《Unit 1 Understanding ideas - A Red, Red Rose》教学设计
学科 英语 年级 八年级 课型 新授课 设计者 张夏威
课题 Unit 1 Understanding ideas - A Red, Red Rose（阅读课） 课时 1
课标要求 1. 能理解日常生活中常见话题的阅读材料，提取关键信息。
2. 能运用所学词汇和句型表达个人观点和情感。
3. 培养学生积极的自我认知和尊重他人的情感态度。
教材分析 本文是外研版八年级上册的阅读课文，通过主人公 Sally 因胎记自卑到在同学 Maddie 的影响下学会接纳自我的故事，引导学生理解 “差异让每个人独特” 的主题。文章语言生动，包含比喻、心理描写等表达手法，适合培养学生的阅读理解和情感价值观。
学情分析 八年级学生已具备一定的英语基础，但对复杂情感描写和深层主题理解可能存在困难。学生在成长过程中易关注外貌差异，本课可结合生活实际，引导学生反思自我认知，增强情感共鸣。
核心素养目标 语言能力：
1. 掌握 “birthmark”“secretly”“cover” 等重点词汇，理解 “I suppose...”“It felt like...” 等表达。
2. 能提取文章细节信息，概括故事主旨。
文化意识：
理解 “接纳差异，欣赏独特” 的文化内涵，培养尊重他人的意识。
思维品质：
通过分析人物情感变化，提升逻辑思维和批判性思维能力。
学习能力：
通过小组讨论和反思活动，增强合作学习和自主表达能力。
教学重点 1. 重点词汇和句型的理解与运用。
2. 理解故事发展脉络及人物情感变化。
3. 提炼文章主旨：接纳差异，拥抱独特。
教学难点 1. 理解文中比喻（如 “red rose”）和心理描写（如 “burned red hot”）的象征意义。
2. 引导学生将文本主题与自身生活结合，形成积极的自我认知。
教学方法 任务型教学法、情境教学法、小组讨论法、问题引导法
教学过程（教学环节可结合学科特点自行设置）
教学环节 教师活动 学生活动 设计意图
环节一：Lead-in（情境导入） 1. 展示 PPT 图片：不同人身上的独特特征（如胎记、纹身、异色瞳、特殊发型），配文 “Everyone is different, everyone is special”。
2. 提问互动：
- “What’s the most special thing about you ”（引导学生关注自身独特性）
- “Have you ever felt different from others How did it make you feel ”（联系生活经验） 1. 观察图片并思考，用简单英语或中文分享个人独特之处（如 “I have a birthmark on my arm”“I can speak two dialects”）。2. 自由发言，表达对 “差异” 的真实感受（如 “自豪”“困惑”“想隐藏”）。 通过生活化图片和问题激活学生已有认知，建立 “差异” 与 “独特” 的初步关联，营造安全的情感表达氛围，为课文主题铺垫。
环节二Pre-reading（读前准备） 词汇预习，展示文中核心词汇配图。预测与提问展示课文标题 “A Red, Red Rose” 和女孩照镜子的图片，提问： - “Why is the birthmark compared to a rose ” - “How do you think the girl’s feelings about her birthmark will change ”引导学生用 “Maybe...because...” 句式表达预测。
“birthmark”（胎记）：“birth+mark” 合成词结构 - “secretly”（秘密地）：配图 “女孩偷偷观察他人” - “cover”（覆盖）：配图 “用长发遮胎记” 跟读词汇，在课本上标注词性和词义，两人一组讨论，记录预测关键词（如 “beautiful”“special”“change”），派代表分享猜想。
环节三 While-reading（分层阅读） Fast reading（速读抓主旨）播放课文录音，用 2 分钟速读全文，圈出人物（Sally/Maddie）和关键事件（胎记、玫瑰、镜子）。Detailed reading（精读品细节）段落 1-2（自卑阶段）： - 提问：“What did Sally do to hide her birthmark Why ” - 引导学生找出描写心理的短语（如 “burned red hot”“felt like a disaster”），追问：“Why use ‘burned’ here Is her face really on fire ”段落 3-5（转变阶段）： - 分角色朗读（教师读旁白，学生 A 读 Sally，学生 B 读 Maddie），注意语气变化（Sally 紧张，Maddie 热情）。 - 分析比喻句：“red rose” 象征什么？“cloudy morning → sunny heart” 如何体现心情变化？段落 6（升华阶段）： - 提问：“What does ‘I am what I am’ mean How did Maddie help Sally realize this ”
Critical thinking（批判性思考）提问：“Do you think Sally’s birthmark was the only reason she felt different What other differences might people care about ”引导学生联系现实，讨论 “成绩差异”“性格差异”“家庭背景差异” 等。
学生在规定的 2 分钟内快速浏览全文，同时用 “△” 标记出人物（Sally/Maddie），用 “□” 标记出关键物品（胎记、玫瑰、镜子）。学生在阅读过程中，用横线划出关键句学生进行分角色朗读，学生在阅读后，小组讨论问题 快速浏览文本，用 “△” 标记人物，用 “□” 标记关键物品，在选项旁标注选择理由（如 “选 a，结尾提到 everyone is different”）。
精读时用横线划出关键句，在空白处批注心理描写的作用（如 “‘burned’是夸张，表达尴尬”）；分角色朗读后讨论语气差异，用 “because” 句式分析象征意义（如 “玫瑰象征美丽，因为 Maddie 说它漂亮”）；小组讨论后总结：“Maddie 的赞美让 Sally 不再自卑”。
环节四Post-reading（语言运用与情感升华） 语言巩固完成课文内活动练习要求：独立完成后同桌互查，用红笔修正错误，朗读句子并拍照上传学习群。
小组讨论话题：“What’s your ‘red rose’ How can you embrace it ”引导学生用 “I used to...but now I...because...” 情感升华播放短视频《Different is Beautiful》（含残疾人艺术家、跨性别者、少数族裔等真实案例） 句式分享个人经历（如 “我曾因肥胖自卑，但现在我喜欢运动，因为健康最重要”）。 小组内轮流分享，记录组员的 “独特故事”，推选 1 名代表全班发言，用 PPT 关键词辅助表达（如 “accept, proud, special”）。
环节五Summary & Evaluation（总结与评价） 思维导图总结多元评价表扬 “最佳文本分析师”（如 “能准确找出‘cloudy’象征心情”）； - 奖励 “积极分享之星”（如 “勇敢说出自己的自卑经历”） - 用 “★” 评价自己的课堂参与度（1-5 星）； - 用一句话写下 “今天最有收获的事” 认真倾听评价，在学习笔记本记录优点；独立完成自评，将纸条放入班级 “成长信箱”。
分层作业 基础作业： 抄写核心词汇（birthmark/secretly/cover 等）3 遍，并用每个词写一个句子。 拓展作业：制作 “Unique Me” 卡片：用英语写 3 个自我优点，配手绘插图，送给家人或朋友。
板书设计
教学反思 1. 预设难点：学生可能对“burned red hot”等隐喻理解困难，需通过肢体语言（如摸脸皱眉）辅助讲解。2. 改进方向：下次课可增加“赞美卡”活动，让学生当场写下同学的独特之处，即时传递善意，强化“欣赏他人”的行为实践。
21世纪教育网 www.21cnjy.com 精品试卷·第 2 页 （共 2 页）(共27张PPT)
Unit 1 This is me
Understanding ideas- a red, red rose
(阅读课）
（新教材外研版）八年级
上
01
Learning goals
02
Pre-reading
03
While-reading
04
Post-reading
05
Summary
06
Homework
（外研版版）八年级
上
01
Learning goals
语言知识目标（Language Knowledge Objectives）
学生能够掌握重点词汇，如 “birthmark（胎记）”“secretly（秘密地）”“cover（覆盖）”“shape（形状）”“different（不同的）” 等，并能正确运用在语境中。
学生能够理解文中描述感受和观点的表达方式，如 “I suppose...（我想……）”“It felt like...（感觉就像……）” 等。
语言技能目标（Language Skills Objectives）
学生能够通过阅读，提取关键信息，准确回答关于文章细节的问题。
学生能够对文章进行概括总结，提升阅读理解和归纳能力。
学生能够运用所学语言知识，表达自己对个人独特之处的看法，提高口语表达能力。
情感态度目标（Affective Objectives）
引导学生树立正确的自我认知观念，学会接纳和欣赏自己的不同之处。
培养学生积极乐观的生活态度，尊重他人的独特性。
02
Lead in
Hello everyone! Let’s explore how differences make us special!
Please check the video and what did she say
03
Pre-reading
Look at picture and let’s learn new words.
03
Pre-reading
1. What does "rose" mean here
玫瑰（a flower ）
Look at the picture and the title, and answer the questions, Use the words to help you.
03
Pre-reading
2. What's the girl doing in the picture
She is looking at herself in the mirror..
3. How might she feel about the "rose"
She may feel happy and confident about the ‘rose’ because she seems content when looking at herself, perhaps the ‘rose’ - like feature makes her feel special.
04
While-reading
Choose the best summary of the passage.
a Accept your differences. They make you special.
（接受你的不同。它们使你独特）
b Share your differences only with your closest friends.
（只和最亲密朋友分享你的不同之处 ）
c When you change your differences, you change your life.
（当你改变你的不同之处，你改变你的生活 ）
04
While-reading
1 I suppose everyone has something they don't like about themselves. For me, it was the birthmark on my face. It was bright red, the colour of a strawberry.
What does the author dislike about themselves
The author dislikes the birthmark on her face.
04
1 I suppose everyone has something they don't like about themselves. For me, it was the birthmark on my face. It was bright red, the colour of a strawberry.
“suppose” 在此处意为 “认为，猜想”，引导一个宾语从句，表达说话者的一种主观想法1。例如，“I suppose it will rain tomorrow.”（我猜明天会下雨。）
“has something they don't like about themselves” 是一个常用表达，意思是 “有关于自己不喜欢的某些东西”，“they don't like about themselves” 是定语从句，修饰 “something”。
“birthmark” 是 “胎记” 的意思，是一个合成词，由 “birth”（出生）和 “mark”（标记）组成。
While-reading
04
2 Sometimes, I felt people secretly looking at my face. But when I turned my head, they looked away. On crowded buses and trains, it felt just like a disaster. With so many people around me, my birthmark burned red hot. Therefore, I always kept my hair long to cover it until that day.
Why did the author feel like being on crowded buses and trains was "a disaster"
Because the author felt overwhelmed by the attention on their birthmark in crowded places.
While-reading
04
2 Sometimes, I felt people secretly looking at my face. But when I turned my head, they looked away. On crowded buses and trains, it felt just like a disaster. With so many people around me, my birthmark burned red hot. Therefore, I always kept my hair long to cover it until that day.
“secretly” 表示 “秘密地，偷偷地”，生动地描绘出人们看 “我” 脸时的行为方式；
“disaster” 一词强调了 “我” 在拥挤公共场合的糟糕感受；
“burned red hot” 用形象的表达体现出 “我” 因他人目光而产生的窘迫和燥热的感觉，这里的 “burn” 并非真正的燃烧，而是一种夸张的心理感受表达；
“cover” 意思是 “覆盖”，突出 “我” 试图通过留长发来隐藏胎记的行为。
While-reading
04
3 It was a cloudy morning. A new student named Maddie arrived in our class. She sat right beside me. Instead of looking away, Maddie studied my face. This made me so nervous. Clouds came through the window and filled my heart. Suddenly, she said something I would never forget.
What did Sally use to cover her birthmark
Sally used her long hair to cover her birthmark.
While-reading
04
3 It was a cloudy morning. A new student named Maddie arrived in our class. She sat right beside me. Instead of looking away, Maddie studied my face. This made me so nervous. Clouds came through the window and filled my heart. Suddenly, she said something I would never forget.
通过 “cloudy morning（多云的早晨）” 和 “clouds filled my heart（云层填满内心）” 的双关，暗示主角内心的压抑与不安。
“studied my face（仔细看我的脸）” 与 “made me so nervous（让我紧张）” 形成对比，突出人物间微妙的张力。
While-reading
04
4 “Sally, right ” she said. “You have a red rose on your face. How beautiful!"
“red rose” 这一比喻形象生动，将原本让 Sally 自卑的胎记赋予了美好的意象，使抽象的美丽变得具体可感，增强了语言的感染力。
“How beautiful!” 这种简洁直接的感叹表达，强烈地传达出 Maddie 对 Sally 胎记由衷的赞美之情
While-reading
04
5 I looked up and met her smiling eyes. Although I only replied “thank you”, it turned sunny in my heart. When I got home, I rushed to the bathroom and looked in the mirror. For the first time, I could look at my birthmark without quickly turning away.The shape of it was truly like a flower. The next day, to my surprise, Maddie painted a red rose on her own face!
What change did "I" make after going home
After going home, "I" rushed to the bathroom and looked at my birthmark in the mirror for the first time without quickly turning away. I realized its shape was truly like a flower, starting to accept my birthmark.
While-reading
04
5 I looked up and met her smiling eyes. Although I only replied “thank you”, it turned sunny in my heart. When I got home, I rushed to the bathroom and looked in the mirror. For the first time, I could look at my birthmark without quickly turning away.The shape of it was truly like a flower. The next day, to my surprise, Maddie painted a red rose on her own face!
“look up” 表示 “抬头” 动作象征 “我” 开始直面他人的目光；
replied “thank you”表示 “回答 “谢谢你””，turn sunny“变晴朗”；
“for the first time” 表示 “第一次”；
“to one’s surprise” 表示 “令某人惊讶的是”
While-reading
05
6 I haven't told Maddie yet how she has changed me. I have already learnt that I am what I am. Everyone has something special and different - that is what's interesting.
What have I learned from the experience with Maddie
I have already learnt that I am what I am. Everyone has something special and different.
While-reading
04
6 I haven't told Maddie yet how she has changed me. I have already learnt that I am what I am. Everyone has something special and different - that is what's interesting.
“I am what I am” 表示 我就是我（接受原本的自己）；
“something special and different” 形容词短语并列修饰 “something”；
“that is what's interesting” 表示 “that” 指代前文 “everyone has something special and different”；
While-reading
05
Post-reading
Complete the notes with the words and expressions from the passage.
birthmark
secrectly
to cover
文中第一段提到 “For me, it was the birthmark on my face.” 表明 Sally 讨厌脸上的胎记。
由第二段 “Sometimes, I felt people secretly looking at my face.” 可知她感觉人们偷偷看她的脸。
根据第二段 “I always kept my hair long to cover it until that day.” 可知她总是用头发盖住胎记 。
05
Post-reading
red rose
从第四段 “You have a red rose on your face.” 可知在 Maddie 眼里，胎记像红玫瑰。
turned sunny
依据第五段 “I looked up and met her smiling eyes...it turned sunny in my heart.” 可知 Sally 心里变得晴朗 。
painted a red rose
从第五段最后 “The next day, to my surprise, Maddie painted a red rose on her own face!” 可知 Maddie 在自己脸上画了红玫瑰。
05
different
Post-reading
由文章最后 “Everyone has something special and different – that is what’s interesting.” 可知 Sally 现在认为每个人都以自己的方式独特又不同 。
05
Think and share
Post-reading
1. What does Sally think of her birthmark now
Sally now thinks her birthmark is beautiful. Because Maddie compared it to a red rose and praised it, which made Sally change her view and realize that it makes her special.
05
Think and share
Post-reading
2. Do you think people should worry about their looks Why or why not
I don't think people should worry too much about their looks. For example, many successful people like Stephen Hawking are renowned for their intelligence and contributions rather than their appearance. Scientific studies also show that inner qualities like kindness and wisdom have a more lasting impact on people's overall attractiveness. What truly matters is one's character and ability, not just physical appearance.
06
Summary
In this passage, Sally used to feel inferior because of the birthmark on her face and thought others would secretly stare at it. However, the new classmate Maddie compared her birthmark to a red rose and praised it. This changed Sally's attitude. She began to accept her birthmark and realized that everyone is unique. From this story, we learn that we should accept and appreciate our own and others' differences, as these differences make us special.
1. Must do
Copy the key words and phrases (such as “birthmark”, “secretly”, “cover”, “shape”, “different”, etc.), five times each, and recite their spellings and meanings.
2. Choose to do
Make a poster titled “Unique Me”. Use English and pictures to show your characteristics, hobbies, etc. You can add some words of encouragement for yourself.
https://www.21cnjy.com/recruitment/home/fine
Thanks!
