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【人教2024版七下英语精彩课堂（备课素材+教案）】
Unit 8 Section B
Section B　 What can stories teach us
导入一　问题导入
教师在黑板上写下“Appearance(外貌)”和 “Inner Quality(内在品质)”,然后问学生:“Class, which one do you think is more important, how a person or an animal looks on the outside, or what kind of person or animal they are on the inside ”
邀请几名学生分享自己的观点,然后教师说:“Well, today we are going to read a story that can give us some ideas about this question. It's called The Ugly Duckling. In this story, there is a little duckling that doesn't look good in others' eyes at first. But let's see what's really special about him as we read the story.(嗯,今天我们要读一个故事,这个故事能给我们一些关于这个问题的想法。它叫《丑小鸭》。在这个故事里,有一只小鸭子一开始在别人眼里不好看,但是让我们在阅读故事的过程中看看他到底有什么特别之处吧。)”
导入二　谚语导入
教师在黑板上写下一句与外貌和内在相关的英文谚语,例如:“Don't judge a book by its cover.”(不要以貌取人。) 教师引导学生讨论这句谚语的含义,然后问学生:“Do you think this is true for animals too Let's read a story about a duckling that is judged by his appearance.(你们认为这对动物也适用吗 让我们来读一个关于一只被以貌取人的小鸭子的故事。)”进而引出《丑小鸭》。
导入三　角色扮演导入
教师准备一些写有角色特征的卡片,例如:“You are a proud and beautiful duckling.(你是一只骄傲而美丽的小鸭子。)”“You are a kind-hearted old duck.(你是一只心地善良的老鸭。)”“You are the ugly duckling.(你是丑小鸭。)”
邀请几名学生上台随机抽取卡片,然后让他们根据卡片上的角色进行简单的自我介绍。例如,抽到“骄傲而美丽的小鸭子”的学生可以说:“I am a beautiful duckling. I have nice feathers, and I don't like ugly things.(我是一只美丽的小鸭子。我有漂亮的羽毛,而且我不喜欢丑陋的东西。)”
表演结束后,教师说:“Today, we are going to read a story about an ugly duckling. Let's see how he gets along with other ducklings like you.(今天,我们要读一个关于丑小鸭的故事。让我们来看看他是如何与其他像你这样的小鸭子相处的。)”
活动设计　　　　　　　　　　　　　　　　　　　　　　　　　
活动一 　图片配对(Picture Matching)
活动准备:准备若干张与《丑小鸭》主要故事情节相关的图片,例如:鸭妈妈在孵蛋、小鸭子们破壳而出、丑小鸭被其他小鸭子排挤、丑小鸭在冬天的湖面上孤独求生、丑小鸭看到美丽的天鹅、丑小鸭变成了美丽的天鹅等。将这些图片分别制作成两份,一份用于展示,一份剪成单独的卡片分给学生。
活动步骤:教师先将展示用的一套图片按顺序贴在黑板上,但中间空出几个位置。
把剪成卡片的图片分发给学生,确保每名学生有 1—2 张图片。
学生需要观察自己手中的图片,并思考它在故事中所处的位置,然后到黑板前将图片放在对应的空缺位置上。当所有学生都放置好图片后,教师带领全班一起检查图片的顺序是否正确,同时让学生用英语描述每一张图片的情节,例如:“This picture shows the ugly duckling is shivering on the frozen lake in winter.(这张图片展示了丑小鸭在冬天结冰的湖面上瑟瑟发抖。)”
活动二 　故事山(Story Mountain)活动设计
活动步骤:教师向学生解释什么是故事山:“A story mountain is a way to show the structure of a story. It has five parts: the beginning, the rising action, the climax, the falling action, and the ending.(故事山是展示故事结构的一种方式,它有五个部分:开端、发展、高潮、回落和结局。)”教师可以简单地在黑板上画出一个故事山的形状,并标注出这五个部分。
阅读与思考:学生阅读《丑小鸭》的故事文本(如果学生已经熟悉故事,可直接进行思考)。
学生思考故事中的各个情节分别属于故事山的哪个部分,并在白纸上简单地列出各个情节的关键句。
绘制故事山:学生开始在白纸上绘制自己的故事山。
在故事山的开端部分,学生可以画出鸭妈妈孵蛋的场景,并写下关键句“The mother duck hatches eggs.”。
在发展部分,画出丑小鸭因为长得丑被其他鸭子排挤的画面,写下关键句“The ugly duckling is bullied by others.”。
高潮部分可以是丑小鸭在冬天结冰的湖面上孤独求生的场景,关键句为“The ugly duckling struggles to survive in winter.”。
回落部分是丑小鸭看到天鹅,羡慕它们的情景,关键句为“The ugly duckling sees the swans and feels envious.”。
结局部分则是丑小鸭发现自己变成了美丽的天鹅,和其他天鹅一起飞翔,关键句为“The ugly duckling turns into a beautiful swan and flies with other swans.”。
学生用彩笔为自己的故事山上色,使画面更加生动。
阅读突破　　　　　　　　　　　　　　　　　　　　　　　　　
突破一　语法填空。(教材原文:Section B 1b)
The Ugly Duckling
Once upon a time, there was a mother duck.She had six little ducklings. Five of the ducklings were small and yellow, 1.　　　　 the last duckling was big and grey. “He doesn't look like us! What 2.　　　　 ugly duckling!” the other ducklings said. “That's not nice!” said Mother Duck. “He's still a duck like us!”
At the river, the ugly duckling 3.　　　　(swim) well, just like all the other ducklings.But the other ducklings still laughed at him and told him to go away.It made the poor duckling very sad, so he decided 4.　　　　 (search) for a new home.He met many other birds,but all of
5.　　　　(they) thought that he was ugly too.They did not want him to live with them.
One day, the duckling 6.　　　　(meet) a cat and a hen. “May I stay with you ” he asked
7.　　　　 (hopeful). But the two animals said no.They did not like him because he could not purr 8.　　　　 lay eggs!
Some days later, the ugly duckling came to a lake.There, he saw three beautiful swans with long necks and white feathers. “I wish I looked like you!” he cried. “My friend, you do look like us!Look in the water!”one of the 9.　　　　 (swan) said.The duckling looked down,and
10.　　　　 his surprise, he saw that he was a beautiful white swan too!
◎Key: 1.but　2.an　3.swam　4.to search　5.them　6.met　7.hopefully　8.or
9.swans　10.to
突破二　根据短文内容,选出正确选项。(教材原文: Section B 1b)
(　　)1.How did the other ducklings treat the ugly duckling
A.They played with him happily.
B.They were kind to him and shared food with him.
C.They laughed at him and bullied him.
(　　)2.Why did the ugly duckling leave home
A.Because he wanted to find his real parents.
B.Because he was too sad and couldn't bear the bullying from others.
C.Because he liked to explore the outside world.
(　　)3.What is the main idea of the story The Ugly Duckling
A.We should always be beautiful on the outside.
B.Don't judge others by their appearance, and everyone may become great in the end.
C.It's important to have a lot of friends.
◎Key: 1—3　CBB
Section B　 What can stories teach us
第一课时 (1a-1d)
Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　
What: 1a asks students to look at the pictures and think about what happens in the story, while numbering the pictures. 1b presents an English story adapted from Hans Christian Andersen's The Ugly Duckling. 1c asks students to read the story again and answer the questions. 1d asks students to match the characters with their opinions, and asks students to give suggestions to those characters and share their ideas.
Why: Read classic Western fairy tales to learn about the values in Western culture, such as self-identity and inner beauty, and to enhance cultural awareness. Cultivate students' observation and imagination through picture observation tasks, so that students can learn to speculate about the storyline based on visual clues. Improve students' reading skills through reading stories and answering questions. Practise students' oral expression and thinking skills through analyzing and discussing characters.
How:This lesson involves a complete story, belonging to the narrative genre, with clear plot parts (the beginning, the development, the climax and the ending).It also adopts step-by-step task design and diversified learning activities, from picture observation, story reading, question answering, character analysis to suggestion sharing, to analyse the story from different perspectives and understand the moral.
Learning Objectives　　　　　　　　　　　　　　　　　　　　　　　　
By the end of this lesson, students will be able to:
1.read and understand the story The Ugly Duckling;
2.analyse the characters' personalities;
3.learn not to judge people by their appearance.
Teaching Process　　　　　　　　　　　　　　　　　　　　　　　　　
Learning Objectives Teaching Activities Effectiveness Evaluation
1.To read and understand the story The Ugly Duckling. Step 1 Lead-in 1.Greetings. 2.Free talk: Do you know Hans Christian Andersen Step 2 Work on 1a Look at the pictures. What do you think happens in this story Number the pictures. Step 3 Reading Work on 1b: Read the story adapted from Hans Christian Andersen's The Ugly Duckling. Discuss the question with a partner. Is the ugly duckling a real duck 1.Pre-reading Predict: According to the picture, how many ducklings were there in the story ◎Key: Six ducklings. 2.Fast reading Read the story quickly and answer the questions. (1)What style is the story ◎Key: A fairy tale. (2)When we tell a fairy tale, what do we usually say at the beginning of the story ◎Key: Once/Once upon a time… (3)What tense do we usually use in a fairy tale ◎Key: The simple past tense. (4)Who is the main character in the story ◎Key: The ugly duckling. (5)In the end, what does the ugly duckling become ◎Key: A beautiful swan. 3.Careful reading Read again and answer the questions. (1)How was the ugly duckling different from the other ducklings in size and colour How was he similar to them Observe students' performance and know whether they preview the lesson well. Observe whether students can find details quickly and judge their scanning skills.
(2)What did the ugly duckling search for Why (3)What did the swans look like Were they friendly to the ugly duckling (4)What do you think the story teaches us ◎Key: (1)The other ducklings were small and yellow, but the ugly duckling was big and grey. The ugly duckling swam well, just like the other ducklings. (2)He searched for a new home. Because the other ducklings laughed at him and told him to go away. It made him sad, so he decided to search for a new home. (3)They were beautiful with long necks and white feathers. Yes, they were. (4)Don't judge a person by his appearance. Observe whether students are able to complete the exercises correctly to know their understanding of the reading material and their mastery of the target language. Gradually, the questions transition from simple fact-finding to deeper moralizing.
Purpose The use of picture guides can quickly capture students' attention. Through questions, students are guided to deeply understand the details of the story, the psychology of the characters and the moral of the story.
2.To analyse the characters' personalities. Step 4 Post-reading Work on 1d: Match the characters with their opinions. Can you give these characters any advice Share your ideas. ◎Key: DBCA Step 5 Group work 1.Tell a fairy tale you know. And then choose a story you like most. Student A: tell the beginning Student B: tell the body Student C: tell the ending 2.Invite some students to show on stage. Observe whether stu-dents can engage in role analysis, synthesis, and evaluation. Help them develop critical thinking.
Purpose To deepen students' understanding of the story through character analysis. Students match the characters with their opinions, analyse character traits and give their own opinions through critical thinking.
Homework Required: 1.Role-play the story. 2.Learn another fairy tale and tell it to your classmates. Optional: Are you the ugly duckling in your life You can write your story.
Teaching Reflection　　　　　　　　　　　　　　　　　　　　　　　　　


第二课时 [(2a-2b) Writing & Project ]
Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　
What: 2a and 2b require students to write an ending for the story and share it. 3a requires students to work in groups to choose one of the stories in this unit and act it out in class, and two guiding questions are provided. 3b is about writing a short play in groups. A sample play and some questions for reference are given. 3c requires students to perform the short play in class and then vote for the best performance.
Why: Project aims to cultivate students' cooperation ability, creativity, and oral expression ability. By choosing stories, writing scripts, and performing short plays, students can better understand the story and the target language of this unit, and at the same time exercise their ability to use English in practical situations and improve their self-confidence. The voting for the best performance can stimulate students' sense of competition and participation, making them take the performance more seriously.
How: This activity is close to the text in this unit and stimulates students' interest. The text used by students is a play, which has a unique format and language style. In the sample play, the language of the dialogue is simple and in line with the identity of the characters. For example, the fisherman's lines “What's this shiny thing Oh, it's a bottle! I wonder what's inside.” use simple vocabulary and sentence patterns, which are easy for students to understand and imitate. Students present the text in the way of project-based learning.
Learning Objectives　　　　　　　　　　　　　　　　　　　　　　　　
By the end of this lesson, students will be able to:
1.learn how to write an ending for a story;
2.understand the key elements of a short play, such as characters, settings, and plots, and learn the steps in writing a short play;
3.improve creativity and collaborative skills by writing and performing short plays;
4.present the short play to the class with confidence, and improve oral presentation and acting skills.
Teaching Process　　　　　　　　　　　　　　　　　　　　　　　　　
Learning Objectives Teaching Activities Effectiveness Evaluation
1.To learn how to write an ending for a story. Step 1 Lead-in 1.Greetings. 2.Work on 2a Read the beginning of the story.Write an ending for it. Use the questions to help you. 3.Work on 2b Exchange your drafts and share your ideas with your group members. Observe students' writing to understand their mastery of the target language.
Purpose To review the unit theme to set the stage for the next activities.
2.To understand the key elements of a short play, such as characters, settings, and plots, and learn the steps in writing a short play. Step 2 Work on 3a In groups, choose one of the stories from this unit to act out in class. ·Which story do you think is the most interesting ·Which story would make an exciting play Group members share their ideas and discuss, choosing a story from this unit to write a short play. Understand students' mastery of the elements of a play and the story of the unit based on their answers and performance.
Purpose To help students recall what they have learned and know if students learn well.
3.To improve crea-tivity and colla-borative skills by writing and performing short plays. Step 3 Work on 3b Work together to write a short play for your group. Use the questions and the example to help you. ·What happens in the scenes ·Where do they take place ·How many characters are there in each scene ·Who will be the narrator and who will play each character ·What will the characters say How will they say it Let students perform the example. Know whether students can apply what they have learned in this unit well based on the use of vocabulary and grammar in their writing.
Purpose To let students use what they have learned to do real things and consolidate the key expressions in this unit.
4.To present the short play to the class with confi-dence, and improve oral presentation and acting skills. Step 4 Performance 1.Work on 3c: Perform the play in class. Then vote for the best performance. 2.Summary: Drama is a powerful medium that allows us to step into different worlds. 3.Reflecting Observe students' performance, and give help and encourage-ment.　
Purpose To improve students' expression skills and self-confidence, and stimulate students' love for English plays.
Homework Required: Retell the story The Fisherman and the Genie to your family members. Optional: Write a short play with your friends.
Teaching Reflection　　　　　　　　　　　　　　　　　　　　　　　　　



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