做好词汇储备。 2.引导学生通过别人眼中的自己，更新自己对自己的认知。 让学生通过多角度自我介绍，帮助学生加深自我了解和认知，多角度深入认识自己。 4. 让学生通过描述和评价自己不满意的外貌特征，引导学生尝试接纳自己的不完美，顺利衔接到阅读文本A red, red rose.
Pre-reading (4min) 描述图片并借助标题来预测文章的主要内容，引入语篇阅读。 1.呈现语篇插图，请学生看图回答问题： What is the girl doing What does she look like 引导学生认真观察图片并运用关键词来描述女孩的外貌：头发，面部特征。 将展示词birthmark放大，可借助构词法帮助学生理解，并引导其正确认识胎记。 2.引导学生关注胎记的形状和颜色： What’s the shape of the birthmark 呈现文章标题A red red rose并提问 What does the word “rose”mean What do you think the girl feel about it 引导学生观察女孩正在微笑从而判断对胎记的态度。 1.引导学生使用Starting out 中描述人物外貌的词汇来概括图片中女孩的外貌，尤其是她的胎记。 2.让学生观察文章题目，帮助学生理解Rose 在人们心中是美好的代名词，学生可预测red rose是对胎记的比喻。最后让学生关注镜子中女孩微微上翘的嘴角，引导学生总结女孩对胎记是接纳的态度。
While-reading (25min) 核对先前预测是否正确，理解文章标题的含义；梳理三条线索,两条明线：线索1是Sally对于胎记的做法，线索2是Sally对于胎记的比喻；暗线是Sally情感变化和情感变化的原因（Maddie的做法） 1.请学生带着问题快速阅读，核对先前的预测: A red rose means Sally’s birthmark. Finally, she is happy/ satisfied with the“rose” 2.请学生将文章划分为三部分： Beginning(Paragraph1-2) Middle(Paragraph3-5) End(Paragraph6) 3.请学生回答两个问题：Did Sally accept her birthmark at first (Where can you see that )此问题是为线索1和2作铺垫。Were Sally happy with her birthmark at first 此问题是为暗线其情感变化作铺垫。 Part1 (1) “Everyone has something they don’t like about themselves.” For Sally, what is “something” 学生在回答完此问题后，引导学生归纳出Sally的情感是 disliked(hated) (2) How did she feel in crowded places 学生回答出disaster和burned red hot。引导其归纳出Sally的情感是ashamed (3) So, what did she do to her “something” (She kept her long hair to cover it) 询问学生Why “Something” change into “A red rose” 从而过渡到(There is someone named Maddie changed her opinions) Part2 (1) Instead of looking away, what did Maddie do And how did Sally feel about that 此处Sally的情感是nervous。可通过后面“Clouds filled my heart.”推断出Sally情感变化还有doubtful。 (2) What did Maddie think of her birthmark How did Sally feel about Maddie’s words (sunny和Sally接下来的动作, looked at…without quickly turning away可引导学生归纳出此时Sally的情感是happy,surprised) (3) In the mirror, Sally see it truly like___ ___ ___.(线索2：disaster→a red rose) Part3 A red rose refers to her birthmark, also refers to something she learnt:______________________ (Everyone has something special and different.) 引导学生说出We should accept our special and different points. 首先，让学生了解故事的开头和结局，然后帮助学生梳理三条线索并把握Sally对于胎记的情感变化和Sally做法的改变。最后引导学生总结出“accept yourself”。
Post-reading (8min) 学生在Sally故事中学会自我接纳后，在Maddie身上进行深度思考，能够发现自己的“red rose” According to Sally, we learn we should accept ourselves. According to Maddie, what does “ red rose” refer to ( Her kindness. She can notice others’ beauty and help others accept themselves.)请学生思考并回答：What about your “red rose” 引导学生可以从个人的性格展开，展示几个单词：friendly, brave, confident,optimistic等；或者从个人能力展开，展示例句I can...(play the piano, learn new skills quickly, tell jokes to make others laugh等） 在学生回答过程中，可请学生叙述经历来证实自己。最后总结：Everyone is special and different. To accept yourself is to find your“rose”inside. 帮助学生在读完Sally的故事后学会自我接纳。然后提出问题“红玫瑰在本篇文章还可以指什么？”让学生思考，也许它还可以指Maddie的善良。这样引导学生探索自我内在的优点是什么，从而能让它们发现自己真正的美。
产出结果/或评价 产出结果：学生完成一小段对话，话题为experience of accepting yourself 评价标准： （1）学生能够描述自己不满意的外貌特征。 （2）学生能够描述自己对这一外貌特征的感受变化，并说明原因。 （3）学生能够描述从这一经历获得的启示。 （4）学生能够尽可能多地使用本版块的核心词汇和学生用书Useful expression 中的表达。 （5）学生能够正确使用现在完成时。
板书设计:
作业设计: 采用分层作业A层和B层, A部分学生就容貌焦虑一话题结合自己的或名人的经历来论述观点。B部分学生抓住语篇中的三条线索来复述文章内容。 设计意图：对于A层学生本项作业的设置，首先考察其是否掌握本节课描述某人外貌和性格特征的词汇短语；其次考察A层学生是否可以运用文章中的某些词汇短语或句子来侧面体现自己或他人的对于容貌的情感变化；最后学生是否可以站在内在美或是每个人都有自己独特性的角度表达拒绝容貌焦虑。 对于B层学生本项作业的设置，主要考察其是否掌握故事的三条线索以及文中用来描述Sally情感和做法变化的语句，其次考察其是否能将第一人称转换为第三人称叙述故事。Unit1拓展阅读
课题 拓展阅读 课型 复习课 序号 7
材料分析 相对于教材里的篇章阅读，整本书阅读能给学生提供更完整、更真实的语境，对丰富和发展语言、锤炼和完善思维发挥重要作用。本节课学生继续阅读《书虫》一级系列丛书中的The Wizard of Oz中的 Chapter2.该书是美国儿童文学史上首部广受赞誉的童话，被称为美国版的《西游记》，讲述了主人公Dorothy在伙伴们的陪伴和帮助下，历经千难万险重返家园的故事。也是本单元Developing ideas 中关于认识自己的文学著作。
学习目标 自主阅读Chapter2后，学生能够填写读书报告清单。（此为提前一周布置的作业） 老师引领精讲后，厘清人物关系，捕获人物心理变化；探究促成不同人物变化的共同原因，感知人与人之间该如何相处，从而获得丰富的情感体验。通过思考“How did they work out the problem”感知 “互帮互助，勇往直前，遇见更好自己”的主题意义。
教学重难点 重点：学生能说出本章的主旨大意，整理好读书报告清单。 难点：学生能厘清人物关系，捕获人物心理变化，获得丰富的情感体验。
教学环节 学习目标 学与教的过程与活动 设计意图（说明这些活动为什么能有助于实现教学目标。）
自主阅读 读书报告展示 (10min) 学生通过展示自主阅读读书报告，能够说出故事的主要情节。通过查字典，认识出现的生单词并分享读完本章节后的感受或评价。 随机抽取5名同学展示本周阅读的chapter2，从主要情节，积累词汇及评价或感受方面展示。同时请其他同学进行评价，主要讲亮点及自己学到的内容。 通过读书报告的撰写，对本章的情节整合，同时扩大词汇量，并就本章初步表达感受。同伴评价说亮点，一方面可以让同学们注意力集中，同时对发言同学是一种鼓励，不会产生畏惧心理。
精读精练精讲 (20分钟) 学生能够厘清人物关系，捕获人物心理变化；探究促成不同人物变化的共同原因，感知人与人之间该如何相处，从而获得丰富的情感体验。通过思考“How did they work out the problem”体验到 “互帮互助，勇往直前，遇见更好自己”的主题意义。 Read chapter2 again and finish the following task. 情节一阅读任务单 情节二阅读任务单 以精读课剖析人物，勾勒情感变化精读课教会学生聚焦人物描写的手段及情感变化的呈现，引领他们掌握精读与泛读、略读与扫读、根据上下文推断词义、运用形容词描述人物和使用感官描述环境等阅读方法和写作手法。 在此过程中，学生积累了丰富而地道的语料，潜移默化地提升了文学功底，真正体会到语言的魅力与乐趣。洞察到写作的奥秘，也培养了语言素养和高阶思维。
改进读书报告 (5分钟) 在五名同学展示读书报告后及根据清单和老师的讲解后，学生们能进一步整理读书报告，对chapter2有进一步的理解，发表能体现高阶思维的见解。 同学们结合五名同学展示亮点、填写的阅读清单和老师的讲解，进一步整理读书报告。 培养学生们的信息整合能力，加深自己的理解，洞察到写作的奥秘，同时培养同学们的语言素养和高阶思维。
自主阅读 (10分钟) 沉浸式阅读，填写Chapter3阅读报告。 沉浸式阅读，让阅读真正的发生。
产出结果/或评价 A层同学能完成提现语言素养和高阶思维的读书报告，完成阅读任务单。 B层同学能在本节课结束后完成相对全面的读书报告，阅读任务单内容可以在书上画出答案。
板书设计: The Wizard of Oz Chapter2
作业设计: 1.Introduce Chapter2 to your family member. A层同学尽量不借助材料，B层同学可借助读书报告或阅读清单。 2.Finish the Reading report of The Wizard of Oz Chapter3.

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