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最新优质课逐字稿More Than Flowers in the Hair生活再难，也为自己开一朵花！

教学目标Aims:Students will be able to:1.By observing the visual of the floral headdress and engaging in free association, share initial impressions of beauty and decoration to activate prior knowledge and establish a starting point for exploring deeper meanings.2.By reading the text and extracting contrasting words and phrases, accurately categorize descriptions of the flowers and descriptions of the women’s lives in Xunpu to identify the central tension between surface beauty and underlying hardship.3.By using a dictionary to examine the noun “flower” and analyzing the author’s choice of verbs and contrasting (“not... but...”) sentences, explore and express the symbolic meaning of flowers as an active response to hardship rather than a passive escape.4.By integrating the text’s central idea and reflecting on personal experience, identify their own “flower” using the target sentence pattern, demonstrating the ability to connect textual themes to real-life contexts.教学目标 学生将能够： 1. 通过观察花头饰的视觉画面并展开自由联想，分享对美与装饰的初步感受，激活已有知识，为探究深层内涵奠定基础。

2. 通过阅读文本并提取对比性词语与短语，精准分类描写花朵的语句与描写蟳埔女性生活的语句，体会外在美好与内在艰辛之间的核心矛盾。

3. 通过查阅词典研读名词“花”，并分析作者选用的动词及“不是……而是……”类对比句式，探究并阐释花朵的象征意义——它是对苦难的积极回应，而非消极逃避。

4. 结合文本中心思想并联系个人经历，运用目标句型找到属于自己的“花”，实现将文本主题与现实生活相联结的能力。

授课过程Activity 1: Activating perception before actual reading活动一：读前感知激活This activity is designed to prepare for Aim 1.本活动对应目标 1。

Step 1. Show students a picture of the floral headdress of Xunpu women.步骤 1展示浔埔女簪花围图片。

Q: What do you notice first?

What words come to your mind when you see these flowers?

【Purpose】To activate students’ prior knowledge and schemata related to beauty and cultural imagery, and to generate initial observations that will later be contrasted with the text’s deeper themes. This discussion introduces key vocabulary and creates curiosity about what lies beneath the surface.【设计意图】激活学生与美、文化意象相关的背景知识与认知图式，形成初步观察感受，为后续与文本深层主题形成对比做铺垫；同时引入核心词汇，激发学生对表象之下内涵的探究兴趣。

Step 2. Introduce the topic and set the reading agenda.步骤 2 导入课题，明确阅读任务。

T: Today we are going to read a passage that begins with beauty, but does not stop there. Let’s find out whatinformationdescribes the flowers and lives of Xunpu Women.【Purpose】To establish a clear purpose for reading by framing the central tension of the text. This statement guides students to anticipate that the text will explore a contrast between appearance and reality.【设计意图】点明文本核心矛盾，确立清晰阅读目标，引导学生预判文章将探讨外在表象与现实生活的对比。

Activity 2: Self-directed reading to probe into the flowers and the lives活动二：自主阅读，探究花与人生This activity is designed for Aims 1 and 2.本活动对应目标 1和目标2。

Step 1. Give students sufficient time to read the passage thoroughly without interruption. Students will collect words and phrases as they read.步骤 1给予学生充足时间完整通读文本，边读边圈画关键词句。

【Purpose】To encourage overall reading and foster students’ ability to independently locate and process information based on the reading agenda established in Activity 1.【设计意图】培养整体阅读能力，引导学生依据活动一确立的阅读任务，自主定位、处理文本信息。

i.How does the author describe the flowers?

How does the author describe the lives of Xunpu women?

Fast locate the words and phrases used to describe the flowers and those used to describe the women’s lives.快速定位描写花朵与浔埔女生活劳作的词句，完成信息整理【Purpose】To train students in identifying and categorizing specific information from the text. By extracting contrasting descriptions, students practice distinguishing surface elements from underlying realities and learn to organize information systematically, which enhances both comprehension and retention.【设计意图】训练学生从文本中定位、分类具体信息的能力。

通过提取对比性描写，区分外在表象与内在现实，学会系统梳理信息，提升理解与记忆效果。

i.What is the central contrast of the text?

Based on the extracted words, ask students to probe into the core tension.Ss may come up with:· Beauty on the surface, hardship underneath.· One side is light; one side is heavy.· One side is choice; one side is necessity.【Purpose】To move students beyond literal comprehension to interpretive understanding. By synthesizing the extracted information, students identify the central puzzle of the text, which serves as the foundation for deeper analysis in subsequent activities.【设计意图】推动学生从字面理解上升到解读层面。

通过整合信息，把握文本核心冲突，为后续深度分析打下基础。

Activity 3: Analyze words and sentences to uncover the author’s meaning活动三：词句赏析，深挖作者主旨This activity is designed for Aim 3.本活动对应目标 3。

Step 1. Discuss the significance of flowers to the lives of Xunpu women.步骤 1探讨花朵对浔埔女生活的意义。

T: What is the significance of flowers under ‘Xunpu women’s life’ context?

Ss may come up with:oFlowers are history, culture, roots, custom; hope, anticipation, comfort; answer, response; reaction, etc.【Purpose】To guide students in making initial inferences about the symbolic meaning of flowers before examining the author’s linguistic choices.【设计意图】引导学生在分析语言前，先对花朵的象征意义做出初步推断。

Step 2. Use the Oxford Dictionary to look up the word “flower” as a noun.步骤 2 借助《牛津词典》查阅名词 flower。

T: Before we reach the author’s answer, let's look closely at one word you think you know well. Write down the example sentences you find.Ss may find examples such as:· The plant has a beautiful yellow flower.· The roses are in flower now.· I picked some flowers .· a flower garden/show.T: Now, look at the verbs in the text. What do flowers do?

(e.g., rest, turn, brighten, carry, invite, appear, gave, answered)【Purpose】To help students discover how the author transforms the ordinary meaning of “flower”through verb choice. By comparing the dictionary definition with the text's verbs, students recognize that flowers are given agency and power—they are not passive objects but active responders to hardship.【设计意图】帮助学生发现作者如何通过动词赋予 “花” 超越本义的内涵。

对比词典释义与文中动词，学生能理解：花并非被动装饰物，而是拥有主体性、主动回应苦难的存在。

Step 3. Identify and analyze the most powerful contrasting sentence.步骤 3 找出并赏析最有力量的对比句。

T: The author employs a lot of contrasting sentences (not... but...) in the text. Which one do you find the most powerful?

Share your reasons.Ss locate sentences such as:· They did not choose flowers because life was easy. They chose flowers because life was hard.· Beauty, in this context, was not an escape from reality, but a way of enduring it.· The flowers did not deny hardship; they answered it.Teacher facilitates discussion, focusing on the power of the verbs (chose, enduring, answered) to show how flowers become an active, defiant response rather than a passive escape.【Purpose】To foster advanced critical thinking skills by encouraging students to evaluate the author's linguistic choices. By analyzing the “not... but...”structure, students uncover the author’s central argument and develop the ability to interpret how language constructs meaning.【设计意图】培养高阶批判性思维，引导学生评析作者的语言选择。

通过分析 “not... but...” 结构，把握作者核心观点，学会解读语言如何建构意义。

Activity 4: Connect the central idea to personal experience活动四：联结主旨，反观自身This activity is designed for Aim 4.本活动对应目标 4。

Step 1. Reflect on personal “flowers”.步骤 1 思考属于自己的 “花”。

T: We’ve seen how the flowers in the hair of Xunpu women carry something heavy: memory, hope, resilience, identity. In your own life—or in the lives around you—when things are heavy, what is your “flower”?

Students think individually and then share in pairs or with the class. They are encouraged to use the “not... but...” structure to express their ideas.Teacher provides a sentence starter on the board:My “flower” is not (merely) __________; it __________.Step 2. Concluding reflection.T: Every culture, every family, every person—we all have our flowers. The question is: Do we see them?

Do we understand what they carry?

【Purpose】To provide students with an opportunity to synthesize their learning and form their own meaningful connections. This culminating reflection encourages metacognition as students internalize the text's central theme and apply it to their own lives, demonstrating the value of cultural understanding and personal resilience.【设计意图】为学生提供整合学习成果、建立个人意义联结的机会。

通过收尾反思，促进元认知内化，将文本主题迁移至自身生活，体现文化理解与个人坚韧成长的价值。

Assignment作业1. Further Reading: Research another cultural tradition where beauty or art serves as a response to hardship (e.g., Mexican embroidery, African American quilting traditions, Tibetan sand mandalas). Prepare a short paragraph explaining what the tradition is and what it carries.2. Extended Reflection: Write a short passage (100-150 words) about your own “flower” using the “not... but...” structure at least once. Explain what your “flower” is, what it is not, and what it truly means to you.【Teaching Reflection】教学反思This lesson began with a visual to activate students’ perception of beauty and was structured around the central contrast between surface beauty and underlying hardship. Through activities such as word extraction, dictionary exploration, and analysis of contrasting sentences, students gradually uncovered the deeper meaning behind the Xunpu women’s floral headdress. The dictionary activity was particularly effective: students were surprised to see the gap between the static definition of “flower” and the active verbs the author used (answered, chose, endured). This discovery helped them understand that the author was constructing a new meaning for flowers—not as decoration, but as a form of resilience.本节课以视觉图片导入，激活学生对美的感知，围绕 “外在美感 vs 内在艰辛” 这一核心对比展开教学。

通过词句提取、词典探究、对比句赏析等活动，学生逐步读懂浔埔女簪花背后的深层意义。

其中词典查阅环节效果尤为突出：学生惊讶地发现，“花” 的静态词典义与文中 answered, chose, endured 等动态动词之间存在巨大反差，由此理解作者为 “花” 重构的内涵 —— 它不只是装饰，更是一种坚韧。

The discussion on the “not... but...” sentences generated rich responses. One student noted that “answered it” was the most powerful because “you don’t answer something unless it speaks to you—hardship was speaking, and they answered with flowers.” This showed deep interpretive understanding. The final reflection activity allowed students to share their own “flowers”—ranging from a grandparent’s cooking to a favorite song—using the target structure. One student wrote, “My flower is not merely a distraction; it is my way of saying I am still here.” This demonstrated successful internalization of the text’s theme.“不是…… 而是……” 句式的讨论生成了许多精彩生成。

有学生认为 “answered it” 最有力量，因为 “只有当某物向你发声时，你才会回应它 —— 苦难在发声，而她们以花作答。

” 体现了深刻的文本解读能力。

最后的反思环节中，学生分享了各自的 “花”，从祖辈的饭菜到喜爱的歌曲，并恰当运用目标句式。

有学生写道：“我的花不只是一种消遣，而是我宣告自己依然在场的方式。

” 说明学生已成功内化文本主旨。

A limitation was the limited time for sharing personal reflections. In future lessons, this part could be extended into a small-group sharing circle or expanded into a full writing session. Additionally, the further reading assignment could be used as a springboard for a follow-up lesson comparing different cultural traditions of resilience through beauty.本课存在的不足是个人分享时间有限。

后续教学中可将该环节扩展为小组圆桌分享，或延伸为完整写作课。

此外，拓展阅读作业可作为下一节课的切入点，对比不同文化中以美承载坚韧的传统。

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最新优质课More Than Flowers in the Hair逐字稿和授课视频等资料链接：https://pan.baidu.com/s/1RfTZJRnF1aWrIvQsbkJqIA?

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